Professional Documents
Culture Documents
REPUBLIC OF GHANA
SCIENCE
CURRICULUM FOR PRIMARY SCHOOLS
(BASIC 4 - 6)
SEPTEMBER 2019
Science Curriculum for Primary Schools
The new curriculum for Ghana’s primary schools is standards-based, which is our demonstration of placing learning at the heart of every classroom and
ensuring that every learner receives quality education. Provision of accessible quality education for all is non-negotiable if we are to meet the human
capital needs of our country, required for accelerated sustainable national development. It is for this reason that the new curriculum sets out clearly the
learning areas that need to be taught, how they should be taught and how they should be assessed. It provides a set of core competencies and standards
that learners are to know, understand and demonstrate as they progress through the curriculum from one content standard to the other and from one
phase to the next. The curriculum and its related teachers’ manual promote the use of inclusive and gender responsive pedagogy within the context of
learning-centred teaching methods so that every learner can participate in every learning process and enjoy learning. The curriculum encourages the use
of Information and Communication Technologies (ICTs) for teaching and learning – ICTs as teaching and learning materials.
The new curriculum has at its heart the acquisition of skills in the 4Rs of Reading, wRiting, aRithmetic and cReativity by all learners. It is expected that at
any point of exit from a formal education, all learners should be equipped with these foundational skills for life, which are also prerequisites for Ghana
becoming a learning nation. The graduates from the school system should become functional citizens in the 4Rs and lifelong learners. They should be
digital literates, critical thinkers and problem solvers. The education they receive through the study of the learning areas in the curriculum should enable
them to collaborate and communicate well with others and be innovative. The graduates from Ghana’s schools should be leaders with a high sense of
national and global identity. The curriculum therefore provides a good opportunity in its design to develop individuals with the right skills and attitudes to
lead the transformation of Ghana into an industrialised learning nation.
For this reason, the Ministry of Education expects that learners, as a result of the new knowledge, skills and values they have acquired through the new
curriculum, will show a new sense of identity as creative, honest and responsible citizens. These are our core values that underpin the identification and
selection of the learning areas for this curriculum. These core values serve as fundamental building blocks for developing into our learners the spirit of
teamwork, respect, resilience and the commitment to achieving excellence. The Ministry endorses a quality learning experience as an entitlement for
each of Ghana’s school-going girl and boy; the curriculum has rightly focused on learning and learning progression. The Ministry has also endorsed
accountability as a critical domain for effective workings of standards-based curriculum.
More importantly the role of the teacher is to make this curriculum work for the intended purpose - to inculcate in learners the core competencies and
values and to make learning happen; improve learning outcomes – and the support that teachers need is duly recognised and endorsed by my Ministry.
The Ministry will support the implementation of the curriculum to include capacity development of all teachers in the new curriculum. Teachers matter in
the development and delivery of the standards-based curriculum and we will continue to support our teachers on this journey that we have started
together to put learning at the centre of what we do best; teach!
I thank all those who have contributed their time and expertise to the development of this curriculum for primary schools in Ghana.
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TABLE OF CONTENTS
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STRAND 1: DIVERSITY OF MATTER.................................................................................................................................................................... 34
STRAND 2: CYCLES ................................................................................................................................................................................................... 36
STRAND 3: SYSTEMS ................................................................................................................................................................................................. 38
STRAND 4: FORCES AND ENERGY .................................................................................................................................................................... 40
STRAND 5: HUMANS AND THE ENVIRONMENT ......................................................................................................................................... 44
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RATIONALE FOR PRIMARY SCIENCE
Science forms an integral part of our everyday life and it is a universal truth that development is hinged on science. Science and Technology is the
backbone of social, economic, political, and physical development of a country. It is a never-ending creative process, which serves to promote discovery
and understanding. It consists of a body of knowledge which attempts to explain and interpret phenomena and experiences. Science has changed our
lives and it is vital to Ghana’s future development.
To provide quality science education, teachers must facilitate learning in the science classroom. This will provide the foundations for discovering and
understanding the world around us and lay the grounds for science and science related studies at higher levels of education. Learners should be
encouraged to understand how science can be used to explain what is occurring, predict how things will behave and analyse causes and origin of things in
our environment. The science curriculum has considered the desired outcomes of education for learners at the basic level. Science is also concerned with
the development of attitudes and therefore it is important for all citizens to be scientifically and technologically literate for sustainable development.
Science therefore ought to be taught using hands-on and minds-on approaches which learners will find as fun and adopt science as a culture.
PHILOSOPHY
Teaching Philosophy
Ghana believes that an effective science education needed for sustainable development should be inquiry-based. Thus science education must provide
learners with opportunities to expand, change, enhance and modify the ways in which they view the world. It should be pivoted on learner-centred
science teaching and learning approaches that engage learners physically and cognitively in the knowledge-acquiring process in a rich and rigorous inquiry-
driven environment.
Learning Philosophy
Science Learning is an active contextualized process of constructing knowledge based on learners’ experiences rather than acquiring it. Learners are
information constructors who operate as researchers. Teachers serve as facilitators by providing the enabling environment that promotes the
construction of learners’ own knowledge based on their previous experiences. This makes learning more relevant to the learner and leads to the
development of critical thinkers and problem solvers.
GENERAL AIMS
The curriculum is aimed at developing individuals to become scientifically literate, good problem solvers, have the ability to think creatively and have both
the confidence and competence to participate fully in Ghanaian society as responsible local and global citizens.
SUBJECT AIMS
The science curriculum is designed to help learners to:
1. Develop the spirit of curiosity, creativity, innovation and critical thinking for investigating and understanding their environment.
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2. Develop skills, habits of mind and attitudes necessary for scientific inquiry.
4. Use scientific concepts in explaining their own lives and the world around them.
6. Develop humane and responsible attitude towards the use of all resources of Ghana and elsewhere.
7. Show concern and understanding of the interdependence of all living things and the Earth on which they live.
8. Design activities for exploring and applying scientific ideas and concepts.
INSTRUCTIONAL EXPECTATIONS
1. Guide and facilitate learning by generating discourse among learners and challenging them to accept and share responsibility for their own
learning based on their unique individual differences.
2. Select science content, adapt and plan lessons to meet the interests, knowledge, understanding, abilities, and experiences of learners.
3. Work together as colleagues within and across disciplines and grade levels to develop communities of science learners who exhibit the skills of
scientific inquiry and the attitudes and social values conducive to science learning.
4. Use multiple methods and systematically gather data about learners’ understanding and ability, to guide science teaching and learning with
arrangements to provide feedback to both learners and parents.
5. Design and manage learning environments that provide students with the time, space, and resources needed for learning science.
CORE COMPETENCIES
The core competences describe a body of skills that teachers at all levels should seek to develop in their learners. They are ways in which teachers and
learners engage with the subject matter as they learn the subject. The competences presented here describe a connected body of core skills that are
acquired throughout the processes of teaching and learning.
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This skill develops learners’ cognitive and reasoning abilities to enable them analyse and solve problems. Critical thinking and problem solving skill enables
learners to draw on their own experiences to analyse situations and choose the most appropriate out of a number of possible solutions. It requires that
learners embrace the problem at hand, persevere and take responsibility for their own learning.
Creativity and Innovation promotes the development of entrepreneurial skills in learners’ through their ability to think of new ways of solving
problems and developing technologies for addressing the problem at hand. It requires ingenuity of ideas, arts, technology and enterprise. Learners
having this skill are also able to think independently and creatively.
This competence promotes in learners the skills to make use of languages, symbols and texts to exchange information about themselves and their life
experiences. Learners actively participate in sharing their ideas. They engage in dialogue with others by listening to and learning from them. They also
respect and value the views of others.
This competence involves developing learners to put country and service foremost through an understanding of what it means to be active citizens. This
is done by inculcating in learners a strong sense of social and economic awareness. Learners make use of the knowledge, skills, competences and attitudes
acquired to contribute effectively towards the socioeconomic development of the country and on the global stage. Learners build skills to critically
identify and analyse cultural and global trends that enable them to contribute to the global community.
This competence involves improving self-awareness and building self-esteem. It also entails identifying and developing talents, fulfilling dreams and
aspirations. Learners are able to learn from mistakes and failures of the past. They acquire skills to develop other people to meet their needs. It involves
recognising the importance of values such as honesty and empathy and seeking the well-being of others. Personal development and leadership enables
learners to distinguish between right and wrong. The skill helps them to foster perseverance, resilience and self-confidence. PL helps them acquire the
skill of leadership, self-regulation and responsibility necessary for lifelong learning.
Digital Literacy develops learners to discover, acquire knowledge, and communicate through ICT to support their learning. It also makes them use digital
media responsibly.
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- Knowledge, Understanding and Application
- Process Skills
In this curriculum, learning indicators are stated with action verbs to show what the learner should know and be able to do. For example, the learner
will be able to describe something. Being able to “describe” something after teaching and learning has been completed means that the learner has
acquired “knowledge”. Being able to explain, summarise, and give examples etc. means that the learner has understood the concept taught.
Similarly, being able to develop, defend, etc. means that the learner can “apply” the knowledge acquired in some new context. You will note that each of
the indicators in the curriculum contains an “action verb” that describes the behaviour the learner will be able to demonstrate after teaching and learning
has taken place. “Knowledge, Understanding and Application” is a domain that should be the prime focus of teaching and learning in schools. Teaching in
most cases tends to stress on knowledge acquisition to the detriment of other higher level behaviours such as applying knowledge.
Each action verb in any indicator outlines the underlying expected outcome. Each indicator must be read carefully to know the learning domain towards
which you have to teach. The focus is to move teaching and learning from the didactic acquisition of “knowledge” where there is fact memorisation,
heavy reliance on formulae, remembering facts without critiquing them or relating them to real world – surface learning – to a new position called –
deep learning. Learners are expected to deepen their learning by knowledge application to develop critical thinking skills and to generate creative ideas
to solve real life problems in their school lives and later in their adult lives. This is the position where learning becomes beneficial to the learner.
The explanation and the key words involved in the “Knowledge, Understanding and Application” domain are as follows:
Knowing: The ability to remember, recall, identify, define, describe, list, name, match, state principles, facts and concepts. Knowledge is the
ability to remember or Recall concepts already learnt and this constitutes the lowest level of learning.
Understanding: The ability to explain, summarise, translate, rewrite, paraphrase, give examples, generalise, estimate or predict
consequences based upon a trend. Understanding is generally the ability to grasp the meaning of some concepts that may be
verbal, pictorial, or symbolic.
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Applying: This dimension is also referred to as “Use of Knowledge”. Ability to use knowledge or apply knowledge, apply rules, methods,
principles, theories, etc. to situations that are new and unfamiliar. It also involves the ability to produce, solve, plan, demonstrate,
discover etc.
Analysing: The ability to break down concept/information into its component parts; to differentiate, compare, distinguish, outline, separate,
identify significant points etc., ability to recognise unstated assumptions and logical fallacies; ability to recognise inferences from
facts etc.
Synthesising: The ability to put parts or ideas together to form a new whole. It involves the ability to combine, compile, compose, devise,
plan, revise, organise, create, generate new ideas and solutions.
Evaluating: The ability to appraise, compare features of different things and make comments or judgment, contrast, criticise, justify, support,
discuss, conclude, make recommendations etc. Evaluation refers to the ability to judge the worth or value of some concepts
based on some criteria.
Creating: The ability to use information or materials to plan, compose, produce, manufacture or construct other products.
From the foregoing, creating is the highest form of thinking and learning and is therefore a very important behaviour. This unfortunately, is the
area where most learners perform poorly. In order to get learners to develop critical thinking, skills beginning right from the lower primary
level, it is advised that you do your best to help your learners to develop analytic skills as we have said already.
This is the skill of knowing the functions and limitations of various apparatus, and developing the ability to select and handle them appropriately for
various tasks.
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Observing
This is the skill of using the senses to gather information about objects or events. This also includes the use of instruments to extend the range of our
senses.
Classifying
Comparing
This is the skill of identifying the similarities and differences between two or more objects, concepts or processes.
Communicating/Reporting
This is the skill of transmitting, receiving and presenting information in concise, clear and accurate forms - verbal, written, pictorial, tabular or graphical.
Predicting
This is the skill of assessing the likelihood of an outcome based on prior knowledge of how things usually turn out.
Analysing
This is the skill of identifying the parts of objects, information or processes, and the patterns and relationships between these parts.
Generating possibilities
This is the skill of exploring all the options, possibilities and alternatives beyond the obvious or preferred one.
Evaluating
This is the skill of assessing the reasonableness, accuracy and quality of information, processes or ideas. This is also the skill of assessing the quality and
feasibility of objects.
Designing
This is the skill of Visualizing and drawing new objects or gargets from imagination.
Measuring
This is the skill of using measuring instruments and equipment for measuring, reading and making observations.
Interpreting
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This is the skill of evaluating data in terms of its worth: good, bad, reliable, unreliable; making inferences and predictions from written or graphical data;
extrapolating and deriving conclusions. Interpretation is also referred to as “Information Handling”.
Recording
This is the skill of drawing or making graphical representation boldly and clearly, well labelled and pertinent to the issue at hand.
Generalising
This is the skill of being able to use the conclusions arrived at in an experiment to what could happen in similar situations.
Designing of Experiments
This is the skill of developing hypotheses; planning and designing of experiments; persistence in the execution of experimental activities; modification of
experimental activities where necessary in order to reach conclusions.
To be effective, competent and reflective citizens, who will be willing and capable of solving personal and societal problems, learners should be exposed
to situations that challenge them to raise questions and attempt to solve problems. Learners, therefore need to acquire positive attitudes, values and
psychosocial skills that will enable them participate in debates and take a stand on issues affecting them and others.
Attitudes
i. Curiosity:
The inclination or feeling toward seeking information about how things work in a variety of fields.
ii. Perseverance:
The ability to pursue a problem until a satisfying solution is found.
v. Reflection:
The habit of critically reviewing ways in which an investigation has been carried out to see possible faults and other ways by which the investigation
could be improved upon.
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The teacher should endeavour to ensure that learners cultivate the above scientific attitudes and process skills as a prelude to effective work in
science.
Values
At the heart of this curriculum is the belief in nurturing honest, creative and responsible citizens. As such, every part of this curriculum, including the
related pedagogy, should be consistent with the following set of values.
Respect: This includes respect for the nation of Ghana, its institutions and laws and the culture and respect among its citizens and friends of Ghana.
Diversity: Ghana is a multicultural society in which every citizen enjoys fundamental rights and responsibilities. Learners must be taught to respect
the views of all persons and to see national diversity as a powerful force for nation development. The curriculum promotes social cohesion.
Equity: The socio-economic development across the country is uneven. Consequently, it is necessary to ensure an equitable distribution of resources
based on the unique needs of learners and schools. Ghana’s learners are from diverse backgrounds which require the provision of equal opportunities to
all, and that, all strive to care for each other.
Commitment to achieving excellence: Learners must be taught to appreciate the opportunities provided through the curriculum and persist in doing
their best in whatever field of endeavour as global citizens. The curriculum encourages innovativeness through creative and critical thinking and the use of
contemporary technology.
Teamwork/Collaboration: Learners are encouraged to be become committed to team-oriented working and learning environments. This also means
that learners should have an attitude of tolerance to be able to live peacefully with all persons.
Truth and Integrity: The curriculum aims to develop learners into individuals who will consistently tell the truth irrespective of the consequences. In
addition, be morally upright with the attitude of doing the right thing even when no one is watching. Also, be true to themselves and be willing to live the
values of honesty and compassion. Equally important, is the practice of positive values as part of the ethos or culture of the work place, which includes
integrity and perseverance. These underpin the learning processes to allow learners to apply skills and competences in the world of work.
The action verbs provided in the learning domains in each content standard should help you to structure your teaching to achieve the desired learning
outcomes. Select from the action verbs provided for your teaching, for evaluation exercises and for test construction. Check the learning indicators to
ensure that you have given the required emphasis to each of the learning domains in your teaching and assessment.
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ASSESSMENT
Assessment is a process of collecting and evaluating information about learners and using the information to make decisions to improve their learning.
In this curriculum, it is suggested that assessment is used to promote learning. Its purpose is to identify the strengths and weaknesses of learners to
enable teachers ascertain their learner’s response to instruction.
Assessment is both formative and summative. Formative assessment is viewed in terms of Assessment as learning and Assessment for learning.
Assessment as learning: Assessment as learning relates to engaging learners to reflect on the expectations of their learning. Information that learners
provide the teacher forms the basis for refining teaching-learning strategies. Learners are assisted to play their roles and to take responsibility of their
own learning to improve performance. Learners are assisted to set their own goals and monitor their progress.
Assessment for learning: It is an approach used to monitor learner’s progress and achievement. This occurs throughout the learning process. The
teacher employs assessment for learning to seek and interpret evidence which serves as timely feedback to refine their teaching strategies and improve
learners’ performance. Learners become actively involved in the learning process and gain confidence in what they are expected to learn.
Assessment of learning: This is summative assessment. It describes the level learners have attained in the learning, what they know and can do over a
period of time. The emphasis is to evaluate the learner’s cumulative progress and achievement.
It must be emphasised that all forms of assessment should be based on the domains of learning. In developing assessment procedures, try to select
indicators in such a way that you will be able to assess a representative sample from a given strand. Each indicator in the curriculum is considered a
criterion to be achieved by the learners. When you develop assessment items or questions that are based on a representative sample of the indicators
taught, the assessment is referred to as a “Criterion-Referenced Assessment”. In many cases, a teacher cannot assess all the indicators taught in a term
or year. The assessment procedure you use i.e. class assessments, homework, projects etc. must be developed in such a way that the various procedures
complement one another to provide a representative sample of indicators taught over a period.
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PEDAGOGICAL APPROACHES
These include the approaches, methods and strategies for ensuring that every learner benefits from appropriate and relevant teaching and learning
episodes which are timely assessed and feedback provided to the learner and other stakeholders such as parents and education authorities. It includes the
type and use of appropriate and relevant teaching and learning resources to ensure that all learners attain the expected level of learning outcomes. The
curriculum emphasises:
The creation of learning-centred classrooms through the use of creative approaches to teaching and learning as strategies to ensuring
learner empowerment and independent learning.
the positioning of inclusion and equity at the centre of quality teaching and learning.
the use of differentiation and scaffolding as teaching and learning strategies for ensuring that no learner is left behind
the use of Information and Communications Technology (ICT) as a pedagogical tool.
the identification of subject specific instructional expectations needed for making learning in the subject relevant to learners
the integration of assessment for learning, as learning and of learning into the teaching and learning process and as an accountability
strategy
use questioning techniques that promote deeper learning
LEARNING-CENTRED PEDAGOGY
The learner is at the centre of learning. At the heart of the curriculum is an emphasis on learning progression and improvement of learning outcomes for
Ghana’s young people with a focus on the 4Rs – Reading, wRiting, aRithmetic and cReativity. It is expected that at each curriculum phase, learners would
be offered the essential learning experiences to progress seamlessly to the next phase. Where there are indications that a learner is not sufficiently ready
for the next phase a compensatory provision through differentiation should be provided to ensure that such a learner is ready to progress with his/her
cohort. At the primary school, the progression phases are: pre-primary (KG1 – 2), primary phases (B1 – B3 and B4 to B6).
The curriculum encourages the creation of a learning-centred classroom with the opportunity for learners to engage in meaningful “hands-on” activities
that bring home to the learner what they are learning in school and what they know from outside of school. The learning centred classroom is a place for
the learners to discuss ideas and through the inspiration of the teacher actively engage in looking for answers through working in groups to solve
problems. This also includes researching for information and analysing and evaluating the information obtained. The aim of the learning-centred classroom
approach is to develop learner autonomy so that learners can take ownership of their learning. It provides the opportunity for deep and profound
learning to take place.
The teacher should create a learning atmosphere that ensures:
Learners feel safe and accepted.
Learners are given frequent opportunities to interact with varied sources of information, teaching and learning materials and ideas in a variety of
ways.
The teacher assumes the position of a facilitator or coach who: Helps learners to identify a problem suitable for investigation via project work.
Problems are connected to the context of the learners’ world so that it presents authentic opportunities for learning.
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Subject matter around the problem, not the discipline.
Learners responsibly define their learning experience and draw up a plan to solve the problem in question.
Learners collaborate whilst learning.
Demonstrate the results of their learning through a product or performance.
It is more productive for learners to find answers to their own questions rather than for teachers to provide the answers and their opinions in a learning-
centred classroom.
INCLUSION
Inclusion entails access and learning for all learners, especially, those disadvantaged. All learners are entitled to a broad and balanced curriculum in every
school in Ghana. The daily learning activities to which learners are exposed should ensure that the learners’ right to equal access to quality education is
being met. The curriculum suggests a variety of approaches that address learners’ diversity and their special needs in the learning process. These
approaches when used in lessons, will contribute to the full development of the learning potential of every learner. Learners have individual needs and
different learning styles, learning experiences and different levels of motivation for learning. Planning, delivery and reflection on daily learning episodes
should take these differences into consideration. The curriculum therefore promotes:
learning that is linked to the learner’s background and to their prior experiences, interests, potential and capacities;
learning that is meaningful because it aligns with learners’ ability (e.g. learning that is oriented towards developing general capabilities and solving
the practical problems of everyday life); and
The active involvement of the learners in the selection and organisation of learning experiences, making them aware of their importance in the
process and also enabling them to assess their own learning outcomes.
This curriculum is to be delivered through the use of creative approaches. Differentiation and Scaffolding are pedagogical approaches to be used within
the context of the creative approaches.
Differentiation is a process by which differences between learners (learning styles, interest and readiness to learn etc.) are accommodated so that all
students in a group have best chance of learning. Differentiation could be by task, support and outcome. Differentiation, as a way of ensuring each
learner benefits adequately from the delivery of the curriculum, can be achieved in the classroom through:
Task
One-on-one support
Outcome
Differentiation by task involves teachers setting different tasks for learners of different ability e.g. in sketching the plan and shape of their classroom
some leaners could be made to sketch with free hand while others would be made to trace the outline of the plan of the classroom.
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Differentiation by support involves the teacher providing a targeted support to learners who are seen as performing below expected standards or at
risk of not reaching the expected level of learning outcome. This support may include a referral to a Guidance and Counselling Officer for academic
support.
Differentiation by outcome involves the teacher allowing learners to respond at different levels. In this case, identified learners are allowed more time
to complete a given task.
Scaffolding in education refers to the use of a variety of instructional techniques aimed at moving learners progressively towards stronger understanding
and ultimately greater independence in the learning process.
It involves breaking up the learning episodes, experiences or concepts into smaller parts and then providing learners with the support they need to learn
each part. The process may require a teacher assigning an excerpt of a longer text to learners to read, engage them to discuss the excerpt to improve
comprehension of its rationale, then guiding them through the key words/vocabulary to ensure learners have developed a thorough understanding of the
text before engaging them to read the full text. Common scaffolding strategies available to the teacher include:
giving learners a simplified version of a lesson, assignment, or reading, and then gradually increasing the complexity, difficulty, or sophistication
over time.
describing or illustrating a concept, problem, or process in multiple ways to ensure understanding.
giving learners an exemplar or model of an assignment, they will be asked to complete.
giving learners a vocabulary lesson before they read a difficult text.
clearly describing the purpose of a learning activity, the directions learners need to follow, and the learning goals they are expected to achieve.
explicitly describing how the new lesson builds on the knowledge and skills learners were taught in a previous lesson.
ICT has been integrated into this curriculum as a teaching and learning tool to enhance deep and independent learning. Some of the expected outcomes
that this curriculum aims to achieve through ICT use for teaching and learning are:
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improved inclusive education practices by addressing inequalities in gender, language, ability.
improved collaboration, creativity, higher order thinking skills.
enhanced flexibility and differentiated approach of delivery.
The use of ICT as a teaching and learning tool is to provide learners access to large quantities of information online. It also provides the framework for
analysing data to investigate patterns and relationships in a geographical context. Once pupils have made their findings, ICT can then help them organize,
edit and present information in many different ways.
Learners need to be exposed to the various ICT tools around them including calculators, radios, cameras, phones, television sets and computer and
related software like Microsoft Office packages – Word, PowerPoints and Excel as teaching and learning tools. The exposure that learners are given at
the Primary School level to use ICT in exploring learning will build their confidence and will increase their level of motivation to apply ICT use in later
years, both within and outside of education. ICT use for teaching and learning is expected to enhance the quality and learners’ level of competence in the
4R
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ORGANISATION OF THE CURRICULUM
The curriculum has been structured into four columns which are Strands, Sub-strands, Content standards, Indicators and exemplars. A unique annotation
is used for numbering the learning indicators in the curriculum for the purpose of easy referencing. The annotation is indicated in table 2.
Example: B4 .2.4.1.2
ANNOTATION MEANING / REPRESENTATION
B4 Year Or Class
2 Strand Number
4 Sub-Strand Number
2 Indicator Number
Sub-strands are the topics within each strand under which the content is organised.
Content standard refers to the pre-determined level of knowledge, skill and/or attitude that a learner attains by a set stage of education.
Indicator is a clear outcome or milestone that learners have to exhibit in each year to meet the content standard expectation. The indicators represent
the minimum expected standard in a year.
Exemplar: support and guidance which clearly explains the expected outcomes of an indicator and suggests what teaching and learning activities could
take, to support the facilitators/teachers in the delivery of the curriculum.
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ILLUSTRATION
Class Content Standards Learning Indicators
B1.1.1.1: Show understanding of the B2.1.1.1: Show understanding of B3.1.1.1: Show understanding of B4.1.1.1: Show understanding
physical features and life processes of the physical features and life the physical features and life of the physical features and
living things and use this processes of living things and use processes of living things and life processes of living things
understanding to classify them this understanding to classify use this understanding to and use this understanding to
them classify them. classify them
B1.1.1.1.1: Observe and describe different B2.1.1.1.1: Describe the physical B3.1.1.1.1: Group living things into B4.1.1.1.1: Group living things into
kinds of things in the environment. features of plants (roots, stem, leaves plants and animals based on their plants and animals based on their
physical features uses
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STRUCTURE
The science curriculum is structured to cover B4 to B6 under five strands with a number of sub-strands as shown in the table below:
STRAND B4 B5 B6
SUB-STRANDS
Living and Non-Living Things Living and Non-Living Things Living and Non-Living Things
DIVERSITY OF MATTER
Materials Materials Materials
The Human Body Systems The Human Body Systems The Human Body Systems
SYSTEMS The Solar System The Solar system The Solar system
Sources and Forms of Energy Sources and Forms of Energy Sources and Forms of Energy
FORCES AND ENERGY Electricity and electronics Electricity and Electronics Electricity and Electronics
Personal Hygiene and Sanitation Personal Hygiene and Sanitation Personal Hygiene and Sanitation
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SCOPE AND SEQUENCE
STRAND SUB-STRANDS B1 B2 B3 B4 B5 B6
Living and Non-Living Things √ √ √ √ √ √
DIVERSITY OF MATTER
Materials √ √ √ √ √ √
Earth Science √ √ √ √ √ √
CYCLES
Life Cycles of Organisms √ √ √ √ √
The Human Body Systems √ √ √ √ √ √
SYSTEMS The Solar system √ √ √ √ √
Ecosystems √ √ √ √ √
Sources and Forms of Energy √ √ √ √ √ √
FORCES AND ENERGY
Electricity and Electronics √ √ √ √ √ √
Forces and Movement √ √ √ √ √ √
Personal Hygiene and Sanitation √ √ √ √ √ √
HUMANS AND THE Diseases √ √ √ √ √ √
ENVIRONMENT Science and Industry √ √ √ √ √
Climate Change √ √ √ √ √ √
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BASIC 4
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BASIC 4
STRAND 1: DIVERSITY OF MATTER
SUBJECT SPECIFIC
CONTENT
PRACTICES AND CORE
STANDARDS INDICATORS AND EXEMPLARS
COMPETENCIES
B4.1.1.1 Understand B4.1.1.1.1 Classify animals into insects, birds, mammals and reptiles Core Competencies
the physical features Learners embark on a walk to observe and record names of different kinds of animals in Digital Literacy
and life processes of their community or show videos and pictures of different kinds of animals. Personal development and
living things and use Learners talk about the different animals based on their limbs, body covering, height, shape, leadership
this understanding to size, where they live, how they move, what they eat. etc. Critical Thinking and
classify them Provide flashcards of many different animals to learners in groups. Problem-Solving
Assist learners to sort the pictures into insects, birds, mammals and reptiles and produce Communication and
animal classification cards or tables. Collaboration
Learners display and do presentations on their group work.
Learners to give reasons for their classifications. Creativity and Innovation
Ask Learners to identify things which are common to all the different kinds of animals. Subject Specific Practices
Assist learners to mould different kinds of animals using suitable materials (such as blu tack, Observing
clay, cardboard etc.). Analysing
Learners draw different kinds of animals (insects, birds, mammals and reptiles). Classifying
Generalising
B4.1.1.1.2 Know life processes of animals (movement, nutrition and reproduction)
Learners observe videos and pictures depicting movement, nutrition and reproduction in
animals.
Learners describe how various animals (insects, birds, reptiles and mammals) move, feed
and reproduce.
Learners role-play or pantomime movement and nutrition of animals.
In groups, learners discuss the importance of movement, nutrition and reproduction to
animals.
NB: Teachers should collect and preserve some common animals for presentation.
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SUBJECT SPECIFIC
CONTENT
PRACTICES AND CORE
STANDARDS INDICATORS AND EXEMPLARS
COMPETENCIES
B4.1.1.2 Understand B4.1.1.2.2 Describe the physical appearance of different types of plants (trees, shrubs, Core Competencies
the differences climbing, creeping) Digital Literacy
between living things Take learners out to observe different types of plants. Pictures and videos can also be Creativity and innovation
and things which have used. Personal development and
never been alive Learners describe the physical features of different types of plants (in terms of their leadership
structure and size). Communication and
Collaboration.
Project: Learners create a plant album of different types of plants. (shrubs, trees, climbing and Critical Thinking and
creeping plants). Problem-Solving
Subject Specific Practices
Observing, Communicating
Manipulating, Creating
SUB-STRAND 1 B4.1.1.2.3 Describe the physical features of mammals, reptiles, insects and Core Competencies
CONT’D amphibians Digital Literacy
Learners observe mammals, reptiles, insects and amphibians through videos and pictures Communication and
B4.1.1.2 Understand (or relevant specimen such as frogs, lizards, cockroaches). Collaboration.
the differences Learners are guided to use think pair-share to identify and discuss the animals they have Subject Specific Practices
between living things observed. Observing
and things which have Learners describe the physical features of the animals stated in terms of their limbs, body Analysing
never been alive covering, height, shape, size, where they live, how they move and what they eat. Communicating
Learners, in a matching activity, use flashcards to match specific animals with their Classifying
identified physical features.
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SUB-STRAND 2: MATERIALS
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCIES
B4.1.2.2 Understand B4.1.2.2.1 Identify a liquid-liquid mixture and describe how to separate its Core Competencies
mixtures, their types, components Critical Thinking and
formation, uses and Display different types of liquids for learners to observe, e. g. water, kerosene, cooking Problem-Solving
ways of separating oil, milk, soft drinks, etc. Personal development and
them into their Task learners to identify the liquids provided. leadership
components In groups, learners mix liquids of the same kind, different kinds and then observe and Communication and
record their findings, e.g., vinegar and water, palm oil and water, etc. Collaboration.
Engage learners in discussion to describe the different types of liquid-liquid mixtures. Subject Specific Practices
[Those which are able to mix uniformly (miscible liquids) and those which are not able to Observing
mix uniformly (immiscible)]. Analysing
Manipulating
Project: Separation of a mixture of immiscible liquids.
Learners investigate to separate a mixture of immiscible liquids such as cooking oil and water.
NB: This activity can be undertaken with the aid of a separating funnel or an improvised version
of it. Do not bring liquids that are flammable or poisonous to class for this lesson.
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STRAND 2: CYCLES
SUB-STRAND 1: EARTH SCIENCE
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCIES
B4.2.1.1 Recognise B4.2.1.1.1 Demonstrate understanding of cyclic movements in the environment Core Competencies
that some events in Guide learners to build a pendulum (a ball hanging on a string) and let them observe Critical Thinking and
our environment occur the swinging motion. Problem-Solving
recurrently Learners observe the following movements: Communication and
(1) the second hands on an analogue clock Collaboration
(2) merry-go-round Subject Specific Practices
(3) a swinging pendulum, Observing, Generalizing
(4) movement of their limbs during walking. Analysing, Communicating
Assist learners to come out with one thing that is common to all the movements. Reporting
Project: Life Cycle of a Maize Plant
Learners investigate the life cycle of a maize plant and report on their findings.
B4.2.1.2 Recognise the B4.2.1.2.1 Identify the objects in the sky during day and night Core Competencies
relationship between Ask learners to step outside the classroom and: (a) name the objects in the daytime Personal Development and
the earth and the sun sky; (b) identify the objects in the night time sky; (c) identify the differences and Leadership
similarities in day and night sky, (d). answer the question: what happens to the sky in Critical Thinking and
a 24-hour cycle? Problem-Solving.
Learners draw Venn diagrams (2 circles then another circle overlapping the two) and Subject Specific Practices
put in them the things they see in the night sky, day sky and then in both skies and Analysing
display their work on the classroom walls. Evaluating
Learners write about the importance of the things they see in the skies. Generalising
B4.2.1.3 Show B4.2.1.3.1 Demonstrate the process of evapotranspiration Core Competencies
understanding of the Guide learners are guided to breathe out or blow air onto a transparent surface, e.g. Personal development and
roles of condensation, a glass or plastic bottle and share their observations. leadership
evaporation, Explain to learners that just as humans release water vapour when they respire, so Communication and
transpiration and do plants when they transpire. Collaboration
precipitation in the Put learners into groups and give each group a young potted plant, plastic wrap bag
hydrological (water) and a rubber band to undertake the following activities: Subject Specific Practices
cycle (1) Let learners examine the surface of the leaves of the plants and mop off any water Observing, Manipulating
droplets on the leaves. Analysing and
(2) Tie the plastic wrap bag around the plant up to the stem and leave it for an hour. Communicating
(3) Observe both plant and plastic wrap surfaces.
(4) Let learners report on what happens.
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CONTENT SUBJECT SPECIFIC
STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND CORE
COMPETENCIES
B4.2.1.5 Recognise B4.2.1.5.1 Demonstrate ways of making water safe for use Core Competencies
water and air as Learners identify the sources of water in the community. Personal development and
important natural Learners discuss qualities of good drinking water. leadership
resources Provide learners with samples of water from the following sources: rivers, wells, Critical Thinking and
lagoons, boreholes, ponds and standpipe, etc. Problem-Solving
Learners brainstorm on how to make water safe for use. Communication and
Learners, in groups, demonstrate the different ways of making water safe. For Collaboration
example, filtering, boiling, addition of iodine tablets, use of chlorine, use of water
filters, addition of alum, etc.
Learners discuss the dangers of drinking unsafe water. Subject Specific Practices
Note: Teacher to supply materials for this activity. Observing, Manipulating
Precaution: Learners must not taste any of the water samples used in the lesson. Analysing, Communicating
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SUB-STRAND 2: LIFE CYCLES OF ORGANISMS
B4.2.2.1 Demonstrate B4.2. 2.1.1. Observe, identify and give functions of the parts of a plant Core Competencies
understanding of the Learners, in groups, uproot young plants from the school surroundings for Creativity and innovation
life cycle of plants a class activity. Personal development and leadership
Learners observe, identify and give functions of parts of the plants (roots, Communication and Collaboration
stem, leaves and flower). Critical Thinking and Problem-Solving
Learners draw annotated diagrams of the plants and display them in class. Subject Specific Practices
Learners relate the functions of the parts to their positions on the plant. Observing, Classifying
Analysing
Evaluating
B4.2.2.1.2. Examine some common seeds and how they germinate
Generalising
Review learner’s knowledge that seeds can germinate with or without soil.
Core Competencies
This activity will take some days. Personal development and leadership
Communication and Collaboration
NB: It is a repeat of the B3 activity but this time, the focus is on the process of Critical Thinking and Problem-Solving
germination. Creativity and Innovation
Learners will work with beans or maize seeds. Subject Specific Practices
Learners first observe the dry seed coat, then when it absorbs water to Manipulating, Observing, Analysing,
swell rapturing of seed coat, sprouting of the root, sprouting of the stem Evaluating, Recording
and seed leaves, the elongation of the root and stem.
Learners follow the process and write reports.
NB: Report should include diagrams of each stage of germination.
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STRAND 3: SYSTEMS
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SUB-STRAND 3: ECOSYSTEM
CONTENT SUBJECT SPECIFIC
STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND CORE
COMPETENCIES
B4.3.3.1 Show B4.3.3.1.1 Explain the concept of ecosystem Core Competencies
understanding and Learners role-play a typical family setup, showing how everyone is Cultural identity and Global
appreciation of the interdependent. Citizenship
interactions and Learners identify the role of each member of their family, e.g. father, Personal development and
interdependencies of mother, siblings. The key lesson is to understand that everybody in the leadership
organisms in an group is important and depend on one another. Critical Thinking and Problem-
ecosystem Teacher mentions a habitat and the learners mention which plants, animals, Solving
and other organisms live there (Use games). Creativity and Innovation
Show pictures and videos of forest settings having trees, grass, a stream, soil,
fishes, rodents, frogs, etc. to explain to learners what an ecosystem looks Subject Specific Practices
like. Observing
Learners discuss the importance of every element/member of a given Manipulating
ecosystem, e.g. frogs, weeds, soil and fish in a pond. Predicting
Brainstorm with learners to come out with responses to what happens Analysing
when a member of the system is removed. Generalising
Communicating
Assist learners to realise that it causes imbalance in the ecosystem. Relate
the concept to everyday life, e.g. the destruction of the forest through
galamsey and the felling of trees bring about imbalances in the environment.
Learners cite examples of ecosystems in their community and suggest ways
of preserving them.
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STRAND 4: FORCES AND ENERGY
SUB-STRAND 1: SOURCES AND FORMS OF ENERGY
CONTENT SUBJECT SPECIFIC
STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND CORE
COMPETENCIES
B4.4.1.1 Demonstrate B4.4.1.1.1 Identify the effect of heat on the change of state of substances Core Competencies
understanding of the Guide learners through simple activities to identify effects of heat on Personal development and
concept of energy, its substances (use liquids and solids, e.g. water, shea butter, candles, etc.). leadership
various forms, sources Learners demonstrate evaporation by boiling water and discuss their Communication and Collaboration.
and how to transform experiences. Critical Thinking and Problem-
and conserve it Solving
Note: let learners measure the quantity of the water before and after boiling Subject Specific Practices
to show the effect of heat on water. Observing
Manipulating
Elaborate on learners’ ideas to explain how the escaping vapour can be Analysing
changed into water (through the loss of heat). Recording
Measuring
Communicating
SUB-STRAND 2: ELECTRICITY AND ELECTRONICS
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SUBJECT SPECIFIC
CONTENT INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS COMPETENCIES
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SUB-STRAND 3: FORCES AND MOVEMENT
CONTENT SUBJECT SPECIFIC
STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND CORE
COMPETENCIES
B4.4.3.1 Know that B4.4.3.1.1 Demonstrate understanding of elastic and compressional forces Core Competencies
movement is caused by and their everyday applications Cultural identity and Global
applied forces due to Learners bring catapults, rubber bands, springs and bicycle pumps to class. Citizenship
the release of stored Guide learners to demonstrate different effects of forces, e.g. by kicking a Personal development and
energy ball in different directions, pushing a table, crumpling a piece of paper or leadership
stopping a moving toy. Communication and Collaboration.
Engage learners in activities to demonstrate elastic and compression forces Critical Thinking and Problem-
using the materials brought to class. Solving
Learners to discuss how elastic and compressional forces are applied in Subject Specific Practices
everyday life. Observing
Manipulating
Predicting
Analysing
Generalising
Communicating
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STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 1: PERSONAL HYGIENE AND SANITATION
Core Competencies
B4. 5.1.1.2 Describe ways of sustaining the environment through waste Digital Literacy
management Creativity and innovation
Learners watch pictures and videos on how to sustain the environment, Personal development and
including separating waste. leadership
Engage learners in groups to mention the types of waste they produce in Communication and Collaboration
the home and at school, e.g. paper, rubber, bottles, etc. Critical Thinking and Problem-
Solving
Write learners’ ideas on the board and let them brainstorm on what will
happen if the wastes they produce are not separated.
Subject Specific Practices
Evaluate learners by asking them to perform individual tasks, e.g. by writing
Observing, Designing experiment,
down four practical ways of sustaining the environment.
Analysing, Generalising
Generating
Project: Design Litterbins to hold different forms of waste.
Learners make or mould litterbins and other equipment from suitable materials for
holding different types of waste.
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SUB-STRAND 2: DISEASES
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SUB-STRAND 4: CLIMATE CHANGE
B4.5.4.1 Know that B4.5.4.1.1 Explain that burning is one of the causes of climate change Core Competencies
climate change is one of Learners watch pictures and videos or charts showing burning of fossil fuel and Critical thinking and Problem-Solving
the most important changing weather pattern. Collaboration and communication.
environmental issues Narrate to learners a story of a bush fire and the effect it has on humans, plants, Personal Development and Leadership
facing the world today animals and property. Creativity and Innovation
Learners, in groups discuss what happens when burning occurs.
Learners present their ideas, i.e. burning brings out smoke, makes air dirty or Subject Specific Practices
unclean, etc. Observing
Brainstorm with learners on what will happen if there is continuous burning of Predicting
vegetation and waste. Evaluating
Evaluate learners by asking them to design posters on the effect of burning on Analysing
climate change. Generalising
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BASIC 5
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BASIC 5
STRAND 1: DIVERSTY OF MATTER
SUB-STRAND 1: LIVING AND NON-LIVING THINGS
SUBJECT SPECIFIC
CONTENT STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND CORE
COMPETENCIES
B5.1.1.1 Understand the B5.1.1.1.1 Know the life processes of living things (growth, sensitivity to the Core Competencies
physical features and life environment, respiration and excretion) Digital Literacy
processes of living things Learners go outside the classroom to observe and identify various living and non-living Creativity and innovation
and use this things and discuss their observation. Personal development and
understanding to classify Engage learners to watch pictures or animated videos of different living things (e.g. birds, leadership
them insects, trees, reptiles, mammals, etc.) and comment on them. Communication and Collaboration.
Ask learners to identify the names of the living things from the video. Critical Thinking and Problem-
Use relevant examples and illustrations to demonstrate or explain sensitivity, respiration Solving
and excretion as life processes.
Learners go on a nature walk to observe sensitivity in the mimosa plant when touched. Subject Specific Practices
Assist learners to understand growth by observing a seedling and a mature plant of the Observing
same kind. Analysing
Generalising
Let learners breathe air in and out to demonstrate respiration.
Evaluating
NB: Plants show movement within their parts and animals move from place to place.
Project: Learners plant a seed and observe its growth pattern.
B5.1.1.2 Demonstrate B5.1.1.2.1 Compare the differences among things that are living, dead and things that Core Competencies
understanding of the have never been alive Digital Literacy
differences between living Assemble living things (e.g. plants, insects, etc.), non-living things (e.g. firewood, pencils, Creativity and innovation
things, non-living things, paper, etc.) and things that have never lived (rocks, soil, water, etc.) for class activities. Personal development and
and things which have leadership
never been alive NB: Wear protectives when gathering specimen. Communication and Collaboration
Critical Thinking and Problem-
Learners observe and comment on the samples. Solving
Learners, in an activity, classify the provided specimen as (1) Things that are alive (2) Once
alive or (3) Never been alive. Subject Specific Practices
Learners are guided to compare the differences among things that are alive, once alive or Observing, Analysing, Generalising,
never been alive. Evaluating
Learners explain why they (learners) are classified as living things.
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SUB-STRAND 2: MATERIALS
CONTENT SUBJECT SPECIFIC PRACTICES
STANDARDS INDICATORS AND EXEMPLARS AND CORE COMPETENCIES
B5.1.2.1 Recognise B5.1.2.1.1 Classify everyday materials based on their properties (soft, hard, rough, Core Competencies
materials as important smooth, opaque, transparent and bendable) Communication and Collaboration
resources for providing Creativity and innovation
Learners are asked to collect and bring a variety of everyday materials from the home,
human needs Personal development and leadership
school and community. Examples should include cotton wool, pieces of cloth, pieces of
Critical Thinking and Problem-Solving
paper, cardboard, wood, plastics, polythene bags (coloured and transparent), soil
Subject Specific Practices
samples, marbles (rough and smooth) chalk, crayon, pen and straw.
Observing
Learners are assisted to sort and group the materials based on texture (hard or soft),
Manipulating
and size (big or small).
Analysing
Demonstrate by assisting learners to group materials into those that we can see Evaluating
through (transparent) and those that we cannot see through (opaque). Generalising
Learners sort the materials into those that can bend and those that cannot bend. Classifying
Learners feel and draw materials that are hard, soft, smooth, etc.
Learners are tasked to display their drawings in class for discussion.
Learners are assisted to know that the properties of a given material enable it to be
used for making certain products, e.g. clay is used for making pots because it can be
moulded without breaking. raffia palm is used in basketry because it can bend easily.
Learners work in groups to classify different materials based on various similarities
and differences.
Project: Learners use different materials to create new items such as paper fans, toy cars, toy planes,
cooking pans, hats and earthenware pots and bowls and exhibit their work.
B5.1.2.2 Know that B5.1.2.2.1 Know that some changes are reversible, while others cannot be reversed Core Competencies
substances can exist in Provide substances such as candle wax, shea butter, water, paper and a source of heat. Personal development and leadership
different physical states In groups learners undertake the following activities (e.g. melting of candle wax, Communication and Collaboration.
(solid, liquid, gas). Many Subject Specific Practices
melting of ice, melting of shea butter, heating of water, crumpling of paper, melting of
substances can be Observing
changed from one state plastics, burning of paper, burning of wood, etc.). Manipulating
to another by heating or Learners, in their groups, talk about their observations. Analysing
cooling Assist learners to classify the activities as (1) lead to the formation of a new thing, (2) Generalising
no new thing formed. Classifying
Assist learners to understand that changes where no new thing is formed are
reversible, while changes where new things are formed are usually not reversible.
NB: Hazardous chemicals and solutions should not be used.
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CONTENT
INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARDS
AND CORE COMPETENCIES
B5.1.2.3 Understand B5.1.2.3.1 Demonstrate formation and separation of mixtures (solid-liquid and Core Competencies
mixtures, the types, liquid-liquid mixtures) Personal development and leadership
formation, uses and Display some solid and liquid substances for learners to observe, e.g. water, common Communication and Collaboration
ways of separating them salt, vinegar, sugar, sand, cooking oil and soft drinks. Critical Thinking and Problem-Solving
into their components Put learners in groups and ask them to add each of the substances to a separate Subject Specific Practices
quantity of water whilst stirring and observe what happens. Observing
Learners describe the material combinations they have produced, i.e. as solid-liquid Manipulating
mixture, liquid-liquid mixture or a solution. Analysing
Learners find out the difference between a mixture of sand and water and a mixture of Generating
salt and water. Reporting
Learners also differentiate between the mixture of water and soft drink and the
mixture of water and cooking oil.
Put learners into groups to demonstrate how to recover the salt from the salt
solution.
Assist learners to separate different solid-liquid mixtures and liquid-liquid mixtures
using separation methods such as filtration, evaporation, sieving and use of separating
funnel.
NB: Improvised separation equipment can be used to effectively separate various mixtures
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STRAND 2: CYCLES
SUB-STRAND 1: EARTH SCIENCE
CONTENT SUBJECT SPECIFIC PRACTICES
INDICATORS AND EXEMPLARS
STANDARDS AND CORE COMPETENCIES
B5.2.1.1 Recognise B5.2.1.1.1 Know how day and night are formed Core Competencies
that some events in Assemble materials such as polystyrene (plastic) balls, football, ice-cream stick, Creativity and innovation
our environment torch, pen and globe. Cultural identity and Global Citizenship
occur recurrently Learners are assisted to understand the terms, rotation and axis using a ball. Personal development and leadership
Explain how the motion of the earth causes day and night, with the aid of a Communication and Collaboration.
globe. Subject Specific Practices
Learners observe a demonstration of day and night, using appropriate materials, Observing
e.g. globe of the earth, blu tac, and lamp without shade and a dark room. Designing Experiment
Learners, in their groups, demonstrate the formation of day and night using, Manipulating
polystyrene balls, ice-cream stick, torch, pen and globe. Analysing
Learners explain how day and night come about and draw diagrams to represent Representing
their work.
B5.2.1.2 Recognise B5.2.1.2.1 Describe the benefits of the sun to the earth Core Competencies
the relationship Put learners into groups to discuss the benefits the earth derives from the sun. Personal development and leadership
between the earth Learners, in their groups, present their findings. These may include the following; Communication and Collaboration.
and the sun the sun provides warmth to the earth, light for plants to grow well, provides day Critical Thinking and Problem-Solving
and night cycles and energy. Subject Specific Practices
Learners brainstorm on what will happen if there was no sun. Analysing, Evaluating
Communicating
Project: Importance of the sun to plant growth. Designing Experiment
Learners demonstrate the importance of sunlight to the growth of plants.
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CONTENT SUBJECT SPECIFIC PRACTICES
STANDARDS INDICATORS AND EXEMPLARS AND CORE COMPETENCIES
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARDS AND CORE COMPETENCIES
B5.2.1.5 Recognise B5.2.1.5.2 Know how to make and keep air clean in our environment Core Competencies
water and air as Find out from learners what they understand by clean air and review things that Critical Thinking and Problem-Solving
important natural pollute air (make air unclean) such as smoke from factories, car exhausts, bush Cultural Identity and Global
resources burning and dust from construction sites and untarred roads. Citizenship
Lead discussions to come out with the do’s and don’ts that will make or keep air Personal development and leadership
clean in our homes and surrounding environment (planting of trees and grass and Communication and Collaboration
avoiding frequent and uncontrolled burning). Creativity and Innovation
Learners are assigned to design a concept map on the causes, prevention and Subject Specific Practices
control of air pollution.
Analysing, Predicting, Analysing
Learners draw and use a Future’s Wheel to trace the effects of water pollution
Evaluating, Communicating
on the environment.
SUB-STRAND 2: LIFE CYCLES OF ORGANISMS
B5.2.2.1 Demonstrate B5.2.2.1.1 Relate structure of the parts of a plant (leaves, stem, root, flower) Core Competencies
understanding of life to the functions they perform Personal development and leadership
cycle of a plant Discuss functions of parts of plants with learners. Communication and Collaboration.
Learners go on a nature walk to uproot young plants from school surroundings Critical Thinking and Problem-Solving
and bring them to class. Subject Specific Practices
Learners, in groups, observe parts of the plants and relate them to the functions Observing
they perform, e.g. the thin and large surface area of leaves and the presence of Manipulating
green colouring matter enhance their work. The roots are for anchorage and Analysing
absorption of nutrients from the soil. The stem supports the upper part of the Evaluating
plant; conduct water and minerals from the roots to the leaves; carry food from Generalising
leaves to other parts of the plant.
Learners draw and colour a plant and label the parts.
B5.2. 2.1.2 Compare the differences in germination of bean and maize seeds Core Competencies
Learners are assisted to review the previous knowledge on seed germination. Personal Development and leadership
Put learners in groups and provide them with dry beans and maize seeds. Communication and Collaboration.
Learners are assisted to plant the bean and maize seeds using transparent Critical Thinking and Problem-Solving
containers and soil. Subject Specific Practices
Learners are guided to observe (1) the dry seed (2) when it absorbs water and Observing, Manipulating,
swells (3) rapturing of the seed coat (4) sprouting of the root (5) sprouting of Analysing, Classifying, Generalising
the stem and seed leaves (6) the elongation of the root and stem.
Learners find out where the seed leaves (cotyledons) remain, inside the soil or
above the soil.
NB: This activity will take some days.
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STRAND 3: SYSTEMS
SUB-STRAND1: THE HUMAN BODY SYSTEMS
CONTENT SUBJECT SPECIFIC
STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND CORE
COMPETENCIES
B5.3.1.1 Recognise B5.3.1.1.1 Know the parts of the respiratory system in humans Core Competencies
that different parts of Introduce the lesson with songs on the parts of the body, e.g. head, shoulders, Digital Literacy
the human body work knees and toes. Personal development and leadership
interdependently to Ask learners to breathe in and out for some time. Communication and Collaboration.
perform a specific Relate the act of breathing to the respiratory system and guide learners to Critical Thinking and Problem-Solving
function identify the organs of the system using charts or models. Creativity and Innovation
Use role-play to guide learners to identify the functions of each part (different Subject Specific Practices
learners assume and role-play the functions of parts of the respiratory system, Observing
e.g. Ama is the lungs and Amina is the diaphragm). Analysing
Engage learners in an activity to design a breathing model using plastic bags, Classifying
balloons, rubber bands and polythene bags. Communicating
Learners draw and label the respiratory system and state its function. Designing
Interpreting
Learners are tasked to find out the diseases and lifestyles that affect the
respiratory system adversely.
Project: Assist learners to design an improvised breathing apparatus using plastics.
SUB-STRAND 2: THE SOLAR SYSTEM
B5.3.2.1 Show B5.3.2.1.1 Identify the components of the solar system (sun, earth, moon, Core Competencies
understanding of the other planets, satellite) Digital Literacy
orderliness of the sun, Present learners with a chart, model or video depicting the solar system or draw Personal development and leadership
planets and satellites the solar system on the board, using different colours to illustrate the different Communication and Collaboration.
in the solar system, as bodies.
well as the important Learners recite the poem, “I see the moon, and the moon sees me”.
role of the sun in the Initiate a discussion on the importance of the sun to life on earth.
existence of the solar Explain to the learners that the earth orbits (moves around) the sun, leading to
system changes in seasons (it takes a year for the earth to move around the sun).
Learners are made to understand that heavenly bodies that move around the sun
are called planets.
Learners observe the planet Venus, the brightest object in the sky before sunset
or several hours after sunrise.
Learners are guided to role- play the sun and the planets in the solar system.
Share folktales about the sun and moon with learners.
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CONTENT SUBJECT SPECIFIC
STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND CORE
COMPETENCIES
B5.3.2.1 Show Learners should understand that all the planets move around the sun.
understanding of the Learners to observe the planet Venus, the brightest object in the sky before
orderliness of the sun, sunset or several hours after sunrise.
planets and satellites in
the solar system, as Project: Planning, designing and making a model of the Solar System
well as the important Learners build a model of the solar system using suitable materials such as blu
role of the sun in the tack, clay, cardboard and wood. etc.
existence of the solar
system
CONT’D
SUB-STRAND 3: ECOSYSTEM
B5.3.3.1 Show B5.3.3.1.1 Know how various organisms are adapted to survive in their Core Competencies
understanding of habitat Critical Thinking and Problem-
ecosystem, Begin the lesson with a matching activity using flashcards (write the names of Solving
interdependency of different organisms on flashcards and a list of habitats on another set of Personal development and
organisms in an flashcards for learners to match with). leadership
ecosystem and Learners explain why a bird cannot live in water. Communication and
appreciate the Learners discuss various habitats of animals and plants. Collaboration
interactions Brainstorm with learners to come out with the meaning of the term habitat.
Learners are asked to give examples of animals that live in water, land and Subject Specific Practices
trees. Analysing
Learners are assisted to discuss how various organisms adapt to their habitat, Evaluating
e.g. what enables fish to live in rivers, birds to live on trees? Generalising
Project: Designing a habitat Designing
Learners plan, design and make a model of a habitat using card board, paper, blu tack Interpreting
and clay to show the homes of some animals.
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STRAND 4: FORCES AND ENERGY
SUB-STRAND 1: SOURCES AND FORMS OF ENERGY
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SUBJECT SPECIFIC
CONTENT INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS COMPETENCIES
B5.4.1.2 Show B5.4.1.2.1 Show the relationship between heat and temperature Core Competencies
understanding of the Review previous lesson on temperature with learners. Personal development and
concept of heat In a group discussion, learners find out what will happen when heat is applied to a leadership
energy in terms of its substance or lost from a substance, e.g. when a substance is placed in the sun for a Communication and
importance, effects, while or when a substance is put in a fridge. Collaboration
sources and transfer Learners undertake an activity of placing objects such as metal plates, pieces of Subject Specific Practices
from one medium to stone in the sun. Observing
another Learners initially touch the objects to feel their degree of warmness before they Manipulating
are put in the sun. Analysing
After 20 minutes, learners touch the objects again and feel the difference in Generalising
temperature.
Learners should then place the stones or metals in a bowl of water and afterwards,
touch again to determine whether they become hotter or colder.
Elaborate on learners’ ideas, emphasising heat as the factor that changes
temperature.
Summarise lesson by explaining to learners that when heat is lost, temperature
reduces, when heat is gained, temperature increases.
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SUB-STRAND 2: ELECTRICITY AND ELECTRONICS
CONTENT SUBJECT SPECIFIC
STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND CORE
COMPETENCIES
B5.4.2.1 B5.4.2.1.1 Identify the components of an electric circuit and their functions Core Competencies
Demonstrate Begin by asking learners what comes into their minds when they hear the term, Creativity and innovation
knowledge of ‘electric circuit’ Personal development and
generation of Learners watch pictures and videos of simple electrical circuits and how they work. leadership
electricity, its Learners, in groups, construct simple electric circuits using connecting wire, dry Communication and
transmission and cells and a bulb/LED to light up the bulb. Collaboration
transformation into Assist learners to identify the components and their uses. Subject Specific Practices
other forms Learners find out other materials that can be used in place of dry cells, connecting Observing
wires and bulb. Manipulating
Analysing
Project: Learners build an LED lantern using the above circuit and plastic bottle. Evaluating
Communicating
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SUB STRAND 3: FORCES AND MOVEMENT
SUBJECT SPECIFIC
CONTENT INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS COMPETENCIES
B5.4.3.1 Know that B5.4.3.1.1 Explain the term, “friction”, its effects and applications Core Competencies
movement is caused Review the previous lesson on forces with learners. Creativity and innovation
by applied forces Learners recall some examples of forces and their effects/applications. Personal development and
due to the release of Learners explain why cars usually drive slowly on wet roads. leadership
stored energy Task them to explain what happens when one accidentally step into an oil spill on Communication and
the floor. Collaboration.
Ask learners these questions: What is friction? What does it do? How does it Critical Thinking and Problem-
work? Solving
Then discuss their prior knowledge of the topic.
Subject Specific Practices
Learners rub their palms together for several sections and talk about what they
Observing
notice.
Manipulating
Explain to learners that the warmth they feel is caused by a force called friction
Predicting
and that friction is the force that opposes the movement of two surfaces against
Analysing
each other.
Evaluating
Some learners remove their shoes to show the shrunken heels/soles as an example Generalising
of the effect of friction between the sole of the shoe and the ground which one Communicating
walks on. Designing
Emphasise the fact that it is because of the friction between the shoes and the
ground that we do not fall whilst walking or running.
Explain to learners again that on a rainy day or on a smooth/polished surface,
friction is reduced, which means the shoes of the one walking or the tyres of the
car are not firmly gripped to the ground or the road because friction has reduced.
Thus, this is what causes people to fall or slip on oily or wet surfaces.
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STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 1: PERSONAL HYGIENE AND SANITATION
SUBJECT SPECIFIC
CONTENT INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS COMPETENCIES
B5.5.1.1 Recognise B5.5.1.1.1 Know why it is important to wash clothes regularly Core Competencies
the importance of Engage learners in groups to discuss among themselves what items are needed to Critical thinking and Problem-
personal hygiene wash their clothes and underwear. Solving
Groups present their ideas to the whole class. Collaboration and
Present to learners, real items (soap, water, dirty clothes, etc.) needed to wash communication.
clothes and underwear and demonstrate how washing is done. Personal Development and
Learners demonstrate how washing is done (a learner from each group). Leadership
Engage learners to watch a video or pictures showing other methods of washing Digital literacy
clothes and underwear, apart from the hands. Creativity and Innovation
In pairs, learners share ideas on what will happen if they don’t wash their clothes Subject Specific Practices
and underwear regularly. Observing
Manipulating
Guide learners to design personal roster for washing their clothes, indicating the
Analysing
days and times which they will use to wash their dirty clothes.
Evaluating
Designing
Creating
B5.5.1.2 Identify, B5.5.1.2.1 Know how to keep washrooms clean Core Competencies
discuss and Learners watch pictures and videos on how to keep washrooms clean. Critical thinking and Problem-
appreciate the Engage them in a discussion on how to keep the lavatory clean. Solving
natural and human Emphasise such key points as: flushing immediately after use, urinating directly in Collaboration and
features of the the toilet bowl, keeping used tissues in waste containers rather than throwing Communication.
environment and them on the floor, regularly removing used tissues and burning them. Personal Development and
the need to keep the Learners investigate the risks associated with the use of dirty washrooms. Leadership
environment clean Evaluate learners by asking them to design a poster to be pasted in their school’s Digital literacy
washroom. Subject Specific Practices
Observing
Analysing
Evaluating
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SUBJECT SPECIFIC
CONTENT INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS COMPETENCIES
B5.5.1.2 Identify, B5.5.1.2.2 Demonstrate how to clean the environment regularly Core Competencies
discuss and Assemble various items for cleaning the environment. Critical thinking and Problem-
appreciate the Begin the lesson with a song on cleanliness. Solving
natural and human Take the learners on a trip to observe tidy and untidy parts of the nearby Cultural Identity and Global
features of the community or show different pictures depicting clean and unclean environments. Citizenship
environment and Engage learners to discuss how to make the unclean environments as clean as those Collaboration and
the need to keep that are clean. communication.
the environment Learners discuss some materials that are used for cleaning the home, the school and Personal Development and
clean the community. Leadership
Demonstrate to learners the correct way of using the cleaning tools, e.g. brooms, Creativity and Innovation
rags, ceiling brush, dustpans and dustbins. Subject Specific Practices
Learners are assisted to know the need to keep the environment clean. Observing, Manipulating,
Engage learners to use local cleaning tools to clean the classroom and the school Analysing, Evaluating, Designing,
environment. Interpreting, Communicating
Project:
Learners design posters to create awareness on the need to keep the school, home and
Community clean and exhibit their work in the school.
NB: Teachers are encouraged to form an environmental awareness club in the class
after this lesson.
SUB-STRAND 2: DISEASES
B5.5.2.1 Know B5.5.2.1.1 Explain the causes, symptoms and control of chicken pox Core Competencies
common diseases Learners watch pictures, videos or charts on causes, symptoms and control of Critical thinking and Problem-
of humans; causes, chicken pox or invite a health personnel or School Health Education Programme Solving
symptoms, effects (SHEP) coordinator to give a talk on chicken pox. Collaboration and
and prevention communication.
In pairs, learners answer the following questions based on the pictures and video: (1) Personal Development and
What causes chicken pox? (2) What are the symptoms of chicken pox? (3) What Leadership
should be done if someone has chicken pox? (4) What are the ways of preventing Digital literacy
the spread of chicken pox? Subject Specific Practices
Project: Learners develop a concept map to trace the causes, symptoms and prevention of Analysing, Evaluating
chicken pox. Designing, Interpreting
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SUB-STRAND 2: DISEASES
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCIES
B5.5.2.1 Know B5.5.2.1.2 Identify causes, symptoms and prevention of cholera Core Competencies
common diseases Learners watch pictures and videos or images showing the causes, symptoms and Critical thinking and Problem-
of humans; causes, prevention of cholera. Solving
symptoms, effects Invite a local health officer or SHEP coordinator to give a presentation on cholera to Collaboration and
and prevention the learners. communication.
Engage learners, in groups, to discuss the causes of cholera, using everyday Personal Development and
scenarios, e.g. eating contaminated food and living in a dirty environment. Leadership
Learners are provided one large cardboard for all the groups to write different ideas Digital literacy
on the causes, prevention and symptoms of cholera. Subject Specific Practices
Learners display the cardboard in the classroom. Analysing
Generating
B5.5.3.1 Recognise B5.5.3.1.1 Identify the raw materials used in some local industries (kenkey Core Competencies
the impact of production, gari production, ceramic and pottery production) Critical thinking and Problem-
science and Take learners to a local gari, kenkey, shea butter, cooking oil, blacksmith, basketry, Solving
technology in carpentry or pottery production site or show videos of such ventures. Collaboration and
society Learners observe critically and identify the raw materials used in the various communication.
industries. Personal Development and
Engage the learners in a matching activity to match some local products with their Leadership
raw materials. Digital literacy
Subject Specific Practices
Project: Designing an Industry. Observing
Learners plan and design a factory in their locality, showing the raw materials they use and Analysing
the finished products. Evaluating
Planning
Designing
Interpreting
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SUB-STRAND 4: CLIMATE CHANGE
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES
B5.5.4.1 Know that B5.5.4.1.1 Identify the impact of deforestation on climate change Core Competencies
climate change is Put learners into groups and let them discuss the importance of trees in the Critical thinking and Problem-
one of the most environment. Solving
important Take them on a trip around the school environs and help them to appreciate Collaboration and communication
environmental the importance of trees such as provision of shade, food, fresh air, production Personal Development and
issues facing the of rain, etc. Leadership
world today Learners brainstorm on what will happen if people continuously cut down Digital literacy
trees. Subject Specific Practices
Engage each group to present their ideas to the whole class and re-shape their Observing
ideas by writing all key points on tree-felling and its impact to the environment Analysing
as well as its long-term effect on the climate. Evaluating
Learners brainstorm on what measures to take to stop people from tree-
cutting.
Learners are assisted to plant trees in their school environment and at strategic
locations within the community.
Learners are supervised to take good care of the trees they plant.
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BASIC 6
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BASIC 6
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARDS AND CORE COMPETENCIES
B6.1.2.1 Recognise B6.1.2.1.2 Investigate the uses of metals in everyday life and link the uses
materials as to their properties
important resources Display different objects made from metals.
for providing human Engage learners in groups to write names of the objects and present their
needs answers in class.
Learners, through discussion, come out with uses of metals by observing
CONT’D the objects displayed in class or from a video (these include farm tools,
jewellery, ornaments, cars, bridges, metallic spoons).
Link the use of the metal to its property, e.g. copper is used to make wires
because it conducts electricity, aluminium is used to make roofing sheets
because it is malleable.
Relate the lesson to everyday life to promote curiosity.
B6.1.2.2 Understand B6.1.2.2.1 Examine some uses of mixtures in everyday life Core Competencies
mixtures, the types Review previous lesson on mixtures with learners. Critical thinking and Problem-Solving
of formation, uses Learners watch videos and pictures of different types of mixtures. Digital Literacy
and ways of Provide samples of materials and guide learners to produce mixtures such Communication and Collaboration
separating them as salt solution, sugar solution, concrete, sand and water.
into their In groups, learners investigate the daily uses and applications of mixtures, Subject Specific Competencies
components e.g. salt solution, sugar solution, concrete, gari and beans. Observing, Communicating
Engage learners to write the names of the components of the mixtures Analysing
stated.
Learners mention other examples of mixtures and their daily uses.
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STRAND 2: CYCLES
SUB-STRAND 1: EARTH SCIENCE
SUBJECT SPECIFIC
CONTENT INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS COMPETENCIES
B6.2.1.1 Recognise B6.2.1.1.1 Describe the relative sizes of the earth and sun and their Core Competencies
the relationship importance Critical thinking and Problem-
between the earth Prior to the lesson, task learners to investigate the relative size of the sun in Solving
and the sun relation to its function in the solar system. Communication and Collaboration
Each group presents a report in class for discussion.
Subject Specific Practices
Learners answer the following questions: (1) Which is bigger, the sun or the
Designing Experiment
earth? (2) Which of the two bodies move, the sun or the earth?
Planning, Communicating
Evaluate learners by asking: “if the earth was bigger than the sun, how would Observing
that affect the length of day and night?” Analysing
B6.2.1.2 Show B6.2.1.2.1 Explain how rain falls from clouds Core Competencies
understanding of the Review formation of clouds with learners. Communication and Collaboration
roles of Lead learners to explain the terms: “evaporation, condensation, dew point, ice, Personal Development and
condensation, cloud, gravity and precipitation”. Leadership
evaporation, Learners, in an activity, design a model showing the formation of raindrops
transpiration and around tiny spots of dust or smoke and falling from high parts of a cloud. Subject Specific Practices
precipitation in the Explain that not all clouds result in rainfall. Observing
hydrological (water) Planning
cycle
B6.2.1.3 2.1.3.1 Know the functions of carbon within the environment Core Competencies
Demonstrate Review previous lesson on the functions of carbon dioxide with learners. Communication and Collaboration
understanding of Learners are assisted to discuss the following questions: (1) materials in the Personal Development and
how carbon and environment that contain carbon; (2) the role of carbon in those materials. Leadership
nitrogen are cycled Learners use role-play to understand the function of carbon within the Subject Specific Practices
in nature environment, e.g. the function of carbon in relation to pencils, charcoal, food Observing
and carbon dioxide. Planning
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CONTENT SUBJECT SPECIFIC
STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND CORE
COMPETENCIES
B6.2.1.4 Recognise B6.2.1.4.1 Investigate ways of conserving water in the home, school and Core Competencies
water and air as community Communication and Collaboration
important natural Discuss qualities of good drinking water and ways of making water safe for use Personal Development and
resources with learners, e.g. sedimentation, boiling, filtration, adding alum, etc. Leadership
Learners identify activities in the home that require the use of water.
Learners write various activities which portray the right use of water in the Subject Specific Practices
home and other activities that show the wastage of water. Observing
Discuss ways of using water wisely and efficiently in the home and community Planning
with learners.
Learners create a flyer or posters on water conservation with cut-out pictures
and phrases on how to conserve water.
B6.2.1.5.2 Demonstrate that air supports burning
Review composition of air and the uses of the components
Learners, in groups, use simple experiments to show that air supports burning,
using a lighted candle and a glass jar (or an improvised jar).
SUB-STRAND 2: LIFE CYCLES OF ORGANISMS
B6.2.2.1 B6.2.2.1.1 Know the materials needed for the survival of plants in the Core Competencies
Demonstrate environment (water, carbon dioxide, oxygen, sunlight) Communication and Collaboration
understanding of the Review previous lesson on composition and uses of air. Critical Thinking and Problem-
life cycle of a plant Prior to the lesson, learners investigate the materials required for plant survival. Solving
Learners present their findings on the materials required for plant survival.
Using annotated diagrams, learners show sources and point of entry of the Subject Specific Practices
essential materials into the plants. Observing
Learners are guided to conduct an experiment to show the effect of water on Recording
plants’ survival. Analysing
Learners are assigned to find out the specific functions of oxygen, carbon Planning
dioxide, sunlight and water in the survival of plants. Designing
Manipulating
B6.2.2.1.2 Observe the life cycle of a plant (okra or maize plant) Measuring
Guide learners to plant viable maize and okra seeds and care for them until Evaluating
they bear fruits.
Learners observe the growing plants weekly and record the changes that take
place until other viable seeds are produced.
Learners write a report based on their observations.
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STRAND 3: SYSTEMS
SUB-STRAND 1: THE HUMAN BODY SYSTEMS
SUBJECT SPECIFIC
CONTENT INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS COMPETENCIES
B6.3.1.1 Recognise B6.3.1.1.1 Explain the functions of organs in the excretory system of humans Core Competencies
that different parts of Engage learners to review the functions of some human organs. Communication and
the human body work Learners explain the need for activities such as breathing, urinating and sweating. Collaboration
interdependently to With the aid of videos, charts or models, assist learners to identify the organs of Personal Development and
perform a specific the excretory system of humans (kidneys, lungs, skin, liver). Leadership
function Learners, in an activity, match the parts of the excretory system with their Creativity and Innovation
excretory products.
Build vocabulary of learners by explaining key biological terms such as urea, Subject Specific Practices
kidney, lungs and excretion. Planning
Learners are provided with materials such as blu tack or clay to mould the kidney Observing Communicating
of humans.
NB: The lesson should mainly focus on the kidneys, lungs, skin, and their excretory Recording
products. Analysing
Evaluating,
B6.3.2.1 Show B6.3.2.1.1: Explain the difference between a star, a planet and a satellite Core Competencies
understanding of the Show videos, models or pictures of the solar system and engage learners to Digital Literacy
motion of bodies in identify the planets in the system. Personal development and
the solar system Draw the solar system on the board, using different colours to illustrate the leadership
different bodies. Communication and
Learners tell what they see when they view the sky during the night and during Collaboration
day time?
Based on their answers, use the chart to explain that a star is a heavenly body that Subject Specific Practices
produces its own light and is stationary (does not move). Observing
Using the solar system as an example, guide learners to understand that a planet is Analysing
a body that moves around a star (e.g. the earth and the other planets move Evaluating
around the sun). Generalising
Similarly, explain to learners that a satellite is a smaller body that moves around a
bigger one, e.g. the moon is a satellite of the earth.
Engage learners in a game that mimics the solar system (e.g. place a chair at the
centre of the football field with one learner to represent the sun. Now ask 8
learners to go around the chair in circles to represent the planets).
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SUBJECT SPECIFIC
CONTENT INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS COMPETENCIES
SUB-STRAND 3: ECOSYSTEM
B6.3.3.1 Show B6.3.3.1.1 Investigate various interactions in an ecosystem and the effect on Core Competencies
understanding of humans Critical thinking and Problem-
ecosystems, Show learners pictures of different ecosystems. Solving
interdependency of Learners observe different ecosystems in the field such as a small bush or pond. Communication and
organisms in an Engage learners to brainstorm to come out with possible interactions that occur in Collaboration
ecosystem and the given ecosystem. Personal Development and
appreciate the Learners work in groups to draw or design different ecosystems in the classroom. Leadership
interactions Learners observe each of the ecosystems and identify some possible interactions
that can take place within each ecosystem they have designed. Subject Specific Practices
Guide learners to discuss the effects of interactions (hunting, farming and predation) Designing
on humans and other living things within a given ecosystem. Planning
Observing
Analysing
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STRAND 4: FORCES AND ENERGY
SUB-STRAND 1: SOURCES AND FORMS OF ENERGY
SUBJECT SPECIFIC
CONTENT INDICATORS AND EXEMPLARS PRACTICES AND
STANDARDS CORE
COMPETENCIES
B6.4.1.1 B6.4.1.1.1 Compare renewable and non-renewable sources of energy Core Competencies
Demonstrate Critical thinking and
understanding of Begin by asking the following questions: (1) what is energy? (2) Where does energy come Problem-Solving
the concept of from? (answers to this question may include the sun, batteries, food, firewood and Communication and
energy, its hydroelectric power and thermal plants) Collaboration
various forms Show pictures and videos of different sources of energy such as the sun, batteries, food and
and sources and water. Subject Specific
the ways in Learners work in groups to identify sources of energy and sort them into sources that are Practices
which it can be not depleted when used (solar, wind and hydro sources) and those that are depleted after Planning
transformed and use (firewood, batteries, food, gasoline, diesel, kerosene, etc.). Observing
conserved Learners present their responses on flashcards for a general discussion in class. Analysing
Assist learners to build their vocabulary by introducing and explaining the terms, “renewable” Synthesising
and “non-renewable” sources of energy and give examples of such sources. Generating
B6.4.1.2 Show B6.4.1.2.1 Measure the temperature of a body using a thermometer Core Competencies
understanding of Assist learners to reflect on their previous knowledge on heat and temperature (temperature Critical thinking and
the concept of refers to the degree of hotness of a body). Problem-Solving
heat energy in Provide clinical and laboratory thermometers or show pictures of different types of Communication and
terms of its thermometers. Collaboration
importance, Learners identify the equipment and where and when it is used. Personal development and
effects, sources Guide learners, in groups, to produce their own improvised thermometers using plastic leadership
and transfer bottles, plastic straws, dyes and water.
from one Some learners share experiences of how their body temperatures were measured on a visit Subject Specific
medium to to a health centre. Practices
another Learners demonstrate the use of thermometers to measure temperature of their bodies and Planning
that of warm water Observing
Recording
NB: Let learners be aware of the precautions in using the clinical and laboratory thermometers. Measuring
Generating
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SUB-STRAND 2: ELECTRICITY AND ELECTRONICS
SUBJECT SPECIFIC
CONTENT INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS COMPETENCIES
B6.4.2.1 B6.4.2.1.1 Construct an electric circuit and know the functions of its
Demonstrate components
knowledge of Engage learners to discuss the basic components of an electric circuit (use video Core Competencies
generation of demonstrations where available). Critical thinking and Problem-
electricity, its Note that the basic components are the battery (dry cell), bulb, connecting wire, Solving
transmission and switch/key, etc. Communication and
transformation Learners mention the roles of the components of the electric circuit. Collaboration
into other forms Learners, in groups, provide them with the electrical components and assist them to
construct a functional simple electric circuit. Subject Specific Practices
Learners draw the circuits they have constructed. Planning
Observing
B6.4.2.1.2 Identify the symbols used in representing various components in a given Manipulating
circuit diagram Generating
Identify and match basic components of an electric circuit with their symbols.
Learners, in groups, draw simple circuit diagrams using symbols of the components
(switch, connecting wires, battery, electrical bulb).
B6.4.2.1.3 Know conductors, semi-conductors and insulators
Core Competencies
Gather items such as bulbs, battery, electric wires. Critical thinking and Problem-
Brainstorm with learners on the meaning of the terms “conductors”, “semi-conductors” Solving
and “insulators” with examples. Communication and
Learners are provided the following materials (spoons, foils, drinking straw, plastic Collaboration
materials, piece of wood, glass rod, leather, nails, keys, pencils, pens, LEDs, diodes, etc.)
for an activity. Subject Specific Practices
Connect a simple electrical circuit (an open circuit) using a bulb, battery and connecting Planning
wire. Observing
Learners use the open circuit to classify the materials provided as conductors, semi- Manipulating
conductors and insulators. Communicating
Learners explain why the electrical wires in their homes are coated with plastics Generating
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CONTENT SUBJECT SPECIFIC
STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND CORE
COMPETENCIES
B6. 4.2.2 Know B6.4.2.2.1 Construct an electronic circuit using battery, connecting wire and LED Core Competencies
the functions and Critical thinking and Problem-
assemblage of Put learners into mixed ability groups for this activity. Solving
basic electronic Provide learners with connecting wires, LED and battery. Communication and
components Learners, in their groups, connect a series circuit comprising an LED, 3V battery, a Collaboration
switch, to light the LED. Personal development and
Learners discuss what they did to light the LED. leadership
Learners are tasked to draw the electronic circuit and label the parts. Subject Specific Practices
Planning, Observing
NB: Build a stock of electronic components from discarded electronic gadgets such as radio Manipulating
and TV sets, phone chargers and flashlights. Evaluating
Communicating
Generating
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CONTENT SUBJECT SPECIFIC
STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND CORE
COMPETENCIES
B4.4.3.2 B6.4.3.2.1 Identify levers, pulleys, inclined planes as classes of simple machines and Personal Development and
Recognise some cite some common examples Leadership
simple machines Communication and
used for making Lead learners to visit various workplaces where levers, pulleys or inclined planes are Collaboration
work easier, used in their work or show pictures of different classes of simple machines. Creativity and innovation
analyse their Learners talk about their experiences on the visit.
advantages and Learners are shown examples of simple machines (screw drivers, pliers, scissors, wheel
know their uses barrow, shovel, hammer, spanners, axe, rake, cutlass, hoe, mattock, crowbar, claw Subject Specific Practices
hammer, screws, wooden board, to identify and classify them as levers, pulleys or
inclined planes). Planning, Observing
Learners demonstrate proper ways of using simple machines. Manipulating
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STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 1: PERSONAL HYGIENE AND SANITATION
CONTENT SUBJECT SPECIFIC
STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND CORE
COMPETENCIES
B6.5.1.1 B6.5.1.1.1 Identify the causes and effects of foul body odour on humans and how it Core Competencies
Recognise the can be prevented Critical thinking and Problem-
importance of Learners, in groups, discuss the causes of body odour. Solving
personal hygiene Prepare personal hygiene cards/posters for each learner in the group to write one Collaboration and
cause of foul body odour and how it can be prevented. communication.
Learners pair-share their ideas and present to the whole class. Personal Development and
Present real items or materials that can be used to prevent foul body (lime, lemon, Leadership
deodorant, etc.) odour to learners in class and demonstrate their correct use. Digital literacy
Evaluate learners by letting them plan and design a project on how to eliminate foul
body odour.
Subject Specific Practices
NB: Activities should include the use of lime and lemon for cleaning the armpit, regular
bathing and cutting of hair and nails). Designing Experiment
Planning
B6.5.1.1.2 Describe ways of minimising waste Observing
Learners watch pictures and videos showing and describing ways of minimising waste in Manipulating
the environment. Evaluating
Communicating
In groups, learners discuss and come out with ideas to minimise waste in their
Generating
classroom, school environment, homes and their communities.
Each group discusses measures of minimising waste in the classroom, school
environment, home, market, at the bus station, hospitals, church, mosque, beach, etc.
Learners present their ideas to the whole class.
Evaluate learners by assisting each group design a poster.
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SUB-STRAND 2: DISEASES
B6.5.3.1 Recognise 5.3.1.1 Identify the scientific concepts and principles underlying the Core Competencies
the impact of operation of some industries Digital literacy
science and Learners watch a video of kenkey and salt production processes. Critical thinking and Problem-
technology on Learners go on a study visit to a local business venture such as kenkey, soap, salt Solving
society production, cooking oil, or gari production centre. Cultural identity and global
Learners must observe the activities and interact with people at the workplace. citizenship
Engage learners, in groups, to discuss and identify the key scientific principles Collaboration and
underlying the operations of the industries visited. communication
Build vocabulary of learners by explaining key terms such as evaporation, salting-out, Subject Specific Practices
fermentation and saponification. Designing Experiment
Planning
Project Observing
Give learners a project to work in groups to produce yoghurt, kenkey or soap based on the Generating
experiences from their study visits.
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SUB-STRAND 4: CLIMATE CHANGE
CONTENT SUBJECT SPECIFIC
STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND CORE
COMPETENCIES
B6.5.4.1 Know that B6.5.4.1.1 Know the effects of climate change on humans Core Competencies
climate change is Learners are assigned to find out from their parents or elderly people what the Digital literacy
one of the most weather situation has been since 2000. Critical thinking and Problem-
important Learners share their information with the whole class. Solving
environmental Show pictures and videos displaying activities that contribute to climate change and Collaboration and
issues facing the the associated effects on the earth. communication.
world today. Stress the effects of climate change on weather conditions such as drought, Personal Development and
flooding, increase in temperature, etc. Leadership
Learners are engaged in a think-pair-share activity to come out with ways of
controlling the causes of climate change. Subject Specific Practices
Guide learners to design a concept map on climate change, showing its causes, Designing Experiment
effects and prevention. Planning
Observing
Build the vocabulary of learners by explaining terms such as climate change,
Communicating
drought, flooding and temperature.
Generating
Engage learners in an awareness campaign on climate change issues in the school
Analysing
and nearby community, using placards, posters and banners.
Evaluating
Learners work in groups to plant and nurture trees at vantage points in the school
environment.
Learners predict what will happen if there are no trees in the world.
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SCIENCE SUBJECT PANEL MEMBERS AND REVIEWERS
NAME INSTITUTION
Writing panels
Prof Anthony Krueger Department of Science Education, UCC
Mr Antwi-Aning NaCCA-NEAU
Expert Reviewers
Prof. John K. Eminah UEW
Dr. Fiifi Mensah UCC
Curriculum Adviser
Dr. Sam K. Awuku
Supervisor
Felicia Boakye-Yiadom (Mrs) NaCCA, Outgoing Acting Executive Secretary
Dr. Prince H. Armah NaCCA, Incoming Acting Executive Secretary
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MINISTRY OF EDUCATION
REPUBLIC OF GHANA
MATHEMATICS
CURRICULUM FOR PRIMARY SCHOOLS
(BASIC 1 - 3)
SEPTEMBER 2019
Mathematics Curriculum for Primary Schools
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FOREWORD
The new curriculum for Ghana’s primary schools is standards-based, which is our demonstration of placing learning at the heart of every classroom and ensuring that every
learner receives quality education. Provision of accessible quality education for all is non-negotiable if we are to meet the human capital needs of our country, required for
accelerated sustainable national development. It is for this reason that the new curriculum sets out clearly the learning areas that need to be taught, how they should be
taught and how they should be assessed. It provides a set of core competencies and standards that learners are to know, understand and demonstrate as they progress
through the curriculum from one content standard to the other and from one phase to the next. The curriculum and its related teachers’ manual promote the use of
inclusive and gender responsive pedagogy within the context of learning-centred teaching methods so that every learner can participate in every learning process and enjoy
learning. The curriculum encourages the use of Information and Communication Technologies (ICTs) for teaching and learning – ICTs as teaching and learning materials.
The new curriculum has at its heart the acquisition of skills in the 4Rs of Reading, wRiting, aRithmetic and cReativity by all learners. It is expected that at any point of exit
from a formal education, all learners should be equipped with these foundational skills for life, which are also prerequisites for Ghana becoming a learning nation. The
graduates from the school system should become functional citizens in the 4Rs and lifelong learners. They should be digital literates, critical thinkers and problem solvers.
The education they receive through the study of the learning areas in the curriculum should enable them to collaborate and communicate well with others and be
innovative. The graduates from Ghana’s schools should be leaders with a high sense of national and global identity. The curriculum therefore provides a good opportunity
in its design to develop individuals with the right skills and attitudes to lead the transformation of Ghana into an industrialised learning nation.
For this reason, the Ministry of Education expects that learners, as a result of the new knowledge, skills and values they have acquired through the new curriculum, will
show a new sense of identity as creative, honest and responsible citizens. These are our core values that underpin the identification and selection of the learning areas for
this curriculum. These core values serve as fundamental building blocks for developing into our learners the spirit of teamwork, respect, resilience and the commitment to
achieving excellence. The Ministry endorses a quality learning experience as an entitlement for each of Ghana’s school-going girl and boy; the curriculum has rightly
focused on learning and learning progression. The Ministry has also endorsed accountability as a critical domain for effective workings of standards-based curriculum.
More importantly the role of the teacher is to make this curriculum work for the intended purpose - to inculcate in learners the core competencies and values and to
make learning happen; improve learning outcomes – and the support that teachers need is duly recognised and endorsed by my Ministry. The Ministry will support the
implementation of the curriculum to include capacity development of all teachers in the new curriculum. Teachers matter in the development and delivery of the standards-
based curriculum and we will continue to support our teachers on this journey that we have started together to put learning at the centre of what we do best; teach!
I thank all those who have contributed their time and expertise to the development of this curriculum for primary schools in Ghana.
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TABLE OF CONTENTS
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RATIONALE FOR PRIMARY MATHEMATICS
Mathematics forms an integral part of our everyday lives. It is a universal truth that development is hinged on Mathematics. It is the backbone of social, economic, political
and physical development of a country. It is a never-ending creative process which serves to promote discovery and understanding. It consists of a body of knowledge
which attempts to explain and interpret phenomena and experiences. Mathematics has changed our lives, and is vital to Ghana’s future development.
To provide quality Mathematics education, teachers must facilitate learning in the Mathematics classroom. This will provide the foundations for discovering and
understanding the world around us and lay the grounds for Mathematics and Mathematics related studies at higher levels of education. Learners should be encouraged to
understand how Mathematics can be used to explain what is occurring, predict how things will behave and analyse causes and origins of things in our environment. The
Mathematics curriculum has considered the desired outcomes of education for learners at the basic level. Mathematics is also concerned with the development of attitudes
and is important for all citizens to be mathematically and technologically literate for sustainable development. Mathematics therefore ought to be taught using hands-on and
minds-on approaches which learners will find as fun and adopt as a culture.
PHILOSOPHY
Teaching Philosophy
Ghana believes that an effective Mathematics education needed for sustainable development should be inquiry-based. Thus Mathematics education must provide learners
with opportunities to expand, change, enhance and modify the ways in which they view the world. It should be pivoted on learner-centred Mathematics teaching and
learning approaches that engage learners physically and cognitively in the knowledge-acquiring process in a rich and rigorous inquiry-driven environment.
Learning Philosophy
Mathematics learning is an active contextualised process of constructing knowledge based on learners’ experiences rather than acquiring it. Learners are information
constructors who operate as researchers. Teachers serve as facilitators by providing the enabling environment that promotes the construction of learners’ own
knowledge based on their previous experiences. This makes learning more relevant to learners and leads to the development of critical thinkers and problem solvers.
GENERAL AIMS
The curriculum is aimed at developing individuals to become mathematically literate, good problem solvers who are capable to think creatively and have both the
confidence and competence to participate fully in the Ghanaian society as responsible local and global citizens.
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SUBJECT AIMS
INSTRUCTIONAL EXPECTATIONS
1. Guide and facilitate learning by generating discourse among learners and challenging them to accept and share responsibility for their own learning, based on their
unique individual differences.
2. Select Mathematics content, adapt and plan lessons to meet the interests, knowledge, understanding, abilities, and experiences of learners.
3. Work together as colleagues within and across disciplines and grade levels to develop communities of Mathematics learners who exhibit the skills of mathematical
inquiry and the attitudes and social values conducive to mathematics learning.
4. Use multiple methods and systematically gather data about learner understanding and ability to guide Mathematics teaching and learning with arrangements to
provide feedback to both learners and parents.
5. Design and manage learning environments that provide learners with the time, space and resources needed for learning Mathematics.
CORE COMPETENCIES
The core competencies for Mathematics describe a body of skills that teachers in Mathematics at all levels should seek to develop in their learners. They are ways in which
teachers and learners in Mathematics engage with the subject matter as they learn the subject. The competencies presented here describe a connected body of core skills
that are acquired throughout the processes of teaching and learning.
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CRITICAL THINKING AND PROBLEM SOLVING (CP)
This skill develops learners’ cognitive and reasoning abilities to enable them analyse and solve problems. Critical thinking and problem solving skill enables learners to draw
on their own experiences to analyse situations and choose the most appropriate out of a number of possible solutions. It requires that learners embrace the problem at
hand, persevere and take responsibility for their own learning.
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LEARNING DOMAINS (EXPECTED LEARNING BEHAVIOURS)
A central aspect of this curriculum is the concept of three integral learning domains that should be the basis for instruction and assessment. These are:
- Knowledge, Understanding and Application
- Process Skills
- Attitudes and Values
Under this domain, learners may acquire some knowledge through some learning experiences. They may also show understanding of concepts by comparing, summarising,
re-writing etc. in their own words and constructing meaning from instruction. The learner may also apply the knowledge acquired in some new contexts. At a higher level
of learning behaviour, the learner may be required to analyse an issue or a problem. At a much higher level, the learner may be required to synthesise knowledge by
integrating a number of ideas to formulate a plan, solve a problem, compose a story, or a piece of music. Further, learners may be required to evaluate, estimate and
interpret a concept. At the last level, which is the highest, learners may be required to create, invent, compose, design and construct. These learning behaviours “knowing
”, “understanding”, “applying”, “analysing”, “synthesising”, “evaluating” and “creating” fall under the domain “Knowledge, Understanding and Application”.
In this curriculum, learning indicators are stated with action verbs to show what the learner should know and be able to do. For example, the learner will be able to
describe something. Being able to “describe” something after teaching and learning has been completed means that the learner has acquired “knowledge”. Being able to
explain, summarise and give examples etc. means that the learner has understood the concept taught.
Similarly, being able to develop, defend, etc. means that the learner can “apply” the knowledge acquired in some new context. You will note that each of the indicators in
the curriculum contains an “action verb” that describes the behaviour the learner will be able to demonstrate after teaching and learning has taken place. “Knowledge,
Understanding and Application” is a domain that should be the prime focus of teaching and learning in schools. Teaching in most cases has tended to stress knowledge
acquisition to the detriment of other higher level behaviours such as applying knowledge.
Each action verb in any indicator outlines the underlying expected outcome. Each indicator must be read carefully to know the learning domain towards which you have to
teach. The focus is to move teaching and learning from the didactic acquisition of “knowledge” where there is fact memorisation, heavy reliance on formulae, remembering
facts without critiquing them or relating them to real world – surface learning – to a new position called – deep learning. Learners are expected to deepen their learning
by knowledge application to develop critical thinking skills, explain reasoning, and generate creative ideas to solve real life problems in their school lives and later in their
adult lives. This is the position where learning becomes beneficial to the learner.
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The explanation and the key words involved in the “Knowledge, Understanding and Application” domain are as follows:
Knowing: This refers to the ability to remember, recall, identify, define, describe, list, name, match, state principles, facts, concepts. Knowledge is the
ability to remember or recall material already learned. This constitutes the lowest level of learning.
Understanding: This refers to the ability to explain, summarise, translate, rewrite, paraphrase, give examples, generalise, estimate or predict consequences based
upon a trend. Understanding is generally the ability to grasp the meaning of some material that may be verbal, pictorial or symbolic.
Applying: This dimension is also referred to as “Use of Knowledge”. It is the ability to use knowledge or apply knowledge, apply rules, methods, principles,
theories, etc. to situations that are new and unfamiliar. It also involves the ability to produce, solve, plan, demonstrate, discover etc.
Analysis: This dimension is the ability to break down material/information into its component parts; to differentiate, compare, distinguish, outline,
separate, identify significant points etc., ability to recognise unstated assumptions and logical fallacies; and the ability to recognise inferences from
facts etc.
Synthesising: It is the ability to put parts together to form a new whole. It involves the ability to combine, compile, compose, devise, plan, revise, organise,
create, generate new ideas and solutions etc.
Evaluating: This refers to the ability to appraise, compare features of different things and make comments or judgment, compare, contrast, criticise, justify,
support, discuss, conclude, make recommendations etc. Evaluating refers to the ability to judge the worth or value of some material based on
some criteria.
Creating: This is the ability to use information or materials to plan, compose, produce, manufacture or construct other products. From the foregoing,
creation is the highest form of thinking and learning, and is therefore the most important behaviour. This unfortunately is the area where most
learners perform poorly. In order to get learners to develop critical thinking and behavioural skills beginning right from the lower primary level,
it is advised that you do your best to help your learners to develop analytic and application skills as we have said already.
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SKILLS AND PROCESSES
The mathematical method is the means by which a mathematician solves problems or seeks to gain information about events. Learners should be exposed to situations
that challenge them to raise questions and attempt to solve problems. The more often they are faced with these challenges, the more likely they are to develop a positive
attitude toward mathematics, and the more likely they are to develop the relevant process skills. Details of each sub-skill in the “Values, Attitudes and Process Skills”
dimension are as follows:
Observing: This is the skill of using our senses to gather information about objects or events. This also includes the use of instruments to extend the range
of our senses.
Classifying: This is the skill of grouping objects or events based on common characteristics.
Comparing: This is the skill of identifying the similarities and differences between two or more objects, concepts or processes.
Communicating/ : This is the skill of transmitting, receiving and presenting information in concise, clear and accurate forms - verbal, written, pictorial, tabular or
Reporting graphical.
Predicting: This is the skill of assessing the likelihood of an outcome based on prior knowledge of how things usually turn out.
Analysing: This is the skill of identifying the parts of objects, information or processes and the patterns and relationships between these parts.
Generating: This is the skill of exploring all the options, possibilities and alternatives beyond the obvious or preferred one.
possibilities
Evaluating : This is the skill of assessing the reasonableness, accuracy and quality of information, processes or ideas. It also involves assessing the quality and
feasibility of objects.
Designing: This is the skill of visualizing and drawing new objects or gargets from imagination
Measuring: This is the skill of using measuring instruments and equipment for measuring, reading and making observations
Interpreting: This is the skill of evaluating data in terms of its worth: good, bad, reliable, unreliable; making inferences and predictions from written or
graphical data; extrapolating and deriving conclusions. Interpretation is also referred to as “Information Handling”.
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Recording: This is the skill of drawing or making graphical representation boldly and clearly, well labelled and pertinent to the issue at hand.
Generalising: This is the skill of being able to use the conclusions arrived at in an experiment to what could happen in similar situations.
Designing of: This is the skill of developing hypotheses; planning and designing of experiments; persisting in the execution of experimental activities and
Experiments modifying experimental activities where necessary in order to reach conclusions.
Learners therefore need to acquire positive attitudes, values and psychosocial skills that will enable them to participate actively in lessons and take a stand on issues
affecting them and others.
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ATTITUDES
To be effective, competent and reflective citizens, who will be willing and capable of solving personal and societal problems, learners should be exposed to situations that
challenge them to raise questions and attempt to solve problems. Learners therefore need to acquire positive attitudes, values and psychosocial skills that will enable them
to participate in debates and take a stand on issues affecting them and others. The Mathematics curriculum thus focuses on the development of attitudes and values.
(iv) Flexibility in ideas: willingness to change opinion in the face of more plausible evidence.
(v) Respect for evidence: willingness to collect and use data on one’s investigation, and also have respect for data collected by others.
(vi) Reflection: the habit of critically reviewing ways in which an investigation or observation has been carried out to see possible faults and other ways in
which the investigation or observation can be improved upon.
(ix) Responsibility: the ability to act independently and make decisions; morally accountable for one’s action; capable of rational conduct.
(x) Environmental Awareness: being conscious of one’s physical and socio-economic surroundings.
(xi) Respect for the Rule of Law: obeying the rules and regulations of the land.
The teacher should ensure that learners cultivate the above attitudes and skills as basis for living in the nation as effective citizens.
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VALUES:
At the heart of this curriculum is the belief in nurturing honest, creative and responsible citizens. As such, every part of this curriculum, including the related pedagogy
should be consistent with the following set of values.
Respect: This includes respect for the nation of Ghana, its institutions and laws and the culture and respect among its citizens and friends of Ghana.
Diversity: Ghana is a multicultural society in which every citizen enjoys fundamental rights and responsibilities. Learners must be taught to respect the views of all
persons and to see national diversity as a powerful force for national development. The curriculum promotes social cohesion.
Equity: The socio-economic development across the country is uneven. Consequently, it is necessary to ensure an equitable distribution of resources based on the unique
needs of learners and schools. Ghana’s learners are from diverse backgrounds, which require the provision of equal opportunities to all, and that all strive to care for one
another both personally and professionally.
Commitment to achieving excellence: Learners must be taught to appreciate the opportunities provided through the curriculum and persist in doing their best in
whatever field of endeavour as global citizens. The curriculum encourages innovativeness through creative and critical thinking and the use of contemporary technology.
Teamwork/Collaboration: Learners are encouraged to be become committed to team-oriented working and learning environments. This also means that learners
should have an attitude of tolerance to be able to live peacefully with all persons.
Truth and Integrity: The curriculum aims to develop learners into individuals who will consistently tell the truth irrespective of the consequences. In addition, it aims to
make learners become morally upright with the attitude of doing the right thing even when no one is watching, be true to themselves and be willing to live the values of
honesty and compassion. Equally important, the ethos or culture of the work place, including integrity and perseverance, must underpin the learning processes to allow
learners to apply skills and competencies in the world of work.
The action verbs provided under the various profile dimensions should help you to structure your teaching to achieve desired learning outcomes. Select from the action
verbs provided for your teaching, for evaluation exercises and for test construction. Check the weights of the profile dimensions to ensure that you have given the
required emphasis to each of the dimensions in your teaching and assessment.
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ASSESSMENT
Assessment is a process of collecting and evaluating information about learners and using the information to make decisions to improve their learning.
In this curriculum, it is suggested that assessment is used to promote learning. Its purpose is to identify the strengths and weaknesses of learners to enable teachers to
ascertain their learner’s response to instruction.
Assessment is both formative and summative. Formative assessment is viewed in terms of assessment as learning and assessment for learning.
Assessment as learning: Assessment as learning relates to engaging learners to reflect on the expectations of their learning. Information that learners provide the teacher
forms the basis for refining teaching-learning strategies. Learners are assisted to play their roles and to take responsibility of their own learning to improve performance.
Learners set their own goals and monitor their progress.
Assessment for learning: It is an approach used to monitor learner’s progress and achievement. This occurs throughout the learning process.
The teacher employs assessment for learning to seek and interpret evidence which serves as timely feedback to refine their teaching strategies and improve learners’
performance. Learners become actively involved in the learning process and gain confidence in what they are expected to learn.
Assessment of learning: This is summative assessment. It describes the level learners have attained in the learning, what they know and can do over a period of time. The
emphasis is to evaluate the learner’s cumulative progress and achievement.
It must be emphasised that all forms of assessment should be based on the domains of learning. In developing assessment procedures, try to select indicators in such a way
that you will be able to assess a representative sample from a given strand. Each indicator in the curriculum is considered a criterion to be achieved by the learners. When
you develop assessment items or questions that are based on a representative sample of the indicators taught, the assessment is referred to as a “Criterion-Referenced
Assessment”. In many cases, a teacher cannot assess all the indicators taught in a term or year. The assessment procedure you use i.e. class assessments, homework,
projects etc. must be developed in such a way that the various procedures complement one another to provide a representative sample of indicators taught over a period.
A total of ten periods a week, each period consisting of thirty minutes, is allocated to the teaching of Mathematics at the Lower Primary level. It is recommended that the
teaching periods be divided as follows:
2 periods per day (two 30-minute periods)
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PEDAGOGICAL APPROACHES
These include the approaches, methods, strategies and appropriate relevant teaching and learning resources for ensuring that every learner benefits from the teaching
and learning process. The curriculum emphasises the:
1. creation of learning-centred classrooms through the use of creative approaches to ensure learner empowerment and independent learning;
2. positioning of inclusion and equity at the centre of quality teaching and learning;
3. use of differentiation and scaffolding as teaching and learning strategies for ensuring that no learner is left behind;
4. use of Information Communications Technology (ICT) as a pedagogical tool;
5. identification of subject specific instructional expectations needed for making learning in the subject relevant to learners;
6. integration of assessment as learning, for learning and of learning into the teaching and learning processes and as an accountability strategy; and
7. questioning techniques that promote deep learning.
LEARNING-CENTRED PEDAGOGY
The learner is at the centre of learning. At the heart of the national curriculum for change and sustainable development is the learning progression and improvement of
learning outcomes for Ghana’s young people with a focus on the 4Rs – Reading, wRiting, aRithmetic and cReativity. It is expected that at each curriculum phase,
learners would be offered the essential learning experiences to progress seamlessly to the next phase. Where there are indications that a learner is not sufficiently
ready for the next phase a compensatory provision through differentiation should be provided to ensure that such a learner is ready to progress with his/her cohort.
At the primary school, the progression phases are KG1 to KG2 and B1 to B6.
The Curriculum encourages the creation of a learning-centred classroom with the opportunity for learners to engage in meaningful “hands-on” activities that bring home to
the learner what they are learning in school and what they know from outside of school. The learning-centred classroom is a place for the learners to discuss ideas through
the inspiration of the teacher. The learners, then, become actively engaged in looking for answers, working in groups to solve problems. They also research for
information, analyse and evaluate information. The aim of the learning-centred classroom is to enable learners take ownership of their learning. It provides the opportunity
for deep and profound learning to take place.
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7. encourages learners to collaborate in learning; and
8. expects all learners to demonstrate the results of their learning through a product or performance.
It is more productive for learners to find answers to their own questions rather than teachers providing the answers and their opinions in a learning-centred
classroom.
INCLUSION
Inclusion is ensuring access and learning for all learners especially those disadvantaged. All learners are entitled to a broad and balanced curriculum in every school in
Ghana. The daily learning activities to which learners are exposed should ensure that the learners’ right to equal access and accessibility to quality education is met.
The Curriculum suggests a variety of approaches that address learners’ diversity and their special needs in the learning process. When these approaches are effectively
used in lessons, they will contribute to the full development of the learning potential of every learner. Learners have individual needs, learning experiences and different
levels of motivation for learning. Planning, delivery and reflection on daily learning experiences should take these differences into consideration. The curriculum
therefore promotes:
1. learning that is linked to the learner’s background and to their prior experiences, interests, potential and capacities.
2. learning that is meaningful because it aligns with learners’ ability (e.g. learning that is oriented towards developing general capabilities and solving the practical
problems of everyday life); and
3. the active involvement of the learners in the selection and organisation of learning experiences, making them aware of their importance and also enabling
them to assess their own learning outcomes.
Differentiation is a process by which differences (learning styles, interest and readiness to learn) between learners are accommodated so that all learners in a group
have the best possible chance of learning. Differentiation could be by content, tasks, questions, outcome, groupings and support. Differentiation as a way of ensuring
each learner benefits adequately from the delivery of the curriculum can be achieved in the classroom through i) task ii) support from the Guidance and Counselling
Unit and iii) learning outcomes.
Differentiation by task involves teachers setting different tasks for learners of different abilities. E.g. in sketching the plan and shape of their classroom some learners
could be made to sketch with free hand while others would be made to trace the outline of the plan.
Differentiation by support involves the teacher giving the needed support and referring weak learners to the Guidance and Counselling Unit for academic support.
Differentiation by outcome involves the teacher allowing learners to respond at different levels. Weaker learners are allowed more time for complicated tasks.
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Scaffolding in education refers to the use of a variety of instructional techniques aimed at moving learners progressively towards stronger understanding and ultimately
greater independence in the learning process.
It involves breaking up the learning task, experience or concepts into smaller parts and then providing learners with the support they need to learn each part. The
process may require a teacher assigning an excerpt of a longer text to learners to read and engaging them to discuss the excerpt to improve comprehension. The
teacher goes ahead to guide them through the key words/vocabulary to ensure learners have developed a thorough understanding of the text before engaging them to
read the full text. Common scaffolding strategies available to the teacher are:
1. give learners a simplified version of a lesson, assignment, or reading, and then gradually increases the complexity, difficulty, or sophistication over time;
2. describe or illustrate a concept, problem, or process in multiple ways to ensure understanding;
3. give learners an exemplar or model of an assignment they will be asked to complete;
4. give learners a vocabulary lesson before they read a difficult text;
5. describe the purpose of a learning activity clearly and the learning goals they are expected to achieve; and
6. describe explicitly how the new lesson builds on the knowledge and skills learners were taught in a previous lesson.
Information and Communication Technology (ICT) has been integrated into the Mathematics curriculum as part of the core of education, alongside reading, writing and
numeracy. Thus, the curriculum is designed to use ICT as a teaching and learning tool to enhance deep and independent learning. For instance, the teacher, in certain
instances, is directed to use multimedia to support the teaching and learning process.
ICT has the potential to innovate, accelerate, enrich and deepen skills. It also motivates and engages learners to relate school experiences to work practices. It provides
opportunities for learners to fit into the world of work. Some of the expected outcomes that this curriculum aims to achieve are:
The use of ICT as a teaching and learning tool is to provide learners an access to large quantities of information online and offline. It also provides the framework for
analysing data to investigate patterns and relationships in statistical data]. Once learners have made their findings, ICT can help them organise, edit and print the
information in many different ways.
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Learners need to be exposed to various ICT tools around them including calculators, radios, cameras, phones, television sets and computers and related software like
Microsoft Office packages - Word, PowerPoint and Excel as teaching and learning tools. The exposure that learners are given at the primary school level to use ICT in
exploiting learning will build their confidence and will increase their level of motivation to apply ICT use in later years, both within and outside of education. ICT use for
teaching and learning is expected to enhance the quality and competence level of learners.
ANNOTATION
A unique annotation is used to label the class, strands, sub-strands, content standards and learning indicators in the curriculum for the purpose of easy referencing. The
annotation is defined in Figure 1:
Content Standard number
Class
Sub-strands are the topics within each strand under which the content is organised.
Content standard refers to the pre-determined level of knowledge, skill and/or attitude that a learner attains by a set stage of education.
Indicator is a clear outcome or milestone that learners have to exhibit in each year to meet the content standard expectation. The indicators represent the minimum
expected standard in a year.
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Exemplar refers to support and guidance, which clearly explains the expected outcomes of an indicator and suggests what teaching and learning activities could take to
support the facilitators/teachers in the delivery of the curriculum.
The content standards in this document are organized by grade level. Within each grade level, the contents are grouped first by strands. Each strand is further subdivided
into sub-strands of related indicators.
Indicators are learning outcomes that define what learners should know and be able to do.
Content Standards are groups of related indicators. Note that indicators from different standards may sometimes be closely related, because mathematics is a
connected subject.
Sub-strands are larger groups of related indicators (or mathematics topics to be studied). Indicators from different sub-strands may sometimes be closely
related.
Strands are the main branches of the mathematics content to be studied.
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3. Geometry and Measurement
4. Data
Table 1 shows the strands and sub-strands of the B1 – B3 curriculum and Table 2 shows the scope of the sub-strands.
SUB-STRANDS
STRANDS
B1 B2 B3
Algebra Patterns and Relationships Patterns and Relationships Patterns and Relationships
Geometry and
Position and Transformation Position and Transformation Position and Transformation
Measurement
Data (Collection, Presentation, Analysis Data (Collection, Presentation, Analysis Data (Collection, Presentation, Analysis
Data
and Interpretation) and Interpretation) and Interpretation)
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Table 2 Scope of the sub-strands of the B1 – B3 curriculum
STRANDS SUB-STRANDS B1 B2 B3
√ √ √
Whole Numbers: Counting and Representation
√ √ √
Number Whole Numbers Operations
√ √ √
Fractions Representation and Relationship
√ √ √
Algebra Patterns and Relationships
√ √ √
Lines and Shapes
√ √ √
Geometry and Position and Transformation
Measurement
√ √ √
Measurements
√ √ √
Data Data (Collection, Presentation, Analysis and Interpretation)
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BASIC 1
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BASIC 1
Strand 1: NUMBER
Sub-Strand 1: Number: Counting, Representation, Cardinality & Ordinality
B1.1.1.1 B1.1.1.1.1 Use number names, counting sequences and how to count to Learners develop:
find out “how many?” Problem Solving Skills; Critical Thinking;
Describe numbers and the
relationship between E.g. 1. Count by 1s (forwards and backwards) between two given numbers Justification of Ideas; Collaborative
numbers 0 to 100 between 0 and 100; or by 2s and 10s; Identify and correct errors or Learning; Personal Development and
omissions in counting or skip counting sequences Leadership; Attention to Precision;
E.g. 2. Count to answer “how many?” questions about as many as 100 objects Cultural Identity
arranged in a line, a grid or a circle; Show that the count of a group of up to
100 objects does not change regardless of the order in which the objects are
counted or the arrangement of the objects
E.g. 3. Estimate the number of objects in a small group (up to 100) and describe
the estimation strategy used; Select an appropriate estimate among all those
given for a group of up to 100 objects and justify the choice
E.g. 4. Represent the number of objects in a group with a written numeral 0 to
100. Use ordinal numbers to describe the position of objects up to 10th
place
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
B1.1.1.1 B1.1.1.1.2 Identify numbers in different positions around a given number Learners develop:
(0 – 100) Problem Solving skills; Critical Thinking;
Describe numbers and the
relationship between E.g. 1. Display a number chart with numbers multiples of say 4 between 0 and 100 Justification of Ideas; Collaborative
numbers 0 to 100. CONT’D and have learners identify numbers in different positions around a given Learning; Personal Development and
number. Put learners in convenient groups and give each group a number Leadership Attention to Precision
grid and have them identify numbers in different positions around a chosen
number.
4 8 1
16 18 11
28 44 69
67 76 96
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
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Sub-Strand 2: Number Operations (Addition, Subtraction, Multiplication and Division)
B1.1.2.1 B1.1.2.1.1 Demonstrate understanding of addition as joining and finding how Learners develop:
many altogether and subtraction as separating and finding how many left;
Develop a conceptual Problem Solving Skills; Critical
numbers 0 to 20
understanding of addition Thinking; Justification of Ideas;
and subtraction E.g. 1. Acting out a given story problem presented orally. For instance, Collaborative learning; Personal
Development and Leadership Attention
- Sena has 8 bottle caps. She takes 5 more bottle caps from Kofi. How many to Precision; Cultural Identity
bottle caps does Sena now have?
- Kojo has 15 pencils. He gave 7 to Ato. How many pencils are left?
Indicating if the scenario in a story problem represents an addition or a subtraction
and justifying the answer
E.g. 2. Creating a story problem for subtraction or addition or for a given number sentence
(+ and – within 20)
- Daniel’s family have 6 electric bulbs in the house. Two of the bulbs are not
working. How many bulbs can Daniel’s family use?
B1.1.2.2 B1.1.2.2.1 Use objects and pictorial models to solve word problems involving Learners develop:
joining, separating and comparing sets within 20 and unknowns as any one of
Demonstrate an Problem Solving Skills; Critical
terms in problems such as 9 +7 = [], 13 +[] =19 and 14-[]=3.
understanding of the Thinking; Justification of Ideas;
concept of equality E.g. 1. Explaining that = means “the same as’ Collaborative learning; Attention to
Precision
- Identifying if two quantities or groups of objects are equal or not and justifying
answers
- Using the symbol = to record equal relationships (e.g., 3 = or
+ = )
- Representing a pictorial or concrete equality in symbolic form (e.g., represent
+ = as 3 + 2 = 5)
E.g. 2. Use a symbol ( ____ ) to represent the unknown in an addition or subtraction
statement.
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
B1.1.2.2 B1.1.2.2.2 Use relationship between addition and subtraction to demonstrate understanding of Learners develop:
equality for numbers within 20
Demonstrate an Problem Solving Skills; Critical Thinking;
understanding of the concept E.g. 1. Demonstrate an understanding of the relationship between addition and subtraction by: Justification of Ideas; Collaborative
of equality. CONT’D transforming a subtraction as an equivalent addition and vice versa (For example, Learning; Personal Development and
subtracting eight from 10 (10 – 8) is the same as identifying the number that must be Leadership Attention to Precision
added to 8 to make 10)
B1.1.2.2.3 Generate and solve word problem situations when given a number sentence
involving addition and subtraction of numbers within 20
E.g. Write addition and subtraction problems, learners in their groups discuss and generate
word problems to match the number sentences
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
B1.1.2.3 B1.1.2.3.1 Use strategies for solving basic addition facts (and Learners develop:
related subtraction fact) to10.
Demonstrate fluency with Problem Solving Skills; Critical
addition and subtraction- (Note: The focus is on developing strategies to find answers, not memorising Thinking; Justification of Ideas;
relationships number facts. That comes in P2 and P3) Collaborative Learning; Personal
Development and Leadership Attention
E.g. 1. Naming the number that is 1 more, 2 more, 1 less, or 2 less than a to Precision
number given by the teacher or another pupil (for numbers up to 20
only)
E.g. 3. Identifying 10 more or less than a number between 0 and 20, and
eventually between 0 and 100
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
B1.1.2.4 B1.1.2.4.1 Use counting on, counting down and missing addend Learners develop:
strategies for adding and subtracting within 20
Apply strategies for Problem Solving Skills; Critical
adding and subtracting to E.g. 1. Relating counting to addition (i.e., recognizing that adding 2 is the Thinking; Justification of Ideas;
20 same as counting on 2) Collaborative Learning; Personal
Development and Leadership Attention
E.g. 2. Counting on (i.e., for 5 + 3, start at 5 and count on 3 places… 6, 7, 8. to Precision
The answer is 8.)
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
B1.1.2.4 Or if given 8 - 6 = ___ change question to 6 +__ = 8. The Learners develop:
Apply strategies for adding answer is 2, so 8 - 6 = 2). That is,
and subtracting to 20 Problem Solving Skills; Critical
CONT’D 8 − 6 = What? means 6 + What? = 8 Thinking; Justification of Ideas;
Collaborative Learning; Personal
Development and Leadership
Attention to Precision
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Sub-Strand 3: Fractions
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCIES
B1.1.3.1 B1.1.3.1.1 Understand the fraction one-half as the quantity obtained by taking 1 part Learners develop:
when a whole is partitioned into two equal parts
Develop an Problem Solving Skills; Critical
understanding of halves E.g. 1. Use concrete objects to explain the fraction half as the quantity obtained by taking 1 part when Thinking; Justification of Ideas;
using concrete and a whole object is partitioned into two equal parts Collaborative Learning; Personal
pictorial representations Development and Leadership
E.g. 2. Use pictorial representations to explain the
[Exclude notation here] Attention to Precision
fraction half as the quantity obtained by taking 1
part when a whole object is partitioned into two
equal parts
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SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCIES
B1.1.3.1. B1.1.3.1.2 Count in halves using concrete and pictorial representations of halves Learners develop:
Develop an E.g. 1. Show several halves of concrete objects (like half oranges, half piece of stick, half piece of card, etc. Problem Solving Skills; Critical
understanding of halves and have them count them in halves (using the language one-half, two-halves, three-halves, etc.) Thinking; Justification of Ideas;
using concrete and Collaborative Learning; Personal
pictorial Development and Leadership
representations Attention to Precision
[Exclude notation
here].
CONT’D
E.g. 2. Show learners several pictorial representations of halves and have them count (using the language
one-half, two-halves, three-halves, etc.)
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Sub-Strand 4: Money
B1.1.4.1 B1.1.4.1.1 Recognise Ghanaian coins by name, including one pesewa, Learners develop:
Identify coins, their values five pesewas, ten pesewas, twenty pesewas, fifty pesewas and one Problem Solving Skills; Critical
cedi by value and describe the relationship among them
and the relationships Thinking; Justification of Ideas;
among them in order to E.g. 1. Display the various coins currently being used for transaction in Ghana Collaborative Learning; Personal
recognize the need for and initiate discussion on the need for monetary transaction. Learners Development and Leadership Attention
monetary transactions touch feel and say the features of each coin to Precision; Cultural Identity and
Global Citizenship
E.g. 2. Introduce the one pesewa, five pesewas, ten pesewas, twenty pesewas,
fifty pesewa and guide learners learn to identify and recognize the
money by name and value
E.g. 3. State the relationship between 2p and 10p; 5p and 10p; 2p and 20p; 1p
and ¢1, 10p and ¢1
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Strand 2: Algebra
Sub-Strand1: Patterns and Relationship
- 2 4 6 2 ___ 6)
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Strand 3: GEOMETRY AND MEASUREMENT
Sub-Strand 1: 2D and 3D Shapes
B1.3.1.1 B1.3.1.1.1 Distinguish between attributes that define a two- Learners develop:
dimensional figure or three-dimensional figure and attributes
Analyse attributes of two- that do not define the shape Problem Solving Skills;
dimensional shapes and Critical Thinking;
three-dimensional objects Display 2D cut out shapes and 3D objects and have learners: Justification of Ideas;
to develop general concept
E.g. 1. Identify 2D shapes (triangles, squares, rectangles, circles) on the Collaborative Learning;
about their properties
surfaces of 3D objects (cubes, cylinders, spheres, rectangular prisms) Personal Development and Leadership
in the classroom or beyond; Identify what features define a shape or Attention to Precision;
an object (e.g. triangles are closed and have three sides) and other Cultural Identity and Global
features (colour, orientation or size) Citizenship
E.g. 2. Sort a given set of 2D shapes and 3D objects using a given single feature
or criteria (size, shape, etc.) and explain the sorting rule, feature or
criteria used to sort them; Describe the difference between two given
pre-sorted sets of familiar 3D objects or 2D shapes and the feature or
criteria used to sort them
E.g. 3. Identify 3D objects in the environment that have parts similar to a given
2D shape (e.g., find the parts of a can or bucket that are similar to a
circle)
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
CONT’D E.g. 2. Describe the difference between two given pre-sorted sets of
familiar 3D shapes and the feature
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Sub-Strand 2: Position /Transformation
B1.3.2.1 B1.3.2.1. 1 Tell the position of objects relative other objects in Learners develop:
space using words such above, below, to the right etc.
Describe the position of Problem Solving Skills; Critical
objects in space E.g. 1. Learners tell their sitting position relative to other children in Thinking; Justification of Ideas;
the classroom. For example, Yaw is on the third line (row), Collaborative Learning; Personal
three places from Ama and to the left of Kwesi Development and Leadership Attention
to Precision; Cultural Identity and
Global Citizenship
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Strand 4: Data
Sub-Strand 1: Data Collection, Organisation, Interpretation, Presentation and Analysis
E.g. 1. Learners use tally charts with data relevant to their daily lives
(e.g. favourite drinks, eye colour , pets etc) to analyze and
compare data in a picture graph
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BASIC 2
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BASIC 2
Strand 1: NUMBER
Sub-strand 1: Counting, Representation, Cardinality & Ordinality
SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
B2.1.1.1 B2.1.1.1.1 Use number names, counting sequences and how to Learners develop:
count to find out “how many?” Problem Solving Skills; Critical
Count and estimate
quantities from 0 to 1000 E.g. 1. Skip count forwards and backwards to and from 1000 respectively by Thinking; Justification of Ideas;
2s, 5s and 10s, starting at 0 or at multiples of 2, 5, 10, 50 and 100; Collaborative Learning; Personal
Identify and correct errors or omissions in counting or skip counting Development and Leadership
sequences Attention to Precision
E.g. 2. Count by 2s, 5s or 10s, to answer “how many?” questions about as
many as 100 or 1000 objects
E.g.3.
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
B2.1.1.1 B2.1.1.1.2 Identify numbers in different positions around a given Learners develop:
number in a number chart. (1-1000)
Count and estimate Problem Solving Skills; Critical
quantities from 0 to 1000. E.g. 1. Display a number chart with numbers between 0 and 100 and have Thinking; Justification of Ideas;
CONT’D learners identify numbers in different positions around a given Collaborative Learning; Personal
number. Put learners in convenient groups and give each group a Development and Leadership
number grid and have them identify numbers in different positions
Attention to Precision
around a chosen number. For example, choose 18 and identify
numbers above, below, to the right or to the left etc.
24 48 75 12
16 18 86 40
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS AND CORE COMPETENCIES
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
B2.1.1.1 B2.1.1.1.5 Represent number quantities up to 1000 in equivalent Learners develop:
ways focusing on place value and equality
Count and estimate Problem Solving Skills; Critical
E.g. 1. Demonstrate an understanding of how place value determines the
quantities from 0 to 1000. Thinking; Justification of Ideas;
relative size of numbers up to 1000 by: describing the relative size
CONT’D Collaborative Learning; Personal
of two or more numbers (i.e., saying whether one number is a little or
a lot bigger or smaller than another and justifying the answer) Development and Leadership
Attention to Precision
E.g.2 Represent and describe numbers to 1000 in equivalent ways (e.g.,
147 is 3 less than 150, is 7 more than 140, is almost half of 300, is a
little larger than 145 but a lot larger than 15, etc.)
E.g. 3. Arrange groups of up to 100 objects in equal groups in more than 1
way and describe the arrangement; or describe the arrangement and how
many are left over (e.g. arrange 66 as two groups of 33 or six groups of 11, or 3
groups of 22 or 5 groups of 12 and 6 left over)
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SUBJECT SPECIFIC
CONTENT STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND CORE
COMPETENCIES
B2.1.2.2 B2.1.2.2.1 Use the concept of "equal to" and "not equal to" to Learners develop:
solve addition and subtraction problems with sums up 100
Demonstrate an Problem Solving Skills; Critical
understanding of the E.g. 1. Explaining that that' “≠” means “not the same as” or “not equal to” Thinking; Justification of Ideas;
concept of “not equal to” Collaborative Learning;
- Constructing and drawing two sets that are not equal, explaining
to solve addition and Personal Development and
why they are not equal and recording the relationship using the
subtraction problems with Leadership Attention to
symbol ≠ (e.g., ≠ ); Changing two given sets, equal
sums up to 100 Precision
in size, to create sets that are not equal (e.g., change =
to ≠ ), explain the changes made
and why
1
A subtrahend is a number to be subtracted from another. In 7- 4 = 3, 4 is the subtrahend.
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
B2.1.2.2 - Determining whether two sides of a given number sentence are equal Learners develop:
or not and using the appropriate symbol to represent the relationship
Demonstrate an Problem Solving Skills; Critical
(e.g., 16 ≠ 8 + 5)
understanding of the Thinking; Justification of Ideas;
E.g. 2. Using a symbol () to represent an unknown in addition/subtraction
concept of “not equal to” Collaborative Learning; Personal
statements to 100.
to solve addition and Development and Leadership
subtraction problems with E.g. 3. Demonstrate an understanding of the relationship between addition and
Attention to Precision
sums up to 100 subtraction by describing a subtraction as an equivalent addition and vice
versa; i.e. finding the missing addend. (For example, that subtract 40 –
CONT’D 28 is the same as finding the number that must be added to 28 to make
40).
B2.1.2.3 B2.1.2.3.1 Use mental strategies for basic addition facts to 19 and Learners develop:
related subtraction facts to 19
Develop and use Problem Solving Skills; Critical
strategies for mentally E.g. 1. Demonstrate fluency with addition and subtraction-related relationships Thinking; Justification of Ideas;
computing basic additions by: Collaborative Learning; Personal
and subtraction facts to Development and Leadership Attention
19 Quickly naming numbers that are 1, 2, or 10 more or less than a to Precision
number between 1 and 100, or 5 more than a number that is a multiple
of 5
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
B2.1.2.3 E.g. 2. Other sstrategies to use when adding Learners develop:
Develop and use strategies for - ‘counting up” when adding
mentally computing basic - 'making doubles because doubles are easier to add (e.g., instead of 4 + 6 Problem Solving Skills; Critical Thinking;
additions and subtraction facts use 5 + 5) Justification of Ideas; Collaborative
to 19 - 'making doubles + or – 1 ' (e.g., instead of 4 + 5 use 4 + 4 + 1; instead of 4 Learning; Personal Development and
CONT’D + 5 use 5 + 5 -1) Leadership Attention to Precision
'making 10s' (e.g., instead of 7 + 5 use 7 + 3 + 2; instead of 7 + 5 use 5 + 5 + )
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
B2.1.2.4 B2.1.2.4.1 Use conventional strategy to add and subtract Learners develop:
within 100
Develop and use Problem Solving Skills; Critical
conventional and personal E.g. 1. Use objects (groups of tens and ones) or drawings to model Thinking; Justification of Ideas;
strategies for computing addition and subtraction of 1 and 2 digit numbers (with Collaborative Learning; Personal
additions up to 100 answers within 100), with and without regrouping) and Development and Leadership
record the process symbolically, using an addition or Attention to Precision
subtraction frame.
Addition Frame
Subtraction Frame
Tens Ones Tens Ones
+ -
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
B2.1.2.4 E.g. 2. ‘Friendly jumps” strategy, where one of the numbers is Learners develop:
decomposed into a friendlier number and added in “chunks”
Develop and use Problem Solving Skills; Critical Thinking;
or by “friendly jumps” e.g. when adding 26 + 32, start with 26,
conventional and personal Justification of Ideas; Collaborative
add 10 three times to get 56 (26 + 10 + 10 + 10), then add on
strategies for computing Learning; Personal Development and
2 to get 58. The answer is 58. (NOTE: This strategy is similar to
additions up to 100 Leadership Attention to Precision
the first strategy of decomposing)
CONT’D
E.g. 3. Moving part of one number to the other number to create numbers
that are easier to add E.g. when adding 29 + 56, move 1 from
56 to 29 to create the expression 30 + 55 = 85)
E.g. 2. Mr. Haruna gave 45 books to Yaa’ She gave 11 of the books to
her sister. How many books are left?
E.g. 3. Araba needs 8 Ghana cedis to buy exercise books. She has
only 5 Ghana cedis. How much money does she need in
order to buy the books?
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Sub-Strand 3: Fractions
B2.1.3.1 B2.1.3.1.1 Understand the fraction one-half and one-quarter Learners develop:
as the quantity obtained by taking 1 part when a whole is
Develop an understanding Problem Solving Skills; Critical
partitioned into two or four equal parts
of halves and fourths using Thinking; Justification of Ideas;
concrete and pictorial E.g. 1. Use concrete objects to explain the fraction one-fourth as the Collaborative Learning; Personal
representations [Exclude quantity obtained by taking 1 part when a whole object is Development and Leadership
notation here] partitioned into four equal parts. Attention to Precision; Cultural
Identity
E.g. 2. Use pictorial representations to explain the fraction one-
fourth as the quantity obtained by taking 1 part when a whole
object is partitioned into four equal parts.
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
B2.1.3.1 B2.1.3.1.2 Count in halves and quarters (fourths) using concrete Learners develop:
and pictorial representations) of halves and fourths.
Develop an understanding Problem Solving Skills; Critical
of halves and fourths using E.g. 1. Show several fourths of concrete objects (or card cut outs) and Thinking; Justification of Ideas;
concrete and pictorial have them count them in fourths (using the language one-fourth, two- Collaborative Learning; Personal
representations [Exclude fourths, three-fourths, etc.) Development and Leadership
notation here] CONT’D Attention to Precision
E.g. 2. Show learners several pictorial representations of fourths and have
them count (using the language one-fourth, two-fourths, three-fourths,
etc.)
E.g. 1. Show learners several pictorial representations (or card cut outs)
of halves, fourths and wholes and ask them to state the relationship
between (i) a whole and one-half; (ii) a whole and one-fourth, and (iii) one-
half and one-fourth.
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Sub-Strand 4: Money
B2.1.4.1. B2.1.4.1.1. Recognise Ghanaian coins, and currency notes to Learners develop:
Determine the value of include at least 1 cedi, 2 cedis, 5
coins and notes in order cedis, 10 cedis, 20 cedis and 50 cedis and determine the value Problem Solving Skills; Critical
to solve monetary of a collection of coins and notes up to at least 50 Ghana cedis Thinking; Justification of Ideas;
transactions Collaborative Learning; Personal
E.g. 1. Display the Ghanaian cedi (coins and notes) currently being
used for transaction in Ghana and initiate discussion on the Development and Leadership.
need for monetary transaction. Learners touch feel and say Attention to Precision
the features of each coin
E.g. 2. Introduce the notes (i.e. 1 cedi, 2 cedis, 5 cedis 10 cedis etc.) in
turns and have learners examine and talk about its features
E.g. 3. State the relationship between ¢2 and ¢10; ¢5 and ¢10; ¢2 and
¢20; ¢5 and ¢20, ¢10 and ¢50
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Strand 2: ALGEBRA
Sub-Strand 1: Patterns and Relationships
- 9, 1, 3, 5, 9, 1, 3, 5, ___ ; ___
- 2, 4, 6, 8, 10, ___ ; ___,
- 5, 10, 15, 20___ , ___ ; or
- 54, 55, 56, 57, ___ , ___ .
E.g. 2. Identify and describe the rules for the following patterns
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Strand 3: GEOMETRY AND MEASUREMENT
Sub-Strand 1: 2D and 3D Shapes
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
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Sub-Strand 2: Position/Transformation
B2.3.2.1 B2.3.2.1.1: Prove that the placement or direction of a shape Learners develop:
or object does not change its length.
Demonstrate that the length Problem Solving Skills; Critical
of an object does not E.g. 1. Put sticks of equal length in different places and Thinking; Justification of Ideas;
change with its placement directions and Collaborative Learning; Personal
or direction ask learners to Development and Leadership
identify the Attention to Precision
longest; viz.
which stick in
the figure is
longest?
Then ask them
to pick the
sticks and put them side by side to see if they have
equal length.
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
E.g. 2. Explain why the number of non-standard units an object measures varies
depending upon the size of the non-standard unit used (example: why the
measuring lengths using paperclips results in a higher number than measuring
lengths with pencils).
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Sub-Strand 3: Measurement- Length, Capacity, Mass and Time
B2.3.3.1 Use non-standard E.g. 3. Selecting an appropriate non-standard unit for measuring the length, Learners develop:
units for measuring height, distance around, capacity or mass (weight) of a given object,
Problem Solving Skills; Critical
lengths, heights, mass and estimating the length, capacity or mass (weight) in non-standard
Thinking; Justification of Ideas;
distance around objects units, and then comparing the estimate with the actual measure
Collaborative Learning; Attention to
cont’d
E.g. 4. Comparing and ordering objects by length, height, distance around, Precision
capacity or mass (weight), using non-standard units, and describing
the relative size of the objects (Give learners a series of 3 objects.
Have them measure the objects using a non-standard unit and then
arrange them from shortest to longest, based on the results)
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
B2.3.3.2 Use standard B2.3.3.2.1 Recognize the need for standard unit of measurement of Learners develop:
units to measure lengths, length
heights, mass and distance E.g. 1. Mark a learner’s height on the wall and ask 4 learners to use their Problem Solving Skills; Critical Thinking;
around objects. Justification of Ideas; Collaborative
hands pan to measure the height. On the basis of the different
cont’d Learning; Personal Development and
measures that would be obtained, get learners to establish the need
Leadership Attention to Precision
for use of standard units
E.g. 2. Estimate the measure in non-standard units, and then comparing the
estimate with the actual measure. E.g. Bring two learners of different heights
to the front of the class, take the height of one pupil. On the basis of that
height ask a pupil to estimate the height of the other pupil and then measure
the actual height to compare with their estimation
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
B2.3.3.3 Develop an B2.3.3.3.1 Read the calendar and solve problems involving the Learners develop:
understanding of the number of days in a week and number of months in a year.
measurement of time E.g. 1. Using the calendar to do the following: Problem Solving Skills; Critical Thinking;
taken by events using
- Identify or read the day of the week and the month of the year for Justification of Ideas; Collaborative
arbitrary units and the
hour a given calendar date. Learning; Personal Development and
- Identify the day (or month) that comes before or after a given day Leadership Attention to Precision
(or month) Cultural Identity and Global Citizenship
- Name, order and count the days in a week and the months in a
year,
E.g. 2. Ask learners to say the rhyme “Thirty-days has September”
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Strand 4: DATA
Sub-Strand 1: Data Collection, Organisation, Presentation, Interpretation and Analysis
B2.4.1.1 B2.4.1.1.1 Use tallies, checkmarks, charts, lists or objects to Learners develop:
collect and organize data to answer and pose questions about
Collect and record data Problem solving skills, Critical Thinking;
themselves, others, or surroundings.
about self and others and Justification of Ideas; Collaborative
use it to answer and pose E.g. 1. “What is our favourite food or colour or sport?” learning; Personal Development and
questions Leadership Attention to Precision
E.g. 2. Answer and/or pose questions, and justify the answers, based on the
organized data
B2.4.1.2 B2.4.1.2.1 Draw and interpret concrete graphs and pictographs Learners develop;
Construct and interpret E.g. 1 Use one-to-many correspondence to create concrete graphs or Problem solving skills; Critical Thinking;
concrete graphs and pictographs to represent data collected (up to 3 categories of data) Justification of Ideas; Collaborative
pictographs learning; Personal Development and
E.g. 2. Using a one-to-one correspondence solve simple problems (how Leadership Attention to Precision
many altogether, comparing, or take apart problems) on concrete
graphs or pictographs.
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BASIC 3
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BASIC 3
Strand 1: NUMBER
Sub-Strand 1: Counting, Representation, Cardinality & Ordinality
SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
B3.1.1.1 ` B3.1.1.1.1 Use number names and the counting sequence to Learners develop:
count and estimate quantities up to 10,000.
Count and estimate Problem Solving Skills; Critical
quantities from 0 to E.g. 1. Skip count forwards and backwards from 0 to 10,000 by 10s, 50s Thinking; Justification of Ideas;
10,000 100s, 500s and 1000s starting at any point. Identify and Collaborative Learning; Personal
correct errors or omissions in a skip counting sequence Development and Leadership
Attention to Precision
E.g. 2. Count to tell the number of objects in given collection of objects
by selecting the most appropriate of three estimates for a
given collection of objects and justify the choice.
E.g. 3 Represent numbers or quantities to 1000 with written numerals
E.g. 4 Write number words for given multiples of ten to 9999 and for
multiples of 100 to 99990
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
B3.1.1.1 - using other possible representations of place value which Learners develop:
include manipulatives such as threaded 100s, 10s, and
Count and estimate loose bottle caps; and multi-base ten material (units, flats Problem Solving Skills; Critical
quantities from 0 to and squares) Thinking; Justification of Ideas;
10,000.CONT’D Collaborative Learning; Personal
E.g.2 Ask pupils to model number quantities up to 10,000 using square
grid paper or multi-base materials. For instance, with multi- Development and Leadership
base block, a cube = 1 unit; a rod = 10; a flat = 100 and a Attention to Precision
block = 1000; learners model 327 with the appropriate
materials.
Thousands
Thousands
Hundreds
Ones
E.g. 4. Explain why the value
Tens
Ten
of a digit depends
upon its placement
within a numeral.
E.g. 5. Read a given number
up to 1000 by indicating the value of each digit (i.e., reading
435 as four hundred and thirty-five and not four three five.
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
B3.1.1.1 B3.1.1.1.4 Compare and order whole numbers up to 10,000 and Learners develop
represent comparisons using the symbols >, <, or =.
Count and estimate Problem Solving Skills; Critical
E.g. 1. Demonstrate an understanding of how place value determines the Thinking; Justification of Ideas;
quantities from 0 to
relative size of whole numbers (between 100 and 10,000) by: Collaborative Learning; Attention to
10,000.CONT’D
- describing the relative size of two numbers (i.e., saying whether Precision
one number is a little or a lot bigger or smaller than another and
justifying the answer)
- identifying which of two given numbers is bigger (or smaller),
explaining why using place value and representing the relationship
using the symbols< and >;
- putting a small group of numbers in increasing or decreasing
order and justifying the order using a hundreds frame, a number
line or place value;
- identifying the missing numbers or errors in a section of number
line from 100 to 10,000 or in a hundreds chart and justifying the
answer using place value
- solving word problems that involve comparing quantities to 1000
(i.e., Agbo has 230 chickens. Dzifa has 460. What can you say?)
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
B3.1.1.2 B3.1.1.2.1 Describe situations having opposite directions or values Learners develop:
Develop an understanding E.g. 1. Invite pairs of learners to play the "opposite game" (i.e. a learner Problem Solving Skills; Critical
of positive and negative performs an action and the partner does the opposite whilst the rest of the Thinking; Justification of Ideas;
numbers class serve as referees) Collaborative Learning; Attention to
Precision
E.g. 2. Make a space down the centre of the classroom and mark with chalk
cross and ask a pair to stand on the cross with their back facing. the learners
then move in the opposite direction a straight line
E.g. 3. Draw a large picture showing the sea, mountains above the sea and
space below sea level. Provide pictures of items such as a fish, a whale, a
boat, car, house, an octopus etc. Ask the learners where they would place
each of the items on your picture. Encourage them to say "above the sea
level" or "below the sea level". When all the items are stuck, discuss how
high the plane might be and how low the octopus might be and so on.
Introduce the "minus" sign to indicate under the sea level
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
B3.1.1.3 B3.1.1.3.1 Describe situations using positive and negative values Learners develop:
Identify negative numbers up E.g. 1. Draw a number line on the floor or any convenient place. Ask a pair to Problem Solving Skills; Critical
to -10 stand on the cross (centre) with their back facing. The learners then move in the Thinking; Justification of Ideas;
opposite direction a straight line on the number line. Collaborative Learning; Attention to
Precision
Have learners move on the opposite direction on the number line and name the
numbers as shown:
E.g.1. Display the number line, mention a number and ask learners to move/hop
from the number to another number through zero.
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
E.g. 3. Solve an addition or subtraction question with one unknown, using a variety of
strategies and explaining the strategy used.
E.g. 4. Use the methods of decomposition to find the sums and difference of
numbers within 1000
B3.1.2.2 B3.1.2.2.1 Use the concept of "equal to" and "not equal to" Learners develop:
Demonstrate an E.g. 1. Explain that “≠” means “not the same as” or “not equal to” Problem Solving Skills; Critical
understanding of the Thinking; Justification of Ideas;
learners construct two sets that are not equal, explaining why they are not equal and
concept of “equality” and Collaborative Learning; Personal
recording the relationship using the symbol ≠ (e.g., ≠ );
“not equal to” in addition Development and Leadership
and subtraction problems - Change two given sets, equal in size, to create sets that are not equal (e.g., Attention to Precision
with sums up to 1000 change = to ≠ ), explain the changes
made and why
- learners determine whether two sides of a given number sentence are equal
or not and using the appropriate symbol to represent the relationship (e.g.,
160 ≠ 80 + 50)
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Sub-Strand 2: Number Operations (Addition, Subtraction, Multiplication and Division)
B3.1.2.3 B3.1.2.3.1 Use strategies to mentally add and subtract whole numbers Learners develop:
within 100
Develop and use Problem Solving Skills; Critical
strategies for mentally E.g. 1 Use strategies studied in B1 and B2 (counting up, counting down, making Thinking; Justification of Ideas;
computing basic addition doubles, making doubles plus or minus 1 or 2, making 10s, rearranging Collaborative learning, Attention to
and subtraction facts order of additions to make friendlier combinations, converting a Precision
within 100 subtraction into an addition and solving the addition) to demonstrate
mastery of basic addition facts to 18 (and related subtraction facts)
E.g.2 Make doubles when both numbers are close to doubles or when one number
is close to the double of the other by:
- decomposing one of the numbers to create doubles (e.g. when
adding 25 + 26, think 25 + 25 + 1) or
- shifting a quantity from one number to the other to create
doubles (e.g., when adding 24 + 26, think 25 + 25, or when adding 69 +
23, think 70 + 22)
E.g. 3 Make 10s when one number is close to 10 or to multiples of 10 by shifting
a quantity from one number to the other to create a multiple of 10
(e.g. for example, instead of 28 + 47, think 30 + 45, which is the equivalent
of moving 2 from 47 to 28 or think 25 + 50, which is the equivalent of
moving 3 from 28 to 45)
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
B3.1.2.3 E.g. 3 Making 10s when the 2nd number is to 10 or to a multiple Learners develop:
of 10 by compensation (i.e., adding something to the number,
Develop and use strategies Problem Solving Skills; Critical Thinking;
then adjusting the answer by adding the same amount to the
for mentally computing Justification of Ideas; Collaborative
answer e.g. for 48 – 19, subtract: 48 - 20 which is 18, then add 1 to
basic addition and Learning; Personal Development and
that answer to get 19).
subtraction facts within Leadership Attention to Precision
100 CONT’D E.g. 4 Subtracting by counting up in friendly jumps. Start at 2nd
number and jump up by friendly jumps to get to the first number
and add up all the friendly jumps made (e.g.,71-36, start with 36 and
make friendly jumps until you get to 71, for example 36 + 10 + 10 +
10 + 5 gives 71. The jumps made were 10 + 10 + 10 + 5, or 35 places
in total. So the difference between 71 and 36 is 35)
B3.1.2.4 B3.1.2.4.1 Use a variety of personal strategies for adding within Learners develop:
1000
Develop and apply Problem Solving Skills; Critical Thinking;
personal and standard E.g. 1 Use objects (groups of 100s, 10s and ones) or drawings to model Justification of Ideas; Collaborative
strategies for adding and addition and subtraction of 1 to 3 digit numbers (with answers Learning; Personal Development and
subtracting within 1000 to 1000) and record Leadership Attention to Precision
Addition frame
the process
Hundreds Tens Ones
symbolically, with and
without a 100s frame.
+
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
B3.1.2.3 E.g.4 Decomposing or partitioning the second number to create numbers that are Learners develop:
easier to add and adding on in “friendly jumps” (e.g., when adding 36 + 35, start
Develop and use Problem Solving Skills; Critical
with 36, add 10 three times to get 66 (36 + 10 + 10 + 10), then add on 5 to get 71.
strategies for mentally Thinking; Justification of Ideas;
The answer is 71.)
computing basic addition Collaborative Learning; Personal
and subtraction facts Development and Leadership Attention
within 100 CONT’D to Precision
E.g. 5 Adding from left to right (adding 10s first and then ones) or using the
splitting/partial sums strategy (e.g., to add 52 + 34, think 50 + 30 and 2 + 4
B3.1.2.3. Use strategies to mentally add and subtract whole numbers within
100
E.g. 1 Look for doubles, and then changing the subtraction question into an addition and
solving it (e.g. for 24 - 12, think 12 + 12 = 24 so 24 - 12 is 12 )
E.g. 2 Make doubles when the two numbers that are close together or close to doubles
by:
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
B3.1.2.4 Eg. 2. Adding on by friendly jumps strategy, where one of the numbers is decomposed Learners develop:
into a friendlier number and added in “chunks” (for example, when adding 326 + 232,
Develop and apply Problem Solving Skills; Critical Thinking;
start with326, add 100 two times to get 526 (326 + 100 + 100), then add on 10 three
personal and standard Justification of Ideas; Collaborative
times to get 556 (526 + 10 + 10 + 10) and then add on 2 to get 558. The answer is 558.
strategies for adding and Learning; Personal Development and
subtracting within 1000 E.g. 3. Making 10s or 100s when adding a number that is close to Leadership Attention to Precision
CONT’D a multiple of 10 or 100 by moving a quantity from one
number to another, for example when adding 296 + 568,
move 4 from 568 to 296 to make 300 (see example to right)
E.g. 6. Starting at the second number and counting up in friendly jumps (e.g., when
subtracting 127 – 18, start at 18 and count up by 100 to get 118, then count up 9 to
get 127…so the answer is 109)
E.g. 7. Compensation strategy - Subtracting more than is required (to turn the 2nd
number into a friendlier number), then adding the extra amount to the answer (for
example, when subtracting 547 -296, subtract 547 – 300 = 247, then add 4 to the
answer to get 251)
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
B3.1.2.4 E.g. 8. Constant difference – Adding (or subtracting the same amount from each Learners develop:
number to make one number “friendlier”, knowing that it does not change the
Develop and apply Problem Solving Skills; Critical Thinking;
answer (e.g., instead of 158 – 47, do 161 - 50 which is 111).
personal and standard Justification of Ideas; Collaborative
strategies for adding and B3.1.2.4.3 Develop and explain estimation strategies to estimate the Learning; Personal Development and
subtracting within 1000 solution for a given word problem involving addition or subtraction sums Leadership Attention to Precision
CONT’D up to 1000
E.g. 1. To estimate the sum of 430 + 561, use 400 + 500. The sum must be close
to 900; to estimate the different of 660 and 430, use 600 and 400 or 700 and 400.
The difference must be close to 200 or 300.)
E.g. 1. Give addition problems and have learners interchange the position of the
addends and solve. for example 236 + 453 = and 453 + 236 =
B3.1.2.5 B3.1.2.5.1 Represent and explain multiplication using equal groupings Learners develop:
Demonstrate an Learners make formation of sets of equal object from a given quantity. For example Problem Solving Skills; Critical Thinking;
understanding of with 12 straws Learners make groupings such as: Justification of Ideas; Collaborative
multiplication up to Learning; Personal Development and
5x5 Leadership Attention to Precision
3 𝑔𝑟𝑜𝑢𝑝𝑠 𝑜𝑓 4 ⇒ 3 × 4
4 𝑔𝑟𝑜𝑢𝑝𝑠 𝑜𝑓 3 ⇒ 4 × 3
2 𝑔𝑟𝑜𝑢𝑝𝑠 𝑜𝑓 6 ⇒ 2 × 6
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
B3.1.2.5 B3.1.2.5.2 Represent and explain multiplication using rectangular arrays; Learners develop:
Demonstrate an E.g. 1. To find 2 × 3 = ? Learners arrange 2 straws Problem solving skills; Critical Thinking;
understanding of vertically (legs) and put across it with 3 horizontal Justification of Ideas; Collaborative
multiplication up to ones (arms). Learners count the number of learning; Personal Development and
intersections.
Leadership Attention to Precision
5 x 5 CONT’D E.g. 2. Learners model different multiplication sentences.
Learners mention the number of dots
(intersections) for other learners to model fence.
Note: Alternatively, learners may draw vertical lines to represent the legs and
horizontal lines across them to represent the arms and then count the number of
intersections as the product.
E.g. 3. Develop and build the multiplication chart (up to 9 x 9) and have learners practice
reading the chart
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS AND CORE COMPETENCIES
B3.1.2.5 E.g. 4. Learners should also be encouraged to model multiplication on the number line Learners develop:
E.g. 5. Draw a 6 by 6-multiplication chart and use it as a game board to play the 3-in-a-line
game with a pair of dice or playing cards. Players take turns in throwing a pair of
dice and mark (or cover) the product made in a throw with his/her marker (or
counter).
E.g. 6. Learners find doubles of given numbers and skip count in 3, 4, and 5.
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SUBJECT SPECIFIC
CONTENT STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND CORE
COMPETENCIES
B3.1.2.6 B3.1.2.6.1 Use concrete and pictorial representations to explain division as equal sharing Learners develop:
or partitioning equally into given groups and finding how many are in each group
Demonstrate an Problem Solving Skills; Critical
understanding of division E.g. 1. Give a quantity of straws (e.g. 12) and invite 4 learners to share equally among themselves by Thinking; Justification of Ideas;
picking one at a time in turns until all straws are finished and then asking each learner to count Collaborative Learning; Personal
and tell the number of straws they received. Development and Leadership
Attention to Precision
B3.1.2.6.2 Use concrete and pictorial representations to explain division as repeated
subtraction or determining the number of times given equal groups can be obtained in (i.e.
goes into or can be subtracted from) a given number
E.g. 1 Give a quantity of straws (e.g. 12) and have learners make equal groups formation of 3 straws in
each group and then have learners count the number of equal groups formed.
E.g. 1 Explain that division can be carried out as an inverse of multiplication by the following process:
Write:
Learners use the multiplication chart to identify the number which multiplies 3 to obtain 12
That is 12 ÷ 3 = 4
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Sub-Strand 3: Fractions
B3.1.3.1 𝟏
B3.1.3.1.1 Understand a unit fraction by explaining the fraction 𝒇 as the quantity Learners develop:
Develop an understanding obtained by taking 1 part when a whole is partitioned into f equal parts and that a Problem Solving skills; Critical Thinking;
𝟏 𝟏
of fractions using concrete fraction is the quantity obtained by taking parts of the 𝒇 size Justification of Ideas; Collaborative
𝒇
and pictorial learning; Personal Development and
representations and write E.g. 1. Use several pictorial representations (or card cut outs) to introduce unit fractions like Leadership Attention to Precision
fractions in words and half, thirds, fifths, tenths, etc. and ask learners to identify the fractions A, B, C, D, and E
symbols
E.g.2. Introduce the fraction notation by explaining the fraction one-half as the quantity obtained
1
by taking 1 part when a whole is partitioned into 2 equal parts and is represented by 2;
ask learners to write symbols for the fractions A, B, C, D, and E
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
E.g. 5. Ask learners to colour given fractions in given shapes with equal portions or match
fractions to shaded regions.
E.g. 1. Use concrete objects and pictorial representations to explain the fraction half as the
quantity obtained by taking 1 part when a group of object is partitioned into two
equal parts.
E.g. 2. Ask learners to colour given fractions of given groups of object or match fractions to
given groups of objects
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
E.g. 6. Ask learners to locate the missing fractions on the number line.
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
B3.1.3.1 B3.1.3.1.3 Compare and order unit fractions and fractions with like denominators Learners develop:
by using concrete models, pictorial representations and number line.
Develop an understanding Problem Solving Skills; Critical Thinking
3 1
of fractions using concrete E.g. 1. Use pictorial representations to compare pairs of fractions. Which is larger, 8 and ? Abilities; Justification of Ideas;
4
and pictorial 3 2 5 Collaborative Learning; Attention to
Arrange from smallest to largest 6, 3 and 6
representations and write Precision; Look for Patterns and
fractions in words and Relationships
symbols CONT’D
3 1
E.g. 2. Use fraction charts to compare pairs of fractions. Which is larger, 8 and 4 ? Arrange
3 2 5
from smallest to largest 6, 3 and 6
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
B3.1.4.1. B3.1.4.1.1 Use different denominations of money (1,2, 5, 10, 20, 50 cedis notes an Learners develop:
Determine the value of pesewas coins) to buy and give change Problem Solving Skills; Critical
coins and notes in order to E.g. 1. Solve word problems involving money including 1,2, 5, 10 and 20 cedi denominations Thinking Abilities; Justification of Ideas;
solve monetary and giving change Collaborative learning; Attention to
transactions Display a chart with items and their prices as in the example below Precision; Look for Patterns and
Relationships
Ask learners to copy and complete the table (based on items and their prices in the picture
and find the change to receive in each case
Shopping money Items to buy Change to receive
1. GH¢100 3 shirts
2. GH¢50 4 books
3. GH¢5 8 pencils
4. GH¢10 4 bottles coca cola
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Sub-Strand 4: Money
B3.1.4.1. E.g. 1. Find how many different ways the notes ¢1, ¢ 2 ¢5, ¢10 and ¢20 can be used Learners develop:
to make ¢30
Determine the value of Problem Solving Skills; Critical Thinking
coins and note in order to E.g. 2. Solve word problems involving money including 1,2, 5, 10, 20, 50 cedi Abilities; Justification of Ideas;
solve monetary denominations Collaborative learning; Attention to
transactions CONT’D Precision; Look for Patterns and
E.g. 3. Find how many different ways the notes ¢5, ¢10 and ¢20 can be used to Relationships
make ¢50
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Strand 2: ALGEBRA
Sub-strand 1: Patterns and Relationship
B3.2.1.1 B3.2.1.1.1 Demonstrate an understanding of increasing and decreasing patterns Learners develop:
by
Recognise, create, extend, Problem Solving Skills; Critical Thinking
extending the next two or three terms and identifying errors or missing elements
describe, and use patterns Abilities; Justification of Ideas;
and rules to solve Collaborative Learning; Attention to
mathematical tasks E.g. 1 Identify the pattern rule used to create more complex increasing or decreasing pattern Precision; Look for Patterns and
and extend the pattern for the next 2 or 3 terms Relationships
e.g.
- 3, 6, 9, 12, 15… - the rule is “add 3 or take 3 steps forward or
- 30, 27, 24, 21, 18 … - the rule is take 3 steps backwards or subtract 3)
E.g. 2 Create a pattern for a given pattern rule (e.g., create a pattern for the rule “add 10”)
E.g. 3 Identify errors or missing elements in an increasing or decreasing pattern and justify the
answer e.g.
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Strand 3: Geometry and Measurement
Sub-Strand 1: 2D & 3D Shapes
B3.3.1.1 B3.3.1.1.1 Describe 3D objects according to the shape of the faces, the number of Learners develop:
Analyse the relationships edges and vertices. Sort regular and irregular polygons including triangles,
Problem Solving Skills; Critical Thinking
among and between 2-D quadrilaterals, pentagons, heptagons according to the number of sides
Abilities; Justification of Ideas;
shapes and 3-D objects
Collaborative learning; Attention to
according to a variety of E.g. 1. Identify a variety of 3D shapes (cubes, spheres, cones, cylinders, pyramids and prisms)
Precision; Look for Patterns and
attributes, including by:
Relationships
measurement - identifying and counting the faces, edges and vertices:
- describing the shape of the faces
- constructing a skeleton of an object and describing the relationship between the
skeleton and the object
E.g. 2. Sort a collection of 3D objects according to the number/nature of faces, number of
edges or number of vertices and describe sorting rule used
E.g. 3. Identify regular and irregular 2D shapes (triangles, rhombus, rectangles, squares,
pentagons, hexagons, octagons) having different dimensions and orientations by the
number and nature of sides
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
B3.3.1.1 B3.3.1.1.3 Use cut-out paper as a square corner to determine angles which Learners develop:
are right angles and angles which are not right angles
Analyse the relationships Problem solving skills; Critical Thinking;
among and between 2-D E.g. 1. Identify polygons with square corners and those without square corners in and Justification of Ideas; Collaborative
shapes and 3-D objects around their environment using cut-out papers learning; Personal Development and
according to a variety of Leadership Attention to Precision
B3.3.1.1.4 Use attributes to recognize rhombuses, parallelograms,
attributes, including
trapezoids, rectangles, and squares as examples of quadrilaterals and draw
measurement cont’d
examples of quadrilaterals that do not belong to any of these subcategories
E.g. 1. Give cut-out shapes of different types of quadrilaterals and have learners
examine their features. Learners discuss the characteristics and regroup them
as rhombuses, parallelograms, trapezoids, rectangles, and squares and draw
these quadrilaterals
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Sub-Strand 2: Position/ Transformation
B3.3.2.1 B3.3.2.1.1 Represent whole numbers as distances from any given location on Learners develop:
a number line.
Demonstrate that the Problem solving skills; Critical Thinking;
length of an object does E.g. 1. Learners draw the number line, place rod A on different number points and count Justification of Ideas; Collaborative
not change with its the number of unit intervals it covers in order to determine its length. Do same learning; Attention to Precision
placement or direction to rods B, C and D.
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Sub-Strand 3: Measurement – Length, Mass, Time
B3.3.3.1 B3.3.3.1.1 Model and describe the relationship between the units metre and Learners develop:
centimetre
Demonstrate an Problem Solving Skills; Critical Thinking
understanding of a metre E.g. 1. Guide learners to study the calibration on the tape measure, metre rule and ruler Abilities; Justification of Ideas;
and centimetre (cm, m) Collaborative Learning; Attention to
E.g. 2. Identify objects that measure approximately 1 cm or 1m; Estimating the length of
units for measuring length Precision; Look for Patterns and
given objects using these base objects as a reference point or point of comparison Relationships
E.g. 3. Identify the appropriate standard unit (cm or m) for measuring the length of a
given object
E.g. 4. Estimate, then measure, using a ruler and recording the length and width of 2 D
shapes or the length, width and height of given 3D objects
E.g. 5. Draw a line segment of a given length with a ruler, grid paper etc.
E.g. 6. Demonstrate the relationship between 100 cm and 1 m using concrete materials
E.g. 1. Make or show a list of items in the learners environment and have learners select
and justify the choice of referents for measuring the length of the item
mentioned
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
B3.3.3.1 B3.3.3.1.3 Estimate lengths, heights and perimeter of regular and irregular Learners develop:
shapes using referents and verify by measuring, using a ruler or tape.
Demonstrate an Problem solving skills; Critical Thinking
understanding of a metre E.g. 1. Measure and record the perimeter of a given regular or irregular shape and Abilities; Justification of Ideas;
and centimetre (cm, m) explain the strategy used Collaborative learning; Attention to
units for measuring length Precision
E.g. 2. Construct shapes for a given perimeter (cm or m); Construct more than one
shape for the same given perimeter to demonstrate that many shapes are
possible for a given perimeter
E.g. 3. Estimate the perimeter of a given shape (cm, m) using personal reference points
for length, then measure to assess the accuracy of the estimation
B3.3.3.2 B3.3.3.2.1 Model and describe the relationship between the units Kilogram Learners develop:
and gram as well as litres and millilitres
Demonstrate an Problem Solving Skills; Critical Thinking
understanding of kilogram E.g. 1. Identify objects that weigh approximately 1 g or 1 kilogram (or that hold 1 ml Abilities; Justification of Ideas;
and gram (Kg, g) unit for or 1 l). Estimating the mass, or capacity of given objects using these objects as a Collaborative Learning; Attention to
measuring mass and millitre reference point or point of comparison Precision
and litre (ml, l) for measuring
E.g. 2. Identify the appropriate standard unit (g or Kg; ml or l;) for measuring the mass
capacity
or capacity of a given object
E.g. 3. Estimate, then measure, using a scale (or graduated cylinder) and recording the
mass (capacity) of common, everyday objects to the nearest g or kg (or ml or l).
E.g. 4. Explain the relationship between 1000 g and 1 kg using a model or balance or
between 1000 ml and 1 l using a graduated cylinder
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
B3.3.3.3 B3.3.3.2.2 Estimate masses and volumes using referents and verify by Learners develop:
measuring, using a pan balance and weights, calibrated measuring cans.
Demonstrate an Problem Solving Skills; Critical Thinking
understanding of time taken E.g. 1. Bring to class a collection of different types of objects and have learners Abilities; Justification of Ideas;
by events in days, weeks and estimate their weights or volumes using direct or indirect comparisons and then Collaborative learning; Attention to
months later verify the estimate by using standard measuring tools Precision
B3.3.3.3 B3.3.3.3.1 Use arbitrary units to measure time taken to complete simple Learners develop:
events.
Demonstrate an Problem Solving Skills; Critical Thinking
understanding of time taken E.g. 1. Identify personal referents for minutes or hours (i.e., 10 minutes is about the time Abilities; Justification of Ideas;
by events in days, weeks and it takes to…or 3 hours is about the time it takes to…) Collaborative Learning; Attention to
months Precision
E.g. 2. Identify activities that can or cannot be accomplished in minutes, hours, days,
months and years
E.g. 3. Ask learners to time, using watches or clock and tell how much time (in minute
and seconds) it would take to
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
B3.3.3.3 B3.3.3.3.1 Use arbitrary units to measure time taken to complete simple Learners develop:
events
Demonstrate an Problem Solving Skills; Critical Thinking
understanding of time taken E.g. 1. Identifying personal referents for minutes or hours (i.e., 10 minutes is about the Abilities; Justification of Ideas;
by events in days, weeks and time it takes to…or 3 hours is about the time it takes to…) Collaborative Learning; Attention to
months Precision; Look for Patterns and
E.g. 2. Identifying activities that can or cannot be accomplished in minutes, hours, days, Relationships
months and years
E.g. 3. Ask learners to time, using watches or clock and tell how much time (in minute
and seconds) it would take to
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
B3.3.3.3 B3.3.3.3.2 Read dates on the calendar, order dates of events and count days, Learners develop:
weeks, months and years taken by given events
Demonstrate an Problem solving skills; Critical Thinking
understanding of time taken E.g. 2. Ask learners to say the rhyme “Thirty-days has September” Abilities; Justification of Ideas;
by events in days, weeks Collaborative learning; Attention to
and months cont’d 30 days has September, April, June, and November. Precision; Look for Patterns and
All the rest have 31, Relationships
Except for February alone, which has 28 days clear,
and 29 in each leap year.
E.g. 3. Use the calendar to do the following:
- Identify or read the day of the week and the month of the year for a given
calendar date.
- Identify the day (or month) that comes before or after a given day (or month)
- Name, order and count the days in a week and the months in a year,
- Identify certain events and when they occur within the year (Christmas, Easter,
local festivals, leap years, FIFA world cup etc.)
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS AND CORE COMPETENCIES
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Strand 4: Data
Sub-Strand 1: Data Collection, Organisation, Presentation, Interpretation and Analysis
Collect first-hand data and E.g. 1. Use tallies, checkmarks, charts, lists or tables to collect and organize data to Problem solving skills; Critical Thinking
organise it using tallies, answer a question Abilities; Justification of Ideas;
checkmarks, charts, lists or Collaborative Learning; Attention to
E.g. 2. Use tallies, checkmarks, charts, lists or tables to answer questions, and justify
line plots to answer and pose Precision
the answers, based on the organised data
questions
B3.4.1.2 B3.4.1.2.1 Draw and interpret concrete graphs and pictographs to solve Learners develop:
problems
Construct and interpret Problem solving skills; Critical Thinking
concrete graphs and E.g. 1. Identify common features of bar graphs that use one-to-many correspondence Abilities; Justification of Ideas;
pictographs to solve problems and use that understanding to create concrete graphs or pictographs, complete Collaborative learning; Attention to
with title, labeled axes, key or legend, to represent data collected (up to 3 Precision
categories of data)
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MATHEMATICS SUBJECT PANEL MEMBERS AND REVIEWERS
NAME INSTITUTION
Writing panels
Prof. Eric Magnus Wilmot University of Cape Coast
Dr. Prince H. Armah University of Education, Winneba
Dr. Forster Ntow University of Cape Coast
Prof. Douglas D. Agyei University of Cape Coast
Mr. Emmanuel Acquaye Consultant, NEWAGE Strategies, Koforidua
Mr. Miracule Gavor USAID Learning Numeracy Project
Mr. Stephen Nukpofe Abetifi College of Education
Mr. Charles B. Ampofo Kibi Presbyterian College of Education
Mr. Edward Dadson Mills Methodist B Junior High School, Winneba
Ms. Anita Cordei Collison Mathematics Desk Officer, NaCCA
Mr. Reginald G. Quartey Mathematics Desk Officer, NaCCA
Expert Reviewers
Prof. Damian Kofi Mereku University of Education, Winneba
Prof. Olivier M. Pamen African Institute of Mathematical Sciences (AIMS)
Prof. S.K. Amponsah Kwame Nkrumah University of Science and Technology
Curriculum Adviser
Dr. Sam K. Awuku OPM (Oxford Policy Management)
Supervisor
Felicia Boakye-Yiadom (Mrs) NaCCA, Outgoing Acting Executive Secretary
Dr. Prince H. Armah NaCCA, Incoming Acting Executive Secretary
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MINISTRY OF EDUCATION
REPUBLIC OF GHANA
SCIENCE
CURRICULUM FOR PRIMARY SCHOOLS
(BASIC 1 - 3)
SEPTEMBER 2019
Science Curriculum for Primary Schools
The new curriculum has at its heart the acquisition of skills in the 4Rs of Reading, wRiting, aRithmetic and cReativity by all learners. It is expected that at any point of exit
from a formal education, all learners should be equipped with these foundational skills for life, which are also prerequisites for Ghana becoming a learning nation. The
graduates from the school system should become functional citizens in the 4Rs and lifelong learners. They should be digital literates, critical thinkers and problem solvers.
The education they receive through the study of the learning areas in the curriculum should enable them to collaborate and communicate well with others and be
innovative. The graduates from Ghana’s schools should be leaders with a high sense of national and global identity. The curriculum therefore provides a good opportunity
in its design to develop individuals with the right skills and attitudes to lead the transformation of Ghana into an industrialised learning nation.
For this reason, the Ministry of Education expects that learners, as a result of the new knowledge, skills and values they have acquired through the new curriculum, will
show a new sense of identity as creative, honest and responsible citizens. These are our core values that underpin the identification and selection of the learning areas for
this curriculum. These core values serve as fundamental building blocks for developing into our learners the spirit of teamwork, respect, resilience and the commitment to
achieving excellence. The Ministry endorses a quality learning experience as an entitlement for each of Ghana’s school-going girl and boy; the curriculum has rightly
focused on learning and learning progression. The Ministry has also endorsed accountability as a critical domain for effective workings of standards-based curriculum.
More importantly the role of the teacher is to make this curriculum work for the intended purpose - to inculcate in learners the core competencies and values and to
make learning happen; improve learning outcomes – and the support that teachers need is duly recognised and endorsed by my Ministry. The Ministry will support the
implementation of the curriculum to include capacity development of all teachers in the new curriculum. Teachers matter in the development and delivery of the standards-
based curriculum and we will continue to support our teachers on this journey that we have started together to put learning at the centre of what we do best; teach!
I thank all those who have contributed their time and expertise to the development of this curriculum for primary schools in Ghana.
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TABLE OF CONTENTS
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STRAND 3: SYSTEMS......................................................................................................................................................................................... 55
STRAND 4: FORCES AND ENERGY ............................................................................................................................................................ 57
STRAND 5: HUMANS AND THE ENVIRONMENT ................................................................................................................................ 60
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RATIONALE FOR PRIMARY SCIENCE
Science forms an integral part of our everyday life and it is a universal truth that development is hinged on science. Science and Technology is the backbone of social,
economic, political, and physical development of a country. It is a never-ending creative process, which serves to promote discovery and understanding. It consists of a
body of knowledge which attempts to explain and interpret phenomena and experiences. Science has changed our lives and it is vital to Ghana’s future development.
To provide quality science education, teachers must facilitate learning in the science classroom. This will provide the foundations for discovering and understanding the
world around us and lay the grounds for science and science related studies at higher levels of education. Learners should be encouraged to understand how science can
be used to explain what is occurring, predict how things will behave and analyse causes and origin of things in our environment. The science curriculum has considered the
desired outcomes of education for learners at the basic level. Science is also concerned with the development of attitudes and therefore it is important for all citizens to be
scientifically and technologically literate for sustainable development. Science therefore ought to be taught using hands-on and minds-on approaches which learners will find
as fun and adopt science as a culture.
PHILOSOPHY
Teaching Philosophy
Ghana believes that an effective science education needed for sustainable development should be inquiry-based. Thus science education must provide learners with
opportunities to expand, change, enhance and modify the ways in which they view the world. It should be pivoted on learner-centred science teaching and learning
approaches that engage learners physically and cognitively in the knowledge-acquiring process in a rich and rigorous inquiry-driven environment.
Learning Philosophy
Science Learning is an active contextualized process of constructing knowledge based on learners’ experiences rather than acquiring it. Learners are information
constructors who operate as researchers. Teachers serve as facilitators by providing the enabling environment that promotes the construction of learners’ own
knowledge based on their previous experiences. This makes learning more relevant to the learner and leads to the development of critical thinkers and problem solvers.
GENERAL AIMS
The curriculum is aimed at developing individuals to become scientifically literate, good problem solvers, have the ability to think creatively and have both the confidence
and competence to participate fully in Ghanaian society as responsible local and global citizens.
SUBJECT AIMS
The science curriculum is designed to help learners to:
1. Develop the spirit of curiosity, creativity, innovation and critical thinking for investigating and understanding their environment.
2. Develop skills, habits of mind and attitudes necessary for scientific inquiry.
3. Communicate scientific ideas effectively.
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4. Use scientific concepts in explaining their own lives and the world around them.
5. Live a healthy and quality life.
6. Develop humane and responsible attitude towards the use of all resources of Ghana and elsewhere.
7. Show concern and understanding of the interdependence of all living things and the Earth on which they live.
8. Design activities for exploring and applying scientific ideas and concepts.
9. Develop skills for using technology to enhance learning.
10. Use materials in their environment in a sustainable manner.
INSTRUCTIONAL EXPECTATIONS
1. Guide and facilitate learning by generating discourse among learners and challenging them to accept and share responsibility for their own learning based on their
unique individual differences.
2. Select science content, adapt and plan lessons to meet the interests, knowledge, understanding, abilities, and experiences of learners.
3. Work together as colleagues within and across disciplines and grade levels to develop communities of science learners who exhibit the skills of scientific inquiry
and the attitudes and social values conducive to science learning.
4. Use multiple methods and systematically gather data about learners’ understanding and ability, to guide science teaching and learning with arrangements to provide
feedback to both learners and parents.
5. Design and manage learning environments that provide students with the time, space, and resources needed for learning science.
CORE COMPETENCIES
The core competences describe a body of skills that teachers at all levels should seek to develop in their learners. They are ways in which teachers and learners engage
with the subject matter as they learn the subject. The competences presented here describe a connected body of core skills that are acquired throughout the processes of
teaching and learning.
Critical Thinking and Problem Solving (CP)
This skill develops learners’ cognitive and reasoning abilities to enable them analyse and solve problems. Critical thinking and problem solving skill enables learners to draw
on their own experiences to analyse situations and choose the most appropriate out of a number of possible solutions. It requires that learners embrace the problem at
hand, persevere and take responsibility for their own learning.
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Creativity and Innovation promotes the development of entrepreneurial skills in learners’ through their ability to think of new ways of solving problems and developing
technologies for addressing the problem at hand. It requires ingenuity of ideas, arts, technology and enterprise. Learners having this skill are also able to think
independently and creatively.
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In this curriculum, learning indicators are stated with action verbs to show what the learner should know and be able to do. For example, the learner will be able to
describe something. Being able to “describe” something after teaching and learning has been completed means that the learner has acquired “knowledge”. Being able to
explain, summarise, and give examples etc. means that the learner has understood the concept taught.
Similarly, being able to develop, defend, etc. means that the learner can “apply” the knowledge acquired in some new context. You will note that each of the indicators in
the curriculum contains an “action verb” that describes the behaviour the learner will be able to demonstrate after teaching and learning has taken place. “Knowledge,
Understanding and Application” is a domain that should be the prime focus of teaching and learning in schools. Teaching in most cases tends to stress on knowledge
acquisition to the detriment of other higher level behaviours such as applying knowledge.
Each action verb in any indicator outlines the underlying expected outcome. Each indicator must be read carefully to know the learning domain towards which you have to
teach. The focus is to move teaching and learning from the didactic acquisition of “knowledge” where there is fact memorisation, heavy reliance on formulae, remembering
facts without critiquing them or relating them to real world – surface learning – to a new position called – deep learning. Learners are expected to deepen their learning
by knowledge application to develop critical thinking skills and to generate creative ideas to solve real life problems in their school lives and later in their adult lives. This is
the position where learning becomes beneficial to the learner.
The explanation and the key words involved in the “Knowledge, Understanding and Application” domain are as follows:
Knowing: The ability to remember, recall, identify, define, describe, list, name, match, state principles, facts and concepts. Knowledge is the ability to remember
or Recall concepts already learnt and this constitutes the lowest level of learning.
Understanding: The ability to explain, summarise, translate, rewrite, paraphrase, give examples, generalise, estimate or predict consequences based upon a
trend. Understanding is generally the ability to grasp the meaning of some concepts that may be verbal, pictorial, or symbolic.
Applying: This dimension is also referred to as “Use of Knowledge”. Ability to use knowledge or apply knowledge, apply rules, methods, principles, theories,
etc. to situations that are new and unfamiliar. It also involves the ability to produce, solve, plan, demonstrate, discover etc.
Analysing: The ability to break down concept/information into its component parts; to differentiate, compare, distinguish, outline, separate, identify significant
points etc., ability to recognise unstated assumptions and logical fallacies; ability to recognise inferences from facts etc.
Synthesising: The ability to put parts or ideas together to form a new whole. It involves the ability to combine, compile, compose, devise, plan, revise,
organise, create, generate new ideas and solutions.
Evaluating: The ability to appraise, compare features of different things and make comments or judgment, contrast, criticise, justify, support, discuss, conclude,
make recommendations etc. Evaluation refers to the ability to judge the worth or value of some concepts based on some criteria.
Creating: The ability to use information or materials to plan, compose, produce, manufacture or construct other products.
From the foregoing, creating is the highest form of thinking and learning and is therefore a very important behaviour. This unfortunately, is the area where most
learners perform poorly. In order to get learners to develop critical thinking, skills beginning right from the lower primary level, it is advised that you do your
best to help your learners to develop analytic skills as we have said already.
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SKILLS AND PROCESSES
These are specific activities or tasks that indicate performance or proficiency in the learning of science. They are useful benchmarks for planning lessons, developing
exemplars and are the core of inquiry-based learning.
Equipment and apparatus handling
This is the skill of knowing the functions and limitations of various apparatus, and developing the ability to select and handle them appropriately for various tasks.
Observing
This is the skill of using the senses to gather information about objects or events. This also includes the use of instruments to extend the range of our senses.
Classifying
This is the skill of grouping objects or events based on common characteristics.
Comparing
This is the skill of identifying the similarities and differences between two or more objects, concepts or processes.
Communicating/Reporting
This is the skill of transmitting, receiving and presenting information in concise, clear and accurate forms - verbal, written, pictorial, tabular or graphical.
Predicting
This is the skill of assessing the likelihood of an outcome based on prior knowledge of how things usually turn out.
Analysing
This is the skill of identifying the parts of objects, information or processes, and the patterns and relationships between these parts.
Generating possibilities
This is the skill of exploring all the options, possibilities and alternatives beyond the obvious or preferred one.
Evaluating
This is the skill of assessing the reasonableness, accuracy and quality of information, processes or ideas. This is also the skill of assessing the quality and feasibility of objects.
Designing
This is the skill of Visualizing and drawing new objects or gargets from imagination.
Measuring
This is the skill of using measuring instruments and equipment for measuring, reading and making observations.
Interpreting
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This is the skill of evaluating data in terms of its worth: good, bad, reliable, unreliable; making inferences and predictions from written or graphical data; extrapolating and
deriving conclusions. Interpretation is also referred to as “Information Handling”.
Recording
This is the skill of drawing or making graphical representation boldly and clearly, well labelled and pertinent to the issue at hand.
Generalising
This is the skill of being able to use the conclusions arrived at in an experiment to what could happen in similar situations.
Designing of Experiments
This is the skill of developing hypotheses; planning and designing of experiments; persistence in the execution of experimental activities; modification of experimental
activities where necessary in order to reach conclusions.
Attitudes
i. Curiosity:
The inclination or feeling toward seeking information about how things work in a variety of fields.
ii. Perseverance:
The ability to pursue a problem until a satisfying solution is found.
iii. Flexibility in ideas:
Willingness to change opinion in the face of more plausible evidence.
iv. Respect for Evidence:
Willingness to collect and use data in one’s investigation, and also have respect for data collected by others.
v. Reflection:
The habit of critically reviewing ways in which an investigation has been carried out to see possible faults and other ways by which the investigation could be
improved upon.
The teacher should endeavour to ensure that learners cultivate the above scientific attitudes and process skills as a prelude to effective work in science.
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Values
At the heart of this curriculum is the belief in nurturing honest, creative and responsible citizens. As such, every part of this curriculum, including the related pedagogy,
should be consistent with the following set of values.
Respect: This includes respect for the nation of Ghana, its institutions and laws and the culture and respect among its citizens and friends of Ghana.
Diversity: Ghana is a multicultural society in which every citizen enjoys fundamental rights and responsibilities. Learners must be taught to respect the views of all
persons and to see national diversity as a powerful force for nation development. The curriculum promotes social cohesion.
Equity: The socio-economic development across the country is uneven. Consequently, it is necessary to ensure an equitable distribution of resources based on the unique
needs of learners and schools. Ghana’s learners are from diverse backgrounds which require the provision of equal opportunities to all, and that, all strive to care for each
other.
Commitment to achieving excellence: Learners must be taught to appreciate the opportunities provided through the curriculum and persist in doing their best in
whatever field of endeavour as global citizens. The curriculum encourages innovativeness through creative and critical thinking and the use of contemporary technology.
Teamwork/Collaboration: Learners are encouraged to be become committed to team-oriented working and learning environments. This also means that learners should
have an attitude of tolerance to be able to live peacefully with all persons.
Truth and Integrity: The curriculum aims to develop learners into individuals who will consistently tell the truth irrespective of the consequences. In addition, be morally
upright with the attitude of doing the right thing even when no one is watching. Also, be true to themselves and be willing to live the values of honesty and compassion.
Equally important, is the practice of positive values as part of the ethos or culture of the work place, which includes integrity and perseverance. These underpin the
learning processes to allow learners to apply skills and competences in the world of work.
The action verbs provided in the learning domains in each content standard should help you to structure your teaching to achieve the desired learning outcomes. Select
from the action verbs provided for your teaching, for evaluation exercises and for test construction. Check the learning indicators to ensure that you have given the
required emphasis to each of the learning domains in your teaching and assessment.
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ASSESSMENT
Assessment is a process of collecting and evaluating information about learners and using the information to make decisions to improve their learning.
In this curriculum, it is suggested that assessment is used to promote learning. Its purpose is to identify the strengths and weaknesses of learners to enable teachers
ascertain their learner’s response to instruction.
Assessment is both formative and summative. Formative assessment is viewed in terms of Assessment as learning and Assessment for learning.
Assessment as learning: Assessment as learning relates to engaging learners to reflect on the expectations of their learning. Information that learners provide the
teacher forms the basis for refining teaching-learning strategies. Learners are assisted to play their roles and to take responsibility of their own learning to improve
performance. Learners are assisted to set their own goals and monitor their progress.
Assessment for learning: It is an approach used to monitor learner’s progress and achievement. This occurs throughout the learning process. The teacher employs
assessment for learning to seek and interpret evidence which serves as timely feedback to refine their teaching strategies and improve learners’ performance. Learners
become actively involved in the learning process and gain confidence in what they are expected to learn.
Assessment of learning: This is summative assessment. It describes the level learners have attained in the learning, what they know and can do over a period of time.
The emphasis is to evaluate the learner’s cumulative progress and achievement.
It must be emphasised that all forms of assessment should be based on the domains of learning. In developing assessment procedures, try to select indicators in such a way
that you will be able to assess a representative sample from a given strand. Each indicator in the curriculum is considered a criterion to be achieved by the learners. When
you develop assessment items or questions that are based on a representative sample of the indicators taught, the assessment is referred to as a “Criterion-Referenced
Assessment”. In many cases, a teacher cannot assess all the indicators taught in a term or year. The assessment procedure you use i.e. class assessments, homework,
projects etc. must be developed in such a way that the various procedures complement one another to provide a representative sample of indicators taught over a period.
PEDAGOGICAL APPROACHES
These include the approaches, methods and strategies for ensuring that every learner benefits from appropriate and relevant teaching and learning episodes which are
timely assessed and feedback provided to the learner and other stakeholders such as parents and education authorities. It includes the type and use of appropriate and
relevant teaching and learning resources to ensure that all learners attain the expected level of learning outcomes. The curriculum emphasises:
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The creation of learning-centred classrooms through the use of creative approaches to teaching and learning as strategies to ensuring learner empowerment
and independent learning.
the positioning of inclusion and equity at the centre of quality teaching and learning.
the use of differentiation and scaffolding as teaching and learning strategies for ensuring that no learner is left behind
the use of Information and Communications Technology (ICT) as a pedagogical tool.
the identification of subject specific instructional expectations needed for making learning in the subject relevant to learners
the integration of assessment for learning, as learning and of learning into the teaching and learning process and as an accountability strategy
use questioning techniques that promote deeper learning
LEARNING-CENTRED PEDAGOGY
The learner is at the centre of learning. At the heart of the curriculum is an emphasis on learning progression and improvement of learning outcomes for Ghana’s young
people with a focus on the 4Rs – Reading, wRiting, aRithmetic and cReativity. It is expected that at each curriculum phase, learners would be offered the essential learning
experiences to progress seamlessly to the next phase. Where there are indications that a learner is not sufficiently ready for the next phase a compensatory provision
through differentiation should be provided to ensure that such a learner is ready to progress with his/her cohort. At the primary school, the progression phases are: pre-
primary (KG1 – 2), primary phases (B1 – B3 and B4 to B6).
The curriculum encourages the creation of a learning-centred classroom with the opportunity for learners to engage in meaningful “hands-on” activities that bring home to
the learner what they are learning in school and what they know from outside of school. The learning centred classroom is a place for the learners to discuss ideas and
through the inspiration of the teacher actively engage in looking for answers through working in groups to solve problems. This also includes researching for information
and analysing and evaluating the information obtained. The aim of the learning-centred classroom approach is to develop learner autonomy so that learners can take
ownership of their learning. It provides the opportunity for deep and profound learning to take place.
The teacher should create a learning atmosphere that ensures:
Learners feel safe and accepted.
Learners are given frequent opportunities to interact with varied sources of information, teaching and learning materials and ideas in a variety of ways.
The teacher assumes the position of a facilitator or coach who: Helps learners to identify a problem suitable for investigation via project work.
Problems are connected to the context of the learners’ world so that it presents authentic opportunities for learning.
Subject matter around the problem, not the discipline.
Learners responsibly define their learning experience and draw up a plan to solve the problem in question.
Learners collaborate whilst learning.
Demonstrate the results of their learning through a product or performance.
It is more productive for learners to find answers to their own questions rather than for teachers to provide the answers and their opinions in a learning-centred
classroom.
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INCLUSION
Inclusion entails access and learning for all learners, especially, those disadvantaged. All learners are entitled to a broad and balanced curriculum in every school in Ghana.
The daily learning activities to which learners are exposed should ensure that the learners’ right to equal access to quality education is being met. The curriculum suggests
a variety of approaches that address learners’ diversity and their special needs in the learning process. These approaches when used in lessons, will contribute to the full
development of the learning potential of every learner. Learners have individual needs and different learning styles, learning experiences and different levels of motivation
for learning. Planning, delivery and reflection on daily learning episodes should take these differences into consideration. The curriculum therefore promotes:
learning that is linked to the learner’s background and to their prior experiences, interests, potential and capacities;
learning that is meaningful because it aligns with learners’ ability (e.g. learning that is oriented towards developing general capabilities and solving the practical
problems of everyday life); and
The active involvement of the learners in the selection and organisation of learning experiences, making them aware of their importance in the process and also
enabling them to assess their own learning outcomes.
This curriculum is to be delivered through the use of creative approaches. Differentiation and Scaffolding are pedagogical approaches to be used within the context of the
creative approaches.
Differentiation is a process by which differences between learners (learning styles, interest and readiness to learn etc.) are accommodated so that all students in a group
have best chance of learning. Differentiation could be by task, support and outcome. Differentiation, as a way of ensuring each learner benefits adequately from the
delivery of the curriculum, can be achieved in the classroom through:
Task
One-on-one support
Outcome
Differentiation by task involves teachers setting different tasks for learners of different ability e.g. in sketching the plan and shape of their classroom some leaners could
be made to sketch with free hand while others would be made to trace the outline of the plan of the classroom.
Differentiation by support involves the teacher providing a targeted support to learners who are seen as performing below expected standards or at risk of not
reaching the expected level of learning outcome. This support may include a referral to a Guidance and Counselling Officer for academic support.
Differentiation by outcome involves the teacher allowing learners to respond at different levels. In this case, identified learners are allowed more time to complete a
given task.
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Scaffolding in education refers to the use of a variety of instructional techniques aimed at moving learners progressively towards stronger understanding and ultimately
greater independence in the learning process.
It involves breaking up the learning episodes, experiences or concepts into smaller parts and then providing learners with the support they need to learn each part. The
process may require a teacher assigning an excerpt of a longer text to learners to read, engage them to discuss the excerpt to improve comprehension of its rationale,
then guiding them through the key words/vocabulary to ensure learners have developed a thorough understanding of the text before engaging them to read the full text.
Common scaffolding strategies available to the teacher include:
giving learners a simplified version of a lesson, assignment, or reading, and then gradually increasing the complexity, difficulty, or sophistication over time.
describing or illustrating a concept, problem, or process in multiple ways to ensure understanding.
giving learners an exemplar or model of an assignment, they will be asked to complete.
giving learners a vocabulary lesson before they read a difficult text.
clearly describing the purpose of a learning activity, the directions learners need to follow, and the learning goals they are expected to achieve.
explicitly describing how the new lesson builds on the knowledge and skills learners were taught in a previous lesson.
ICT has been integrated into this curriculum as a teaching and learning tool to enhance deep and independent learning. Some of the expected outcomes that this
curriculum aims to achieve through ICT use for teaching and learning are:
The use of ICT as a teaching and learning tool is to provide learners access to large quantities of information online. It also provides the framework for analysing data to
investigate patterns and relationships in a geographical context. Once pupils have made their findings, ICT can then help them organize, edit and present information in
many different ways.
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Learners need to be exposed to the various ICT tools around them including calculators, radios, cameras, phones, television sets and computer and related software like
Microsoft Office packages – Word, PowerPoints and Excel as teaching and learning tools. The exposure that learners are given at the Primary School level to use ICT in
exploring learning will build their confidence and will increase their level of motivation to apply ICT use in later years, both within and outside of education. ICT use for
teaching and learning is expected to enhance the quality and learners’ level of competence in the 4R
The curriculum has been structured into four columns which are Strands, Sub-strands, Content standards, Indicators and exemplars. A unique annotation is used for
numbering the learning indicators in the curriculum for the purpose of easy referencing. The annotation is indicated in table 2.
Example: B3 .2.4.1.2
ANNOTATION MEANING / REPRESENTATION
B3 Year Or Class
2 Strand Number
4 Sub-Strand Number
1 Content Standard Number
2 Indicator Number
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ILLUSTRATION
B1.1.1.1: Show understanding of the B2.1.1.1: Show understanding of B3.1.1.1: Show understanding of B4.1.1.1: Show understanding
physical features and life processes of the physical features and life the physical features and life of the physical features and
living things and use this processes of living things and use processes of living things and life processes of living things
understanding to classify them this understanding to classify use this understanding to and use this understanding to
them classify them. classify them
B1.1.1.1.1: Observe and describe different B2.1.1.1.1: Describe the physical B3.1.1.1.1: Group living things into B4.1.1.1.1: Group living things into
kinds of things in the environment. features of plants (roots, stem, leaves plants and animals based on their plants and animals based on their
physical features uses
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STRUCTURE
The science curriculum is structured to cover B1 to B3 under five strands with a number of sub-strands as shown in the table below:
STRAND B1 B2 B3
SUB-STRANDS SUB-STRANDS SUB-STRANDS
Living and Non-Living Things Living and Non-Living Things Living and Non-Living Things
DIVERSITY OF MATTER
Materials Materials Materials
Earth Science Earth Science Earth Science
CYCLES
Life Cycles of organisms Life Cycles of organisms
The Human Body Systems The Human Body Systems The Human Body Systems
SYSTEMS Ecosystems The Solar system The Solar system
Ecosystems
Sources and Forms of Energy Sources and Forms of Energy Sources and Forms of Energy
FORCES AND ENERGY Electricity and electronics Electricity and Electronics Electricity and Electronics
Forces and Movement Forces and Movement Forces and Movement
Personal Hygiene and Sanitation Personal Hygiene and Sanitation Personal Hygiene and Sanitation
Diseases Diseases Diseases
HUMANS AND THE ENVIRONMENT
Science and Industry Science and Industry Science and Industry
Climate Change Climate Change Climate Change
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SCOPE AND SEQUENCE
STRAND SUB-STRANDS B1 B2 B3 B4 B5 B6
Living and Non-Living Things √ √ √ √ √ √
DIVERSITY OF MATTER
Materials √ √ √ √ √ √
Earth Science √ √ √ √ √ √
CYCLES
Life Cycles of Organisms √ √ √ √ √
The Human Body Systems √ √ √ √ √ √
SYSTEMS The Solar system √ √ √ √ √
Ecosystems √ √ √ √ √
Sources and Forms of Energy √ √ √ √ √ √
FORCES AND ENERGY
Electricity and Electronics √ √ √ √ √ √
Forces and Movement √ √ √ √ √ √
Personal Hygiene and Sanitation √ √ √ √ √ √
HUMANS AND THE Diseases √ √ √ √ √ √
ENVIRONMENT Science and Industry √ √ √ √ √
Climate Change √ √ √ √ √ √
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BASIC 1
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BASIC 1
SUBJECT SPECIFIC
CONTENT INDICATOR AND EXEMPLARS PRACTICES AND CORE
STANDARD COMPETENCIES
B1.1.1.1: Show B1 1.1.1.1 Observe and describe different kinds of things in the environment Core Competencies
understanding of the Go on nature walk to observe things in the environment (e.g. Plants, animals, plastics and Personal Development and
physical features and stones. The things should come from the classroom and the school environment Leadership
life processes of living
things and use this Work in groups to describe the different kinds of things Digital Literacy
understanding to Elaborate on the learners’ ideas to find out why they need to know about the characteristics of Communication and
classify them different things in their environment Collaboration
Sort things into living and non –livings based on common characteristics Critical Thinking and Problem
Solving
Watch videos/pictures of different kinds of living and non-living things in the environment.
Creativity and Innovation
Subject Specific Practices
Observing
Classifying
B1.1.1.2: Understand B1.1.1.2.1. Identify and name animals and plants in their locality Core Competencies
the differences Watch pictures or videos on animals and plants Digital Literacy
between living things, With guidance, learners identify the local names of plants and animals seen in the videos and
non-living things and Communication and
things which have pictures Collaboration
never been alive Learners come out with the local names of other plants and animals not seen in the Creativity and Innovation
video/pictures using the ‘’think-pair-share’’ Subject Specific Practices
Draw and colour any local plant or animal
Observing
Compare their drawings and identify the type of animal or plant drawn through a peer activity Classifying
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SUBJECT SPECIFIC
CONTENT INDICATOR AND EXEMPLARS PRACTICES AND CORE
STANDARD COMPETENCIES
B1.1.1.2: Understand B1.1.1.2.2 Know the basic needs of living things (food, water and air) Core Competencies
the differences Give some examples of living things (for example things that eat/drink, move, grow and produce Critical Thinking and Problem
between living things, young ones). Solving.
non-living things, and
Work in pairs to identify the basic needs of living things (e.g. food, water, air, shelter, Communication and
things which have
never been alive appropriate warmth). Collaboration.
Elaborate on learners’ ideas to guide them to brainstorm on the importance of basic needs of Personal Development and
living things. Leadership.
B1.1.1.2.3 Describe the differences between living and non-living things Digital Literacy
Watch a video or observe pictures of living and non- living things or go on an observational Subject Specific Practices
trip around the school community to observe living and non-living things.
Observing
Learners mention the names of the specific living things and non-living things observed. Analysis
Describe the differences between living and non- living things using think –pair share (focus on Classifying
differences in movement, growth, feeding, reproduction).
Give reasons for grouping things into living and non-living.
Learners reflect on what they have learnt about living and non- living things and answer
questions like: What are examples of living things? What are examples of non- living things? In what
ways are living things different from non-living things? Come out with differences between non-living
things and things that are dead.
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SUB-STRAND 2: MATERIALS
SUBJECT SPECIFIC
CONTENT
INDICATOR AND EXEMPLARS PRACTICES AND CORE
STANDARD
COMPETENCIES
B1.1.2.1 Recognise B1.1.2.1.1 Identify and name a variety of everyday materials in their immediate Core Competencies
materials as environment Critical Thinking and Problem
important resources Teacher engages learners with questions about metals, wood, plastics, soil, glass, textiles, water Solving
for providing human
and stone they see around the playground and other places outside the school or engages Cultural Identity and Global
needs
learners to go on nature walk and observe and collect materials present in their environment. Citizenship
In groups, learners observe, sort, identify and name materials collected such as wood, plastic, Personal Development and
soil, metals glass, textile, water and stone; and explain the basis of their classification. Leadership.
Reflect on what they have learnt and relate the lesson to everyday uses of the materials. Creativity and Innovation
NB: Teacher should build a stock of materials into a science corner to annul any shortages. Subject Specific Practices
B1.1.2.1.2 Describe and group materials by their appearance (shape, size, colour, texture, Observing
mass) Classifying
Collect different materials from the school environment and bring them to class. Generalising
Learners describe the appearance of the materials (in terms of colour, size, feel, length etc.).
Communicating
Group materials based on their observable properties such as shape, size (big/small), colour,
texture (‘rough’, ‘smooth’, ‘sticky’ and ‘grainy’), mass (heavy / light).
Draw and colour several objects/ materials based on their appearance such as colour and
shape.
Display their drawings for class observation and talk about them.
Relate the lesson with everyday experiences (appearance and properties of common items).
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SUBJECT SPECIFIC
CONTENT INDICATOR AND EXEMPLARS PRACTICES AND CORE
STANDARD COMPETENCIES
B1.1.2.2 Know that B1.1.2.2.1 Identify and classify materials as solid, liquid or gas Core Competencies
substances can exist Learners explore and list materials they see in their environment. Creativity and Innovation
in different physical In groups, sort the materials into solid, liquid or gas. NB: to demonstrate the presence of gas, Personal Development and
state (Solid, Liquid, learners can use paper cards /sheets of paper and wave them across their faces. Leadership
Gas). Many In groups learners sort different substances into the solid, liquid or gaseous states with reasons.
substances can be Each group presents their work to the whole class for discussions. Subject Specific Practices
changed from one Learners answer the following questions: What makes a solid different from a liquid? How is a Observation
state to another by liquid different from a gas? Manipulating
heating or cooling Learners can be engaged in more activities to investigate and identify substances in the solid, Communicating
liquid and gaseous states. E.g. inflating balloon, breathing in and out. Evaluating
Generalising
B1.1.2.3 Understand B1.1.2.3.1 Demonstrate understanding that a mixture is two or more objects or materials Core Competencies
mixtures, the types, put together Communication and
their formation, uses Present several different materials to the groups such as gari, sand, water, saw dust, milo, salt, Collaboration
and ways of sugar, milk powder, etc. Personal Development and
separating them into
their components Learners work in groups to combine the materials in any proportion, two at a time, e.g. gari and Leadership
sand; milo and milk powder; sugar and water etc. and describe what happens in each case. Subject Specific Practices
Learners find-out whether the products they have formed are the same as the individual Manipulating
materials.
Observing
In groups, learners give names to the combinations they have formed.
Provide learners with samples of mixtures, e.g. A mixture of different coloured beads, a mixture Evaluating
of chocolate pellets of different colours to separate. Generalising
NB: The idea is for them to understand that when they mix two or more things together, they
form a mixture and that no new thing forms even though the starting and ending substances may
look different from each other.
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STRAND 2: CYCLES
SUBJECT SPECIFIC
CONTENT INDICATOR AND EXEMPLARS PRACTICES AND CORE
STANDARD COMPETENCIES
B1.2.1.1. Recognise B1.2.1.1.1 Explain that some natural phenomena, such as day and night, occur repeatedly Core Competencies
that some events in Learners can be engaged in an activity that explains cyclic movement. (The second hand of an Critical Thinking and problem
our environment analogue clock, merry-go-round and circular cards, musical chairs could be used). solving
occur recurrently Relate this activity to the occurrence of day and night and explain that the appearance of the Sun, Creativity and Innovation.
Moon and stars follow a cyclic pattern. Personal development and
Let learners suggest other events in their environment that happen over and over again in a Leadership
cycle. For example, dry and wet seasons. Subject Specific Practices
Learners make sketches displaying events that take place in the day and those that take place in Manipulating
the night. Generalising
B1.2.1.2. Recognise the B1.2.1.2.1 Know that the sun is the main source of light to the Earth Observing
relationship between Engage learners with a number of questions to enable them explore where we get light, e.g. What Analysing
the Earth and the Sun does the sun look like? Where is the sun located? Do you see clearly or otherwise when the sun is out? Evaluating
Display various sources of light such as torch, candles, matchstick, and lantern.
Brainstorm with learners to come out with one thing which is common to all the items you have
displayed.
Engage learners to mention sources of light in their environment (i.e. sun, moon, other stars,
torch, lantern, electric bulbs and others).
Learners brainstorm to come out with the main source of light by considering the biggest source
of light which makes them see clearly in the day time.
Learners use paper to design the sun as a source of light to the earth
B1.2.1.3 Show B1.2.1.3.1 Observe the disappearance of mist and pools of water after rains
understanding of the Let learners observe the disappearance of mist and run-off water after rains and come and talk
roles of condensation, about it in class. (Note: This activity is to be carried out after rains).
evaporation, Engage learners to predict where mist and run-off water go after rains and assist them to
transpiration and understand that they evaporate.
precipitation in the NB: Mists evaporates but run-off water either flows into surface water bodies or collects as stagnant
hydrological cycle pools of water. Run-off water takes a longer time to evaporate
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SUBJECT SPECIFIC
CONTENT INDICATOR AND EXEMPLARS PRACTICES AND CORE
STANDARD COMPETENCIES
B1.2.1.4 Recognise B1.2.1.4.1 Identify sources and uses of water in the home and at school Core Competencies
water and air as Ask learners where they get water (sources of water) at the home, community and school. Critical Thinking and problem
important natural In a participatory manner, learners come out with sources of water in the home and at school solving
resources Show or draw pictures depicting different sources of water such as bore-holes, rivers, wells and Creativity & Innovation
the sea Personal development and
Discuss the various uses of water at their homes, school and community. Leadership
Learners demonstrate several uses of water, e.g. washing of face and hands, drinking and
Subject Specific Practices
preparing beverages, rinsing of utensils, watering of flowers.
Generalising
Use local materials to create different sources of water in an outdoor activity. E.g. artificial
Observing
wells, rivers, rainfall and tap
Analysing
B1.2.1.4.2 Demonstrate the existence of air in the environment Evaluating
Engage learners in a number of games/ fun activities that demonstrate the existence of air, e.g.
Waving a piece of paper across the face, leaving inflated balloons in an open space, watching a
hoisted flag, observing the leaves of a plant in the school, closing their mouths and then taking
a deep breath, asking learners to fan themselves or sit in front of a working fan.
Learners talk about their observations in each case, e.g. explain what causes the leaves and
hoisted flag to move.
Ask learners to outline uses of air in their lives. e.g. whistling, blowing of trumpets, flying
kites, sailing of boats.
Summarise the lesson by explaining to learners that air is everywhere.
SUB-STRAND 2: LIFE CYCLES OF ORGANISMS
B1.2.2.1 Demonstrate B1.2. 2.1.1 Examine the structure of plants Core Competencies
understanding of Assist learners to uproot young plants from the school environment and bring them to class Critical Thinking and Problem
the life cycle of Learners examine the external parts of the plants (using hand lens if available), Solving
plants Draw the external parts and display drawings for discussion. Personal Development and
Create weed albums using leaves of different plants Leadership
B1.2. 2.1.2. Observe different kinds of seeds Communication and
Provide learners with different kinds of seeds (e.g. orange, pawpaw, mango, bean seeds, shea Collaboration Creativity and
nut). Innovation
Learners examine the external parts of different seeds, draw and display them for discussion. Subject Specific Practices
Through a matching game, learners identify different fruits and their seeds. Observation, Recording
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STRAND 3: SYSTEMS
SUB-STRAND 1: THE HUMAN BODY SYSTEMS
SUB-STRAND 2: ECOSYSTEM
B1.3.2.1 Show B1.3.2.1.1 Know the places where living things live (land, air, and water) Core Competencies
understanding and Learners observe different habitats around the school, e. g. a tree which houses some birds Digital Literacy
appreciation of the and insects, a bush or a pond.
Critical Thinking and Problem
interactions and Observe videos or pictures of places where living things live e.g. a marshy area, forest, a pond
Solving
interdependencies of etc.
organisms in an Display pictures of air, water and land habitats with different organisms. Communication and
ecosystem Learners come out with the names of the living things found in the three habitats (living Collaboration
places) in the video, pictures or through the nature walk. Creativity and Innovation
Engage learners to draw organisms in their natural homes.
Subject Specific Practices
Observation, Analysing
Predicting, Evaluating
Recording
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STRAND 4: FORCES AND ENERGY
SUB-STRAND 1: SOURCES AND FORMS OF ENERGY
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CONTENT SUBJECT SPECIFIC
STANDARD INDICATOR AND EXEMPLARS PRACTICES AND CORE
COMPETENCIES
B1.4.1.2 Show Tell how substances placed in a fridge feel when touched
understanding of the Learners explore other ways of making things warm (For example, putting them in the
concept of heat energy sun, touching a phone that has just been charged
in terms of its
importance, effects, Precaution: Unplug the phone before using it
sources and transfer
from one medium to
another
CONT’D
B1.4.2.1 Demonstrate B1.4.2.1.1 Know the importance of electricity and identify common household Core Competencies
knowledge of generation appliances that require electricity to work Cultural Identity and Global
of electricity, its Learners mention items in their homes that use electricity. Citizenship.
transmission and
Alternatively show them videos/drawings of items that use electricity. Creativity and innovation
transformation into
Put learners into groups and give each group flashcards of items that use electricity and
other forms of energy Personal Development and
those that do not.
Leadership
Assist learners to sort the items into two groups i.e, ‘use electricity’ and ‘does not use
electricity’. Critical Thinking and Problem
Let learners match the items mentioned with their functions, e.g. washing machine is the Solving.
item used for washing, the item used to play music is the sound system. Digital Literacy
Guide learners through questioning to understand why all such appliances are connected Subject Specific Practices
to a source of electricity.
Learners brainstorm on how daily living without electricity will affect our homes, schools Analysing
and industries. Predicting
Summarise lesson by explaining that electricity is a form of energy thus it enables Generating
electrical items to work.
Learners talk about the importance of electricity in the home.
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CONTENT SUBJECT SPECIFIC
STANDARD INDICATOR AND EXEMPLARS PRACTICES AND CORE
COMPETENCIES
4.2.2 Know the functions B1.4.2.2.1 Know examples of common electronic devices and their uses Core Competencies
and assemblage of basic Display real or pictures of electronic devices such as mobile phones, wrist watches, Communication and Collaboration
electronics components cameras and torches. Personal Development and
Let learners identify the devices displayed. Leadership
Engage learners in an activity to match the devices with their uses. Digital Literacy
Assist learners to model any one electronic device of their choice using appropriate Critical Thinking and Problem
materials. (Blu tack, clay or cardboard). Solving
Creativity and Innovation
Subject Specific Practices
Analysing
Predicting
Generating
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CONTENT SUBJECT SPECIFIC
STANDARD INDICATOR AND EXEMPLARS PRACTICES AND CORE
COMPETENCIES
B1.4.3.2. Recognise B1.4.3.2.1 Understand what simple machines are and cite common examples Core Competencies
some simple machines Engage learners in an activity to identify common machines in their homes and school. Communication and Collaboration
used for making work
easier, analyse their Assemble simple machines for learners to explore their uses in the home. Personal Development and
advantages and know Leadership
Help learners to demonstrate the use of the provided machines for undertaking various
their uses. E.g. levers, tasks.eg opening bottles, picking up granules, etc. Critical Thinking and Problem
inclined planes and Elaborate on the importance of such machines on daily living. Solving
pulleys Summarise learners’ responses by explaining that machines enable work to be done Creativity and Innovation
easier and faster. Subject Specific Practices
Engage learners to draw any of the devices of their choice.
Manipulating
Precaution: Knives and other sharp objects should not be used in this lesson. Classifying
Analysing
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STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 1: PERSONAL HYGIENE AND SANITATION
CONTENT SUBJECT SPECIFIC
STANDARD INDICATOR AND EXEMPLARS PRACTICES AND CORE
COMPETENCIES
B1.5.1.1 Recognise the B1. 5.1.1.1 Explain the need for bathing and know how it is done Core Competencies
importance of personal Enquire from learners routine activities they engage in before coming to school. (Activities Critical Thinking and Problem
hygiene may include sweeping, bathing, brushing of teeth, washing of face etc. Solving
Lead learners to discuss the reasons for undertaking those activities (such as bathing) Collaboration and
Communication.
Assist them to talk about the number of times they bath a day and how their parents bath
them Creativity and Innovation
Display a video/pictures showing the items used in bathing Personal Development and
Leadership
Present real items (e.g. soap, sponge, water, and towel) to learners to talk about them in
groups Digital Literacy
Guide learners to talk about what will happen if they do not take their bath regularly Subject Specific Practices
Analysing
In groups, learners present their ideas about what will happen if they do not bath
Predicting
Learners sing familiar songs and recite rhymes as they demonstrate the process of bathing
using a doll Evaluating
Learners draw some items used for bathing and display them for discussion
B1.5.1.1 Recognise the B1. 5.1.1.2 Know the need for and how to clean the teeth Core Competencies
importance of personal Begin with a familiar song on cleaning the teeth. Critical thinking and Problem
hygiene Ask learners to mention the items used in cleaning the teeth, e.g. toothbrush and toothpaste, Solving
chewing stick etc. Collaboration and
Let learners watch an audio visual or pictures that show the right way to clean the teeth. Communication.
Demonstrate the right method of brushing the teeth (moving the toothbrush in an upward Personal Development and
and downward motion) in front of the class and ask learners to do same. Leadership
Let learners individually draw and colour some items used in brushing the teeth and display Digital Literacy
their drawings for discussion. Creativity and Innovation
Learners talk about what will happen if they do not brush their teeth regularly. Cultural Identity and Global
Citizenship
Subject Specific Practices
Analysing, Predicting
Evaluating
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CONTENT SUBJECT SPECIFIC
STANDARD INDICATOR AND EXEMPLARS PRACTICES AND CORE
COMPETENCIES
B1.5.1.1 Recognise the B1. 5.1.1.3 Demonstrate understanding of the need for and how to wash the hands Core Competencies
importance of personal Lead learners through questions to come out with the importance of washing the hands Critical Thinking and Problem
hygiene Solving
Elaborate on their responses to introduce the topic “Hand-Washing”
Collaboration and communication
Learners discuss when to wash their hands. (The hands must be washed after visiting the Personal Development and
toilet, before eating and after eating, after practical activity, after returning to the home from Leadership
school or the playground) Digital Literacy
Ask learners to name items used in hand-washing, (soap and running clean water)
Bring to the classroom, items used for hand-washing and demonstrate the washing of hands to Subject Specific Practices
learners, emphasizing washing under running/flowing water Analysing
Engage learners in groups to demonstrate washing of hands Predicting
Evaluating
Learners brainstorm on the possible health effects associated with failure to wash the hands
properly
Ask learners to draw illustrations of them washing their hands with water
B1.5.1.2 Appreciate B1.5.1.2.1 know that clean air and water are essential to human health Core Competencies
the natural and human Go on a nature walk to observe the things in the environment Critical Thinking and Problem
features of the local Solving
environment and the Learners talk about what they observed during the nature walk
Collaboration and Communication
need for keeping the Show pictures of the natural and human features of the environment
environment clean Personal Development and
Engage learners to discuss what will happen to them if the environment is very dusty and Leadership
unclean Creativity and Innovation
Brainstorm with learners on what will happen if they do not weed or keep their school, home Digital Literacy
and community clean.
Subject Specific Practices
In groups learners present their ideas by explaining further why it is important to keep the
environment clean. Analysing
Predicting
Learners compose songs on how to keep the environment clean and draw pictures to depict
clean environments. Evaluating
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SUB-STRAND 2: DISEASES
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SUBJECT SPECIFIC
CONTENT INDICATOR AND EXEMPLARS PRACTICES AND CORE
STANDARD COMPETENCIES
B1.5.3.2 Exhibit B1.5.3.2.1 Identify foods that can be processed and preserved at home Core Competencies
knowledge of food Ask learners to mention foods they ate in the morning and what was used to prepare the Critical Thinking and Problem
processing and food. Solving
preservation Collaboration and
Provide samples of preserved foods such as roasted plantain, dried fish, smoked fish.
Communication.
In groups, let learners name vegetables, fruits and other types of food that can be
Personal Development and
preserved at home, e.g. okro, pepper, tomato, onions, ginger, cassava, yam, plantain.
Leadership
Learners talk about how food is prepared in their homes. Cultural Identity and Global
Ask learners to tell how their parents preserve food at home. Citizenship
The food processing and preservation methods must include common ones such as Subject Specific Practices
smoking, drying, frying, roasting, baking and refrigeration. Classifying, Generalising
SUB-STRAND 4: CLIMATE CHANGE
B1.5.4.1 B1.5.4.1.1 Describe the conditions of the weather Core Competencies
Understand that Take learners out to observe the weather and talk about whether they feel hot or cold. Critical Thinking and Problem
climate change is an Solving
Guide learners to talk about other weather conditions, e.g. rainy, windy, sunny and
important Collaboration and
cloudy.
environmental issue Communication.
facing the world today Show pictures or videos of different weather conditions and activities people do under
Digital Literacy
different weather conditions.
Creativity and Innovation
Learners talk about what they observe during different weather conditions: rainy, windy,
sunny and cloudy. Subject Specific Practices
Let learners sing songs on the weather, e.g. rain, rain go away. Observing, Predicting
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BASIC 2
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BASIC 2
SUBJECT SPECIFIC
CONTENT INDICATOR AND EXEMPLARS PRACTICES AND CORE
STANDARD COMPETENCIES
B2.1.1.1 Demonstrate B2.1.1.1.1 Know the basic structure of plants (roots, stem, leaves, flowers) Core Competencies
understanding of the Observe pictures or watch a video on different plants Digital Literacy
physical features and life Working in groups, learners uproot young plants from school surroundings with the Communication and
processes of living things assistance of the teacher and bring them to class Collaboration
and use this Learners examine the plants in groups to identify the basic parts (roots, stem, leaves and Personal development and
understanding to classify flowers) Leadership
them Learners describe the basic physical features of plants (roots, stem and leaves and flowers) Creativity and Innovation
Teacher asks learners some questions: 1) which part of the plant is hidden in the soil? 2)
Which part of the plant was seen above the soil? Subject Specific Practices
Learners sing songs, rhymes and poems relating to the topic. Observing
Communicating
Teacher asks learners: what will happen if there are no plants in their community.
Classifying
Learners draw and label a plant
NB: Build a stock of young plants for the activity. Paste a picture of a large plant in the class
B2.1.1.2 Understand the B2.1.1.2.1 Describe the basic structure of animals (head, limbs and trunk) Core Competencies
differences between Learners watch videos or observe pictures of different animals Digital Literacy
living, non-living things Communication and
and things which have Learners name some animals from the pictures Collaboration
never been alive Learners identify the basic parts of animals (head, limbs and trunk) Personal Development and
Leadership
Engage learners to draw animals of their choice Subject Specific Practices
Project: Learners design and mould animals of their choice and identify the basic parts of those Observing, Communicating
animals (head, limbs and trunk). Classifying, Manipulating
Learners explain why they chose to mould those particular animals. Generating
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CONTENT SUBJECT SPECIFIC
STANDARD INDICATOR AND EXEMPLARS PRACTICES AND CORE
COMPETENCIES
B2.1.1.2 Understand the B2.1.1.2.2 Group things collected from the environment into living and non-living things Core Competencies
differences between Learners bring pictures of various living and non-living things. Communication and
living non-living thing Go on a nature walk, observe and collect things from the environment. Collaboration
In groups learners work to sort out things into living and non-living things (based on the Personal Development and
pictures and items collected from the environment). Leadership.
Learners give reasons for their groupings. Subject Specific Practices
Draw and colour some of the things collected. Observing
Analysing
Project: Learners create some living and non-living things from materials such as clay, blu tack, Classifying
cardboard or paper. Generating
Manipulating
SUB-STRAND 2: MATERIALS
B2.1.2.1 Recognise B2.1.2.1.1 Know the common properties of materials such as soft, hard, rough, Core Competencies
materials as important smooth, opaque, transparent, bendable Communication and Collaboration
resources for providing Learners collect and bring a variety of everyday materials from the home, school and Critical Thinking and Problem
human needs community. Materials should include items such as cotton wool, pieces of cloths, pieces Solving
of paper, cardboard, wood, plastics, polythene bags (coloured and transparent), soil Creativity and Innovation
samples, marbles (rough and smooth) chalk, crayon, pen, straws. Personal Development and
Learners sort and group the materials based on texture (hard or soft), and size (big or Leadership.
small). Subject Specific Practices
Group materials into those that they can see through (transparent) and those that we Manipulating
cannot see through (opaque) with the teacher’s assistance Classifying
Provide materials that can bend, for learners to observe. Generalising
Learners feel and draw materials that are hard, soft, smooth, etc. Analysing
Learners display their drawings in class for discussion. Evaluating
Know that the properties of a given material enable it to be used for making certain
products, e.g. clay is used for making pots because it can be moulded without breaking.
Raffia palm is used for making basketry because it can bend easily.
Project: Learners use different materials to create new items such as paper fans, toy cars,
toy planes, cooking pans, hats and earthen ware.
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SUBJECT SPECIFIC
CONTENT INDICATOR AND EXEMPLARS PRACTICES AND CORE
STANDARD COMPETENCIES
B2.1.2.2 Know that B2.1.2.2.1 Describe the properties of solids, liquids, and gases Core Competencies
substances can exist in Display different materials (real or pictures) in the solid, liquid or gaseous state, e.g. ice, Communication and Collaboration
different physical states water, vapour, fruit juice, oil and gravels. Personal Development and
(solid, liquid, gas): many Learners observe the materials and describe their properties in terms of appearance, Leadership
substances can be shape, flow, and how easily they can be squeezed, stretched and compressed. Critical Thinking and Problem
changed from one state In groups learners sort out more materials into solids, liquids and gases. Solving
to another by heating or Demonstrate the formation of vapour (gaseous state) by boiling water. Subject Specific Practices
cooling
Observing
Generalising
Classifying
B2.1.2.3 Understand B2.1.2.3.1 Describe a solid–solid mixture and explain how to separate the Core Competencies
mixtures, the types, components Digital literacy
their formation, uses Learners watch a video and pictures on solid-solid mixtures Personal Development and
and ways of separating Provide learners with solid materials for them to observe, e.g. sand, gari, saw dust, chalk, Leadership
them into their charcoal and cowpea. Communication and Collaboration
components Learners combine two materials at a time and observe what happens Critical Thinking and Problem
Learners talk about the mixtures they have formed Solving
Ask learners whether the products they have formed are the same as the individual
materials. How will they call the material combinations they have formed? Subject Specific Practices
Assist learners to understand that when they mix two or more things together, they Observing
form a mixture and that no new thing forms even though the starting and ending Experimenting
substances may look different from each other. Manipulating
Analysing
Explain to learners that they have formed a solid—solid mixture
Learners explore ways of separating the components of the solids-solid mixtures they
have prepared
Provide more solid materials for learners to do more group activities
Relate the lesson to everyday life. For example, separation of a mixture of groundnut and
sand, sand and stone, and maize and chaff, roasted groundnut and its husks
Learners to separate some common solid-solid mixtures such as sand and stone, iron
nails and sand, gari and groundnut.
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STRAND 2: CYCLES
SUB-STRAND 1: EARTH SCIENCE
SUBJECT SPECIFIC
CONTENT INDICATOR AND EXEMPLARS PRACTICES AND CORE
STANDARD COMPETENCIES
B2. 2.1.1. Recognise that B2. 2.1.1.1 Recognise the importance of some cyclic natural phenomena such as dry and Core Competencies
some events in our wet seasons Personal Development and
environment occur Learners recall events that occur and reoccur in a cyclic manner (day and night, merry-go- Leadership
recurrently round). (Refer to Basic 1). Critical Thinking and Problem
Lead learners through poems, rhymes, games and discussions to introduce another cyclic Solving
event – wet and dry seasons. Subject Specific Practices
Learners discuss what they like and don’t like about the dry season. Classifying
Talk about what they like and dislike about the wet season. Communicating
Assess learners by asking them to draw and make posters on the dry and wet seasons and Predicting
colour some human activities that take place during these times. Analysing
Lead learners to think critically to identify problems related to wet or dry seasons and how Evaluating
such problems can be solved, e.g. how do people get water during dry season? How do
people dry their clothes during wet season? What can be done to solve the problem of
school compounds getting muddy during the wet season?
NB: Assist learners to understand the concept of seasons.
B2. 2.1.2. Recognise the B2.2.1.2.1 Identify sources of light to the earth Core Competencies
relationship between the Learners mention sources of light at home and at the school. Personal Development and
Earth and the Sun Assemble different sources of light (realia and pictures): stars, torch, lantern, lightning, Leadership
fireflies, forest fires, light bulbs, candle light etc. Cultural Identity and Global
Learners identify and draw sources of light in their environment. Citizenship
Sort and classify sources of light as artificial or natural. Communication and
Learners talk about why and when we need light. Collaboration
Designs an activity to block light from a torch using a cardboard to illustrate the importance Critical Thinking and Problem
of light. Solving
Creativity and Innovation
Discuss with learners: What will happen if there is no light on earth?
Subject Specific Practices
Classifying, Predicting
Observing, Analysing
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CONTENT STANDARD INDICATOR AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
AND CORE COMPETENCIES
B2.2.1.4 Recognise water and B2.2.1.4.1 Find out the qualities of good drinking water Core Competencies
air as important natural Learners mention the sources of water we drink and use in their homes and Critical thinking and Problem Solving
resources communities. Collaboration and communication
Supply learners with samples of water from different sources, i.e. river, pond, well Personal Development and Leadership
and bottled water. Caution: learners should not taste any of the water samples.
In groups learners examine the water samples for the following: solid particles Subject Specific Practices
(using hand lens), colour and odour (smell). Each group presents their findings. Observing, Analysing, Generalising
Display to learners, samples of good drinking water and assist them to infer that
good drinking water has no colour, and no odour and is free from solid particles
Learners explain what will happen when they drink water that has particles, odour
and colour in it
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STRAND 3: SYSTEMS
B2.3.2.1 Show B2.3.2.1.1: Identify the sun as the main source of light and warmth on earth Core Competencies
understanding of the Learners engaged with these questions: What does the sun look like? Where is the sun Critical Thinking and Problem
orderliness of the sun, located? Do you feel warmer or colder when the sun is out? Why is the sun important to Solving
planets and satellites in us here on Earth? Communication and
the solar system as well Collaboration
In groups learners discuss and present to class what they use the light and the warmth from
as the important role of Creativity and Innovation
the sun for.
the sun in the solar
system Learners brainstorm on how life without the sun will be. Subject Specific
Draw a picture of the sun and colour it. Practices
Analysing
Evaluating
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STRAND 4: FORCES AND ENERGY
Create a poster of a person engaging in an activity that uses energy, e.g. pushing an object, Observing
a farmer weeding, fishermen paddling a boat, and display them for discussion. Creating
NB: Engage learners in more activities to demonstrate the application of energy
B2.4.1.2 Show B2.4.1.2.1 Understand that objects become hot or cold through the loss or gain of heat Core Competencies
understanding of the Learners feel hot and cold substances and discuss their observations. Communication and
concept of heat in terms Collaboration
In a practical activity, learners create heat by rubbing the palms, boiling water, burning
of its importance, effects, Personal Development and
sources and transfer from candle, etc.
Engage learners in an activity that makes things lose heat, e.g. adding cold water to hot Leadership
one medium to another
water, leaving a hot substance to stand for some time, unplucking a hot electric iron, or a Critical Thinking and Problem
local box iron, putting a substance in a refrigerator etc. Solving
Provide learners with water and ask learners to plan how to make it hot or cold. Subject Specific Practices
Observing, Experimenting
Generalising
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SUB-STRAND 2: ELECTRICITY AND ELECTRONICS
SUBJECT SPECIFIC
CONTENT STANDARD INDICATOR AND EXEMPLARS PRACTICES AND CORE
COMPETENCIES
B2.4.2.1 Demonstrate B2.4.2.1.1 Recognise the importance of safety when using electricity Core Competencies
knowledge of generation Learners mention electrical items they use in the home Communication and
of electricity, its Learners view pictures of how people use electricity in the home, school and community and Collaboration
transmission and talk about it Cultural Identity and Global
transformation into other Teacher reinforces learners’ ideas on the safe use of electricity Citizenship
forms of energy In groups, learners critique pictures of scenarios of someone using electricity in a safe or Digital Literacy
unsafe way, e.g. plugging uninsulated (naked) wires into sockets, climbing electricity pole,
touching water being heated with a water heater Critical Thinking and Problem
Teacher reinforces learners’ ideas by mentioning the safety ways of using electricity. Solving
learners to know basic safety tips on electricity such as wearing of insulator (plastic/or any Subject Specific Practices
other material) shoes and slippers, making sure hands are dry etc., plugging sockets with the Analysing
aid of insulating materials (plastic/wood etc.) rather than metals Evaluating
Enquire from learners why electrical gadgets are covered with plastics and wooden materials Observing
Generalising
B2.4.2.2 Know the B2.4.2.2.2 Investigate the function of batteries in electronic devices Core Competencies
functions and assemblage Learners mention common examples of household electronic appliances. Personal development and
of basic electronics Leadership
components Provide learners with electronic toys that operate on batteries.
Communication and
Learners discuss how the toys will behave without the battery collaboration
Engage learners in an activity to match some named electronic appliances with their uses. Critical Thinking and Problem
In groups, learners discuss other gadgets in the home that use batteries. Solving
Assist learners to draw and colour any one electronic gadget of their choice.
Subject Specific Practices
Learners build a paper circuit using a graphite pencil, battery and LED.
Manipulating
Recording
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© NaCCA, Ministry of Education 2019
SUB-STRAND 3: FORCES AND MOVEMENT
SUBJECT SPECIFIC
CONTENT STANDARD INDICATOR AND EXEMPLARS PRACTICES AND CORE
COMPETENCIES
B2.4.3.1 Know that B2.4.3.1.1 Discover the effects of forces on objects Core Competencies
movement is caused by Provide different scenarios to let learners know that forces cause objects to move or stop, Creativity and Innovation
applied forces due to the e.g. kicking a ball, pushing a chair or pulling a rope etc. Critical Thinking and Problem
release of stored energy Solving
Learners engaged to do the following activities: scrambling of paper and metal foils, pushing
objects in the classroom, squeezing empty plastic bottles etc. Personal Development and
Learners talk about the activities they performed. Leadership
Emphasize the effects of forces on objects, e.g. changing shape, making it move, changing Communication and
the direction of movement and reducing the speed of a moving object. Collaboration
Subject Specific Practices
Manipulating
Analysing
Generating
B2.4.3.2 Recognise some B2.4.3.2.1 Identify simple machines used for specific work Core Competencies
simple machines and their Display simple machines, e.g. pair of scissors, bottle openers, forceps, claw hammer, screw Communication and
advantages of making driver, etc. Collaboration
work easier Digital Literacy
Learners in groups identify the simple machines displayed
Demonstrate how to use simple machines to learners Critical Thinking and Problem
Provide learners with the following: a piece of cloth, a nail stuck in wood, a bottle of soft Solving
drink, a screw in a piece of wood Personal Development and
Learners identify and use specific simple machine for removing bottle tops, cutting a piece Leadership
of cloth, removing a nail stuck in wood and removing screw from a piece of wood
Individually or in groups, learners draw their favorite simple machines and colour them. Subject Specific Practices
Show video and pictures of simple machines in their everyday life. Observing
Learners create simple machines from cardboards Classifying
Ask learners the machines they will use to do the following activities: weeding, sweeping,
Manipulating
digging, tightening a bolt and knot, and explain why
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STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 1: PERSONAL HYGIENE AND SANITATION
CONTENT STANDARD INDICATOR AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES
B2.5.1.1 Recognise the B2.5.1.1.1 Explain how to keep the body clean and describe why it is important Core Competencies
importance of personal Learners sing songs, tell stories, and recite poems and rhymes on personal hygiene. Critical Thinking and Problem
hygiene Solving
Let learners mention some activities they undertake with their fingers and explain to them
why it is important to keep the finger nails clean. Collaboration and
Learners demonstrate how to use items for trimming of hair and nails correctly. Communication.
Learners explain why they will not share their personal effects with friends. Personal Development and
Find out from learners what will happen if they leave their finger nails and hair to grow Leadership
without cutting or trimming them regularly. Subject Specific Practices
Observing
Core Competencies
B2. 5.1.1.2 Know the need for keeping classrooms and school compound clean Critical Thinking and Problem
They observe the ceiling, windows, floors and their sitting areas within the classroom and Solving
communicate their findings. Collaboration and
Learners tour the school compound and tell whether it is a clean or dirty compound. Communication
Learners discuss the need to keep the classroom and school surroundings clean to avoid Personal Development and
sickness, to destroy the hiding places of mosquitoes, snakes, wall geckos and to ensure Leadership
good ventilation. Digital Literacy
Subject Specific
Practices
Analysing
Evaluating
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SUB-STRAND 2: DISEASES
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© NaCCA, Ministry of Education 2019
SUB-STRAND 3: SCIENCE AND INDUSTRY
SUBJECT SPECIFIC
CONTENT STANDARD INDICATOR AND EXEMPLARS PRACTICES AND CORE
COMPETENCIES
B2.5.3.1 Recognise the B2.5.3.1.1 Identify the technological devices used in the community and describe their Core Competencies
impact of science and impact Critical Thinking and Problem
technology in society Prior to the lesson, give learners an assignment to investigate how people communicated, Solving
travelled, sought medical care, etc. in the olden days (in the absence of modern-day Collaboration and
technological inventions) communication
Engage learners to communicate their findings based on the investigations Personal Development and
Leadership
Learners name some technological devices they see in the school, at home, in the market
places, hospitals, mosque, churches, bus stations, airport, etc. Digital literacy
Present some products of technology that can be seen in the community to learners, e.g. Creativity and Innovation
mobile phones, computers, school bag, sewing machines and fan Subject Specific Practices
Facilitate a session where learners operate some common devices such as mobile phones, Observing
laptops, toy cars etc. Evaluating
Let learners brainstorm to find out what will happen if there were no modern Analysing
technological devices in the community
Ask learners to draw a technological device that will improve their communities in future.
B2.5.3.2 Exhibit B2.5.3.2.1 Know the ways foods are processed for consumption Core Competencies
knowledge of food Let learners draw and display the foods they eat every day. Critical thinking and Problem
processing and Ask learners to state why food must be processed before it is consumed. Solving
preservation In groups learners discuss ways of processing foods for consumption. e.g., roasting, frying, Collaboration and
and boiling, and communicate their ideas to the whole class. Communication.
Present samples of raw food stuffs to learners and let them talk about how they can Personal Development and
process them for consumption. Leadership
Emphasize on key processing methods such as washing, boiling, frying, baking, roasting etc.
Digital Literacy
NB: Assign learners to find out how foods are processed for consumption in their Subject Specific Practices
communities before the lesson. Generalising
Generating
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SUB-STRAND 4: CLIMATE CHANGE
SUBJECT SPECIFIC
CONTENT
INDICATOR AND EXEMPLARS PRACTICES AND CORE
STANDARD
COMPETENCIES
B2.5.4.1 Know that B2.5.4.1.1 Explain some common human activities that are harmful to the environment Core Competencies
climate change is one of Let learners come out with different activities that could harm the environment (bush Critical thinking and Problem
the most important burning, burning of rubbish, throwing rubbish into water bodies). Solving
environmental issues Collaboration and
Let learners determine if they could be harmed by these activities. (What will happen to you
facing the world today Communication
if you breathe in smoke? what will happen if you drink water from a contaminated source?)
Explain to learners that fossil fuels like the petrol used in cars is causing the world to Personal Development and
become warmer, affecting the weather. Leadership
If it is a farming community, how has the weather patterns changed recently? Digital Literacy
If it's a fishing community by the ocean, has the ocean been taking away the land?
Subject Specific Practices
Observing
Communicating
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BASIC 3
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© NaCCA, Ministry of Education 2019
BASIC 3
SUB-STRAND 2: MATERIALS
B3.1.2.1 Recognise B3.1.2.1.1 Identify the uses of everyday materials and link the uses to their properties Core Competencies
materials as important Show learners pictures and videos of common materials e.g. wood, plastics, paper, metals, Critical thinking and Problem
resources for providing leather, cotton, etc. Solving
human needs Learners collect everyday materials in their environment e.g. wood, plastics, paper, metals, Digital Literacy
leather, cotton, etc. and bring them to class. Collaboration and communication.
Learners use think-pair-share to discuss the uses of the materials collected. Personal Development and
Brainstorm with learners to come out with the uses of the materials in relation to their Leadership
properties, e.g. metals are used for making car bodies because they are hard, plastics are used Subject Specific Practices
for making bottles, buckets, bowls because they can be moulded into different shapes Observing, Classifying
Engage learners in an activity to match some products such as buckets, cups, books, tables Predicting, Analysing
with their material sources such as metals, clay, glass, wood, plastics. Evaluating
Provide a lot of materials for the learners to do more activities.
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SUBJECT SPECIFIC
CONTENT
INDICATOR AND EXEMPLARS PRACTICES AND CORE
STANDARD
COMPETENCIES
B3.1.2.1 Recognise
B3.1.2.1.2 Demonstrate understanding that an object is made of one or more materials Core Competencies
materials as important
Display objects such as computer, football, clothes, mobile phone, pencils etc. Critical Thinking and Problem
resources for providing
Provide materials such as glass, plastics, wood, metals etc. Solving
human needs
Assist learners to identify that an object such as computer is made up of materials such as Collaboration and communication.
CONT’D plastics, glass and metals. Personal Development and
Engage learners to give examples of objects and the materials used to make them Leadership
Do more activities with learners to build the concepts of objects and materials. Subject Specific Practices
Observing, Analysing, Evaluating
B3.1.2.2 Understand B3.1.2.2.1 Describe a solid-liquid mixture and explain how to separate the components Core Competencies
mixtures, types, Provide solid and liquid substances e.g. water, sand, iron filings, powdered charcoal etc. Critical thinking and Problem
formation, uses and Learners in their groups, add sand to water or any solid to a liquid. Solving
ways of separating Learners observe and come out with their findings on the components of the mixture. Collaboration and
them into their Learners describe solid - liquid mixtures and how the components can be separated. Communication.
components Learners in groups, discuss the uses of solid-liquid mixtures in everyday life. Personal Development and
Leadership
Project: Assist learners to separate solid-liquid mixtures, e.g. gari and water, sand and water, salt
solution. Creativity and Innovation
Subject Specific Practices
Observing, Classifying, Predicting,
Analysing, Evaluating
B3.1.2.3 Know that B3.1.2.3.1 Explain how substances change state between solid, liquid and gas Core Competencies
substances can exist in Learners watch pictures and videos of solid, liquid and gaseous substances. Critical thinking and Problem
different physical state Provide learners with solid and liquid substances such as shea butter, water, candle wax, ice Solving
(solid, liquid, Gas). Learners identify the physical states of the materials provided. Digital Literacy
Many substances can Heat water for learners to observe how it changes to gas and cools down from gas to water
be changed from one Personal Development and
(from liquid to gas and back to liquid).
state to another by Leadership
Engage learners to melt Shea butter and candle wax and let them observe how they change
heating or cooling from solid to liquid and liquid to solid. Subject Specific Practices
Elaborate on their ideas to explain how substances change state. Observing, Manipulating
Note: No new substance is formed from the activities. Share with learners, some everyday Analysing, Evaluating
occurrences in which no new thing is formed.
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STRAND 2: CYCLES
SUB-STRAND 1: EARTH SCIENCE
SUBJECT SPECIFIC
CONTENT INDICATOR AND EXEMPLARS PRACTICES AND CORE
STANDARD COMPETENCIES
B3.2.1.1 Recognise that B3.2.1.1.1 Describe some cyclic events like day and night, wet and dry seasons and their Core Competencies
some events in our intervals/periods Collaboration and
environment occur Prior to the lesson, task learners to find-out some different cyclic events from their homes Communication.
recurrently (This should include day and night, wet and dry seasons, going to school, Independence Day Personal Development and
celebrations, cultivation of crops [e.g. maize] and others). Leadership
Learners mention the importance of some cyclic events Cultural Identity and Global
Guide learners to identify some activities associated with each event Citizenship
Learners draw any of the cycles e.g. day and night, wet and dry seasons Creativity and Innovation
Subject Specific
Communicating
Analysing
Evaluating
B3.2.1.2 Recognise the B3.2.1.2.1 Know the importance of the sun to the earth Core Competencies
relationship between Begin by discussing with learners the role of the sun and its importance to life on earth. Collaboration and communication
the Earth and the Sun Ask the following questions: (a) what is the sun? (b) What are some of the ways through Personal Development and
which the earth benefits from the sun? Leadership
Learners perform outdoor activities to illustrate the importance of the sun. Cultural Identity and Global
Guide learners to know other major uses of the sun to the earth. citizenship
Learners outline everyday uses of the sun.
Evaluate the lesson by asking learners to draw a picture showing one benefit of the sun to Subject Specific
life on earth (drying of clothes). Communicating
Analysing
Evaluating
Observing
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SUBJECT SPECIFIC
CONTENT STANDARD INDICATOR AND EXEMPLARS PRACTICES AND CORE
COMPETENCIES
B3.2.1.3 Show B3.2.1.3.1 Identify the types of precipitation (rain, snow, hail, sleet) and describe the Core Competencies
understanding of the roles differences among them Collaboration and
of condensation, Explore the previous knowledge of learners on this topic, e.g., learners know of iced water, communication
evaporation, transpiration ‘ice block’ and rainfall. Personal Development and
and precipitation in the Provide learners with cut-out pictures or videos of the other forms of precipitation (snow, Leadership
hydrological (water) cycle hail, sleet, these may be foreign to them. Cultural Identity and Global
Learners examine the pictures and communicate their ideas on the different types of citizenship
precipitation. Creativity and Innovation
Guide learners to explain each term. For example: Sleet is ice pellets that fall from clouds.
Assist learners to build vocabulary on precipitation. Subject Specific
With the aid of flashcards, learners work in groups to match pictures showing different Observing
types of precipitation with their correct names. Communicating
Analysing
Learners draw a picture showing a rainy day.
Evaluating
Project: Assist learners to undertake an activity to create artificial rain in the school.
B3.2.1.4 Recognise water B3.2.1.4.1 Identify things that make water impure Core Competencies
and air as important Provide learners with cut-out pictures showing how water is polluted. Collaboration and
natural resources This should include leakages, flooding during rainy season which carries waste deposits into communication
water bodies, Industrial waste dumped into water, mining, littering, pesticides application, Personal Development and
fertilizer application, house hold chemicals, improper disposal of animal wastes. Leadership
In groups, learners observe the pictures and communicate their ideas on what makes water Cultural Identity and Global
impure. citizenship
Take learners on a trip to observe littered parts of the community to identify things that
make water impure. Subject Specific
Observing
Ask learners what will happen if they drink impure water.
Communicating
B3.2.1.4.2 Describe the properties of air Analysing
Learners answer the following questions: What is air? Where does air come from? Can you Evaluating
see and touch air? What shows that there is air present in this classroom?
Perform a simple demonstration on the properties of air, e.g. air has mass, occupies space,
made up of more than one gas, pulls and pushes objects.
Learners demonstrate how to make more air enter their classrooms in groups.
Let each group present their findings.
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SUB-STRAND 2: LIFE CYCLES OF ORGANISMS
54
© NaCCA, Ministry of Education 2019
STRAND 3: SYSTEMS
SUB-STRAND 1: THE HUMAN BODY SYSTEMS
SUBJECT SPECIFIC
CONTENT INDICATOR AND EXEMPLARS PRACTICES AND CORE
STANDARD COMPETENCIES
B3.3.1.1 B3.3.1.1.1 Explain that the external parts of the human body work interdependently to perform a Core Competencies
Recognise that function Critical thinking and Problem
different parts of Engage pupils in songs on the various parts of the body, e.g. head, shoulders, knees and toes, show me Solving
the human body your head, my head, my shoulders my knees, my toes. Collaboration and communication.
work Learners brainstorm on how the various parts of the human body support each other to perform various
Personal Development and
interdependently functions, e.g. assuming a dog is barking towards you, how do the eyes, ears, feet help you to recognise
Leadership
to perform a danger and escape?
specific function Learners engage in various activities (skipping), playing football and explain how the various parts of the Subject Specific Practices
body contribute to undertake the activity successfully. Observing
NB: The key lesson for learners is to appreciate the fact that every part of the body is important and must be Analysing
taken care of. Evaluating
SUB-STRAND 2: THE SOLAR SYSTEM
B3.3.2.1 Show B3.3.2.1.1 Know the sun, earth and moon as parts of the solar system Core Competencies
understanding of Show learners pictures, charts or drawings of parts of the solar system containing the sun, earth and Critical Thinking and Problem
the orderliness moon. Solving
of the sun, Engage learners in a recital of the poem “I see the moon, and the moon sees me”. Collaboration and Communication
planets and Assist learners to identify the sun, moon and earth in the pictures.
Personal Development and
satellites in the Guide learners to mention the uses of the sun and moon. Leadership
solar system as Assist learners to know that the earth moves around the sun, and the moon moves around the earth.
well as the Engage learners in an activity to role play the movement of the earth around the sun, and the moon Subject Specific Practices
important role of around the earth Observing
the sun in the Learners in groups make a model of the solar system showing only the sun, earth and moon. Classifying
existence of the Predicting
solar system Analysing
Evaluating
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SUB-STRAND 3: ECOSYSTEM
CONTENT SUBJECT SPECIFIC PRACTICES
INDICATOR AND EXEMPLARS
STANDARD AND CORE COMPETENCIES
B3.3.3.1 Show B3.3.3.1.1 Identify organisms in a habitat and describe why they live in a particular Core Competencies
understanding and place Digital Literacy
appreciation of the Show pictures, videos and drawings of organisms in their various homes (habitats). Cultural Identity and Global Citizenship
interactions and Take learners on a field trip (or a tour of the school environment) to study about some
interdependencies of Critical Thinking and Problem Solving
ecosystems, e. g. (1) Birds and insects on a tree (2) Frogs and fish in a pond/stream
organisms in an (3) Grasshoppers, insects on a grass field (4) Different plant on a farm. Personal Development and Leadership
ecosystem Assist learners to identify some observable features that enable organisms to live Subject Specific Practices
successfully in their habitat e.g. tilapia has fins to help it swim in a pond. Birds have wings
Observing, Classifying
to help them.
Guide learners to discuss the following: (1) is a frog a fish? (2) Why can’t a fish live on Analysing, Evaluating
land? Generating
Learners plan, design and draw posters showing organisms in their natural homes.
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STRAND 4: FORCES AND ENERGY
SUB-STRAND 1: SOURCES AND FORMS OF ENERGY
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CONTENT INDICATOR AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES
B3.4.1.2.2 Know everyday uses of heat. Core Competencies
SUB-STRAND 1 Review previous lesson on heat energy and ask learners to cite everyday uses of heat Critical Thinking and Problem Solving
CONT’D energy in the home. e.g. for ironing, food preparation and preservation, heating of water. Personal Development and Leadership
Through think-pair-share, ask learners to mention one application of the use of heat Subject Specific Practices
energy by the following professions, farmers, nurses, hair dressers, blacksmiths, tailors Observing
and seamstresses.
Manipulating
Ask learners to explain why farmers need heat.
Precaution: Let learners observe safety whilst dealing with hot substances. Analysing
Communicating
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SUB-STRAND 3: FORCES AND MOVEMENT
SUBJECT SPECIFIC
CONTENT
INDICATOR AND EXEMPLARS PRACTICES AND CORE
STANDARD
COMPETENCIES
B3.4.3.1 Know that B3.4.3.1.1 Explain force and demonstrate how it causes movement Core Competencies
movement is caused Review previous lesson on forces and their effects with learners from B2. Cultural Identity and Global
by applied forces due Ask learners the following questions: What is force? How is force described? What forces Citizenship
to the release of do you observe in everyday life? Critical thinking and Problem
stored energy Learners engage in simple demonstrations on how forces cause movement. Solving
(1) Rubbing pens in the hair and using it to pick pieces of paper.
Personal Development and
(2) Using a magnet to attract iron nails or pins.
Leadership
(3) Throwing stones into water in a bucket will cause the water to shake.
(4) Push a toy car down on the floor. Subject Specific Practices
Observing
Manipulating
Analysing
Evaluating
B3.4.3.2 Recognise B3.4.3.2.1. Demonstrate how to maintain and care for simple machines Core Competencies
some simple machines Assemble simple machines commonly used in the community such as a pair of scissors, Cultural Identity and Global
used for making work knife, bottle opener, tin cutter, and hammer. Citizenship
easier, analyse their Critical Thinking and Problem
Learners identify the simple machines provided and talk about their uses.
advantages and know Solving
Engage learners to mention how simple machines are maintained and stored in their homes.
their uses. e.g. levers,
inclined planes and Assist learners to undertake some basic maintenance practices such as oiling, removing dirt Personal Development and
pulleys and greasing, using them for the correct purpose, keeping them safe from water, etc. Leadership
Subject Specific Practices
Observing
Manipulating
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STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 1: PERSONAL HYGIENE AND SANITATION
CONTENT INDICATOR AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES
B3.5.1.1 Recognise B3.5.1.1.1 Describe ways of keeping the environment clean Core Competencies
the importance of Provide samples of common cleaning equipment such as brooms, mops, dusters and Critical Thinking and Problem
personal hygiene detergents Solving
Collaboration and Communication.
Begin by asking learners this question: What do you do to keep the home and school clean?
Personal Development and
Learners brainstorm in groups to come out with the different ways of keeping the home and
Leadership
school clean
Digital Literacy
Learners present their ideas to class and compose a song on cleanliness
Subject Specific Practices
Present learners’ ideas on the writing board and reshape learners’ ideas by providing more
details on different ways of keeping the environment. E.g. sweeping, weeding, scrubbing, etc. Communicating
Generating, Classifying
Learners draw pictures showing ways of keeping the environment clean
Engage learners in an activity to clean selected parts of the school environment
NB: Learners must use nose masks when sweeping or dusting.
SUB-STRAND 2: DISEASES
B3.5.2.1 Know B3.5.2.1.1 Know how common skin diseases can be prevented Core Competencies
common diseases of Ask learners to pantomime or act out how they bath and talk about how regular bathing can Critical Thinking and Problem
humans, causes, prevent skin diseases. Solving
symptoms, effects Collaboration and Communication.
Learners watch pictures and videos on common skin diseases and their prevention.
and prevention
Learners engaged to discuss and name some common skin diseases i.e. rashes, eczema, Personal Development and
ringworm. Leadership
Learners share their personal experiences or stories on getting skin infections. Digital literacy
Discuss how common skin diseases can be prevented and let learners present their answers. Subject Specific Practices
Re-shape learners' ideas, stressing that it is good to seek medical attention to stop the spread Observation, Communicating,
of skin diseases. Generating, Classifying, Planning,
. Analysing, Evaluating
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CONTENT INDICATOR AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES
B3.5.2.1 Know B3.5.2.1.2 Explain the term air-borne diseases and give examples Core Competencies
common diseases of Begin the lesson with a song, rhyme or poem on air-borne diseases, e.g. I have a little cough Critical Thinking and Problem Solving
humans, causes, Sir. Collaboration and Communication.
symptoms, effects Learners in groups name and discuss some common air-borne diseases. e.g. cold, cough, Personal Development and Leadership
and prevention measles, chicken pox and rashes.
Digital Literacy
Brainstorm with learners to bring out the meaning of the term ‘air-borne disease’
Subject Specific Practices
Summarise learners’ ideas and reinforce the concept of air-borne diseases.
Observing
Learners in a class discussion, find out the effect of unclean/contaminated air. Communicating
Learners investigate the effects of smoking cigarette on the health of a person and Generating
communicate their findings. Classifying
Planning
Analysing
Evaluating
SUB-STRAND 3: SCIENCE AND INDUSTRY
B3.5.3.2 Exhibit B3.5.3.2.1 Describe the ways foods get spoiled Core Competencies
knowledge of food Learners watch pictures and videos on ways by which food get spoilt. Thinking and Problem Solving
processing and Collaboration and Communication
preservation Demonstrate an activity to show how food gets spoilt. E.g. bread, kenkey fish etc. Personal Development and Leadership
Learners in groups to discuss ways by which food gets spoilt. Digital Literacy
Creativity and Innovation
Engage learners to present their ideas in groups to the whole class. Subject Specific Practices
Tabulate group responses and reshape learners’ ideas. Observing Communicating
Generating, Analysing, Evaluating
Ask learners to brainstorm on what will happen if they eat spoilt food.
Learners dramatise or tell a story about a child who ate spoilt food.
NB: This indicator should not cover micro-organisms.
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SUB-STRAND 4: Climate Change
CONTENT INDICATOR AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES
B3.5.4.1 Know that B3.5.4.1.1 Identify human activities that pollute the atmosphere Core Competencies
climate change is Learners watch pictures and videos on human activities that pollute the atmosphere. Critical Thinking and Problem Solving
one of the most Collaboration and Communication
important Teacher explains to learners that “atmosphere” refers to the air around us.
Personal Development and Leadership
environmental Tell stories or talk about scenarios that pollute the atmosphere i.e. burning of waste and
issues facing the bush, exhaust fumes from moving cars etc. Digital Literacy
world today and is a Subject Specific Practices
Introduce a simple game or activity to help learners understand how the atmosphere gets
long-term change in
polluted., e.g. smoke from mosquito coils, burning of pieces of paper (Note: this activity Observing
the pattern of
must be done outside the classroom) and ask learners to tell where the smoke goes. Predicting
average weather of
Evaluate learners by asking them to talk about other activities that pollute the atmosphere. Analysing
a specific region of
Planning
the earth NB: Teacher should not discuss things about climate doom that will scare the learners. Evaluating
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SCIENCE SUBJECT PANEL MEMBERS AND REVIEWERS
NAME INSTITUTION
Writing panels
Prof Anthony Krueger Department of Science Education, UCC
Prof Leonard Amekudzi Dept of Physics, KNUST
Mr Antwi-Aning NaCCA-NEAU
Mercy Nyamekye NaCCA
Olivia Opare Science Education Unit, GES
Saddik A. Mohammed Ga South Municipal Education Office
Cosmos Eminah NaCCA
Expert Reviewers
Prof. John K. Eminah UEW
Dr. Fiifi Mensah UCC
Curriculum Adviser
Dr. Sam K. Awuku
Supervisor
Felicia Boakye-Yiadom (Mrs) NaCCA, Outgoing Acting Executive Secretary
Dr. Prince H. Armah NaCCA, Incoming Acting Executive Secretary
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MINISTRY OF EDUCATION
REPUBLIC OF GHANA
COMPUTING
CURRICULUM FOR PRIMARY SCHOOLS
(BASIC 4 - 6)
SEPTEMBER 2019
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FOREWORD
The new curriculum for Ghana’s primary schools is standards-based, which is our demonstration of placing learning at the heart of every classroom and
ensuring that every learner receives quality education. Provision of accessible quality education for all is non-negotiable if we are to meet the human capital
needs of our country, required for accelerated sustainable national development. It is for this reason that the new curriculum sets out clearly the learning areas
that need to be taught, how they should be taught and how they should be assessed. It provides a set of core competencies and standards that learners are to
know, understand and demonstrate as they progress through the curriculum from one content standard to the other and from one phase to the next. The
curriculum and its related teachers’ manual promote the use of inclusive and gender responsive pedagogy within the context of learning-centred teaching
methods so that every learner can participate in every learning process and enjoy learning. The curriculum encourages the use of Information and
Communication Technologies (ICTs) for teaching and learning – ICTs as teaching and learning materials.
The new curriculum has at its heart the acquisition of skills in the 4Rs of Reading, wRiting, aRithmetic and cReativity by all learners. It is expected that at any
point of exit from a formal education, all learners should be equipped with these foundational skills for life, which are also prerequisites for Ghana becoming a
learning nation. The graduates from the school system should become functional citizens in the 4Rs and lifelong learners. They should be digital literates,
critical thinkers and problem solvers. The education they receive through the study of the learning areas in the curriculum should enable them to collaborate
and communicate well with others and be innovative. The graduates from Ghana’s schools should be leaders with a high sense of national and global identity.
The curriculum therefore provides a good opportunity in its design to develop individuals with the right skills and attitudes to lead the transformation of Ghana
into an industrialised learning nation.
For this reason, the Ministry of Education expects that learners, as a result of the new knowledge, skills and values they have acquired through the new
curriculum, will show a new sense of identity as creative, honest and responsible citizens. These are our core values that underpin the identification and
selection of the learning areas for this curriculum. These core values serve as fundamental building blocks for developing into our learners the spirit of
teamwork, respect, resilience and the commitment to achieving excellence. The Ministry endorses a quality learning experience as an entitlement for each of
Ghana’s school-going girl and boy; the curriculum has rightly focused on learning and learning progression. The Ministry has also endorsed accountability as a
critical domain for effective workings of standards-based curriculum.
More importantly the role of the teacher is to make this curriculum work for the intended purpose - to inculcate in learners the core competencies and values
and to make learning happen; improve learning outcomes – and the support that teachers need is duly recognised and endorsed by my Ministry. The Ministry
will support the implementation of the curriculum to include capacity development of all teachers in the new curriculum. Teachers matter in the development
and delivery of the standards-based curriculum and we will continue to support our teachers on this journey that we have started together to put learning at
the centre of what we do best; teach!
I thank all those who have contributed their time and expertise to the development of this curriculum for primary schools in Ghana.
FOREWORD ........................................................................................................................................................................................................................................................................ VI
PHILOSOPHY .................................................................................................................................................................................................................................................................... VIII
CORE COMPETENCES .................................................................................................................................................................................................................................................... IX
ORGANIZATION OF THE STANDARDS (BASIC 4 – 6) .................................................................................................................................................................................... XXI
BASIC 4 ................................................................................................................................................................................................................................................................................... 1
STRAND 1: WORD PROCESSING ................................................................................................................................................................................................................................. 2
STRAND 2: PRESENTATION ........................................................................................................................................................................................................................................... 8
STRAND3: WORD PROCESSING .................................................................................................................................................................................................................................. 9
BASIC 5 ................................................................................................................................................................................................................................................................................. 10
STRAND1: INTRODUCTION TO COMPUTING .................................................................................................................................................................................................... 11
STRAND 2: PRESENTATION ......................................................................................................................................................................................................................................... 18
STRAND 3: WORD PROCESSING ............................................................................................................................................................................................................................... 19
STRAND 5: PROGRAMMING AND DATABASES .................................................................................................................................................................................................... 20
STRAND 6: INTERNET AND SOCIAL MEDIA .......................................................................................................................................................................................................... 22
STRAND 7: HEALTH AND SAFETY IN USING ICT TOOLS ................................................................................................................................................................................ 33
BASIC 6 ................................................................................................................................................................................................................................................................................. 35
STRAND 2: PRESENTATION ......................................................................................................................................................................................................................................... 42
STRAND 3: WORD PROCESSING ............................................................................................................................................................................................................................... 43
STRAND 5: PROGRAMMING AND DATABASES .................................................................................................................................................................................................... 44
STRAND 6: INTERNET AND SOCIAL MEDIA .......................................................................................................................................................................................................... 48
STRAND 7: HEALTH AND SAFETY IN USING ICT TOOLS ................................................................................................................................................................................ 60
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RATIONALE FOR PRIMARY COMPUTING
Computing is one of the essential school subjects that permeates and can be applied to all areas of learning. This is because it provides students with access to
important computing ideas, knowledge and skills that they can draw on in their personal and work lives, as well as their learning of other school subjects.
Computing learning provides the opportunity for students to develop essential skills and competencies, and motivates learners to become flexible problem
solvers and life-long learners. In an increasingly technological age the possession of problem solving and decision-making skills is an essential pre-requisite and
these are acquired in the learning of computing.
PHILOSOPHY
TEACHING PHILOSOPHY
The teaching is focused around a supportive and inclusive learning environment by positively engaging teacher-student relationships. Teachers have the
responsibility to create a cooperative learning environment where students feel safe and secure. In addition, appropriate improvisation techniques would be
used to represent the actual devices when they are not available.
Relevance, engagement and problem solving best describe the computing teaching philosophy. In other words, teaching of computing adopts the hands-on
approach that is, the tactile/kinaesthetic approach. Students learn computing subject best when they are actively involved in the learning process, and that an
engaging classroom best facilitates this. Students should be engaged in computing by using diverse teaching methods, encouraging the use of a variety of their
cognitive skills. The more students process data, the more likely they would be to apply, analyse, synthesise, and evaluate the information.
Teaching of computing should enable learners know how data can be used to understand themselves, explain situations they find themselves in, describe the
why and how some things happened or predict what might happen in the future.
LEARNING PHILOSOPHY
Computing education develops a wide range of skills including problem solving, design construction, communication, critical thinking, analysis, synthesis and
evaluation. The skills learnt can then be applied to other fields of endeavour. Learners should have freedom of expression and creativity. Learners should be
able to experiment and to realize their strengths and weaknesses in the computing subject. Each learner’s learning style should be tie into the learning of
computing so as to enable learners grow and learn on their own. Learners should be giving the chance to pose their own questions and try to answer them
independently. Learners should be encouraged to find information in a variety of ways. Learners should also be encouraged to work on projects in groups to
foster collaborative learning.
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SUBJECT AIMS
INSTRUCTIONAL EXPECTATIONS
1. Guide and facilitate learning by generating discourse among learners and challenging them to accept and
share responsibility for their own learning, based on their unique individual differences.
2. Select computing content, adapt and plan lessons to meet the interests, knowledge, understanding,
abilities, and experiences of learners.
3. Work together as colleagues within and across disciplines and grade levels to develop communities of
computing learners who exhibit the skills of computing inquiry and the attitudes and social values conducive to computing learning.
4. Use multiple methods and systematically gather data about learner understanding and ability to guide
computing teaching and learning, with arrangements to provide feedback to both learners and parents.
5. Design and manage learning environments that provide learners with the time, space, and resources
needed for learning computing
CORE COMPETENCES
The core competences for computing studies describe a body of skills that teachers in computing at all levels should seek to develop in their learners. They are
ways in which teachers and learners in computing engage with the subject matter as they learn the subject. The competences presented here describe a
connected body of core skills that are acquired throughout the processes of teaching and learning. These include:
This skill develops learners’ cognitive and reasoning abilities to enable them analyse and solve problems. Critical thinking and problem solving skill enables
learners to draw on their own experiences to analyse situations and choose the most appropriate out of a number of possible solutions. It requires that
learners embrace the problem at hand, persevere and take responsibility for their own learning.
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CREATIVITY AND INNOVATION
Creativity and Innovation promotes entrepreneurial in learners skills through their ability to think of new ways of solving problems and developing
technologies for addressing the problem at hand. It requires ingenuity of ideas, arts, technology and enterprise. Learners having this skill are also able to
think independently and creatively.
This competence promotes in learners the skills to make use of languages, symbols and texts to exchange information about themselves and their life
experiences. Learners actively participate in sharing their ideas. They engage in dialogue with others by listening to and learning from them. They also respect
and value the views of others.
This competence involves developing learners to put country and service foremost through an understanding of what it means to be active citizens. This is
done by inculcating in learners a strong sense of social and economic awareness. Learners make use of the knowledge, skills, competences and attitudes
acquired to contribute effectively towards the socioeconomic development of the country and on the global stage. Learners build skills to critically identify
and analyse cultural and global trends that enable them to contribute to the global community.
This competence involves improving self-awareness and building self-esteem. It also entails identifying and developing talents, fulfilling dreams and aspirations.
Learners are able to learn from mistakes and failures of the past. They acquire skills to develop other people to meet their needs. It involves recognising the
importance of values such as honesty and empathy and seeking the well-being of others. Personal development and leadership enables learners to distinguish
between right and wrong. The skill helps them to foster perseverance, resilience and self-confidence. PL helps them acquire the skill of leadership, self-
regulation and responsibility necessary for lifelong learning.
DIGITAL LITERACY
Digital Literacy involves developing learners to discover, acquire, and communicate through ICT to support their learning. It also makes them use digital media
responsibly.
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LEARNING DOMAINS (EXPECTED LEARNING BEHAVIOURS)
A central aspect of this curriculum is the concept of three integral learning domains that should be the basis for instruction and assessment. These are
- Knowledge, Understanding and Application
- Process Skills
Under this domain, learners acquire knowledge through some learning experiences. They may also show understanding of concepts by comparing,
summarising, re-writing etc. in their own words and constructing meaning from instruction. The learner may also apply the knowledge acquired in some new
contexts. At a higher level of learning behaviour, the learner may be required to analyse an issue or a problem. At higher levels, the learner may be required to
synthesize knowledge by integrating a number of ideas to formulate a plan, solve a problem, compose a story, or a piece of music. Further, the learners may be
required to evaluate, estimate and interpret a concept. At the last level, which is the highest, learners may be required to create, invent, compose, design and
construct. These learning behaviours “knowing”, “understanding”, “applying”, “analysing”, “synthesising”, “evaluating” and “creating” fall under the domain
“Knowledge, Understanding and Application”.
In this curriculum, learning indicators are stated with action verbs to show what the learner should know and be able to do. For example, the learner will be
able to describe something. Being able to “describe” something after teaching and learning has been completed means that the learner has acquired
“knowledge”. Being able to explain, summarise, and give examples etc. means that the learner has understood the concept taught.
Similarly, being able to develop, defend, etc. means that the learner can “apply” the knowledge acquired in some new context. You will note that each of the
indicators in the curriculum contains an “action verb” that describes the behaviour the learner will be able to demonstrate after teaching and learning has taken
place. “Knowledge, Understanding and Application” is a domain that should be the prime focus of teaching and learning in schools. Teaching in most cases has
tended to stress knowledge acquisition to the detriment of other higher level behaviours such as applying knowledge.
Each action verb in any indicator outlines the underlying expected outcome. Each indicator must be read carefully to know the learning domain towards which
you have to teach. The focus is to move teaching and learning from the didactic acquisition of “knowledge” where there is fact memorisation, heavy reliance on
formulae, remembering facts without critiquing them or relating them to real world – surface learning – to a new position called – deep learning. Learners
are expected to deepen their learning by knowledge application to develop critical thinking skills, explain reasoning, and to generate creative ideas to solve real
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life problems in their school lives and later in their adult lives. This is the position where learning becomes beneficial to the learner.
The explanation and the key words involved in the “Knowledge, Understanding and Application” domain are as follows:
Knowing: The ability to remember, recall, identify, define, describe, list, name, match, state principles, facts and concepts. Knowledge is the ability to
remember or recall
material already learned and this constitutes the lowest level of learning.
Understanding: The ability to explain, summarise, translate, rewrite, paraphrase, give examples, generalise, estimate or predict consequences based upon a
trend.
Understanding is generally the ability to grasp the meaning of some concepts that may be verbal, pictorial, or symbolic.
Applying: This dimension is also referred to as “Use of Knowledge”. Ability to use knowledge or apply knowledge, apply rules, methods, principles, theories,
etc. to situations that are new and unfamiliar. It also involves the ability to produce, solve, plan, demonstrate, discover etc.
Analysing: The ability to break down material/information into its component parts; to differentiate, compare, distinguish, outline, separate, identify significant
points etc.,
ability to recognise unstated assumptions and logical fallacies; ability to recognise inferences from facts etc.
Synthesising: The ability to put parts or ideas together to form a new whole. It involves the ability to combine, compile, compose, devise, plan, revise,
organise, create,
generate new ideas and solutions.
Evaluating: The ability to appraise, compare features of different things and make comments or judgment, criticise, justify, support, discuss, conclude, make
recommendations etc. Evaluation refers to the ability to judge the worth or value of some material based on some criteria.
Creating: The ability to use information or materials to plan, compose, produce, manufacture or construct other products.
From the foregoing, creating is the highest form of thinking and learning and is therefore the most important behaviour. This, unfortunately, is the area where
most learners perform poorly. In order to get learners to develop critical thinking skills, beginning right from the lower primary level, it is advised that you do
your best to help your learners to develop analytical skills and processes as we have said already.
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SKILLS AND PROCESSES
Computing is the means by which a learner solves problems or seeks to gain information using technological tools. Learners should be exposed to situations
that challenge them to raise questions and attempt to solve problems using technological tools. The more often they are faced with these challenges, the more
likely they are to develop a positive attitude toward computing, and the more likely they are to develop relevant computing skills. The skills and processes that
learners need to develop in computing are as follows:
Mouse skills
This is the skill of using the mouse to perform various functions.
Keyboarding skills
This is the skill of using the keyboarding to perform various functions
Comparing
This is the skill of identifying the similarities and differences between two or more objects, concepts, information or processes.
Communicating/Reporting
This is the skill of transmitting, receiving and presenting information in concise, clear and accurate forms - verbal, written, pictorial, tabular or graphical.
Analysing
This is the skill of identifying the parts of objects, information or processes, and the patterns and relationships between these parts.
Evaluating
This is the skill of assessing the reasonableness, accuracy and quality of information, processes or ideas. This is also the skill of assessing the quality and
feasibility of objects or information.
Designing
This is the skill of Visualizing and drawing new objects or gargets from imagination.
Interpreting
This is the skill of evaluating data in terms of its worth: good, bad, reliable, unreliable; making inferences and predictions from written or graphical data;
extrapolating and deriving conclusions. Interpretation is also referred to as “Information Handling”.
Learners therefore need to acquire positive attitudes, values and psychosocial skills that will enable them participate actively in lessons and take a stand on
issues affecting them and others.
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ATTITUDES
To be effective, competent and reflective citizens, who will be willing and capable of solving personal and societal problems, learners should be exposed to
situations that challenge them to raise questions and attempt to solve problems. Learners therefore need to acquire positive attitudes, values and psychosocial
skills that will enable them participate in debates and take a stand on issues affecting them and others. The computing curriculum thus focuses on the
development of attitudes and values.
The teacher should ensure that learners cultivate the above attitudes and skills as basis for living in the nation as effective citizens.
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VALUES:
At the heart of this curriculum is the belief in nurturing honest, creative and responsible citizens. As such, every part of this curriculum, including the related
pedagogy, should be consistent with the following set of values.
Respect: This includes respect for the nation of Ghana, its institutions and laws and the culture and respect among its citizens and friends of Ghana.
Diversity: Ghana is a multicultural society in which every citizen enjoys fundamental rights and responsibilities. Learners must be taught to respect the
views of all persons and to see national diversity as a powerful force for nation development. The curriculum promotes social cohesion.
Equity: The socio-economic development across the country is uneven. Consequently, it is necessary to ensure an equitable distribution of resources based
on the unique needs of learners and schools. Ghana’s learners are from diverse backgrounds which require the provision of equal opportunities to all, and that,
all strive to care for each other.
Commitment to achieving excellence: Learners must be taught to appreciate the opportunities provided through the curriculum and persist in doing
their best in whatever field of endeavour as global citizens. The curriculum encourages innovativeness through creative and critical thinking and the use of
contemporary technology.
Teamwork/Collaboration: Learners are encouraged to be committed to team-oriented working and learning environments. This also means that learners
should have an attitude of tolerance to be able to live peacefully with all persons.
Truth and Integrity: The curriculum aims to develop learners into individuals who will consistently tell the truth irrespective of the consequences, be
morally upright with the attitude of doing the right thing even when no one is watching. Also, be true to themselves and be willing to live the values of honesty
and compassion. Equally important is the practice of positive values as part of the ethos or culture of the work place, which includes integrity and
perseverance. These values must underpin the learning processes to allow learners to apply skills and competences in the world of work.
The action verbs provided in the learning indicators in each content standard, should help you to structure your teaching and learning to achieve the desired
learning outcomes. Check the learning indicators to ensure that you have given the required emphasis to each learning domain in your instruction and
assessment.
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ASSESSMENT
Assessment is a process of collecting and evaluating information about learners and using the information to make decisions to improve their learning.
In this curriculum, it is suggested that assessment is used to promote learning. Its purpose is to identify the strengths and weaknesses of learners to enable
teachers ascertain their learner’s response to instruction.
Assessment is both formative and summative. Formative assessment is viewed in terms of Assessment as learning and Assessment for learning.
Assessment as learning: Assessment as learning relates to engaging learners to reflect on the expectations of their learning. Information that learners provide
the teacher forms the basis for refining teaching-learning strategies. Learners are assisted to play their roles and to take responsibility of their own learning to
improve performance. Learners are assisted to set their own learning goals and monitor their own progress.
Assessment for learning: It is an approach used to monitor learner’s progress and achievement. This occurs throughout the learning process.
The teacher employs assessment for learning to seek and interpret evidence which serves as timely feedback to refine their teaching strategies and improve
learners’ performance. Learners become actively involved in the learning process and gain confidence in what they are expected to learn.
Assessment of learning: This is summative assessment. It describes the level learners have attained in the learning, what they know and can do over a period
of time. The emphasis is to evaluate the learner’s cumulative progress and achievement.
It must be emphasised that all forms of assessment should be based on the domains of learning. In developing assessment procedures, try to select indicators in
such a way that you will be able to assess a representative sample from a given strand. Each indicator in the curriculum is considered a criterion to be achieved
by the learners. When you develop assessment items or questions that are based on a representative sample of the indicators taught, the assessment is
referred to as a “Criterion-Referenced Assessment”. In many cases, a teacher cannot assess all the indicators taught in a term or year. The assessment
procedure you use i.e. class assessments, homework, projects etc. must be developed in such a way that the various procedures complement one another to
provide a representative sample of indicators taught over a period.
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SUGGESTED TIME ALLOCATION
A total of four periods a week, each period consisting of thirty minutes, is allocated to the teaching of computing at the Lower Primary level. It is
recommended that the teaching periods be divided as follows:
PEDAGOGICAL APPROACHES
These are the approaches, methods, strategies, appropriate relevant teaching and learning resources for ensuring that every learner benefits from teaching
and learning process. The curriculum emphasises the:
1. creation of learning-centred classrooms through the use of creative approaches to ensure learner empowerment and independent learning.
2. positioning of inclusion and equity at the centre of quality teaching and learning
3. use of differentiation and scaffolding as teaching and learning strategies for ensuring that no learner is left behind
4. use of Information Communications Technology (ICT) as a pedagogical tool
5. identification of subject specific instructional expectations needed for making learning in the subject relevant to learners
6. integration of assessment as learning, for learning and of learning into the teaching and learning processes and as an accountability strategy
7. questioning techniques that promote deep learning
LEARNING-CENTRED PEDAGOGY
The learner is at the centre of learning. At the heart of the national curriculum for change and sustainable development is the learning progression and
improvement of learning outcomes for Ghana’s young people with a focus on the 4Rs – Reading, wRiting, aRithmetic and cReativity. It is expected that at
each curriculum phase, learners would be offered the essential learning experiences to progress seamlessly to the next phase. Where there are indications
that a learner is not sufficiently ready for the next phase a compensatory provision through differentiation should be provided to ensure that such a
learner is ready to progress with his/her cohort. At the primary school, the progression phases are KG1 to KG2 and B1 to B6.
The Curriculum encourages the creation of a learning centred classroom with the opportunity for learners to engage in meaningful “hands-on” activities that
bring home to the learner what they are learning in school and what they know from outside of school. The learning centred classroom is a place for the
learners to discuss ideas through the inspiration of the teacher. The learners then become actively engaged in looking for answers, working in groups to solve
problems. They also research for information, analyse and evaluate information. The aim of the learning-centred classroom is to enable learners take
ownership of their learning. It provides the opportunity for deep and profound learning to take place.
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The teacher as a facilitator needs to create a learning environment that:
1. makes learners feel safe and accepted
2. helps learners to interact with varied sources of information in a variety of ways
3. helps learners to identify a problem suitable for investigation through project work
4. connects the problem with the context of the learners’ world so that it presents realistic opportunities for learning
5. organises the subject matter around the problem, not the subject
6. gives learners responsibility for defining their learning experience and planning to solve the problem
7. encourages learners to collaborate in learning
8. expects all learners to demonstrate the results of their learning through a product or performance
It is more productive for learners to find answers to their own questions rather than teachers providing the answers and their opinions in a learning-
centred classroom.
INCLUSION
Inclusion is ensuring access and learning for all learners, especially, those disadvantaged. All learners are entitled to a broad and balanced curriculum in
every school in Ghana. The daily learning activities to which learners are exposed should ensure that the learners’ right to equal access and accessibility to
quality education is met. The Curriculum suggests a variety of approaches that addresses learners’ diversity and their special needs in the learning process.
When these approaches are effectively used in lessons, they will contribute to the full development of the learning potential of every learner. Learners
have individual needs and learning experiences and different levels of motivation for learning. Planning, delivery and reflection on daily learning experiences
should take these differences into consideration. The curriculum therefore promotes:
1. learning that is linked to the learner’s background and to their prior experiences, interests, potential and capacities.
2. learning that is meaningful because it aligns with learners’ ability (e.g. learning that is oriented towards developing general capabilities and solving the
practical problems of everyday life); and
3. the active involvement of the learners in the selection and organisation of learning experiences, making them aware of their importance and also
enabling them to assess their own learning outcomes.
Differentiation is a process by which differences (learning styles, interest and readiness to learn) between learners are accommodated so that all learners
in a group have best chance of learning. Differentiation could be by content, tasks, questions, outcome, groupings and support. Differentiation as a way of
ensuring each learner benefits adequately from the delivery of the curriculum can be achieved in the classroom through i) Task ii) Support from the
Guidance and Counselling Unit and iii) Learning outcomes.
Differentiation by task involves teachers setting different tasks for learners of different abilities. E.g. in sketching the plan and shape of their classroom some
learners could be made to sketch with free hand while others would be made to trace the outline of the plan.
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Differentiation by support involves the teacher giving needed support and referring weak learners to the Guidance and Counselling Unit for academic
support.
Differentiation by outcome involves the teacher allowing learners to respond at different levels. Weaker learners are allowed more time for complicated
tasks.
Scaffolding in education refers to the use of variety of instructional techniques aimed at moving learners progressively towards stronger understanding and
ultimately greater independence in the learning process.
It involves breaking up the learning task, experience or concepts into smaller parts and then providing learners with the support they need to learn each
part. The process may require a teacher assigning an excerpt of a longer text to learners to read and engaging them to discuss the excerpt to improve
comprehension. The teacher goes ahead to guide them through the key words/vocabulary to ensure learners have developed a thorough understanding of
the text before engaging them to read the full text. Common scaffolding strategies available to the teacher are:
1. give learners a simplified version of a lesson, assignment, or reading, and then gradually increases the complexity, difficulty, or sophistication over time
2. describe or illustrate a concept, problem, or process in multiple ways to ensure understanding
3. give learners an exemplar or model of an assignment they will be asked to complete
4. give learners a vocabulary lesson before they read a difficult text
5. describe the purpose of a learning activity clearly and the learning goals they are expected to achieve
6. describe explicitly how the new lesson builds on the knowledge and skills learners were taught in a previous lesson
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INFORMATION COMMUNICATIONS TECHNOLOGY
Information Communications Technology (ICT) has been integrated into the computing curriculum as part of the core of education, alongside reading, writing
and numeracy. Thus, the curriculum is designed to use ICT as a teaching and learning tool to enhance deep and independent learning. For instance, the teacher
in certain instances is directed to use multimedia to support the teaching and learning process.
ICT has the potential to innovate, accelerate, enrich, and deepen skills. It also motivates and engages learners to relate school experiences to work practices. It
provides opportunities for learners to fit into the world of work. Some of the expected outcomes that this curriculum aims to achieve are:
1. improved teaching and learning processes
2. improved consistency and quality of teaching and learning
3. increased opportunities for more learner-centered pedagogical approaches
4. improved inclusive education practices.
5. improved collaboration, creativity, higher order thinking skills
6. enhanced flexibility and differentiated approach of delivery
The use of ICT as a teaching and learning tool is to provide learners access to large quantities of information online and offline. It also provides the framework
for analysing data to investigate patterns and relationships in the computing context. Once learners have made their findings, ICT can help them organize, edit
and print the information in many different ways.
Learners need to be exposed to various ICT tools around them including calculators, radios, cameras, phones, television sets and computers and related
software like Microsoft Office packages - Word, PowerPoint and Excel as teaching and learning tools. The exposure that learners are given at the primary
school level to use ICT in exploiting learning will build their confidence and will increase their level of motivation to apply ICT use in later years, both within
and outside of education. ICT use for teaching and learning is expected to enhance the quality and competence level of learners.
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ANNOTATION
A unique annotation is used to label the class, strands, sub-strands, content standards and learning indicators in the curriculum for the purpose of easy
referencing. The annotation is defined in figure 1:
Content Standard number
Class
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ORGANIZATION OF THE STANDARDS (Basic 4 – 6)
The content standards in this document are organized by grade level. Within each grade level, the contents are grouped first by strands. Each strand is further
subdivided into sub-strands of related indicators.
Indicators are learning outcomes that define what learners should know and be able to do.
Content Standards are groups of related indicators. Note that indicators from different standards may sometimes be closely related, because
computing is a connected subject.
Sub-strands are larger groups of related indicators (or computing topics to be studied). Indicators from different sub-strands may sometimes be
closely related.
Strands are the main branches of the computing content to be studied.
The Standards are organized at the KG1 – B6 phase under seven strands:
1. Introduction to computing 2. Presentation
3. Word processing 4. Desktop Publishing
5. Programming and databases 6. Internet and social media
7. Health and safety in using ICT tools
The table below shows the scope and sequence of the strands addressed at the KG1 – B6 phase. The remaining part of the document presents the details of
the standards and indicators for each grade level,
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SCOPE AND SEQUENCE
Sn Strand Sub-strands KG1 KG2 B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 B11 B12
1 Introduction to Generation of computers and
computing parts of a computer and other
gadgets. ( Identify Parts of a
Computer and Technology √ √ √ √ √ √ √ √ √ √ √ √ √ √
Tools
)
Introduction to MS-Windows
Interface (Desktop
√ √ √ √ √ √ √ √ √ √
Background and locations of
the computer.)
Data, sources and usage √ √ √ √ √ √ √ √ √ √ √ √
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5 Programming and Introduction to databases,
√ √ √ √ √ √ √ √
databases algorithm and programming.
Introduction to programming
languages (e.g.MS- Excel, √ √ √ √ √ √ √ √
Scratch, VB dot Net etc.)
Introduction to Electronic
√ √ √ √ √ √ √ √
Spreadsheet
Tabs and ribbons
√ √ √ √ √ √ √ √
manipulation
6 Internet and social Network Overview √ √ √ √ √ √ √ √
media
Web browsers and Web Pages √ √ √ √ √ √ √ √
Electronic Email √ √ √ √ √ √ √ √
Digital Literacy √ √ √ √ √ √ √ √
Network Etiquette √ √ √ √ √ √ √ √
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BASIC 4
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B4
STRAND 1: WORD PROCESSING
SUB-STRAND 1: GENERATION OF COMPUTERS AND PARTS OF A COMPUTER AND OTHER GADGETS
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B4.1.1.1: Identify parts of a B4.1.1.1.1. Identify parts of a computer and technology tools (the 1. Creativity and innovation.
computer and technology mouse, keyboard, monitor, system unit and its components (memory, 2. Communication and
tools hard disk drive, CD-ROM etc.), speakers, and peripherals. collaboration
Bring items such as memory(i.e. memory cards, memory sticks),hard disk drive, 3. Cultural identity and global
CD-ROM etc. or pictures of these items to class and ask the learners to label citizenship.
selected items or computer parts in their note books. 4. Personal development and
leadership.
B4.1.1.1.2. Describe the types of input devices of a computer and their 5. Digital literacy.
uses. E.g. joystick, light pen, mouse, pointing stick etc. Bring input
devices to class. Subject Specific Practices
Guide learners to explore the types of input devices and their uses. 1. Hardware Manipulation Skill
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SUB-STRAND 2: INTRODUCTION TO MS-WINDOWS INTERFACE
(DESKTOP BACKGROUND AND LOCATIONS OF THE COMPUTER.)
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B4.1.2.1: Demonstrate the B4.1.2.1.1. Describe the desktop background and explain its features 1. Creativity and innovation.
use of the Desktop (e.g. image, icons and Taskbar of the background). 2. Communication and
Background as well as NB. This is to help the learner with software knowledge such as in office collaboration
working with folders. applications. 3. Cultural identity and global
Guide learners to explore the desktop background and explain its features (i.e. citizenship.
wallpaper, icons of files and folders you have or may have saved to the desktop, 4. Personal development and
taskbar etc.). Show different desktop background images to learners. Assist them leadership.
to explain its features. 5. Digital literacy.
B4.1.2.1.2. Demonstrate how to Personalise the Desktop Background 1. Creativity and innovation.
using required tools and settings; 2. Communication and
Show projected examples of personalised Desktop Background to learners with collaboration
the aid of a projector or pictures. 3. Cultural identity and global
Guide learners to personalise the Desktop Background using the required tools citizenship.
and settings. 4. Personal development and
leadership.
B4.1.2.1.3. Demonstrate the use of the Sections of the Taskbar; Start 5. Digital literacy.
Menu (Location and Launching only), Pinned Applications (Launched /
Minimised programmes) and Notification Area or system tray (Date & Subject Specific Practices
Time, and Volume). Hardware Manipulation Skill
Guide learners to explore the use of the Taskbar, Start Menu, and Pinned
Applications and Notification Area.
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SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
SUB-STRAND 2
CONTI’D .
B4.1.2.1: Demonstrate B4.1.2.1.5. Moving, selecting and hiding multiple icons on the 1. Creativity and innovation.
the use of the Desktop desktop. 2. Communication and
Background as well as Guide learners to move, select and hide icons on the desktop. collaboration
working with folders. 3. Cultural identity and global
B4.1.2.1.6. Creating, naming and renaming a folder. citizenship.
Guide learners to create, name and rename a folder. 4. Personal development and
NB: leadership.
1. Learners can practice with the keyboard only in the absence of 5. Digital literacy.
the applications.
2. Learners should be guided to play computer games to re- Subject Specific Practices
enforce keyboard and mouse skills. 1. Hardware Manipulation
Skill
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SUB-STRAND 3: DATA, SOURCES AND USAGE
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B4.1.3.1. Identify Data and B4.1.3.1.1. Use strategies for identifying data in conversation and 1. Creativity and innovation.
collect data from different newspapers. 2. Communication and
sources. Guide learners to discuss strategies, which can be used to identify data and collaboration
information. Use different approaches to aid identify data in conversation and 3. Cultural identity and global
newspaper e.g. grouping students, role play etc. citizenship.
4. Personal development and
B4.1.3.1.2. Use strategies for classifying data into information (i.e. leadership.
sorting and classifying) 5. Digital literacy.
Guide learners to identify and record data in the different forms (e.g. age, shoe
size, etc.) Assist learners to extract and classify the relevant data into information. Subject Specific Practices
1. Communication
B4.1.3.1.3. Identify primary sources of information (photographs, audio 2. Arithmetic
recordings, video recordings, film, letters and diaries, speeches,
published books, newspapers and magazines, government publications,
oral histories, etc.)
Guide learners in groups to discuss where one can get data and information and
make a presentation on it to the class.
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SUB-STRAND 4: TECHNOLOGY IN THE COMMUNITY (COMMUNICATION)
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B4.1.4.1. Demonstrate the B4.1.4.1.1. Describe how digital systems are used and could be used at 1. Creativity and innovation.
use of technology in the home, in school and the local community. 2. Communication and collaboration.
community Guide learners to mention and describe how digital systems (computers, mobile 3. Cultural identity and global
phones, megaphones etc.) are used and could be used at home, in school and the citizenship.
local community. 4. Personal development and
leadership.
B4.1.4.1.2. Identify and list common examples of energy-efficient 5. Digital literacy.
gadgets and techniques used in homes, in schools and in the local
communities e.g. using the appropriate energy-efficient gadgets - Subject Specific Practices
energy saving bulbs …, choosing the right appliances, cleaning your 1.Phonics
stove often (soot removal), reducing overall cooking time etc. 2.Skill development
Bring pictures of energy-efficient gadgets or devices to class e.g. energy saving
light bulbs, energy-efficient cooking stoves, toilet water saver, solar chargers,
energy saving shower heads etc. to class. Guide learners to discuss in groups of
five or less and present to the whole class examples of energy-efficient devices
and techniques.
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SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B4.2.1.1. Demonstrate the 1. Creativity and innovation
use of MS- PowerPoint B4.1.4.1.4. Identify technological changes in the community (e.g. Using 2. Communication and collaboration
automated irrigation for farming, eco-friendly pesticides and manure, 3. Cultural identity and global
etc.) citizenship
Guide learners to explore technological changes in the community or in the 4. Personal development and
world. Let learners find examples of technological changes in the community or leadership
world around them. They should be encouraged to present their findings to the 5. Digital literacy.
class.
Subject Specific Practices
1. Software Manipulation Skills
STRAND 2: PRESENTATION
SUB-STRAND 1: INTRODUCTION TO MS-POWERPOINT (TABS AND RIBBONS OF MS-POWERPOINT)
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B4.2.1.1. Demonstrate the B4.2.1.1.1. Demonstrate the use of clipboard, slides, fonts, paragraph 1. Creativity and innovation
use of MS- PowerPoint and editing in the ribbons under the home ribbons section. 2. Communication and collaboration
Guide learners to explore the use of the clipboard, slides, fonts, paragraph, and 3. Cultural identity and global
editing features in MS- PowerPoint under the Home tab. citizenship
4. Personal development and
B4.2.1.1.2. Show a 3-slide presentation using clipboard, slides, fonts, leadership
paragraph and editing of the ribbons studied. 5. Digital literacy.
Guide learners to prepare and present a prepared project or exercise using
clipboard, slides, fonts, paragraph and editing of the ribbons studied their work in Subject Specific Practices
MS-PowerPoint to the class. 1. Software Manipulation Skills
NB: This is to help the learners with software knowledge in
Ms PowerPoint, office applications to grasp the concept well
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STRAND3: WORD PROCESSING
SUB-STRAND 1: INTRODUCTION TO WORD PROCESSING (TABS AND RIBBONS OF WORD PROCESSING)
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B4.3.1.1. Demonstrate B4.3.1.1.1. Demonstrate how to use the clipboard, styles, fonts, 1. Creativity and innovation.
understanding of the use of paragraph and editing. 2. Communication and collaboration.
word processing application Guide learners to use clipboard, styles, fonts, paragraph and editing in the Home 3. Cultural identity and global
Tab of MS –Word. citizenship.
4. Personal development and
B4.3.1.1.2. Illustrate the use of the clip board, styles, fonts, paragraph and leadership.
editing. 5. Digital literacy.
Guide learners to use the clipboard, styles, fonts, paragraph and editing feature
under the Home tab and let learners explore on a simple word document. Subject Specific Practices
NB. This is to help the learners with software knowledge in office applications (word 1 Software Manipulation Skills
processing) to grasp the concept better.
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BASIC 5
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Basic 5
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.1.1.1: Identify parts of a B5.1.1.1.1. Recognise and use output devices. 1. Creativity and innovation.
computer and technology Guide learners to recall what they learnt in the previous classes and ask them to 2. Communication and
tools mention computer devices that produce output collaboration.
Softcopy- computer monitor/projector, audio electrical signals etc. 3. Cultural identity and global
Hardcopy- printed images, pictures documents, citizenship.
NB: This is to help the learner with hardware knowledge. 4. Personal development and
leadership.
B5.1.1.1.2. Describe the types of output device and identify their uses. 5. Digital literacy.
Guide learners to identify types of output devices and their uses. Assist them to list
them on the board as well as their uses. Subject Specific Practices
1 Software Manipulation Skills
B5.1.1.1.3. Distinguish the difference and similarities between analogue
and digital devices e.g. telephone, mobile phone, radio, tablets, satellite
etc.
Guide the learners to identify the similarities and differences between analogue and
digital devices. Present examples of analogue and digital devices to learners. Aid
them to mention other examples of analogue devices and digital devices as well as
noticing the differences.
NB: Learners can practice with the keyboard only in the absence of the
applications.
Learners should be guided to play computer games to re-enforce
keyboard and mouse skills.
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SUB-STRAND 2:
INTRODUCTION TO MS-WINDOWS INTERFACE (DESKTOP BACKGROUND AND LOCATIONS OF THE COMPUTER)
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.1.2.1. Demonstrate the B5.1.2.1.1. Personalise the Desktop Background and edit its images (e.g. 1. Creativity and innovation.
use of the Desktop image, icons and Taskbar of the background). 2. Communication and
Background as well as Guide learners to create their own background picture using any application (e.g. collaboration.
working with folders. paints). Guide them to use it as background picture. 3. Cultural identity and global
citizenship.
B5.1.2.1.2. Recognise how to customise the Desktop Background using 4. Personal development and
Change Background, Start menu and Pin to taskbar or start menu. leadership.
Guide learners to identify and use task bar, start menu, etc. 5. Digital literacy.
B5.1.2.1.3. Describe how to Personalise the Desktop Background using Subject Specific Practices
advance tools and settings. 1. Software Manipulation Skills
Guide learners to customize the Start Menu and the Notification Area.
B5.1.2.1.5. Moving, copying and pasting a file or icon into and from a
folder on the desktop
Guide learners to copy and paste a file or icon into and from a folder on the
desktop.
NB: This is to help the learner with the fundamental skills of creativity in
computing and Computer Science.
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SUB-STRAND 3: DATA, SOURCES AND USAGE
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.1.3.1. Illustrate the use of B5.1.3.1.1. Use Strategies for identifying data from results of an 1. Creativity and innovation
Data and identify their experiment. 2. Communication and collaboration
sources. Guide learners to identify the types of data (qualitative and quantitative) by asking 3. Cultural identity and global
leading questions. Task them to convert data from one format to another without citizenship
losing its value. 4. Personal development and
B5.1.3.1.2. Identify primary sources of information e.g. photographs, leadership
audio, video recordings, letters etc. 5. Digital literacy.
Guide learners to mention or talk about primary sources of information. Task
learners to record data from the primary source and bring them to class for Subject Specific Practices
discussion. List items recorded and ask learners to group according to their 1. Software Manipulation Skills
similarities. 2. Communication
B5.1.3.1.3. Identify secondary sources of information e.g. radio, fax,
telephones calls, SMS etc.
Guide learners to mention or talk about where one can receive or send information
by asking leading questions. Task learners to record data from the news on the
radio and bring to class for discussion. List items recorded and ask learners to group
according to their similarities.
B5.1.3.1.4. Demonstrate sending and sharing information e.g. arranging
data, sorting and calculations etc.
Task learners to sort data in alphabetical order (increasing and decreasing order)
and perform basic calculations such as multiplying, dividing and adding vales of
sample data. Learners can also be guided to generate age data from their dates of
birth.
NB: recall content in B4 and add to it.
B5.1.3.1.5. Demonstrate basic calculations on sample data e.g. arranging
and summing and averaging data.
Guide learners to add and find the average data collected and present their findings
to the class
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SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.1.3.1. Illustrate the use of B5.1.3.1.6. Recognise data types (integer, double, float). 1. Creativity and innovation.
Data and identify their Divide learners into two groups and ask one group to mention a number and the 2. Communication and
sources. other group to identify the type of data mentioned collaboration.
3. Cultural identity and global
CONT’D B5.1.3.1.7. Demonstrate sending and sharing information. citizenship.
Guide learners to send messages to each other via SMS, email. etc. 4. Personal development and
leadership.
NB: This is to help the learner with fundamental principle of problem 5. Digital literacy.
solving skills and creativity in computing and computer science.
Subject Specific Practices
B5.1.3.1.8 Select the samples and collect data (e.g. listening to radio, 1. Arithmetic
newspaper, talking to people etc.) 2. Data Manipulation Skill
Put learners into groups, task them to interview teachers using simple questionnaire, 3. Communication
and record the data in books. 4. Critical Thinking
B5. 1.3.1.9 Make simple tables and diagrams from the collected data.
Bring tools or pictures of the tools in a box or container and ask learners to select
tools for collecting data out of the box or container. Alternatively, ask learners to
bring tools for collecting data for a class discussion.
B5. 1.3.1.10 Analyse tables, maps, diagrams, photographs and charts, and
generalize the results and make suggestions (e.g. Finding sum or grand
total).
Task learners to calculate the average, mean, sum and difference between data
collected in an earlier class. NB: This is to help the learner with fundamental
principle of problem solving skills and creativity in computing and computer science.
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SUB-STRAND 4: TECHNOLOGY IN THE COMMUNITY (COMMUNICATION)
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.1.4.1. Demonstrate the B5.1.4.1.1. List the effects of technology on the community. 1. Creativity and innovation
use of Technology in the Guide learners to investigate the types and types importance of compression of 2. Communication and
community document collaboration
Positive effects – health care, education, manufacturing, agriculture etc. 3. Cultural identity and global
Negative effects – resource depletion ,pollution, privacy and security etc., citizenship
4. Personal development and
B5.1.4.1.2. Explain the fundamentals of digital system components leadership
(hardware, software and networks). 5. Digital literacy.
Guide learners to brainstorm the basics of digital system components such as
hardware, software and networks). Subject Specific Practices
1. Software Manipulation Skills
B5.1.4.1.3. Discuss how technology is used to save lives in community and 2. Communication
how they are used
Guide learners to explore how technology is used to save lives in communities.
Group them into groups of a maximum of five and let them present their findings to
the class.
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STRAND 2: PRESENTATION
SUB-STRAND 1: INTRODUCTION TO MS-POWERPOINT (TABS AND RIBBONS OF MS-POWERPOINT)
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.2.1.1. Demonstrate how B5.2.1.1.1. Show the use of Insert, design, animation and transition in the 1. Creativity and innovation.
to use Microsoft PowerPoint ribbons section. (New, Open, Save, Save As, Print and Close) and the 2. Communication and
Insert and design ribbon. collaboration.
Ask learners to use “File menu”, “Insert” and “Design Ribbons” to create a new 3. Cultural identity and global
MS-PowerPoint slide and use shapes in the “Insert ribbon” to draw the Ghana flag”. citizenship.
4. Personal development and
B5.2.1.1.2. Show a 5-slide presentation using of Insert, design, animation leadership.
and transition of the ribbons studied. 5. Digital literacy.
Ask learners to use “File menu”, “Insert” and “Design Ribbons” to design a
colourful 5-paged MS-PowerPoint on the topic “Myself” Subject Specific Practices
NB. This is to help learners with software knowledge). to understand the concept 1. Software Manipulation Skills
well in office applications (Microsoft PowerPoint) 2. Communication
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STRAND 3: WORD PROCESSING
SUB-STRAND 1: INTRODUCTION TO WORD PROCESSING (TABS AND RIBBONS OF WORD PROCESSING)
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.3.1.1. Illustrate the use of B5.3.1.1.1. Demonstrate the use of Insert, Design, and Layout (New, 1. Creativity and innovation.
word processing Open, Save, Save As, Print and Close) and Insert, Design, and Layout 2. Communication and
ribbons. (i.e. clipboard, slides, fonts and paragraph). collaboration.
Guide learners to use File menu, Insert, Design and Layout Ribbon. 3. Cultural identity and global
citizenship.
B5.3.1.1.2. Illustrate the use Insert, Design and Layout. 4. Personal development and
Guide the learners to create and format a document. leadership.
5. Digital literacy.
NB. This is to help learners with software knowledge such as office
applications (word processing). Subject Specific Practices
1. Software Manipulation Skills
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STRAND 5: PROGRAMMING AND DATABASES
SUB-STRAND 1: INTRODUCTION TO DATABASES, ALGORITHM AND PROGRAMMING.
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.5.1.3. Demonstrate how B5.5.1.3.1. Describe databases. 1. Creativity and innovation.
to use Databases Guide learners to identify the features of a database and the types of databases that 2. Communication and
exist. Ask learners to select the databases form a list of items written on the board. collaboration.
3. Cultural identity and global
B5.5.1.3.2. Discuss the importance and uses of database. citizenship.
Play a video of the importance and uses of databases and ask learners to mention 4. Personal development and
other uses of database and their importance. Assist learners to realise that Database leadership.
designers typically organise the data to model aspects of reality in a way that 5. Digital literacy.
supports processes requiring information.
Subject Specific Practices
B5.5.1.3.3. Describe the types of database. 1. Data Manipulation Skills
Guide learners to describe the types of database.
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SUB-STRAND 2 : INTRODUCTION TO ELECTRONIC SPREADSHEET(TABS AND RIBBONS MANIPULATION)
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.5.1.2. Demonstrate how B5.5.1.2.1. Identify Electronic Spreadsheets and their uses. 1. Creativity and innovation.
to use Electronic Play video on Electronic Spreadsheets and their uses in society. Assist learners to 2. Communication and collaboration
Spreadsheet. list examples of Electronic Spreadsheets (MS Excel, Numbers, Google sheets, Lotus 3. Cultural identity and global
1-2-3 etc.). Guide learners to explore the uses of electronic spreadsheets. citizenship.
4. Personal development and
B5.5.1.2.2. Learners discuss the importance of Electronic Spreadsheets. leadership.
Guide learners to discuss the importance of Electronic Spreadsheets and what they 5. Digital literacy.
are used for.
Subject Specific Practices
B5.5.1.2.3. Learners get familiar with the interface of MS-Excel 1. Software Manipulation Skills
Guide Learners to demonstrate how to access MS-Excel on any computer or 2. Communication skills
gadget and display text in MS-Excel.
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STRAND 6: INTERNET AND SOCIAL MEDIA SUB-STRAND 1: NETWORK OVERVIEW
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.6.1.1. Demonstrate how B5.6.1.1.1. Explain what a network is. 1. Creativity and innovation.
to Network computers. Guide the learners to discuss how devices communicate. Demonstrate simple 2. Communication and
connectivity between nodes. collaboration.
3. Cultural identity and global
B5.6.1.1.2. Describe how the internet works. citizenship.
Guide learners to distinguish between PAN, LAN, MAN, WAN and Internet. 4. Personal development and
leadership.
B5.6.1.1.3. Explain what the Internet is. 5. Digital literacy.
Guide learners to discuss the inter-connection of the internet computers (learners
should be made to realise that the internet is a network of networks). Subject Specific Practices
Also, guide learners to come out with examples of Internet Communication. 1. Communication skills
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SUB-STRAND 2: WEB BROWSERS AND WEB PAGES
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.6.2.1. Demonstrate how B5.6.2.1.1. Explain what a web browser is and its use. 1. Creativity and innovation.
to use Web Pages. Guide learners to understand the concept and use of browsers through practical 2. Communication and
lessons. Show interfaces or images of browsers to learners. collaboration.
3. Cultural identity and global
B5.6.2.1.2. Identify web browsers. citizenship.
Guide learners to list the various types of browsers e.g. Firefox, Internet Explorer, 4. Personal development and
Chrome etc. through practical lessons or the use of pictures leadership.
5. Digital literacy.
B5.6.2.1.3. Demonstrate the use of MS-Internet Explorer.
Guide learners to launch MS-Internet Explorer and use the components (navigation, Subject Specific Practices
browse, etc.) 1.Communication skills
2. Internet skills
B5.6.2.1.4. Show how to create and remove a favorites link.
Guide learners to practice how to create or remove favorite links in practical
session(s).
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SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.6.2.1. Demonstrate how B5.6.2.1.7. Explain what a Web Page is. 1. Creativity and innovation.
to use Web Pages Guide learners to explore features of a Web Page (text, graphics, audio, video, 2. Communication and
CONT’D animation etc. through practical lessons) collaboration.
3. Cultural identity and global
B5.6.2.1.8. Explain what a home page is. citizenship.
Guide learners to identify a home page from other web pages, through practical 4. Personal development and
lessons. leadership.
5. Digital literacy.
B5.6.2.1.9. Movement within and between web pages using hyperlinks.
Guide learners to practice clicking hyperlinks, through practical lessons. NB: This is Subject Specific Practices
to help the learner with the fundamental skills of creativity in computing and 1. Internet Skills
Computer Science. 2. Communication
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.6.3.1. Demonstrate how B5.6.3.1.1. Show how to create a favorite link. 1. Creativity and innovation.
to use Favorite places Guide learners to create a favorite link. . 2. Communication and
collaboration.
B5.6.3.1.2. Demonstrate deleting favorite links. 3. Cultural identity and global
Guide learners to delete favorite links they have created in the previous lesson. citizenship.
4. Personal development and
B5.6.3.1.3. Create favorite folder. leadership.
Guide learners to create a favorite folder. 5. Digital literacy.
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SUB-STRAND 4: FAVOURITE PLACES AND SEARCH ENGINE
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.6.4.1. Demonstrate how B5.6.4.1.1. Identify common search engines. 1. Creativity and innovation.
to use Search Engines. Guide learners to discuss search engines and the different types search engines 2. Communication and
(Google, DuckDuckGo, Yahoo etc.) collaboration.
3. Cultural identity and global
B5.6.4.1.2 Explore how smart search engines work. citizenship.
Guide learners to how smart search engines work (i.e. how professionals or people 4. Personal development and
seek information for their work or interests and what information they draw from leadership.
it). 5. Digital literacy.
B5.6.4.1.3. Demonstrate how to handle search results.
Guide learners to explore how to handle search results from a search engine. Subject Specific Practices
1. Communication Skills
NB: This is to help the learner with the fundamental skills of surfing and 2. Research Skills
navigating the internet.
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SUB-STRAND 6: CUSTOMIZING YOUR BROWSER
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.6.6.1. Show how to B5.6.6.1.1. Demonstrate how to set default search engines. 1. Creativity and innovation.
Customize a Browser Guide learners to set default search engines. 2. Communication and
collaboration.
B5.6.6.1.2. Show how to set homepages. 3. Cultural identity and global
Guide learners to set homepages. citizenship.
4. Personal development and
B5.6.6.1.3. Show how to make Browser apps, add-ons, plug-ins, and leadership.
extensions. 5. Digital literacy.
Guide learners to make Browser apps, add-ons, plug-ins, and extensions.
Subject Specific Practices
B5.6.6.1.4. Illustrate how to customise the browser toolbar. 1. Internet Skill Development
Facilitate learners to customise the browser toolbar. 2. Communication
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SUB-STRAND 7: ELECTRONIC EMAIL
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.6.7.1. Demonstrate the use B5.6.7.1.1. Identify the various e-mail service providers. 1. Creativity and innovation
of Electronic Mail 2. Communication and
Guide learners to explore on the various email service providers (email, collaboration
outlook.com, icloud mail). 3. Cultural identity and global
citizenship
B5.6.7.1.2. Demonstrate the use of internet e-mail addresses. 4. Personal development and
Guide learners to start an email address. Assist learners to use email address. leadership
5. Digital literacy.
B5.6.7.1.3. Creating an email account e.g. Yahoo mail or Gmail account.
(Yahoo Mail or Gmail account.). Subject Specific Practices
Guide learners to create email account (i.e. the possible steps). 1. Communication
2. Software Manipulation Skill
B5.6.7.1.4. Illustrate viewing received messages and Create or Compose development
messages. Guide learners to write messages, format text, etc.
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.6.4.9.1. Demonstrate B5.6.4.9.1.1. Describe private and personal information. 1. Creativity and innovation.
proficiency in Digital Encourage learners to tell you what they know about private and personal 2. Communication and
Literacy. information online. Ask leading questions to help them bring out points they could collaboration.
not make out 3. Cultural identity and global
citizenship.
B5.6.4.9.1.2. Discuss various techniques on online protection from online 4. Personal development and
identity theft. leadership.
Guide learners to discuss security measures online such as logging out after 5. Digital literacy.
browsing, etc.
Subject Specific Practices
1.Communication
2. Phonics
3. Skill development
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SUB-STRAND 10: DIGITAL LITERACY
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.6.10.1. Demonstrated the B5.6.10.1.1. Define digital footprint. 1. Creativity and innovation.
application of Network Guide learners to explain digital footprint 2. Communication and
Etiquette collaboration.
(Netiquette). B5.6.10.1.2. Illustrate how to keep some information from public when 3. Cultural identity and global
using the internet. citizenship.
Guide learner to avoid posting personal information 4. Personal development and
leadership.
5. Digital literacy.
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.7.1.1. Demonstrate the B5.7.1.1.1. Identify some major health hazards associated with the use of 1. Creativity and innovation.
application of Health and ICT tools’ use. 2. Communication and
safety measures, in using ICT Guide the learners to discuss wrist pain and sitting posture (neck, back and waist collaboration.
tools. pain). 3. Cultural identity and global
citizenship.
B5.7.1.1.2. Describe proper sitting posture. 4. Personal development and
Guide learners in groups to discuss, identify and practise the proper sitting posture leadership.
(i.e. siting at 90 degrees, wrist should be supported with a wrist pad, take short 5. Digital literacy.
breaks etc.) when using the computer.
Subject Specific Practices
1. Communication
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BASIC 6
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Basic 6
STRAND 1: INTRODUCTION TO COMPUTING
SUB-STRAND 1: GENERATION OF COMPUTERS AND PARTS OF A COMPUTER AND OTHER GADGETS
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B6.1.1.1: Identify parts of a B6.1.1.1.1. Learn about the Generation of Computers 1. Creativity and innovation.
computer, Guide learners to discuss the Generation of Computers. 2. Communication and
technology tools and history Microprocessors - Super Computers, Mainframe, Minicomputers and the main collaboration.
of computers computer mixed Microcomputers, Mobile Phones, etc 3. Cultural identity and global
citizenship.
B6.1.1.1.2. Identify components of a Computer System: Hardware, 4. Personal development and
Software and Liveware. leadership.
Guide learners to identify Hardware (input, output, storage and communication), 5. Digital literacy.
Software, Liveware and discuss the components and how they are used
NB: the discussion should be limited to definition level. Subject Specific Practices
1.Communication
B6.1.1.1.3. Identify the left, right mouse button, holding of mouse, 2. Phonics
performing single, double and triple clicking, dragging object and using 3. Skill development
the scroll wheel
Guide learners to master the use of mouse through practical sessions and games.
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SUB-STRAND 2: INTRODUCTION TO MS-WINDOWS INTERFACE
(DESKTOP BACKGROUND AND LOCATIONS OF THE COMPUTER)
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B6.1.2.1. Demonstrate the B6.1.2.1.1. Explore the use of the desktop Background, changing the 1. Creativity and innovation.
use of the Desktop themes colours and User account. (e.g. classic, icons and Taskbar of the 2. Communication and
Background as well as background) collaboration.
working with folders. Guide learners to the use of the desktop Background, change the themes colours 3. Cultural identity and global
and the User account. citizenship.
4. Personal development and
B6.1.2.1.2. Demonstrate the use of the Recycle Bin or Trash Can. leadership.
Guide learners to use the recycle bin by deleting and viewing deleted files. 5. Digital literacy.
B6.1.1.1.3 Perform permanent delete or Empty Trash can and restoring Subject Specific Practices
files or icons in the recycle bin. 1.Skill development
Support learners to liken the Recycle bin and its use to the real-world office trash 2. Communication
can.
B6.1.2.1.4. Explore the use of Copy, Paste, Delete tools, the moving of
folders by using the Desktop Pop-Up menu.
Guide learners to the use of the Copy, Paste, Delete tools, the moving of folders by
using the Desktop Pop-Up menu.
B6.1.2.1.5. Illustrate the use of File Explorer window and locations of the
computer through the file explorer.
Guide learners to the use File Explorer window and locations of the computer
through the file explorer.
B6.1.2.1.6. Locate the hard drives, and other removable storage icons in
the File explorer.
Guide learners to locate the hard drives and other removable storage icons in the
File explorer.
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SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B6.1.2.1. Demonstrate the B6.1.2.1.7. Use the File Explorer Ribbon (Home Ribbon only), that is, the 1. Creativity and innovation.
use of the Desktop use of the Clipboard and Organise tools of the Home Ribbon of the File 2. Communication and
Background as well as Explorer, as well as the Open New Window and Close tools of the File collaboration.
working with folders. Menu of the File Explorer. 3. Cultural identity and global
Guide learners to use the File Explorer Ribbon (Home Ribbon only); the use of the citizenship.
CONT’D Clipboard and Organise tools of the Home Ribbon of the File Explorer, and Open 4. Personal development and
New Window and Close tools of the File Menu of the File Explorer. leadership.
5. Digital literacy.
B6.1.2.1.8. Demonstrate the use of the navigation Pane of the File
Explorer to access different locations of the computer from the Subject Specific Practices
navigation pane. 1.Skill development
Guide learners to the use of the navigation Pane of the File Explorer to access 2. Communication
different locations of the computer from the navigation pane. 3. Phonics
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SUB-STRAND 3: DATA, SOURCES AND USAGE
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B6.1.3.1. Demonstrate the B6.1.3.1.1. Identify types of data. (Integers, double, characters, float etc.) 1. Creativity and innovation.
use of Data and identify Guide learners to identify and record data in the different forms. 2. Communication and
sources of data collaboration.
B6.1.3.1.2. Identify more sources of data and information e.g. internet 3. Cultural identity and global
(emailing, Skype, SMS etc.) citizenship.
Guide learners to discuss where one can get data and information. 4. Personal development and
leadership.
B6.1.3.1.3. Demonstrate sending and receiving information from other 5. Digital literacy.
gadgets e.g. Bluetooth, Infrared, Radio, Fax, Telephones calls, SMS etc.
Guide learners to mention or talk about where one can receive or send Subject Specific Practices
information 1.Skill development
2. Communication
B6.1.3.1.4. Demonstrate basic manipulations on sample data e.g. 3. Phonics
arranging data in a matrix table, sorting and calculations etc. 4. Arithmetic
Guide learners to sort data in alphabetical order (increasing and decreasing order)
and perform basic calculations such as multiplying, dividing and adding vales of
sample data. Learners can also be guided to generate age data from dates of birth.
NB: This is to help the learner with fundamental principle of problem solving skills
and creativity in computing and computer science.
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SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B6.1.3.1. Demonstrate the B6.1.3.1.6. Demonstrate how to collect data (e.g. listening to radio, 1. Creativity and innovation
use of Data and identify reading newspapers, interviews use of questionnaires etc.) 2. Communication and
sources of data Lead learners to collect data the community using simple questionnaire, surveys, collaboration
documents, observations, and record their findings data 3. Cultural identity and global
CONT’D citizenship
B6.1.3.1.7. Demonstrate the use of the tools for collecting data. 4. Personal development and
Bring tools or pictures of the tools for collecting data e.g. case studies, interviews, leadership
checklists, etc. 5. Digital literacy.
B6.1.3.1.8. Demonstrate data interpretation by computing data to gain Subject Specific Practices
required information (e.g. Finding sum or grand total using Electronic 1.Skill development
Spreadsheet). 2.Communication
Guide learners to make meanings out of data collected using tables, charts or 3.Phonics
Spreadsheet. 4. Arithmetic
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SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B6.1.3.1. Demonstrate the B6.1.3.1.11. Manipulate data to gain required output (e.g. Finding sum, 1. Creativity and innovation.
use of Data and identify mean, grand totals, maximum, minimum, mode, division, multiplication 2. Communication and
sources of data etc.) collaboration.
Guide learners to find the mode, product, minimum value, maximum value etc. 3. Cultural identity and global
CONT’D citizenship.
NB: This is to help the learner with fundamental principle of problem 4. Personal development and
solving skills and creativity in computing and Computer Science. leadership.
5. Digital literacy.
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SUB-STRAND 4: TECHNOLOGY IN THE COMMUNITY
NB: Technological tools stated here should be different from those stated
in B5.This is to help the learner to fundamental knowledge of hardware
such as robots and sensors).
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STRAND 2: PRESENTATION
SUB-STRAND 1: INTRODUCTION TO MS-POWERPOINT
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B6.2.1.1 Demonstrate how B6.2.1.1.1. Demonstrate how to use the File menu, the Insert and Design 1. Creativity and innovation.
to use Microsoft PowerPoint Ribbon from B5. 2. Communication and collaboration
Guide learners to use File menu, Insert and Design Ribbons. 3. Cultural identity and global
citizenship.
B6.2.1.1.2. Demonstrate how to use icons in the Text group in the Insert 4. Personal development and
Ribbon. leadership.
Guide learners to properly use the icons in the Insert Ribbon. 5. Digital literacy.
B6.2.1.1.3. Be able to give a 5-side presentation in MS-PowerPoint using Subject Specific Practices
the tools of the ribbons studied. 1.Skill development
Guide learners to present their work to the class 2. Communication
3. Phonics
NB. This is to help the learner with software knowledge such as in office
applications (Presentation software).
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STRAND 3: WORD PROCESSING
SUB-STRAND 1: INTRODUCTION TO MS-POWERPOINT
B6.3.1.1.3 Be able to use the attributes of the ribbons studied in a Subject Specific Practices
paragraph. 1.Skill development
Guide the learners to create and format text in a document 2.Communication
3. Phonics
NB. This is to help the learner with software knowledge such as in office
applications (word processing).
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STRAND 5: PROGRAMMING AND DATABASES
SUB-STRAND 1: INTRODUCTION TO DATABASES, ALGORITHM AND PROGRAMMING. LANGUAGES
(e.g. MS- EXCEL, SCRATCH, VB DOT NET ETC.)
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SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B6.5.1.1. Demonstrate how B6.5.1.1.8. Operate basics SQL: querying and manipulating data. 1. Creativity and innovation.
to manipulate data in Guide learners to write simple queries to retrieve specific names of students from a 2. Communication and
Databases database of the names of all students in class database design. eg. CREATE collaboration.
DATABASE , SELECT and UPDATE 3. Cultural identity and global
CONT’D citizenship.
B6.5.1.1.9. Operate basics SQL: querying and manipulating data. 4. Personal development and
Guide learners to write simple queries to retrieve specific names of students from a leadership.
database of the names of all students in class. e.g CREATE TABLE, DELETE and 5. Digital literacy.
INSERT INTO,
Subject Specific Practices
NB: This is to give a foundation to the learner in computing and 1.Skill development
Computer Science which is more concerned with uses of and 2. Arithmetic
development of programming together with fundamental principles of 3.Communication
problem-solving and creativity.
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SUB-STRAND 2: INTRODUCTION TO ELECTRONIC SPREADSHEET
(TABS AND RIBBONS MANIPULATION)
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B6.5.3.1. Demonstrate how B6.5.3.1.1 Demonstrate how to use the ribbons under the home ribbons. 1. Creativity and innovation.
to use Spreadsheet. (i.e. clip board, styles, fonts, paragraph and editing) 2. Communication and
Guide learners to do a presentation on the use of the ribbons under the home collaboration.
button. 3. Cultural identity and global
citizenship.
B6.5.3.1.2. Learners to create basic worksheets using Microsoft Excel 4. Personal development and
2016. leadership.
Guide learners to develop worksheet consisting of list of names ie. teachers, 5. Digital literacy.
students, friends, families, etc.
Subject Specific Practices
B6.5.3.1.3. Perform calculations in an MS-Excel worksheet. 1. Skill development
Guide learners to develop worksheet that will help in calculating multiplication, 2. Arithmetic
addition and subtraction
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SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B6.5.3.1. Demonstrate how B6.5.3.1.6. Manage Excel workbooks. 1. Creativity and innovation.
to use Microsoft Excel Guide learners to properly name MS-Excel workbooks and store them in folders for 2. Communication and
retrieval later. collaboration.
CONT’D 3. Cultural identity and global
B6.5.3.1.7. Print the content of an MS-Excel worksheet. citizenship.
Guide learners to adjust margins to suit the A4 paper size for printing in landscape 4. Personal development and
and portrait. leadership.
5. Digital literacy.
NB. This is to help the learner with software knowledge such as in office
applications (Electronic spreadsheet application).
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STRAND 6: INTERNET AND SOCIAL MEDIA
SUB-STRAND 1: NETWORK OVERVIEW
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B6.6.1.1. Demonstrate how B6.6.1.1.1. Give examples of facilities the internet offers. 1. Creativity and innovation.
to Network computers. Guide learners to give examples of internet facilities ie. e-mail, FTP’s, www, etc. for 2. Communication and
presentation collaboration.
3. Cultural identity and global
B6.6.1.1.2. Describe the types of information available on the Internet. citizenship.
Guide learners to identify and describe the types of Information available on the 4. Personal development and
Internet. eg. Educational, Financial, entertainment, etc. Group learners into groups leadership.
to do this task. 5. Digital literacy.
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SUB-STRAND 2: WEB BROWSERS AND WEB PAGES
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B6.6.2.1. Demonstrate the B6.6.2.1.1 Identify the address or links window. 1. Creativity and innovation.
use of a Web Browser Guide learners to identify the address or links window on phones other electronic 2. Communication and collaboration
gadgets with browsers, 3. Cultural identity and global
citizenship.
B6.6.2.1.2. Recognise the status bar and list its use. 4. Personal development and
Bring a picture of a window that has the status bar and ask the learners to point out leadership.
the status and mention its functions 5. Digital literacy.
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SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B6.6.2.1. Demonstrate the B6.6.2.1.5. Recognise Uniform Resource Locators (URLs). 1. Creativity and innovation.
use of a Web Browser Guide learners to discuss the properties of URLs, their uses and where they are 2. Communication and collaboration
located. 3. Cultural identity and global
CONT’D Learners can practise how to enter URLs in a browser. citizenship.
4. Personal development and
B6.6.2.1.6. Demonstrate how to return to a URL. leadership.
Guide the learners to navigate using the back button to go to a previous page 5. Digital literacy.
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SUB-STRAND 3: SURFING THE WORLD WIDE WEB
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SUB-STRAND 4: FAVOURITE PLACES AND SEARCH ENGINE
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SUB-STRAND 5: USING ONLINE FORMS
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SUB-STRAND 6: CUSTOMIZING YOUR BROWSER
NB: Locate and click the checkbox next to Always allow session cookies.
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SUB-STRAND 7: ELECTRONIC EMAIL
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B6.6.7.1. Demonstrate the B6.6.7.1.1. Show how to create and access e-mail messages. 1. Creativity and innovation
use of Electronic Mail Guide learners to receive email 2. Communication and
collaboration
B6.6.7.1.2. Illustrate how to reply to and forward received messages. 3. Cultural identity and global
Guide learners to use forward and reply buttons in email citizenship
4. Personal development and
B6.6.7.1.3. Demonstrate how to delete messages. leadership
Guide leaners to delete email messages. 5. Digital literacy.
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SUB-STRAND 8: INTERNET OF THINGS (IOT)
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SUB-STRAND 9: DIGITAL LITERACY
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SUB-STRAND 10: INTERNET ETIQUETTE
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STRAND 7: HEALTH AND SAFETY IN USING ICT TOOLS
SUB-STRAND 1: HEALTH AND SAFETY IN USING ICT TOOLS
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B6.7.1.1. Demonstrate how B6.7.1.1.1. Identify five (5) major health hazards associated with the 1. Creativity and innovation
to apply Health and Safety use of ICT tools. Discuss Eye strain, Eye irritation and Eye fatigue. 2. Communication and collaboration
measures in Using ICT Guide learners to discuss some major health hazards associated with the use of 3. Cultural identity and global
Tools ICT tools. citizenship
4. Personal development and
B6.7.1.1.2. Demonstrate solutions for the health related problems in leadership
ICT. Guide learners to brainstorm to find the solutions to the health hazards 5. Digital literacy.
associated with the use of ICT tools.
Subject Specific Practices
1. Communication
2. Skill development
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COMPUTING SUBJECT PANEL MEMBERS AND REVIEWERS
NAME INSTITUTION
Writing panels
Dr Kofi Ayebi-Arthur (Lead) College of Education, UCC
Expert Reviewers
Dr Patrick Ohemeng Gyaase Dep’t of Computer Science, CUC
Curriculum Adviser
Dr. Sam K. Awuku OPM (Oxford Policy Management)
Supervisors
Felicia Boakye-Yiadom (Mrs) NaCCA, Outgoing Acting Executive Secretary
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MINISTRY OF EDUCATION
REPUBLIC OF GHANA
FRENCH
CURRICULUM FOR PRIMARY SCHOOLS
(BASIC 1 - 6)
SEPTEMBER 2019
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FOREWORD
The new curriculum for Ghana’s primary schools is standards-based, which is our demonstration of placing learning at the heart of every classroom and ensuring
that every learner receives quality education. Provision of accessible quality education for all is non-negotiable if we are to meet the human capital needs of our
country, required for accelerated sustainable national development. It is for this reason that the new curriculum sets out clearly the learning areas that need to be
taught, how they should be taught and how they should be assessed. It provides a set of core competencies and standards that learners are to know, understand
and demonstrate as they progress through the curriculum from one content standard to the other and from one phase to the next. The curriculum and its related
teachers’ manual promote the use of inclusive and gender responsive pedagogy within the context of learning-centred teaching methods so that every learner can
participate in every learning process and enjoy learning. The curriculum encourages the use of Information and Communication Technologies (ICTs) for teaching
and learning – ICTs as teaching and learning materials.
The new curriculum has at its heart the acquisition of skills in the 4Rs of Reading, wRiting, aRithmetic and cReativity by all learners. It is expected that at any point
of exit from a formal education, all learners should be equipped with these foundational skills for life, which are also prerequisites for Ghana becoming a learning
nation. The graduates from the school system should become functional citizens in the 4Rs and lifelong learners. They should be digital literates, critical thinkers
and problem solvers. The education they receive through the study of the learning areas in the curriculum should enable them to collaborate and communicate well
with others and be innovative. The graduates from Ghana’s schools should be leaders with a high sense of national and global identity. The curriculum therefore
provides a good opportunity in its design to develop individuals with the right skills and attitudes to lead the transformation of Ghana into an industrialised learning
nation.
For this reason, the Ministry of Education expects that learners, as a result of the new knowledge, skills and values they have acquired through the new curriculum,
will show a new sense of identity as creative, honest and responsible citizens. These are our core values that underpin the identification and selection of the
learning areas for this curriculum. These core values serve as fundamental building blocks for developing into our learners the spirit of teamwork, respect,
resilience and the commitment to achieving excellence. The Ministry endorses a quality learning experience as an entitlement for each of Ghana’s school-going girl
and boy; the curriculum has rightly focused on learning and learning progression. The Ministry has also endorsed accountability as a critical domain for effective
workings of standards-based curriculum.
More importantly the role of the teacher is to make this curriculum work for the intended purpose - to inculcate in learners the core competencies and values and
to make learning happen; improve learning outcomes – and the support that teachers need is duly recognised and endorsed by my Ministry. The Ministry will
support the implementation of the curriculum to include capacity development of all teachers in the new curriculum. Teachers matter in the development and
delivery of the standards-based curriculum and we will continue to support our teachers on this journey that we have started together to put learning at the centre
of what we do best; teach!
I thank all those who have contributed their time and expertise to the development of this curriculum for primary schools in Ghana.
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TABLE OF CONTENTS
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SUB – STRAND 1 : (SALUER ET PRENDRE CONGE) ................................................................................................................................................................ 4
SUB–STRAND 2 : SE PRESENTER ET PRESENTER QUELQU’UN .............................................................................................................................................. 6
SUB– STRAND 3: (DECRIRE QUELQU’UN) ............................................................................................................................................................................. 7
SUB-STRAND 4: DECRIRE LA FAMILLE ET LES LIENS FAMILIAUX ........................................................................................................................................... 8
STRAND 2 : PARLER DE SON ENVIRONNEMENT ................................................................................................................................................................. 10
SUB-STRAND 1 : PARLER DE SA MAISON ............................................................................................................................................................................ 10
SUB-STRAND 2 : PARLER DE SON ECOLE ............................................................................................................................................................................. 11
STRAND 3 : EXPRIMER SES GOUTS ET SES PREFERENCES ................................................................................................................................................... 13
SUB-STRAND 1: DIRE CE QUE L’ON AIME............................................................................................................................................................................ 13
SUB-STRAND 2: DIRE CE QUE L’ON N’AIME PAS ................................................................................................................................................................. 15
STRAND 4: LES ACTIVITES.................................................................................................................................................................................................... 16
SUB-STRAND 1: COMPTER ET FAIRE DES CALCULS SIMPLES .............................................................................................................................................. 17
SUB-STRAND 2: DEMANDER ET DONNER L’HEURE............................................................................................................................................................. 18
SUB-STRAND 3: PARLER DES JOURS DE LA SEMAINE .......................................................................................................................................................... 20
SUB-STRAND 4 : SITUER LES MOIS ET LES SAISONS DANS LE TEMPS ................................................................................................................................. 22
SUB-STRAND 5: ENTRER EN CONTACT PAR TELEPHONE .................................................................................................................................................... 24
SUB-STRAND 6: IDENTIFIER LES PROFESSIONS ET LES METIERS ......................................................................................................................................... 27
SUB-STRAND 7: IDENTIFIER LES PROFESSIONS ET LES METIERS ......................................................................................................................................... 27
SUB-STRAND 8:DEMANDER ET EXPLIQUER LA POSITION DE PERSONNES OU D’OBJETS LES UNS PAR RAPPORT ............................................................. 28
SUB-STRAND 9:DONNER ET REPONDRE A DES ORDRES ……………………………………………………………………………………………………………………………………………...29
BASIC 5 ................................................................................................................................................................................................................................ 31
STRAND 1: L’IDENTITE ......................................................................................................................................................................................................... 32
SUB-STRAND 1 : SALUER ET PRENDRE CONGE ................................................................................................................................................................... 32
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SUB-STRAND 2: SE PRÉSENTER ET PRÉSENTER QUELQU’UN .............................................................................................................................................. 33
SUB-STRAND 3: DÉCRIRE QUELQU’UN................................................................................................................................................................................ 34
SUB-STRAND 4: DÉCRIRE LA FAMILLE ET LES LIENS FAMILIAUX ......................................................................................................................................... 37
STRAND 2: PARLER DE SON ENVIRONNEMENT .................................................................................................................................................................. 37
SUB-STRAND 1: PARLER DE SA MAISON ............................................................................................................................................................................. 38
SUB-STRAND 2 : PARLER DE SON ECOLE ............................................................................................................................................................................. 39
STRAND 3: EXPRIMER SES GOUTS ET SES PREFERENCES .................................................................................................................................................... 40
SUB-STRAND 1 : DIRE CE QUE L’ON AIME ET CE QUE L’ON N’AIME PAS ............................................................................................................................ 40
SUB-STRAND 2: DIRE CE QUE L’ON N’AIME PAS ................................................................................................................................................................. 41
STRAND 4: LES ACTIVITÉS.................................................................................................................................................................................................... 42
SUB-STRAND 1:COMPTER ET FAIRE DES CALCULS SIMPLES ............................................................................................................................................... 43
SUB-STRAND 2:DEMANDER ET DONNER L’HEURE ............................................................................................................................................................. 43
SUB-STRAND 3:PARLER DES JOURS DE LA SEMAINE........................................................................................................................................................... 45
SUB-STRAND 4 : SITUER LES MOIS ET LES SAISONS DANS LE TEMPS ................................................................................................................................. 47
SUB-STRAND 5: ENTRER EN CONTACT PAR TELEPHONE .................................................................................................................................................... 48
SUB-STRAND 6:INVITER QUELQU’UN ET ACCEPTER UNE INVITATION ............................................................................................................................... 50
SUB-STRAND 7: IDENTIFIER LES PROFESSIONS ET LES MÉTIERS ......................................................................................................................................... 52
SUB-STRAND 8:DEMANDER ET EXPLIQUER LA POSITION DES PERSONNES OU DES OBJETS LES UNS PAR RAPPORT AUX AUTRES .................................. 53
SUB-STRAND 9:DONNER ET REPONDRE A DES ORDRES ……………………………………………………………………………………………………………………………………………...54
BASIC 6 ................................................................................................................................................................................................................................ 55
STRAND 1: L’IDENTITÉ ......................................................................................................................................................................................................... 56
SUB-STRAND 1: SALUER ET PRENDRE CONGE .................................................................................................................................................................... 57
SUB-STRAND 2: SE PRÉSENTER ET PRÉSENTER QUELQU’UN .............................................................................................................................................. 58
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SUB-STRAND 3: DÉCRIRE QUELQU’UN................................................................................................................................................................................ 59
SUB-STRAND 4: DÉCRIRE LA FAMILLE ET LES LIENS FAMILIAUX ......................................................................................................................................... 60
STRAND 2: PARLER DE SON ENVIRONNEMENT ................................................................................................................................................................. 61
SUB-STRAND 1: PARLER DE SA MAISON ............................................................................................................................................................................. 61
SUB-STRAND: PARLER DE SON ÉCOLE ................................................................................................................................................................................ 62
SUB-STRAND 1: DIRE CE QUE L’ON AIME............................................................................................................................................................................ 63
STRAND 4 : LES ACTIVITES ................................................................................................................................................................................................... 63
SUB-STRAND 1: COMPTER ET FAIRE DES CALCULS SIMPLES .............................................................................................................................................. 66
SUB-STRAND 2:DEMANDER ET DONNER L’HEURE ............................................................................................................................................................. 69
SUB-STRAND 3: PARLER DES JOURS DE LA SEMAINE .......................................................................................................................................................... 71
SUB-STRAND 4: SITUER LES MOIS ET LES SAISONS DANS LE TEMPS .................................................................................................................................. 72
SUB-STRAND 5: ENTRER EN CONTACT PAR TELEPHONE .................................................................................................................................................... 73
SUB-STRAND 6: INVITER QUELQU’UN ET ACCEPTER UNE INVITATION .............................................................................................................................. 74
SUB-STRAND 7: IDENTIFIER LES PROFESSIONS ET LES MÉTIERS ......................................................................................................................................... 75
SUB-STRAND 8:DEMANDER ET EXPLIQUER LA POSITION DES PERSONNES OU DES OBJETS LES UNS PAR RAPPORT AUX AUTRES .................................. 76
SUB-STRAND 9:DONNER ET REPONDRE A DES ORDRES ..................................................................................................................................................... 77
FRENCH SUBJECT PANEL MEMBERS AND REVIEWERS ...................................................................................................................................................... 79
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RATIONALE FOR FRENCH EDUCATION
The pace of development in the present world makes it important that we acquire more knowledge in a variety of subjects and also develop the capacity to
communicate in more than one language.
Some major international languages at the moment are English, French, Chinese and Spanish. Being able to communicate in at least two of these languages has
strategic importance in such areas as etc.
Besides, the current trend towards international co-operation, peaceful co-existence and technology transfer, necessitates that a person be able to communicate in
a language that is understood by his/her neighbours. Given the geographical position of Ghana, surrounded, as it is, by French speaking countries, the ability of the
Ghanaian to communicate effectively in French will promote as well as strengthen, socio-economic and political interaction with our neighbours, in particular, and
indeed with other French-speaking countries, in general.
PHILOSOPHY
The task-based approach involves the ability to perform language related tasks using the French language in the most appropriate manner to convey meaning. It is
focused on preparing the learner more actively to become a social agent capable of engaging in any meaningful interaction in order to solve various problems of
everyday life. As such, it recreates in the classroom and even outside the classroom, various communicative contexts in which learners can adopt appropriate
language knowledge to address the issues.
In the current dispensation, an eclectic method of teaching that combines all approaches helps to promote various kinds of interaction such as the personal, social,
educational and professional problem solving as both the means and the ultimate goal of learning French. As such, they tend to emphasise activities such as real-life
or simulated tasks, role-play, pair work, group work, interviews, information gap, opinion sharing, scavenger hunt, etc.
There is a change from the traditional language teaching which places emphasis on grammar and teacher-centred classroom, to that of the active use of authentic
language in learning and acquisition. Thus there is a link between classroom language learning and the language used outside the classroom.
The teacher plays different roles. On one hand, he/she is a “facilitator, a guide and a helper,” and on the other hand a “coordinator, an idea-person and a co-
communicator”. (Oxford, 1990, p.10)
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With the development of linguistic theories, French language acquisition evolved from placing emphasis on lexis and structure to carrying out tasks based on speech
acts. It is no longer studied as an academic subject but as a tool for communication.
Learners are to carry out activities or tasks that will enable them acquire the four basic communicative skills of listening, speaking (that promote basic oral
understanding and practice), reading and writing (for the understanding and practice of basic written discourse).
Activities and tasks such as introducing themselves or colleagues, identifying objects and describing them, listening to instructions and obeying them, filling out
forms, making simple and short announcements, writing postal cards, engaging in simple telephone conversations, sending text messages, reading articles from
children’s magazines or cartoons, listening to French songs and music, telling simple stories, etc. are what will constitute the basis for learning the French language.
General Aim
The curriculum is aimed at developing literacy so that the individuals become good problem solvers with the ability to think creatively and have both the confidence
and competence to participate fully in the Ghanaian society as responsible local and global citizens.
Subject Aims
The general aim of teaching and learning French at the Key Phase 2 level (B4 – B6) is to enable pupils to communicate in basic French in day-to-day life situations.
Therefore, the aims consist of:
CORE COMPETENCES
The core Competences describe a body of skills that teachers at all levels should seek to develop in their learners. They are ways in which teachers and learners
engage with the subject matter as they learn the subject. The Competences presented here describe a connected body of core skills that are acquired throughout
the processes of teaching and learning.
This skill develops learners’ cognitive and reasoning abilities to enable them analyse and solve problems. Critical thinking and problem solving skill enables learners
to draw on their own experiences to analyse situations and choose the most appropriate out of a number of possible solutions. It requires that learners embrace
the problem at hand, persevere and take responsibility for their own learning.
Creativity and Innovation promotes the development of entrepreneurial skills in learners through their ability to think of new ways of solving problems and
developing technologies for addressing the problem at hand. It requires ingenuity of ideas, arts, technology and enterprise. Learners having this skill are also able to
think independently and creatively.
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COMMUNICATION AND COLLABORATION (CC)
This competence promotes in learners the skills to make use of languages, symbols and texts to exchange information about themselves and their life experiences.
Learners actively participate in sharing their ideas. They engage in dialogue with others by listening to and learning from them. They also respect and value the
views of others.
This competence involves developing learners to put country and service foremost through an understanding of what it means to be active citizens. This is
done by inculcating in learners a strong sense of social and economic awareness. Learners make use of the knowledge, skills, Competences and attitudes
acquired to contribute effectively towards the socioeconomic development of the country and on the global stage. Learners build skills to critically identify and
analyse cultural and global trends that enable them to contribute to the global community.
This competence involves improving self-awareness and building self-esteem. It also entails identifying and developing talents, fulfilling dreams and aspirations.
Learners are able to learn from mistakes and failures of the past. They acquire skills to develop other people to meet their needs. It involves recognising the
importance of values such as honesty and empathy and seeking the well-being of others. Personal development and leadership enables learners to distinguish
between right and wrong. The skill helps them to foster perseverance, resilience and self-confidence. PL helps them acquire the skill of leadership, self-regulation
and responsibility necessary for lifelong learning.
Digital Literacy develops learners to discover, acquire skills, and communicate through ICT to support their learning. It also makes them use digital media
responsibly.
- Process Skills
Under this domain, learners may acquire some knowledge through some learning experiences. They may also show understanding of concepts by comparing,
summarising, re-writing etc. in their own words and constructing meaning from instruction. The learner may also apply the knowledge acquired in some new
contexts. At a higher level of learning behaviour, the learner may be required to analyse an issue or a problem. At a much more higher level, the learner may be
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required to synthesize knowledge by integrating a number of ideas to formulate a plan, solve a problem, compose a story, or a piece of music. Further, the learners
may be required to evaluate, estimate and interpret a concept. At the last level, which is the highest, learners may be required to create, invent, compose, design
and construct. These learning behaviours “knowing ”, “understanding”, “applying”, “analysing”, “synthesising”, “evaluating” and “creating” fall under the domain
“Knowledge, Understanding and Application”.
In this curriculum, learning indicators are stated with action verbs to show what the learner should know and be able to do. For example, the learner will be able
to describe something. Being able to “describe” something after teaching and learning has been completed means that the learner has acquired “knowledge”. Being
able to explain, summarise, and give examples etc. means that the learner has understood the concept taught.
Similarly, being able to develop, defend, etc. means that the learner can “apply” the knowledge acquired in some new context. You will note that each of the
indicators in the curriculum contains an “action verb” that describes the behaviour the learner will be able to demonstrate after teaching and learning has taken
place. “Knowledge, Understanding and Application” is a domain that should be the prime focus of teaching and learning in schools. Teaching in most cases has
tended to stress knowledge acquisition to the detriment of other higher level behaviours such as applying knowledge.
Each action verb in any indicator outlines the underlying expected outcome. Each indicator must be read carefully to know the learning domain towards which you
have to teach. The focus is to move teaching and learning from the didactic acquisition of “knowledge” where there is fact memorisation, heavy reliance on
formulae, remembering facts without critiquing them or relating them to real world – surface learning – to a new position called – deep learning.Learners are
expected to deepen their learning by knowledge application to develop critical thinking skills, explain reasoning, and to generate creative ideas to solve real life
problems in their school lives and later in their adult lives. This is the position where learning becomes beneficial to the learner.
The explanation and the key words involved in the “Knowledge, Understanding and Application” domain are as follows:
Knowing: The ability to remember, recall, identify, define, describe, list, name, match, state principles, facts and concepts. Knowledge is
the ability to remember or Recall concepts already learnt and this constitutes the lowest level of learning.
Understanding: The ability to explain, summarise, translate, rewrite, paraphrase, give examples, generalise, estimate or predict consequences based
upon atrend. Understanding is generally the ability to grasp the meaning of some concepts that may be verbal, pictorial, or symbolic.
Applying: This dimension is also referred to as “Use of Knowledge”. Ability to use knowledge or apply knowledge, apply rules, methods,
principles, theories, etc. to situations that are new and unfamiliar. It also involves the ability to produce, solve, plan, demonstrate,
discover etc.
Evaluating: The ability to appraise, compare features of different things and make comments or judgment, contrast, criticise, justify, support,
discuss, conclude, make recommendations etc. Evaluation refers to the ability to judge the worth or value of some concepts based
on some criteria.
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Creating: The ability to use information or materials to plan, compose, produce, manufacture or construct other products. From the foregoing,
creating is the highest form of thinking and learning and is therefore a very important behaviour. This unfortunately, is the area
where most learners perform poorly. In order to get learners to develop critical thinking, skills beginning right from the lower
primary level, it is advised that you do your best to help your learners to develop analytic skills as we have said already.
These are specific activities or tasks that indicate performance or proficiency in French. They are useful benchmarks for planning lessons, developing exemplars and
are the core of tasked-based learning. These skills include Listening Comprehension, Reading Comprehension, Interaction, Oral Production and Written
Production.
To be effective, competent and reflective citizens, who will be willing and capable of solving personal and societal problems, learners should be exposed to
situations that challenge them to raise questions and attempt to solve problems. Learners therefore need to acquire positive attitudes, values and psychosocial skills
that will enable them participate in debates and take a stand on issues affecting them and others. The geography curriculum thus focuses on the development of
attitudes and values.
Attitudes
i. Curiosity:
The inclination or feeling toward seeking information about how things work in a variety of fields.
ii. Perseverance:
The ability to pursue a problem until a satisfying solution is found.
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v. Reflection:
The habit of critically reviewing ways in which an investigation has been carried out to see possible faults and other ways by which the investigation could be
improved upon. The teacher should endeavour to ensure that learners cultivate the above attitudes and process skills as a prelude to effective academic
work.
VALUES: At the heart of this curriculum is the belief in nurturing honest, creative and responsible citizens. As such, every part of this curriculum, including
the related pedagogy should be consistent with the following set of values.
Respect: This includes respect for the nation of Ghana, its institutions and laws and the culture and respect among its citizens and friends of Ghana.
Diversity: Ghana is a multicultural society in which every citizen enjoys fundamental rights and responsibilities. Learners must be taught to respect the views of
all persons and to see national diversity as a powerful force for nation development. The curriculum promotes social cohesion.
Equity: The socio-economic development across the country is uneven. Consequently, it is necessary to ensure an equitable distribution of resources based on the
unique needs of learners and schools. Ghana’s learners are from diverse backgrounds, which require the provision of equal opportunities to all, and that all strive to
care for each other both personally and professionally.
Commitment to achieving excellence: Learners must be taught to appreciate the opportunities provided through the curriculum and persist in doing their best in
whatever field of endeavour as global citizens. The curriculum encourages innovativeness through creative and critical thinking and the use of contemporary
technology.
Teamwork/Collaboration: Learners are encouraged to be become committed to team-oriented working and learning environments. This also means that learners
should have an attitude of tolerance to be able to live peacefully with all persons.
Truth and Integrity: The curriculum aims to develop learners into individuals who will consistently tell the truth irrespective of the consequences. In addition, be
morally upright with the attitude of doing the right thing even when no one is watching. Also, be true to themselves and be willing to live the values of honesty and
compassion. Equally important, is the practice of positive values as part of the ethos or culture of the work place, which includes integrity and perseverance. These
underpin the learning processes to allow learners to apply skills and Competences in the world of work.
The action verbs provided in the learning domains in each content standard should help you to structure your teaching to achieve the desired learning outcomes.
Select from the action verbs provided for your teaching, for evaluation exercises and for test construction. Check the learning indicators to ensure that you have
given the required emphasis to each of the learning domains in your teaching and assessment.
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Assessment: Assessment is a process of collecting and evaluating information about learners and using the information to make
decisions to improve their learning. In this curriculum, it is suggested that assessment is used to promote learning.
Its purpose is to identify the strengths and weaknesses of learners to enable teachers ascertain their learner’s response to
instruction.
Assessment is both formative and summative. Formative assessment is viewed in terms of Assessment as learning and
Assessment for learning.
Assessment as learning: Assessment as learning relates to engaging learners to reflect on the expectations of their learning. Information that learners
provide the teacher forms the basis for refining teaching-learning strategies. Learners are assisted to play their roles and to take
responsibility of their own learning to improve performance. Learners are assisted to set their own goals and monitor their
progress.
Assessment for learning: It is an approach used to monitor learner’s progress and achievement. This occurs throughout the learning process. The teacher
employs assessment for learning to seek and interpret evidence which serves as timely feedback to refine their teaching strategies
and improve learners’ performance. Learners become actively involved in the learning process and gain confidence in what they are
expected to learn.
Assessment of learning: This is summative assessment. It describes the level learners have attained in the learning, what they know and can do over a period
of time. The emphasis is to evaluate the learner’s cumulative progress and achievement.
It must be emphasised that all forms of assessment should be based on the domains of learning. In developing assessment procedures, try to select indicators in
such a way that you will be able to assess a representative sample from a given strand. Each indicator in the curriculum is considered a criterion to be achieved by
the learners. When you develop assessment items or questions that are based on a representative sample of the indicators taught, the assessment is referred to as
a “Criterion-Referenced Assessment”. In many cases, a teacher cannot assess all the indicators taught in a term or year. The assessment procedure you use i.e.
class assessments, homework, projects etc. must be developed in such a way that the various procedures complement one another to provide a representative
sample of indicators taught over a period.
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PEDAGOGICAL APPROACHES
These include the approaches, methods and strategies for ensuring that every learner benefits from appropriate and relevant teaching and learning episodes which
are timely assessed and feedback provided to the learner and other stakeholders such as parents and education authorities. It includes the type and use of
appropriate and relevant teaching and learning resources to ensure that all learners attain the expected level of learning outcomes. The curriculum emphasises:
The creation of learning-centred classrooms through the use of creative approaches to teaching and learning as strategies to ensuring learner
empowerment and independent learning.
the positioning of inclusion and equity at the centre of quality teaching and learning.
the use of differentiation and scaffolding as teaching and learning strategies for ensuring that no learner is left behind
the use of Information Communications Technology (ICT) as a pedagogical tool.
the identification of subject specific instructional expectations needed for making learning in the subject relevant to learners
the integration of assessment for learning, as learning and of learning into the teaching and learning process and as an accountability strategy
use questioning techniques that promote deepen learning
LEARNING-CENTRED PEDAGOGY
The learner is at the centre of learning. At the heart of the curriculum is learning progression and improvement of learning outcomes for Ghana’s young people
with a focus on the 4Rs – Reading, wRiting, aRithmetic and cReativity. It is expected that at each curriculum phase, learners would be offered the essential learning
experiences to progress seamlessly to the next phase. Where there are indications that a learner is not sufficiently ready for the next phase a compensatory
provision through differentiation should be provided to ensure that such a learner is ready to progress with his/her cohort. At the primary school, the progression
phases are: pre-primary (KG1 – 2), primary phases (B1 – B3 and B4 to B6).
The curriculum encourages the creation of a learning-centred classroom with the opportunity for learners to engage in meaningful “hands-on” activities that bring
home to the learner what they are learning in school and what they know from outside of school. The learning centred classroom is a place for the learners to
discuss ideas and through the inspiration of the teacher actively engage in looking for answers through working in groups to solve problems. This also includes
researching for information and analysing and evaluating the information obtained. The aim of the learning-centred classroom approach is to develop learner
autonomy so that learners can take ownership of their learning. It provides the opportunity for deep and profound learning to take place.
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Learners collaborate whilst learning.
Demonstrate the results of their learning through a product or performance.
It is more productive for learners to find answers to their own questions rather than for teachers to provide the answers and their opinions in a learning-centred
classroom.
INCLUSION
Inclusion entails access and learning for all learners especially those disadvantaged. All learners are entitled to a broad and balanced curriculum in every school in
Ghana. The daily learning activities to which learners are exposed should ensure that the learners’ right to equal access to quality education is being met. The
curriculum suggests a variety of approaches that address learners’ diversity and their special needs in the learning process. These approaches when used in lessons,
will contribute to the full development of the learning potential of every learner. Learners have individual needs and different learning styles, learning experiences
and different levels of motivation for learning. Planning, delivery and reflection on daily learning episodes should take these differences into consideration. The
curriculum therefore promotes:
learning that is linked to the learner’s background and to their prior experiences, interests, potential and capacities;
learning that is meaningful because it aligns with learners’ ability (e.g. learning that is oriented towards developing general capabilities and solving the
practical problems of everyday life); and
The active involvement of the learners in the selection and organisation of learning experiences, making them aware of their importance in the process and
also enabling them to assess their own learning outcomes.
Differentiationis a process by which differences between learners (learning styles, interest and readiness to learn etc.) are accommodated so that all students in a
group have best possible chance of learning. Differentiation could be by task, support and outcome. Differentiation as a way of ensuring each learner benefits
adequately from the delivery of the curriculum can be achieved in the classroom through:
Task
One-on-one support
Outcome
Differentiation by task involves teachers setting different tasks for learners of different ability e.g. in sketching the plan and shape of their classroom some
leaners could be made to sketch with free hand while others would be made to trace the outline of the plan of the classroom.
Differentiation by support involves the teacher providing a targeted support to learners who are seen as performing below expected standards or at risk of not
reaching the expected level of learning outcome. This support may include a referral to a Guidance and Counselling Officer for academic support.
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Differentiation by outcome involves the teacher allowing learners to respond at different levels. In this case, identified learners are allowed more time to
complete a given task.
Scaffolding in education refers to the use of a variety of instructional techniques aimed at moving learners progressively towards stronger understanding and
ultimately greater independence in the learning process.
It involves breaking up the learning episode, experience or concepts into smaller parts and then providing learners with the support they need to learn each part.
The process may require a teacher assigning an excerpt of a longer text to learners to read, engage them to discuss the excerpt to improve comprehension of its
rationale, then guiding them through the key words/vocabulary to ensure learners have developed a thorough understanding of the text before engaging them to
read the full text. Common scaffolding strategies available to the teacher include:
giving learners a simplified version of a lesson, assignment, or reading, and then gradually increasing the complexity, difficulty, or sophistication over time.
describing or illustrating a concept, problem, or process in multiple ways to ensure understanding.
giving learners an exemplar or model of an assignment, they will be asked to complete.
giving learners a vocabulary lesson before they read a difficult text.
clearly describing the purpose of a learning activity, the directions learners need to follow, and the learning goals they are expected to achieve.
explicitly describing how the new lesson builds on the knowledge and skills learners were taught in a previous lesson.
The use of ICT as a teaching and learning tool is to provide learners an access to large quantities of information online. It also provides the framework for analysing
data to investigate patterns and relationships in a geographical context. Once pupils have made their findings, ICT can then help them organize, edit and present
information in many different ways.
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Learners need to be exposed to the various ICT tools around them including calculators, radios, cameras, phones, television sets and computer and related
software like Microsoft Office packages – Word, PowerPoints and Excel as teaching and learning tools. The exposure that learners are given at the Primary School
level to use ICT in exploring learning will build their confidence and will increase their level of motivation to apply ICT use in later years, both within and outside of
education. ICT use for teaching and learning is expected to enhance the quality and learners’ level of competence in the 4Rs.
B2 Year Or Class
4. Strand Number
2. Sub-Strand Number
Sub-strands are the topics within each strand under which the content is organised.
Content standard refers to the pre-determined level of knowledge, skill and/or attitude that a learner attains by a set stage of education.
Indicator is a clear outcome or milestone that learners have to exhibit in each year to meet the content standard expectation. The indicators represent the
minimum expected standard in a year.
Exemplar: support and guidance which clearly explains the expected outcomes of an indicator and suggests what teaching and learning activities could take to
support the facilitators/teachers in the delivery of the curriculum.
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SCOPE AND SEQUENCE
STRANDS SUB-STRANDS CONTENT STANDARDS B4 B5 B6
Production Orale
√ √ √
1 L’identité Compréhension Écrite
Production Écrite
Production Orale
√ √ √
Compréhension Écrite
Production Écrite
Production Orale
√ √ √
Compréhension Écrite
Production Écrite
Production Orale
√ √ √
Compréhension Écrite
Production Écrite
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Compréhension Écrite
Production Écrite
Production Écrite
Production Orale
√ √ √
Compréhension Écrite
Production Écrite
Production Écrite
Production Orale
√ √ √
Compréhension Écrite
Production Écrite
√ √ √
1. Compter et faire des calculs simples Compréhension Orale
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Production Orale
Compréhension Écrite
Production Écrite
Production Orale
√ √ √
Compréhension Écrite
Production Écrite
Production Orale
√ √ √
Compréhension Écrite
Production Écrite
Production Écrite
Production Orale
√ √ √
Compréhension Écrite
Production Écrite
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Compréhension Écrite
Production Écrite
Production Écrite
Production Écrite
Production Orale
√ √ √
Compréhension Écrite
Production Écrite
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BASIC 4
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Basic 4
Strand 1: L’identité
Sub – Strand 1 : (Saluer et prendre congé)
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CONTENT INDICATOR AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND
CORE COMPETENCES
(Saluer et prendre B4.1.1.3.1 : Lire et comprendre un texte, regarder une image qui décrit une scène de - Communication and
congé) personnes qui se saluent collaboration
Ex.
Compréhension - Critical thinking
- Des bandes dessinées, des dialogues fabriqués, etc. bonjour, Kofi.
Orale
- Creativity and innovation
B4.1.1.4.1 : Écrire des mots de salutation simples - Cultural identity and
Production Ex. global citizenship
orale - Écrire/copier des mots de salutations :
- Bonjour, Ça va ? Au revoir ; A bientôt ; A demain ; Madame ; Monsieur ; - Personal development
Compréhension and leadership
Écrite
- Digital literacy
Production
Écrite
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Sub–Strand 2 : Se présenter
B4.1.2.1 B4.1.2.1.1 : - - Écouter et comprendre un dialogue dans lequel des personnes se - Communication and
présentent collaboration
(Se présenter) Ex:- Deux personnes se présentent : dans la cour de récréation, au marché, dans la rue,
au stade, etc. - Critical thinking
Compréhension
Orale - Identifiez oralement les personnes qui se présentent. - Creativity and innovation
- Écoutez le professeur se présenter à la classe - Cultural identity and
Production global citizenship
B4.1.2.2.1 : Poser et répondre à des questions sur le nom, le prénom, la nationalité
Orale Ex.: - Personal development
Compréhension
- à la douane, à l’aéroport, à l’hôpital, à l’école, etc. and leadership
Écrite Comment tu t’appelles ?
Tu t’appelles comment ? - Digital literacy
Comment vous appelez-vous ?
Production
Je m’appelle...
Écrite
Quel est ton/votre...
nom de famille ?
prénom
Mon nom/prenom est...
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CONTENT INDICATOR AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND
CORE COMPETENCES
- Donner son nom, son prénom, sa nationalité, Écrire une carte postale à son
ami(e)/correspondant(e) pour se présenter.
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Sub–Strand 3 : Présenter quelqu’um
B4.1.3.1 B4.1.3.1.1 : - Écouter et comprendre un texte où l’on présente quelqu’un - Communication and
Ex:- Les apprenants remplissent une fiche d’identité ou répondent à des questions sur la collaboration
(Présenter
personne
quelqu’un) - Critical thinking
- Comment il s’appelle ?
Compréhension - Quel est son prénom ? - Creativity and innovation
Orale - Etc.
- Le professeur présente quelqu’un à la classe. - Cultural identity and
global citizenship
B4.1.3.2.1 : -Présenterquelqu’un en donnant
Production - Personal development
son nom, son prénom, sa nationalité
Orale and leadership
Ex.:
- Digital literacy
- Voici mon ami
Compréhension - Baba Seidu. Son nom c’est Seidu et son prénom c’est Baba. Il est ghanéen.
Écrite - Voici mon ami. Il s’appelle Jean Konou. Il est commerçant.
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Sub– Strand 4: (Décrire quelqu’un)
B4.1.4.1 B4.1.4.1.1 : Écouter/Regarder et comprendre un document dans lequel on décrit - Communication and
quelqu’un collaboration
(Décrire
Ex. :
quelqu’un) - Critical thinking
- Regarder une vidéo sur Youtube sur la description de quelqu’un
Compréhension - Creativity and innovation
B4.1.4.2.1 : Poser et répondre à des questions sur les caractéristiques physiques d’une
Orale personne - Cultural identity and
Ex.: global citizenship
- Kofi, comment est ton frère ?
- Il est grand / Il est petit, etc. - Personal development
Production
- Comment est-il/elle ? and leadership
Orale
- Il/Elle est ………. - Digital literacy
B4.1.4.2.2 : Réciter un poème, chanter une chanson sur les parties du corps humain
Compréhension Des ressources sur Youtube, dans la collection ‘Chantez plus fort’, etc.
Écrite
B4.1.4.3.1 : Lire des textes simples qui décrivent des personnalités familières ou les
caractéristiques physiques des personnalités et répondre à des questions
Production Ex.:
Écrite - Des textes accompagnés des photos des personnalités, etc.
B4.1.4.4.1 : Associer des noms aux parties du corps humain en dessins ou images
Ex.: Un dessin du corps humain étiqueté
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Sub-Strand 5: Décrire la famille et les liens familiaux
(Décrire la famille B4.1.5.1.1 : Écouter/Regarder et comprendre un document audio-visuel qui décrit une - Creativity and innovation
et les liens famille
- Cultural identity and
familiaux) Ex.:
global citizenship
- Internet etc.
- Personal development
B4.1.5.2.1 : Poser et répondre à des questions sur les membres d’une famille nucléaire
Compréhension and leadership
en photos ou dans un album de photos.
Orale
- Digital literacy
Dramatisation/Jeu de rôle :
Exemple :
Production
- C’est qui ? Ans : C’est Ama ; C’est ma sœur. - Communication and
Orale
- C’est ton père ? Ans : Oui, c’est mon père. Non, c’est mon grand frère. collaboration
- Vous êtes combien dans la famille ?
- Nous sommes cinq. Mon père, ma mère, mon frère, ma sœur et moi. - Critical thinking
Compréhension
- Creativity and innovation
Écrite B4.1.5.2.2
Présenter sa famille nucléaire et donner les liens de parenté
Ex.:
Production - Des récitations, etc.
Écrite
B4.1.5.3.1 : Regarder un arbre généalogique et présenter les membres de la famille
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CONTENT INDICATOR AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND
CORE COMPETENCES
(Décrire la famille B4.1.5.3.2 : - Lire et comprendre un texte simple sur les membres d’une famille - Creativity and innovation
et les liens Utiliser un dessin/photo de famille nucléaire /image/un arbre généalogique, etc.
- Cultural identity and
familiaux)
global citizenship
B4.1.5.4.1 : Décrire sa famille nucléaire et donner les liens de parenté
EX. - Personal development
Compréhension - Écrire une carte postale àun(e) ami(e)/correspondant(e) en décrivant sa famille and leadership
Orale nucléaire et donner les liens de parenté
- Dessiner l’arbre généalogique de sa famille nucléaire et indiquer les liens de parenté - Digital literacy
Production
- Communication and
Orale
collaboration
- Critical thinking
Compréhension
- Creativity and innovation
Écrite
Production
Écrite
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STRAND 2 : PARLER DE SON ENVIRONNEMENT
SUB-STRAND 1 : Parler de sa maison
(Parler de sa B4.2.1.1.1 : Écouter/Regarder et comprendre un document audio-visuel sur les pièces, - Communication and
maison) les objets de la maison collaboration
- Consulter YouTube, sites internet, etc.
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SUB-STRAND 2 : Parler de son école
(Parler de son B4.2.2.1.1- Écouter/Regarder et comprendre un document audio-visuel sur les objets de - Communication and
école) la classe et collaboration
B4.2.2.1.2 Écouter/Regarder et comprendre un document audio-visuel sur les personnes
de l’école. Ressources sur YouTube, dans la collection ‘Chantez plus fort’, etc
Compréhension - Critical thinking
Ex.
Orale
- Qu’est-ce qu’il y a dans ton école/la salle de classe/ton cartable, etc.
- Il y a un tableau, des chaises, des tables, etc./Il y a une cantine, des salles de classe, une
cour, etc - Creativity and innovation
Production
Orale
B4.2.2.2.1 Poser et répondre à des questions sur ce que l’on fait avec les objets de la
- Cultural identity and
classe
global citizenship
Ex.
Compréhension
- Jeux : 1. Le jeu de dé.
Écrite
- Les élèves disent le nom de l’objet selon le numéro du dé (C’est quel
numéro ? C’est quel objet ?) - Personal development
and leadership
- A partir des photos ou d’images, identifier et nommer les différentes
Production
parties ou objets d’une école
Écrite
- Dire ce qu’on a dans son cartable, dans la classe, etc.
- Digital literacy
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STANDARDS PRACTICES AND
CORE COMPETENCES
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STRAND 3 : Exprimer ses goûts et ses préférences
SUB-STRAND 1 : Dire ce que l’on aime
(Dire ce que l’on B4.3.1.1.1 : Écouter/Regarder et comprendre un document audio-visuel sur les goûts de - Communication and
aime) quelqu’un sur les fruits, les animaux, les couleurs et répondre à des questions collaboration
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CONTENT INDICATOR AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND
CORE COMPETENCES
(Dire ce que l’on B4.3.1.3.1 : Lire et comprendre un texte simple sur les goûts et des préférences des - Communication and
aime) personnes collaboration
- Dans des journaux des enfants, des journaux intimes des jeunes, des romans-photos
des jeunes, des photos illustrées, etc.
Compréhension - Critical thinking
Orale B4.3.1.4.1 : Faire une liste d’objets que l’on aime
- Établir une liste de courses, choisir ses objets préférés parmi tant d’autres, etc.
- Dessiner ses objets préférés, etc. - Creativity and innovation
Production
Orale
- Cultural identity and
global citizenship
Compréhension
Écrite
- Personal development
and leadership
Production
Écrite
- Digital literacy
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SUB-STRAND 2: Dire ce que l’on n’aime pas
B4.3.2.3.1
- Lire et comprendre un texte simple sur les goûts et préférences des personnes
B4.3.1.4.1
Faire une liste d’objets que l’on aime et que l’on n’aime pas
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STRAND 4: Les activités
SUB-STRAND : Compter et faire des calculs simples
(Compter et faire B4.4.1.1.1 : Écouter/Regarder et comprendre un document audio-visuel sur les nombres - Communication and
des calculs simples) - des chansons/ poèmes sur les nombres sur YouTube, dans la collection ‘Chantez plus collaboration
fort’, etc.
Compréhension
Orale B4.4.1.2.1 : - Compter à haute voix des objets, des personnes, de son environnement - Critical thinking
Jeux de compter : Décrire le jeu ici…
Ex. 1:
Production - Comptez les chaises, les tables, etc. Additionnez, Faites l’addition de…, Calculez-le…
- Creativity and innovation
Orale Trois plus quatre…,
- C’est combien ?, etc.
- C’est… Ca fait… Le total est…..
- Cultural identity and
Compréhension
Ex. 2: global citizenship
Écrite
1, 2, 3, 4, etc.- (Ils comptent à tour de rôle à débit progressivement ascendante. Un
joueur est éliminé s’il se fauche à un chiffre)
- Personal development
Production Ex. 3: and leadership
Écrite Dans le bon ordre- les membres d’un groupe choisissent au hasard des chiffres et
s’alignent aussi rapidement que possible dans le bon ordre des chiffres en annonçant leurs
chiffres en même temps. - Digital literacy
B4.4.1.2.2
- Réciter un poème portant sur les nombres
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STRAND 4: Les activités
SUB-STRAND : Compter et faire des calculs simples
(Compter et faire B4.4.1.3 : Compter à haute voix des objets, des personnes de son environnement. - Communication and
des calculs simples) - Chantez des chansons et récitez des poèmes sur les chiffres. Chansons de la collaboration
collection ‘Chantez plus fort’.
Compréhension - Comptez l’argent que maman vous donne
Orale - Il y a des balles de tennis dans une boîte. Comptez-les. - Critical thinking
- Choisissez un chiffre au hasard dans une boîte et le dire à haute voix, Etc.
- 2 cedis + 5 cedis = 7 cedis
Production 8 cedis – 3 cedis = 5 cedis
B4.4.1.3.1 : Lire à haute voix de 1 à 20 - Creativity and innovation
Orale
Ex :
- Ma main
Voici ma main - Cultural identity and
Compréhension
Elle a cinq doigts ; global citizenship
Écrite
En voici Deux
En voici Trois, etc.
- Calendrier, numéros de téléphone, des plaques d’immatriculation - Personal development
Production
B4.4.1.4.1 : Faire des calculs simples à l’écrit avec des chiffres en lettres and leadership
Écrite
3, 14, 4, 15, 5, 2, 0, 17, etc.
Ex. : Mettez ‘six’ au lieu de ‘6’. six
- Demander aux élèves d’écrire la somme des opérations en lettres - Digital literacy
Ex.: 2 + 5 = sept
14 – 8 = quatre
- Additionner, multiplier, soustraire, diviser
Ex. : - deux plus deux également(=)4
- quatre fois deux font (=) 8
- 8 ÷ 2 = quatre
- 10 – 5 = cinq
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SUB-STRAND 2: Demander et donner l’heure
(Demander et B4.4.2.1.1 : Écouter/Regarder et comprendre un document audio-visuel sur les horaires - Communication and
donner l’heure) et répondre à des questions collaboration
- Chansons, dialogue simple, les annonces de vol à l’aéroport, etc.
Compréhension
Orale B4.4.2.2.1 : Poser et répondre à des questions sur l’heure qu’il est
- Critical thinking
Ex. :
- A l’aide d’une horloge posez la question :
Production - Quelle heure est-il ?
- Il est 3 heure. - Creativity and innovation
Orale
Il est une heure.
Il est 2/3/4/5/6/7/8/9/10/11 heures du matin.
Il est midi - Cultural identity and
Compréhension
Il est une heure de l’après-midi global citizenship
Écrite
Il est2/3/4/5 heures de l’après-midi
Il est 6/7/8/9/10/11 heures du soir.
Il est minuit. - Personal development
Production
Ex. : and leadership
Écrite
- Quelle heure est-il ?/Il est quelle heure ?/Vous avez l’heure ?
- Il six heures/Il est midi/Il est minuit, Etc.
- Digital literacy
B4.4.2.2 : Parler de l’emploi du temps de la journée
- Ce que l’on fait à certains moments de la journée
(matin, midi, après-midi, soir)
Ex. :
Je me lève à cinq heures
Je me lave à six heures
Je mange à six heures et demie, etc.
- Des chansons, récitations, etc. sur les horaires (sur internet, fabriquées par le
professeur, etc. et enregistrées)
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CONTENT INDICATOR AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND
CORE COMPETENCES
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SUB-STRAND 3: Parler des jours de la semaine
(Parler des jours de B4.4.3.1.1: Écouter/Regarder et comprendre un document audio/audio-visuel sur les - Communication and
la semaine) jours de la semaine et répondre à des questions collaboration
Compréhension - Un dialogue, un poème, une chanson, etc. sur les jours de la semaine, (sur YouTube,
Orale dans la collection ‘Chantez plus fort’, etc.)
- Critical thinking
B4.4.3.2.1
Production Poser et répondre à des questions sur les jours de la semaine - Creativity and innovation
Orale Ex.: Poser et répondre à des questions sur les matières de l’emploi du temps pour
réviser les jours de la semaine. - Les maths, c’est pour quel(s) jour(s) de la semaine ? Les
maths, c’est le lundi, mercredi et vendredi.- Jeu de dé
- Cultural identity and
Compréhension Les jours de la semaine sur de petits cartons numérotés, les élèves choisissent et selon le
global citizenship
Écrite numéro du dé et disent le jour de la semaine choisi.
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CONTENT INDICATOR AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND
CORE COMPETENCES
(Parler des jours de B4.4.3.4.1: Lire et comprendre un texte simple sur les activités d’une personne - Communication and
la semaine) À partir des emplois du temps des classes différentes, les élèves lisent et disent les collaboration
matières de chaque jour.
Compréhension Ex:
Orale Lundi Anglais mathématiques sciences - Critical thinking
Jeudi
- Cultural identity and
Compréhension Vendredi global citizenship
Écrite
Samedi
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SUB-STRAND 4 : Situer les mois et les saisons dans le temps
(Situer les mois et B4.4.4.1 : Écouter/Regarder et comprendre un document audio/audio-visuel sur les mois - Communication and
les saisons dans le de l’année collaboration
temps) Un dialogue, un poème, une chanson, etc. sur les mois de l’année, (sur Youtube, dans
la collection ‘Chantez plus fort’, etc.)
Compréhension
- Critical thinking
Orale B4.4.4.2.1 : Poser et répondre à des questions sur les mois de l’année.
Ex: - Dans quel mois célèbre-t-on le Fête des Mères ? C’est en janvier.
Jeu de dé:
- Creativity and innovation
Production - Les mois de l’année sur de petits cartons numérotés, les élèves choisissent
Orale et selon le numéro du dé et disent le mois choisi.
Questions-réponses sur les images des évènements nationaux et les mois où ils se
passent. - Cultural identity and
Ex: - Regardez les images d’événements et dites dans quel mois chacun se passe. global citizenship
Compréhension
Écrite
B4.4.4.2.2 : Dire dans quel mois un événement/une activité a lieu
Ex1 : - A partir d’un calendrier, dites dans quel mois sont célébrées les fêtes suivantes : - Personal development
Homowo, Noël, Saint valentin, Republic Day, Workers Day, Independence Day, farmers and leadership
Production
Day, IdlFitr, etc
Écrite
Ex2 : Donner le mois de naissance d’une personne ou d’un autre - Digital literacy
- En quel mois tu es né(e)il(elle) est née ?
- Je suis né(e) en …………..Il (Elle) est né(e) en……….
B4.4.4.2.3 : Réciter des poèmes ou chanter des chansons sur les mois de l’année
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SUB-STRAND 4 : Situer les mois et les saisons dans le temps
(Situer les mois et B4.4.4.3.1 : Lire et donner les dates de naissances, de fêtes nationales/traditionnelles, - Communication and
les saisons dans le d’événements importants collaboration
temps) Ex:
un calendrier, un texte simple accompagné d’images
Compréhension
- Critical thinking
Orale Jeu : le mois sur un calendrier, les élèves trouvent le mois dans lequel une date (jour) se
trouve
Ex:
- Trouvez le mois dans lequel mercredi est sur le 2 du mois. - Creativity and innovation
Production
Orale
A partir d’un texte, dites les dates de certains évènements au Ghana
Ex: - Cultural identity and
- Le Ghana a l’indépendance le 6 mars 1957 global citizenship
Compréhension
- Le Ghana devient une République le 25 juin 1960
Écrite - Nous célébrons Noël 25 décembre
- Etc.
- Personal development
and leadership
Production B4.4.4.4.1 : Écrire sa date de naissance et celle des membres de sa famille
Écrite Ex. La date de naissance de mon père est le 5 mai 1966.
- Digital literacy
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SUB-STRAND 5: Entrer en contact par téléphone
(Entrer en contact B4.4.5.1 : Écouter et comprendre une conversation ou regarder et comprendre un clip - Communication and
par téléphone) sur deux personnes qui communiquent par téléphone collaboration
Ex:
Compréhension
Télécharger du YouTube
Orale
Allô ! Qui est à l’appareil ? - Critical thinking
C’est…
Allô ! C’est…
Production Non, Ce n’est pas… - Creativity and innovation
Orale
Allô ! Je voudrais parler à…
Allô ! Je veux parler à… ?
- Cultural identity and
Compréhension Il /Elle est là ?
global citizenship
Écrite Oui, il /Elle est là. Ne quittez / coupez pas, je vous le/la passe.
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SUB-STRAND 6: Inviter quelqu’un et accepter une invitation
(Inviter quelqu’un 4.4.6.1.1Écouter/Regarder et comprendre un document audio-visuel sur l’invitation. - Communication and
et accepter une Ex: collaboration
invitation) Téléchargement sur YouTube
- Tu manges avec moi ?
Compréhension
- Oui, merci/ Oui, avec plaisir. - Critical thinking
Orale
- Viens manger.
- Non, merci.
- Tu viens chez moi demain. - Creativity and innovation
Production
- Non, je ne peux pas./Je suis désolé(e) etc.
Orale
Je peux…/je ne peux pas…
Tu viens ? Tu veux venir ? - Cultural identity and
Est-ce que tu veux/ vous voulez …..? global citizenship
Compréhension
Écrite Veux-tu / voulez-vous ?
Je te propose de… ?
Je t’invite à … - Personal development
and leadership
Production
B4.4.6.2.1
Écrite
- Inviter quelqu’un par téléphone
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CONTENT INDICATOR AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND
CORE COMPETENCES
(Inviter quelqu’un B4.4.6.2.3Dire pourquoi on accepte ou on refuse une invitation et répondre à des - Communication and
et accepter une questions simples collaboration
invitation) Ex :
- Je suis désolé. Je ne peux pas venir. J’ai un cours.
Compréhension
- Je regrette mais je suis malade. - Critical thinking
Orale
- Digital literacy
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SUB-STRAND 7: Identifier les professions et les métiers
(Identifier les B4.4.7.1.1Écouter/Regarder et comprendre un document audiovisuel sur les professions - Communication and
professions et les et les métiers collaboration
métiers) Ex:
Téléchargement du YouTube
Compréhension
- Critical thinking
Orale
B4.4.7.2.1Poser et répondre à des questions sur les métiers ou les professions des
membres d’une famille ou d’autres personnes
Ex: - Creativity and innovation
Production
Que fait Papa ?
Orale
- Il est policier
- Devinette - Cultural identity and
Un élève mime la profession d’un membre de famille, les élèves doivent deviner et dire à global citizenship
Compréhension haute voix la profession.
Écrite
B4.4.7.2.2 Dire la profession ou le métier que l’on veut exercer dans l’avenir
Ex: - Personal development
- Je veux devenir… (un mécanicien, un professeur, etc.) and leadership
Production
Écrite - Je veux être avocat dans l’avenir
B4.4.7.3.1Identifier et associer les noms des professions et métiers à leurs dessins. - Digital literacy
Ex :
Des photos des professions dans des manuels, sur des cartes, etc.
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SUB-STRAND 8:Demander et expliquer la position de personnes ou d’objets les uns par rapport
(Demander et B4.4.8.1Écouter/Regarder et comprendre un document audiovisuel et prendre note des - Communication and
expliquer la positions des personnes et des objets collaboration
position de Ex:
personnes ou Des documents audio-visuels prix du YouTube
d’objets les uns par - Critical thinking
rapport) B4.4.8.2Poser et répondre à des questions sur la position d’une personne ou d’un objet.
Ex:
Compréhension - Où se trouve Kofi ?
Orale - Kofi se trouve devant la télévision. - Creativity and innovation
- Où se trouve la chaise ? La chaise se trouve sur la table.
B4.4.8.4.1Indiquer par écrit la position d’une personne ou d’un objet par rapport à
l’autre
Ex : À l’aide des images, les élèves complètent par exemple, des phrases pour
décrire la position de certains objets : - Le miroir se trouve… (sur la table)
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SUB-STRAND 9: Donner et réagir à un ordre
(Donner et réagir à B4.4.9.1.1 Écouter/Regarder et comprendre un document audio/audio-visuel où l’on - Communication and
un ordre) parle des ordres simples collaboration
Compréhension https://youtu.be/UBuHpMXWJMs
Orale
Ex: Ecoutez un ordre et faites l’action. - Critical thinking
Le professeur donne des ordres :
- Levez-vous
Production - Asseyez-vous - Creativity and innovation
Orale - Sortez
- Entrez
- Ecoutez - Cultural identity and
Compréhension - Répétez global citizenship
Écrite - Parlez plus fort
- Répondez à la question
- Lisez
- Personal development
Production
and leadership
Écrite B4.4.9.2.1 :
Donner et réagir des ordres
Ex: En classe, les apprenants se donnent des ordres et régissent en faisant l’action. - Digital literacy
Donne-moi ton stylo.
- Lève-toi.
- Assieds-toi.
- Ferme les yeux.
- Ouvre les yeux.
- Ouvre la bouche
- Chante
- Etc.
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CONTENT INDICATOR AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND
CORE COMPETENCES
- Personal development
Production
and leadership
Écrite
- Digital literacy
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BASIC 5
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BASIC 5
STRAND 1: Définir les aspects de l’identité
SUB-STRAND 1 : Saluer et prendre congé
(Saluer et prendre B5.1.1.1.1Écouter/Regarder et comprendre un document audio-visuel dans lequel deux - Communication and
congé) personnes se saluent collaboration
Compréhension
Orale B5.1.1.2.1Saluer et répondre oralement aux salutations et respecter le code et les
valeurs sociales - Critical thinking
Ex:
Production
- Bonjour, Kofi ! Comment tu vas ?
Orale
- Je vais bien, et vous, madame ? - Creativity and innovation
- Etc.
B5.1.1.3.1Lire et comprendre un texte, regarder une image qui décrit une scène de - Cultural identity and
Compréhension
personnes qui se saluent global citizenship
Écrite
Ex:
Un texte de salutations sous forme des images en bulles.
- Personal development
Production
B5.1.1.4.1Écrire pour saluer pour saluer quelqu’un. and leadership
Écrite
Ex:
- Écrire une carte postale/un testo à un(e) ami(e)/à un(e) correspondant(e)
pour le/la saluer. - Digital literacy
- Bonjour ! Comment ça va ? Comment va la famille aussi ?
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SUB-STRAND 2: Se présenter
(Se présenter et B5.1.2.1.1- Écouter et comprendre un dialogue entre deux personnes qui se présentent - Communication and
présenter et identifier oralement les personnes collaboration
quelqu’un)
B5.1.2.2.1Poser et répondre à des questions sur l’âge, la profession/occupation, l adresse
Compréhension Ex:
- Critical thinking
Orale Dialogue entre deux élèves dans une situation de simulation :
- Quelle est votre profession, monsieur ?
- Je suis cultivateur, et vous ? - Creativity and innovation
Production
- Moi, je suis garagiste. Vous habitez ou ?
Orale - J’habite Dagbamete, et vous ?
- Moi, j’habite Oda.
- Cultural identity and
B5.1.2.2.2-Se présenter à quelqu’un et donner ses goûts et préférences global citizenship
Compréhension
Écrite Ex:
- Je m’appelle Adu. J’aime jouer avec mes amis.
- Moi, je m’appelle Esilfie. Je déteste sortir tout seul. - Personal development
- Il s’appelle Albert. Il est élève. C’est mon ami. Il aime jouer au tennis Etc. and leadership
Production
Écrite B5.1.2.3.1Lire et comprendre un dialogue dans lequel deux personnes se présenter
Ex. Répondez à des questions sur le texte.
- Digital literacy
B5.1.2.4.1Écrire une carte postale à un(e) correspondant(e) ; donner son âge, sa
profession/occupation, son adresse
Ex :
- Chèr(e)Kofi/Ama.
Bonjour. Je m’appelle Ntow Danso. J’ai huit ans. Je viens du Ghana et j’habite à Wa. Je
ne travaille pas. Je suis étudiant(e).
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SUB-STRAND 3: Présenter quelqu’un
(Se présenter et B5.1.3.1.1- Écouter et comprendre un texte dans lequel on présente quelqu’un - Communication and
présenter Ex: Posez des questions sur le texte collaboration
quelqu’un) - Quel est le prénom de la personne ?
- Quel âge a la personne ?
- Quelle est sa nationalité ?
Compréhension - Critical thinking
- Etc.
Orale
B5.1.3.2.1 Présenter quelqu’un en donnant son âge, sa profession/son occupation, son
adresse (I.O) - Creativity and innovation
Production Ex: Je vous présente Monsieur Daniel Boateng. Il est ghaneen. Il a 42 ans. Il est
Orale professeur. Etc.
- Cultural identity and
B5.1.3.2.2 global citizenship
Compréhension -Présenter quelqu’un en donnant ses goûts et préférences
Écrite Ex:
- Voici Adu. J’aime jouer au football. Il aime le foufou. - Personal development
- Lui, c’est Esilfie. Je déteste l’école. Il adore regarder la télévision. and leadership
Production - Je te présente Albert. Il est élève. C’est mon ami. Il aime jouer au tennis.
Écrite - Etc.
- Digital literacy
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SUB-STRAND 2: Présenter quelqu’un
CONTENT INDICATOR AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND
CORE COMPETENCES
- Digital literacy
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SUB-STRAND 4: Décrire quelqu’un
B5.1.4.2.2 Réciter un poème/Chanter une chanson qui décrit une personne - Cultural identity and
Compréhension Ex: global citizenship
Écrite Des chansons et des récitations sur Youtube sur la description d’une personne.
B5.1.4.4.1Décrire quelqu’un
Ex: - Digital literacy
- Associer des adjectifs de description à des dessins de personnes : Grand, petit, gros, mince.
- Utiliser deux images à la fois, l’une présentant une caractéristique de la personne et l’autre la
caractéristique opposé (grand/petit, gros/mince, etc.).
- Il est grand. La fille est grosse.
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SUB-STRAND 5: Décrire la famille et les liens familiaux
(Décrire la famille B5.1.5.1.1-Écouter/Regarder et comprendre un document audio-visuel qui décrit une - Communication and
et les liens famille élargie collaboration
familiaux)
B5.1.5.2.1-Poser et réagir à des questions sur les liens de parenté d’une famille nucléaire
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SUB-STRAND 1: Parler de sa maison
(Parler de sa B5.2.1.1.1 Écouter/Regarder et comprendre un document audio-visuel sur les pièces, les - Communication and
maison) objets de la maison et les animaux domestiques collaboration
B5.2.1.2.1Poser et répondre à des questions sur les objets et les animaux de la maison
Compréhension Ex:
Orale - Qu’est-ce que c’est ? - Critical thinking
- C’est un vieux réfrigérateur ?
- Tu as un animal à la maison?
Production - Oui, un chat et deux chiens. - Creativity and innovation
Orale B5.2.1.2.2 Réciter des poèmes, chanter des chansons sur des objets, des animaux, des
fruits, etc.
- Cultural identity and
B5.2.1.3.1 Lire et comprendre un texte, sur les objets, les pièces les animaux, les fruits ; global citizenship
Compréhension dire ce qui se passe
Écrite Ex: - A partir d’un texte, caractériser les pièces, les objets, les animaux d’une maison par
des adjectifs qualificatifs (grande, petite, beau, long, vert, éclairée)
- Personal development
B5.2.1.4.1 Décrire les pièces de sa maison ; and leadership
Production
Ex:
Écrite
- La salle est grande et éclairée
- Il y a deux chambres à coucher - Digital literacy
- Il y a dans arbres dans la maison
B5.2.1.4.2 Décrire les différents objets dans sa maison
Ex:
- À l’aide de dessins ou images, complétez des noms d’objets, pièces, fruits ou
animaux domestiques par les lettres manquantes.
- A l’aide d’images d’une maison, libellez les parties d’une maison et de les caractériser
à l’aide d’adjectifs proposés au choix : aime
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SUB-STRAND 2 : Parler de son école
(Parler de son B5.2.2.1.1 Écouter/Regarder et comprendre un document audio-visuel sur - Communication and
école) l’environnement de l’école collaboration
Ref. YouTube
Compréhension
Orale B5.2.2.2.1 Poser et répondre à des questions sur l’environnement de l’école
- Critical thinking
Ex:
- Comment est ton école?
Production - Mon école est petite. Il y a six salles de classe, une salles des professeurs,
une petite bibliothèque, le bureaux de la directrice et une cantine - Creativity and innovation
Orale
Ex:
- Où se trouve l’école? Ans: l’école se trouve près de la gare.
Comment est l’environnement de l’école? - Cultural identity and
Compréhension
- Qu’est-ce que tu fais à l’école? Je joue avec les amis; Je lis mon cahier; global citizenship
Écrite
je fais des devoirs; je balaie la cour; etc.
B5.2.2.2.2 Discuter des différentes activités de l’école.
- Personal development
Production Ex:
and leadership
Écrite
B5.2.2.2.3 Réciter des slogans sur l’environnement de l’école.
Ex: - Protéger l’environnement ! Protéger les fleurs ! etc.
- Digital literacy
B5.2.2.3.1- Lire et comprendre des affiches, annonces, sur l’environnement de l’école et
dire ce qui se passe. :
- Protéger l’environnement ! Protéger les fleurs ! etc.
B5.2.2.4.1- Compléter un texte, une annonce, une affiche par des mots sur
l’environnement de l’école :
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STRAND 3: Exprimer ses goûts et ses préférences
SUB-STRAND 1 : Dire ce que l’on aime
(Dire ce que l’on B5.3.1.1.1Écouter/Regarder et comprendre un document audio-visuel sur les goûts de - Communication and
aime et ce que l’on quelqu’un : plats, sports, matières, professions, etc. collaboration
n’aime pas)
Ref. YouTube
Compréhension
B5.3.1.2.1Poser et répondre à des questions sur les goûts, les préférences - Critical thinking
Orale
Ex :
- Qu’est-ce que tu aimes faire ?
- J’aime faire du sport. - Creativity and innovation
Production
- Tu aimes les sports
Orale
- Oui, j’aime le foot et le basket mais je déteste la boxe
- Quel est ta matière préférée : l’anglais, le français, les mathématiques ou les - Cultural identity and
sciences ? global citizenship
Compréhension
- J’aime le français et les mathématiques mais je préfère le français.
Écrite
B5.3.1.2.2 Dire ce que l’on aime faire et ce que l’on n’aime pas faire: - Personal development
and leadership
Production B5.3.1.3.1- Lire et comprendre un texte simple sur les goûts et les préférences des
Écrite personnes
B5.3.1.4.1Écrire des phrases sur ce que l’on aime et de ce que l’on n’aime pas. - Digital literacy
Ex :
J’aime la fête ; Je n’aime pas la danse ; etc.
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SUB-STRAND 2: Dire ce que l’on n’aime pas
(Dire ce que l’on B5.3.2.1 Écouter/Regarder et comprendre un document audio-visuel sur les goûts de - Communication and
n’aime pas) quelqu’un : plats, sports, matières, professions, etc. collaboration
Compréhension B5.3.2.2 Poser et répondre à des questions sur les goûts, les préférences
Orale Ex: - Critical thinking
- Quel fruit n’aimes-tu pas ?
- L’ananas, Je n’aime pas l’ananas.
Production - Pourquoi tu n’aimes pas l’ananas. - Creativity and innovation
Orale - C’est trop doux.
- Tu aimes faire des sports
- Non, j’aime regarder les émissions sportives. - Cultural identity and
Compréhension - J’aime le français et les mathématiques. global citizenship
Écrite - J’aime le français mais je déteste les mathématiques.
B5.3.1.4.1- Écrire des phrases sur ce que l’on aime et de ce que l’on n’aime pas.
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STRAND 4: Les activités
(Compter et faire B5.4.1.1.1 Écouter/Regarder et comprendre un document audiovisuel sur les nombres: - Communication and
des calculs simples) Ref. YouTube : collaboration
Compréhension B5.4.1.2.1 Compter à haute voix des objets, des personnes, de son environnement.
Orale Ex: Il y a 1,2,3,4,5,6, ……….chaises dans la salle de classe.
- Critical thinking
B5.4.1.2.2 Faire oralement des calculs mentaux simples
Production B5.4.1.2.3 Chanter des chansons/ Réciter poèmes sur les nombres - Creativity and innovation
Orale Ex: - des chansons et des poèmes sur YouTube
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SUB-STRAND 2: Demander et donner l’heure
(Demander et B5.4.2.1.1 Écouter/Regarder et comprendre un document audio-visuel sur les horaires - Communication and
donner l’heure) simples Ex: - Heures d’ouverture du restaurant, etc., collaboration
- Programmes de télévision et de cinéma
Compréhension
- Heures d’arrivée et de départ (aéroport, gare, etc)
Orale
- Critical thinking
B5.4.2.2.1 se renseigner sur l’heure
Ex: - A quelle heure est le rendez-vous ?
Production - Les cours commencent à quelle heure ? - Creativity and innovation
Orale
Demander et donner l’heure d’un rendez-vous.
Ex: - interview, etc.
- Exemples : Le rendez-vous, c’est à quelle heure ? C’est à 13 heures/ - Cultural identity and
Compréhension
C’est à midi/C’est à 9 heures du matin/C’est à 8 heures du soir, etc. global citizenship
Écrite
Par groupes de deux, les élèves posent et répondent aux questions
-Les horaires de train - Personal development
Production A quelle heure part le train ? and leadership
Écrite Il part à dix heures.
A quelle heure arrive le train ? /Le train arrive à quelle heure ?
Il arrive à deux heures.
- Digital literacy
-Les plans de vol
A quelle heure est le vol Accra-Amsterdam/Accra-Tamale?
C’est à 22 heures.
Il est à l’heure.
Il est en retard.
Il est en avance.
Je suis en retard
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CONTENT INDICATOR AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND
CORE COMPETENCES
B5.4.2.4.1
Programmer son agenda - Digital literacy
Ex: Agenda d’une excursion
B5.4.2.4.2
- Indiquer dans un agenda les heures des activités de la journée.
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SUB-STRAND 3 : Parler des jours de la semaine
Lundi Sciences,…
Vendredi
(Parler des jours de B5.4.3.2.1Poser et répondre à des questions sur les activités de la semaine. - Communication and
la semaine) collaboration
A l’aide d’un agenda, le programme de télé, l’emploi du temps scolaire, etc
Compréhension Exemple : Que fais-tu le Mardi ? Mardi, je joue au football.
Orale
- Critical thinking
B5.4.3.2.2 Dire ce que l’on fait à l’école chaque jour de la semaine
Production
-De lundi à vendredi nous allons à l’école. - Creativity and innovation
Orale
- Samedi et dimanche, nous n’allons pas à l’école.
- Etc.
- Cultural identity and
Compréhension
global citizenship
Écrite
B5.4.3.3.1- Lire et comprendre un texte simple sur les activités d’une personne
dans la semaine.
- Personal development
Production
and leadership
Écrite
B5.4.3.4.1Écrire ce que l’on fait chaque jour de la semaine
Ex: dans un journal :
- Digital literacy
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SUB-STRAND 4 : Situer les mois et les saisons dans le temps
(Situer les mois et B5.4.4.1.1Écouter et comprendre une chanson ou un poème sur les saisons - Communication and
les saisons dans le Ex: - Jeu de calendrier : collaboration
temps) Consigne :
Le professeur écrit les mois de l’année sur des cartons.
Compréhension
Il écrit les numéros sur des cartons. - Critical thinking
Orale
Les élèves choisissent un numéro.
Ils choisissent les mois qui correspondent au numéro.
- Arrangez les mois dans l’ordre chronologique. - Creativity and innovation
Production
Orale B5.4.4.2.1Poser et répondre à des questions sur les saisons
Ex: - Dire et écrire les mois qui correspondent à la saison des pluies
- Dire et écrire les mois qui correspondent à la saison sèche - Cultural identity and
- Dire et écrire les mois qui correspondent à l’harmattan global citizenship
Compréhension
- Dire et écrire les mois qui correspondent à l’hiver, le printemps,
Écrite
l’été et l’automne
Ex: - Dans quels mois y a-t-il l’harmattan ? Il y a l’harmattan en décembre, janvier et - Personal development
févrierLe harmattan est décembre. and leadership
Production
Écrite - La saison sèche est de février en avril,
- La saison pluvieuse commence en mai.
- Digital literacy
B5.4.4.2.2 Réciter des poèmes ou chanter des chansons sur les saisons
Ex: - Chanson sur Youtube : les mois de l’année
- Indiquez les mois de naissance des membres de ta famille.
- Associez les évènements nationaux au mois de l’année.
B5.4.4.3.1Lire et comprendre un texte simple sur les saisons où se passent les
évènements.
B5.4.4.4.1Écrire les mois où sont nés les membres de sa famille Ex. Ma mère est née en
mars.
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SUB-STRAND 5: Entrer en contact par téléphone
(Entrer en contact B5.4.5.1.1Écouter/Regarder et comprendre un clip sur deux personnes qui - Communication and
par téléphone) communiquent par téléphone et répondre aux questions. collaboration
Compréhension Ref. YouTube
Orale
- Critical thinking
B5.4.5.2.1Simuler la conversation téléphonique entre deux interlocuteurs
Production Ex: - Creativity and innovation
Orale 1. Les élèves se téléphonent pour se présenter. Ils utilisent les
expressions ci-dessous :
- Allo, qui est à l’appareil ? - Cultural identity and
Compréhension
- C’est… global citizenship
Écrite
- Allo ! c’est…
- Je voudrais parler à Ama/Kofi ; Je voudrais parler au directeur/ministre/docteur, etc.
- Attendez s’il vous plait - Personal development
Production
- Merci and leadership
Écrite
- Au revoir
- A bientôt
- A tout à l’heure - Digital literacy
- Je vous le passe
- Attendez s’il vous plait
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CONTENT INDICATOR AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND
CORE COMPETENCES
(Entrer en contact 2. Replacez dans l’ordre les répliques suivantes : - Communication and
par téléphone) collaboration
Les élèves recopient les répliques suivantes sur des cartons et un à un se rangent l’un
Compréhension après l’autre dans l’ordre chronologique des répliques :
Orale
Allô !/ C’est de la part de qui ?/ Merci/ Allô ! Oui / Madame Mensah/ Ne quittez pas/ je - Critical thinking
vous le passe/ Bonjour ! Je voudrais parler à Monsieur Mensah
Production
- Creativity and innovation
Orale 3. Inviter quelqu’un par téléphone :
Ex: Allô Percy, Je t’invite à mon anniversaire… etc.
-Accepter/refuser une invitation - Cultural identity and
Compréhension
global citizenship
Écrite
Ex: D’accord.
Non, je ne peux pas.
- Personal development
Production B5.4.5.2.2 Présenter au téléphone des membres de sa famille à un(e) camarade de classe, and leadership
Écrite un(e) ami(e), etc.
B5.4.5.3.1 Lire et comprendre de petites scènes d’entretiens téléphoniques entre deux - Digital literacy
personnes
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SUB-STRAND 6:Inviter quelqu’un et accepter une invitation
(Inviter quelqu’un B5.4.6.1.1 Écouter/Regarder et comprendre un document audiovisuel sur l’invitation - Communication and
et accepter une collaboration
Ref. YouTube
invitation)
Compréhension B5.4.6.2.1Inviter quelqu’un par téléphone - Critical thinking
Orale Ex:
Invitez quelqu’un à manger à la maison/à l’anniversaire de son/sa frère/sœur.
Allô Percy, Je t’invite à mon anniversaire… etc. - Creativity and innovation
Production
Orale - C’est quand ton anniversaire.
- Ce samedi.
- D’accord. - Cultural identity and
global citizenship
Compréhension B5.4.6.2.2-Accepter/refuser une invitation
Écrite Ex:
D’accord !/ Avec plaisir. / J’accepte ton invitation, etc
- Personal development
Non, je ne peux pas./ Je suis désolé(e),/ Je suis occupé(e), etc.
and leadership
Production
Écrite B5.4.6.2.3 Dire pourquoi on accepte ou on refuse une invitation.
Ex:
- Digital literacy
J’accepte car…
Je ne peux pas parce que…
Désolé mais je suis malade.
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STANDARDS PRACTICES AND
CORE COMPETENCES
(Inviter quelqu’un B5.4.6.3.1Lire et comprendre une lettre/une carte d’invitation - Communication and
et accepter une collaboration
invitation)
Compréhension
- Critical thinking
Orale
- Digital literacy
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SUB-STRAND 7: Identifier les professions et les métiers
(Inviter quelqu’un B5.4.7.1.1Écouter/Regarder et comprendre un document audiovisuel sur les professions - Communication and
et accepter une et les métiers collaboration
invitation)
Ref. YouTube
Compréhension
- Critical thinking
Orale B5.4.7.2.1Poser et répondre à des questions sur ce que font les membres d’une famille
Ex:
- Quelle est la profession de ta sœur ? - Creativity and innovation
Production - Elle est étudiante.
Orale - Quel métier exerce ton père ?
- Il est menuisier
- Cultural identity and
B5.4.7.2.2 Dire la profession ou le métier que l’on veut exercer dans l’avenir global citizenship
Compréhension
Écrite Ex:
Je veux chanter/enseigner/réparer des autos/etc
Je veux être professeur/médecin/ infirmier/couturière/comptable/etc. - Personal development
and leadership
Production
B5.4.7.3.1Identifier et associer les noms de professions et métiers à leurs dessins
Écrite
Ex: Faire deux tableaux désignant les métiers et les dessins. Faire répondre à des
questions par les apprenants. - Digital literacy
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SUB-STRAND 8:Demander et expliquer la position des personnesou des objets les uns par rapport aux autres
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SUB-STRAND 9: Donner et réagir à un ordre
(Donner et réagir à B5.4.9.1.1 Écouter/Regarder et comprendre un document audio/audio-visuel où l’on - Communication and
un ordre) parle des ordres simples collaboration
https://youtu.be/UBuHpMXWJMs
Ex:
Compréhension - Ecoutez un ordre et faites l’action. - Critical thinking
Orale - Le professeur donne les ordres :
Prenez vos livres.
Ouvrez à la page cinq. - Creativity and innovation
Production Lisez silencieusement le premier paragraphe
Orale fermez vos livres
Maintenant prenez vos cahiers. - Cultural identity and
Faites l’exercice au tableau. global citizenship
Compréhension
Écrite B5.4.9.2.1 Donner et réagir des ordres
Ex: En classe, les apprenants se donnent des ordres et régissent en faisant l’action. - Personal development
- Donne-moi ton stylo. and leadership
Production - Lève-toi.
Écrite - Assieds-toi. , - etc
- Digital literacy
B5.4.9.3.1 Lisez et comprendre des ordres
Ex : - Lisez un ordre et associez-le à une image correspondante
- Lisez un ordre et faites l’action
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BASIC 6
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BASIC 6
(Saluer et prendre B6.1.1.1.1Écouter/Regarder et comprendre un document audio-visuel dans lequel deux - Communication and
congé) personnes se saluent collaboration
Ex:
Compréhension
Salut ! Bonjour ! Bonsoir !
Orale
- Critical thinking
B6.1.1.2.1Saluer et répondre oralement aux salutations et respecter le code et les
valeurs sociales
Production Ex: - Creativity and innovation
Orale - Salut, Joe !
- Salut cher ami ! Comment ça va ?
- Ça va bien et toi.
- Cultural identity and
Compréhension - Je vais bien, merci. global citizenship
Écrite
B6.1.1.3.1Lire et comprendre un texte, regarder une image qui décrit une scène, des
personnes qui se saluent
- Personal development
Production
B6.1.1.4.1Écrire une note pour saluer quelqu’un and leadership
Écrite
-Écrire une phrase de 6 mots Ex. Je vais très bien, et toi ?
- Digital literacy
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SUB-STRAND 2: Se présenter
(Se présenter) B6.1.2.1.1- Écouter et comprendre le dialogue où despersonnes qui se présentent. - Communication and
- Le professeur se présente à la classe collaboration
Compréhension
Orale
B6.1.2.2.1 Demander et donner sa date de naissance, son lieu de naissance, son adresse,
son numéro de téléphone - Critical thinking
Production
B6.1.2.3.1 Lire et comprendre un texte où des personnes se présentent
Orale
- Creativity and innovation
B6.1.2.4.1-Écrire une carte postale à un/une correspondant(e) pour se présenter;
donner sa date de naissance, son lieu de naissance, son numéro de téléphone
Compréhension
- Cultural identity and
Écrite B6.1.2.5.3-Remplir une fiche d’identité global citizenship
Ex. A la douane : une fiche d’immigration ou un passeport vide à remplir
Production
- Personal development
Écrite
and leadership
- Digital literacy
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SUB-STRAND 3: présenter quelqu’un
(Se présenter et B6.1.3.1.1 Écouter et comprendre un texte dans lequel on présente quelqu’un - Communication and
présenter Ex: Posez des questions sur le texte collaboration
quelqu’un) - Qui est-ce ?
- Quel âge a-t-il ?
Compréhension - D’où vient-il ?
- Critical thinking
Orale - Etc.
Le professeur présente quelques apprenants à la classe.
B6.1.3.2.1 Présenter quelqu’un en donnant sa date de naissance, son lieu de naissance, - Creativity and innovation
Production
son adresse, son numéro de téléphone
Orale
Ex: Kwame Atta est né le 6 juin 1952 à Attakrom dans la région d’Ashanti. Il habite
Dansoman, un quartier d’Accra. Voici on numéro de téléphone : 042 2534025. - Cultural identity and
global citizenship
Compréhension B6.1.3.3.1
Écrite Lire et comprendre le portrait/biographie d’une personne historique
- Digital literacy
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SUB-STRAND 3: Décrire quelqu’un
(Saluer et prendre B6.1.4.1.1 Écouter/Regarder et comprendre un document audio-visuel sur la description - Communication and
congé) d’une personne collaboration
Ref. YouTube
Compréhension
Orale
B6.1.4.2.1 Poser et répondre à des questions sur un personnage dans un dessin animé - Critical thinking
ou un film
Production Ex: Tintin – Il est petit, intelligent et beau
Egya Koo – Il est drôle - Creativity and innovation
Orale
B6.1.4.2.2 - Réciter un poème/chanter une chanson sur les parties du corps humain
Ref. YouTube - Cultural identity and
Compréhension
und grosse tête, un nez plat, etc. global citizenship
Écrite
B6.1.4.3.1 Lire et comprendre des textes simples qui décrivent des personnalités
- Personal development
Production familières ou les caractéristiques physiques des personnalités
and leadership
Écrite
B6.1.4.4.1 Décrire quelqu’un
Ex. : Associer des noms et adjectifs à des parties du corps identifiées sur des dessins, des - Digital literacy
images, ou dans un document vidéo :
gros yeux ; cheveux noirs ; grande bouche ; gros ventre, etc.
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SUB-STRAND 4: Décrire la famille et les liens familiaux
(Décrire la famille B6.1.5.1.1 Écouter/Regarder et comprendre un document audio-visuel qui décrit une - Communication and
et les liens famille élargie : collaboration
familiaux)
B6.1.5.2.1 Poser des questions et répondre à des questions sur les liens de parenté
Compréhension d’une famille élargie en images ou photos.
- Critical thinking
Orale Ex:
Qui est le jeune garçon à gauche ? Ans : C’est Kofi, mon cousin. C’est le fils de ma tante.
La fille à droite, c’est qui ? Ans : C’est Akos. C’est la sœur de mon père. C’est ma tante.
- Creativity and innovation
Production
Orale B6.1.5.2.2 Décrire les membres de sa famille ; donner leur âge, profession, etc. :
les grands-parents, le grand-père et la grand-mère
la tante et l’oncle - Cultural identity and
la cousine et le cousin global citizenship
Compréhension
Écrite la nièce et le neveu
B6.1.5.3.1 Lire et comprendre un texte simple sur une famille illustre - Personal development
B6.1.5.4.1 Décrire les membres de sa famille élargie and leadership
Production
Écrite -Précisez les liens de parenté, les professions et les goûts et préférences.
- Digital literacy
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STRAND 2: Parler de son environnement
SUB-STRAND 1: Parler de sa maison
(Parler de sa B6.2.1.1.1 Écouter/Regarder et comprendre un document audio-visuel sur les pièces, les - Communication and
maison) objets de la maison collaboration
Compréhension B6.2.1.2.1- Poser et répondre à des questions sur les objets de la maison
Orale
B6.2.1.2.2- Décrire les pièces de sa maison ; - Critical thinking
: les chambres à coucher, le salon (la salle de séjour), la cuisine, la salle à manger, la salle
de bains, etc.
Production
- Creativity and innovation
Orale
B6.2.1.2.3 - Décrire les différents objets dans sa maison
Ex:
A partir d’un document audio-visuel, identifier les différents objets et pièces d’une maison - Cultural identity and
Compréhension et les caractériser avec des adjectifs qualificatifs; global citizenship
Écrite - beau (belle) spacieux (spacieuse), joli(e), ensoleillé(e), blanc (blanche), rouge, etc.
- demander aux élèves de décrire en 3 phrases simples 3 pièces/objets de leur maison
- Personal development
Production Ex:
and leadership
Écrite -Comment est le salon ?
-Il est spaciaux et bien décoré et il y a un grand frigo et un téléviseur.
B6.2.1.3.1- Lire et comprendre un texte, une vidéo, une publicité, sur les objets, les - Digital literacy
pièces, les animaux, les fruits, etc.
B6.2.1.4.1- A l’aide d’un dessin animé ou d’un film, écrire les noms des objets, pièces,
animaux ou fruits identifiés.
B6.2.1.4.2 - Caractériser les différents objets, pièces, animaux de la maison.
ex. : Utilisez des images ou des photos réelles de sa maison.
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SUB-STRAND: Parler de son école
(Parler de son B6.2.2.1.1Écouter/Regarder et comprendre un document audio-visuel sur les activités de - Communication and
école) l’école. collaboration
Ex: Pendant la récréation, les activités sportives, les cours, etc.
Compréhension
Orale Ref. Youtube
- Critical thinking
B6.2.2.2.1Discuter des différentes activités de l’école
Ex: Téléphoner à un(e) correspondant(e)/ un(e) ami(e) pour lui demander les activités de
Production
son école. - Creativity and innovation
Orale
- Qu’est-ce que tu fais à l’école ?
- Je joue avec les amis ; Je lis mon cahier ; je fais des devoirs ; je balaie la
cour ; etc. - Cultural identity and
Compréhension
global citizenship
Écrite B6.2.2.2.2 Raconter ses activités journalières de l’école.
Ex: Le matin, nous arrivons à l’école à 7 h. Nous balayons les salles et la cour. etc
L’après-midi…
Le soir… - Personal development
Production
and leadership
Écrite
B6.2.2.2.3 Dire ce que l’on fait avec les objets de la classe.
Ex: En classe, J’écris dans mon cahier avec un stylo. Je lis mon livre de français et je fais des
exercices. etc. - Digital literacy
B6.2.2.3.1 Lire et comprendre un texte, un dépliant, sur l’école et ses activités.
Ex: Ref. Google images/Manuel
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STRAND 3 : Exprimer ses goûts et ses préférences
(Dire ce que l’on B6.3.1.1.1Écouter/Regarder et comprendre un document audio-visuel sur les - Communication and
aime) comportements qu’on aime chez les gens collaboration
Ex: Une vidéo sur les habitudes et les comportements.
Compréhension
Orale B6.3.1.2.1Poser et répondre à des questions sur les comportements qu’on aime
- Critical thinking
chez les gens
Ex: - Utiliser des images (Google Images) indiquant des comportements–
Production - Les apprenants se posent des questions sur les caractères des autres.
- Creativity and innovation
Orale
Ex1: - Comment est ton ami/amie ?
- Il/Elle est gentil/gentille.
bon/bonne - Cultural identity and
Compréhension aimable global citizenship
Écrite - Comment sont les gens de votre village ?
- Ils sont aimables/accueillants/hospitaliers etc.
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STANDARDS PRACTICES AND
CORE COMPETENCES
(Dire ce que l’on B6.3.1.3.1Lire et comprendre un texte en français sur les bons comportements des gens. - Communication and
n’aime pas) Ex: Suma en promenade, etc. collaboration
Compréhension B6.3.1.4 Dire et écrire les activités que l’on aime faire
Orale Ex: J’aime lire et écouter de la musique., etc.
J’aime jouer au jeu d’ampe ; J’aime chanter aussi. - Critical thinking
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STANDARDS PRACTICES AND
CORE COMPETENCES
(Dire ce que l’on B6.3.1.3.1 Dire quels comportements vous n’aimez pas chez quelqu’un - Communication and
n’aime pas) collaboration
B6.3.1.4.1 Lire et comprendre un texte ou un image sur les mauvais comportement.
Compréhension
Orale
- Critical thinking
Production
- Creativity and innovation
Orale
- Personal development
Production
and leadership
Écrite
B6.3.1.4.1Écrire au moins deux phrases sur ce que l’on aime faire et ce que l’on n’aime - Digital literacy
pas faire.
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STRAND 4 : Les activités
SUB-STRAND 1: Compter et faire des calculs simples
(Compter et faire B6.4.1.1.1 Écouter/Regarder et comprendre un document audiovisuel sur les nombres - Communication and
des calculs simples) collaboration
Ex: - Des chansons et des poèmes (Youtude) sur les nombres
Compréhension - (Chantez plus fort) (Chantez plus fort)
Orale
Qns: - Quels nombres entendez-vous ? - Critical thinking
- Combien de fois vous entendez ce nombre ?
Combien de fois enten
Production
B6.4.1.2.1 Faire oralement des calculs mentaux simples - Creativity and innovation
Orale
B6.4.1.2.2 Jouer aux jeux avec des chiffres
Ex: - Jeu de loto
- Cultural identity and
Compréhension
global citizenship
Écrite
B6.4.1.2.3 Faire un inventaire
Ex: Comptez e notez le nombre des articles scolaires/des produits ménagers/des - Personal development
Production
articles dans une boutique. and leadership
Écrite
- Par groupes, les élèves établit des listes des objets dans la classe/ la maison/un
supermarché/etc. bureau/ une boutique
- Qu’est-ce qu’il y a dans la salle de classe/ton cartable/etc. ? - Digital literacy
- Comptez et notez le nombre des meubles dans le salon/la cuisine/la chambre à
coucher/etc.
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STANDARDS PRACTICES AND
CORE COMPETENCES
Quel est le montant total des articles sur la liste (faire l’addition en GHS) ?
Production
- 13 cedis + 12 cedis = 25 cedis - Creativity and innovation
Orale
4 cahiers x 5 cahiers = 20 cahiers
3 cedis x 5 = 15 cedis
- Cultural identity and
Compréhension
B6.4.1.3.2 Lire et comprendre des problèmes arithmétiques global citizenship
Écrite
-L’addition
Maman va au marché. Elle achète deux sachets de mais grillé/pop-corn à 1 cedi, une boite - Personal development
Production
de lait à quinze (15) cedis, un paquet de biscuits à deux(2) cedis, 3 Kalyppo à 8 cedis, un and leadership
Écrite
paquet de bonbons a 5 cedis. Faites le total.
-La soustraction
- Digital literacy
Il y a 7 œufs dans le panier. Maman utilise 3 œufs pour le petit déjeuner. Il reste combien
d’œufs ?
Vous avez 25 oranges. Vous donnez 5 oranges à votre frère, 3 oranges à votre sœur. Il
reste combien d’oranges?
40 filles vont au stade.1Quinze filles retournent à l’école. Combien de filles ne retournent
pas au stade.
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STANDARDS PRACTICES AND
CORE COMPETENCES
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SUB-STRAND 2:Demander et donner l’heure
(Demander et B6.4.2.1.1 Écouter/Regarder et comprendre un document audio-visuel sur les horaires - Communication and
donner l’heure) Ex : restaurant, cinéma, programmes de télévision collaboration
Compréhension Ex:
Orale - Documents audio des annonces des horaires de départ et arrivée des avions à
- Critical thinking
l’aéroport
- Les horaires de la SNCF
Production - les horaires des repas au restaurant, les heures des films au cinéma, les horaires
des programmes de télévision, etc. - Creativity and innovation
Orale
B6.4.2.2.1Poser et répondre à des questions sur ce que l’on fait à certaines heures de la
journée. - Cultural identity and
Compréhension
Ex: Jeu de rôle – Deux apprenants se posent des questions sur leurs activités global citizenship
Écrite
journalières.
- Qu’est-ce que tu fais le matin/à midi/l’après-midi/le soir ?les samedis ?à 6h du
matin ? etc. - Personal development
Production - D’habitude, je ……. and leadership
Écrite
Ex: Que fais-tu à 6 heures du matin ? Je me lave.
Que fais-tu à midi ? Je prends mon déjeuner.
- Digital literacy
B6.4.2.2.2 Raconter ce que l’on fait à certaines heures de la journée.
Ex:
- Kwame, qu’est-ce que tu fais les samedis ?
- Moi ? Eh bien. D’habitude je me réveille à 6 h parce que je ne vais pas au cours. Je
fais le ménage : je balaie les chambres et la cour. A 8 h, je prends mon petit
déjeuner. Après, je fais la lessive. A 11 h, je vais au marché avec ma mère. A midi,
nous préparons le déjeuner et nous mangeons. L’après-midi, nous nous reposons
ou nous regardons la télé.
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STANDARDS PRACTICES AND
CORE COMPETENCES
(Demander et B6.4.2.3.1 Lire et comprendre les heures d’activités sur un programme scolaire. - Communication and
donner l’heure) collaboration
B6.4.2.3.2 Lire et comprendre les heures les programmes d’événements
Compréhension
Orale B6.4.2.4.1 Ecrire son agenda pour la journée ou la semaine indiquant les heures - Critical thinking
des activités
Ex:
Production - Les heures de rendez-vous avec le directeur/le médecin de l’école, etc. - Creativity and innovation
Orale - Les heures des repas
- etc.
- Cultural identity Programmes
and de la quinzaine
Compréhension B6.4.2.4.2 Ecrire une affiche/une note de service avec les heures de rendez-vous global citizenship
Écrite Ex: Un rendez-vous avec le directeur/le médecin de l’école.
- À 9 heures, c’est l’accueil des invités.
- Personal development
Production
and leadership
Écrite
- Digital literacy
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SUB-STRAND 3: Parler des jours de la semaine
(Parler des jours de B6.4.3.1.1 Écouter/Regarder et comprendre un document audio/audio-visuel sur les - Communication and
la semaine jours de la semaine collaboration
Compréhension B6.4.3.2.1 Poser et répondre à des questions sur les activités de la semaine culturelle de
Orale l’école.
- Critical thinking
B6.4.3.2.2 Dire ce que quelqu’un fait chaque jour de la semaine
Lundi, le
Production
- Creativity and innovation
Orale B6.4.3.3.1 - Lire et comprendre un texte simple sur les activités quotidiennes de
quelqu’un.
Ex: un(e) commerçant(e), enseignant(e), infirmière, chauffeur, policier(e), comptable,
etc.: - Cultural identity and
Compréhension
global citizenship
Écrite
B6.4.3.4.1 Écrire une carte postale à un(e) correspondant(e) pour lui décrire ses
activités à l’école durant la semaine
- Personal development
Production
and leadership
Écrite
- Digital literacy
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SUB-STRAND 4: Situer les mois et les saisons dans le temps
(Situer les mois et B6.4.4.1 Ecouter/Regarder et comprendre un(e) audiovidéo chanson sur les mois et - Communication and
les saisons dans le saisons de l’année Examples : ReF : YouTube collaboration
temps)
Compréhension B6.4.4.2.1 Poser et répondre à des questions sur les mois des saisons
Ex: l’hiver ; le printemps ; l’automne ; l’été - Critical thinking
Orale
Ex:
- Dans quels mois on a l’hiver ? - Creativity and innovation
Production - L’hiver est en décembre, janvier et février, et mars.
Orale
B6.4.4.2.2 Dire en quels mois se passent certains évènements - Cultural identity and
Ex: la fete des meres, la fete des père, Saint Valentin, la fete de l’indépendance, etc. global citizenship
Compréhension
Écrite
B6.4.4.3.1 Lire et comprendre un texte simple sur les saisons et les mois où des fêtes
- Personal development
importantes sont célébrées au Ghana
and leadership
Production
Écrite B6.4.4.4.1 Ecrire une carte postale à un(e) correspondant(e) pour lui indiquer des dates
d’évènements importants dans votre pays :
- Digital literacy
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SUB-STRAND 5: Entreren contact par telephone
(Entrer en contact B6.4.5.1.1 Écouter/Regarder et comprendre un clip sur deux personnes qui - Communication and
par téléphone) communiquent par téléphone collaboration
Compréhension
Orale B6.4.5.2.1 Simuler une conversation téléphonique entre deux interlocuteurs.
Ref. Youtube - Critical thinking
B6.4.5.4.1Échanger des textos ou des petits messages écrits par téléphone - Personal development
Production
and leadership
Écrite
- Digital literacy
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SUB-STRAND 6: Inviter quelqu’un et accepter une invitation
- Digital literacy
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SUB-STRAND 7: Identifier les professions et les métiers
(Identifier les B6.4.7.1.1 Écouter/Regarder et comprendre un document audiovisuel sur les professions - Communication and
professions et les et les métiers. collaboration
métiers)
Compréhension B6.4.7.2.1 Poser et répondre à des questions sur ce que font les membres d’une famille.
Ex: - Critical thinking
Orale
- Quel est ton métier préféré ? J’aime être acteur.
- Quelle profession aimes-tu beaucoup ? J’aime être avocat.
- Creativity and innovation
Production
Orale B6.4.7.2.2 Dire la profession ou le métier que l’on veut exercer dans l’avenir
Ex:
- Je veux être jardinier. - Cultural identity and
- J’aimerais être banquier. global citizenship
Compréhension
Écrite
B6.4.7.3.1 Identifier et associer les noms de professions et métiers à leurs dessins
- Personal development
and leadership
Production B6.4.7.4.1 Ecrire les professions ou métiers des membres de sa famille.
Écrite
- Digital literacy
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SUB-STRAND 8:Demander et expliquer la position des personnesou des objets les uns par rapport aux autres
CONTENT INDICATOR AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND
CORE COMPETENCES
B6.4.8.5 Indiquer par écrit la position d’une personne ou d’un objet par rapport à l’autre
Ex:
- Où est ……….. ?
- Où se trouve/est situé(e)?
- Kofi est à droite/à gauche/devant/derrière Ama.
- Le chat est sous/sur la table.
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SUB-STRAND 9: Donner et réagir à un ordre
(Donner et réagir à B6.4.9.1.1 Écouter/Regarder et comprendre un document audio/audio-visuel où l’on - Communication and
un ordre) parle des ordres et des conseils ou des consignes simples. collaboration
Compréhension https://youtu.be/UBuHpMXWJMs
Orale Exemple : Ecoutez un ordre et faites l’action.
- Le professeur donne des consignes et des conseils : - Critical thinking
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CONTENT INDICATOR AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND
CORE COMPETENCES
- Personal development
Production
and leadership
Écrite
- Digital literacy
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FRENCH SUBJECT PANEL MEMBERS AND REVIEWERS
NAME INSTITUTION
Writing panels
Louis Gminguole MoE, Accra
Expert Reviewer
Dr. Anthony De-Souza Department of French, UCC
Curriculum Adviser
Dr. Sam K. Awuku OPM (Oxford Policy Management)
Supervisors
Felicia Boakye-Yiadom (Mrs) NaCCA, Outgoing Acting Executive Secretary
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MINISTRY OF EDUCATION
REPUBLIC OF GHANA
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FOREWORD
The new curriculum for Ghana’s primary schools is standards-based, which is our demonstration of placing learning at the heart of every classroom and ensuring
that every learner receives quality education. Provision of accessible quality education for all is non-negotiable if we are to meet the human capital needs of our
country, required for accelerated sustainable national development. It is for this reason that the new curriculum sets out clearly the learning areas that need to be
taught, how they should be taught and how they should be assessed. It provides a set of core competencies and standards that learners are to know, understand
and demonstrate as they progress through the curriculum from one content standard to the other and from one phase to the next. The curriculum and its related
teachers’ manual promote the use of inclusive and gender responsive pedagogy within the context of learning-centred teaching methods so that every learner can
participate in every learning process and enjoy learning. The curriculum encourages the use of Information and Communication Technologies (ICTs) for teaching
and learning – ICTs as teaching and learning materials.
The new curriculum has at its heart the acquisition of skills in the 4Rs of Reading, wRiting, aRithmetic and cReativity by all learners. It is expected that at any point
of exit from a formal education, all learners should be equipped with these foundational skills for life, which are also prerequisites for Ghana becoming a learning
nation. The graduates from the school system should become functional citizens in the 4Rs and lifelong learners. They should be digital literates, critical thinkers
and problem solvers. The education they receive through the study of the learning areas in the curriculum should enable them to collaborate and communicate
well with others and be innovative. The graduates from Ghana’s schools should be leaders with a high sense of national and global identity. The curriculum
therefore provides a good opportunity in its design to develop individuals with the right skills and attitudes to lead the transformation of Ghana into an
industrialised learning nation.
For this reason, the Ministry of Education expects that learners, as a result of the new knowledge, skills and values they have acquired through the new
curriculum, will show a new sense of identity as creative, honest and responsible citizens. These are our core values that underpin the identification and selection
of the learning areas for this curriculum. These core values serve as fundamental building blocks for developing into our learners the spirit of teamwork, respect,
resilience and the commitment to achieving excellence. The Ministry endorses a quality learning experience as an entitlement for each of Ghana’s school-going girl
and boy; the curriculum has rightly focused on learning and learning progression. The Ministry has also endorsed accountability as a critical domain for effective
workings of standards-based curriculum.
More importantly the role of the teacher is to make this curriculum work for the intended purpose - to inculcate in learners the core competencies and values
and to make learning happen; improve learning outcomes – and the support that teachers need is duly recognised and endorsed by my Ministry. The Ministry will
support the implementation of the curriculum to include capacity development of all teachers in the new curriculum. Teachers matter in the development and
delivery of the standards-based curriculum and we will continue to support our teachers on this journey that we have started together to put learning at the
centre of what we do best; teach!
I thank all those who have contributed their time and expertise to the development of this curriculum for primary schools in Ghana.
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TABLE OF CONTENTS
FOREWORD....................................................................................................................................................................................................................viii
PHILOSOPHY ................................................................................................................................................................................................................................... vi
GENERAL AIM ................................................................................................................................................................................................................................ vii
CORE COMPETENCIES ................................................................................................................................................................................................................... viii
ORGANISATION OF THE CURRICULUM.......................................................................................................................................................................xviii
BASIC 1 ............................................................................................................................................................................................................................................1
STRAND 1: GOD, HIS CREATION AND ATTRIBUTES ............................................................................................................................................................................2
STRAND 3: RELIGIOUS LEADERS .......................................................................................................................................................................................................4
STRAND 4: THE FAMILY AND COMMUNITY ......................................................................................................................................................................................5
BASIC 2 ............................................................................................................................................................................................................................................6
STRAND 1: GOD, HIS CREATION AND ATTRIBUTES ............................................................................................................................................................................7
STRAND 2: RELIGIOUS PRACTICES AND THEIR MORAL IMPLICATIONS ..............................................................................................................................................9
STRAND 3: RELIGIOUS LEADERS .....................................................................................................................................................................................................11
STRAND 4: THE FAMILY AND COMMUNITY ....................................................................................................................................................................................12
BASIC 3 ..........................................................................................................................................................................................................................................14
STRAND 1: GOD, HIS CREATION AND ATTRIBUTES ..........................................................................................................................................................................15
TRAND 2: RELIGIOUS PRACTICES AND THEIR MORAL IMPLICATIONS ..............................................................................................................................................18
STRAND 3: RELIGIOUS LEADERS .....................................................................................................................................................................................................20
STRAND 4: THE FAMILY AND COMMUNITY ....................................................................................................................................................................................21
BASIC 4 ..........................................................................................................................................................................................................................................23
STRAND 1: GOD, HIS CREATION AND ATTRIBUTES ..........................................................................................................................................................................24
STRAND 2: RELIGIOUS PRACTICES AND THEIR MORAL IMPLICATIONS ............................................................................................................................................30
STRAND 5: THE FAMILY, AUTHORITY AND OBEDIENCE ...................................................................................................................................................................31
BASIC 5 ..........................................................................................................................................................................................................................................33
STRAND 1: GOD, HIS CREATION AND ATTRIBUTES ..........................................................................................................................................................................34
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STRAND 2: RELIGIOUS PRACTICES AND THEIR MORAL IMPLICATIONS ............................................................................................................................................38
STRAND 3: RELIGIOUS LEADERS .....................................................................................................................................................................................................40
STRAND 4: THE FAMILY AND COMMITMENT ..................................................................................................................................................................................41
STRAND 5: THE FAMILY, AUTHORITY AND OBEDIENCE ...................................................................................................................................................................43
BASIC 6 ..........................................................................................................................................................................................................................................45
STRAND 1: GOD, HIS CREATION AND ATTRIBUTES ..........................................................................................................................................................................46
STRAND 2: RELIGIOUS PRACTICES AND THEIR MORAL IMPLICATIONS ............................................................................................................................................49
STRAND 3: RELIGIOUS LEADERS .....................................................................................................................................................................................................52
STRAND 4: THE FAMILY AND COMMUNITY ....................................................................................................................................................................................53
STRAND 5: THE FAMILY, AUTHORITY AND OBEDIENCE ...................................................................................................................................................................54
STRAND 5: THE FAMILY, AUTHORITY AND OBEDIENCE ...................................................................................................................................................................56
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RATIONALE
The issue of morality and religion has engaged human attention over the centuries. This is because of their effects on the co-existence of human beings with
one another and the world they live in and ideas concerning their relationship with forces beyond the known world.
‘Religious and Moral Education’ is a vital and indispensable part of human growth and development in the Ghanaian society. The subject reinforces the informal
religious and moral training young people acquire from their homes and communities.
The nation is confronted with major moral issues including corruption, poor attitude to the environment and uncritical following of certain foreign values and
cultures. Education must make learners aware of the dangers these pose to themselves as individuals and the nation as a whole and make them to acquire
values and attitudes that would address these challenges.
Many homes and communities may be unable to provide this type of training adequately due to demands of modern environment. It therefore becomes the
task of the school to provide this type of education in order to help learners to become morally responsible and patriotic citizens.
Furthermore, the spread of education across all sectors of the Ghanaian society, and the changes in the way of life of people as a result of education,
population growth, and contacts with the outside world, tend to introduce all manner of both positive and negative influences.
In general, young people readily and unconsciously assimilate all types of influences (good or bad), if they do not have proper guidance. It is therefore important
that society provides them with a type of education that will make them acquire sound religious and moral principles; and also develop appropriate attitudes
and values that will help them to make good choices and decisions in their adulthood for the good society.
PHILOSOPHY
The learning and teaching of Religious and Moral Education reflect the belief that irrespective of the diverse needs of learners in Ghana’s classrooms, each can
be nurtured into honest, creative and responsible citizen.
Teaching Philosophy
The teaching of Religious and Moral Education (R.M.E.) should be learner-centred rather than teacher-centred. There is a Chinese proverb that states “I hear, I
forget; I see and I remember; and I do and I understand.” This is interpreted to mean that when learners are fully involved in teaching and learning processes,
they tend to develop great interest and subsequently contribute actively to lessons. In the same vein, it is expected that the teaching and learning of Religious
and Moral Education would be participatory, and lessons not be turned into preaching sessions. Learners would become passive learners when Religious and
Moral Education teachers attempt to impart every information solely by themselves, and this may not encourage effective teaching and learning.
Teaching resources play key roles in teaching and learning processes. Without them, learners are likely to find it difficult to understand various themes and
concepts (topics) they study. Teaching resources such as charts, real objects and drawings help to make lessons interesting and practical. The R.M.E. teacher
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should therefore be resourceful and be able to find the relevant teaching materials that may be needed for the lessons. It will be highly essential for teachers to
use audio-visual resources such as films and videos in their lessons for learners to acquire the right knowledge, values, attitudes and skills needed. They will
also acquire some language skills and other core competencies from the topics they study and this will facilitate their learning of Religious and Moral Education
and other subjects on the school timetable. In addition, the teacher is expected to relate the various topics to the practical situations in their daily lives.
Learning Philosophy
The best way of learning Religious and Moral Education is through practical activities like demonstrations, role plays, recitals, games, group work and visiting
important religious and historic sites. There should be more demonstrations throughout the lessons. Children can get a clearer picture of lessons and store
the facts in memory and practice when they are encouraged to take active part in the lessons that involve demonstrations and other practical activities.
In educational principles, the child’s GENERIC SKILLS are fully developed only when enough demonstrations and activities are undertaken. Some of them have
the ability to dance, sing, draw, dramatize or make models, and all these potentials are to be developed through the teacher’s assistance and resourcefulness.
Games arouse the interest of children to take active part in lessons. They may include chain games whereby a child may ask another child a question and
continue in the same order throughout the class. The teacher is at liberty to introduce appropriate games in the lesson.
Learners are to be encouraged to work in groups, carry out some of the functions of the teacher and act as a leader of the group. The teacher should guide
learners working in groups so that there is a balance between teacher-centred lessons and the lesson which gets out of hand because of lack of control. The
rationale of this philosophy is to inculcate the spirit of team work, consensus building and tolerance in order to ensure peace and unity.
GENERAL AIM
The curriculum is aimed at developing individuals who are literate, good problem solvers, have the ability to think creatively and have both the confidence and
competence to participate fully in the Ghanaian society as responsible local and global citizens.
SUBJECT AIMS
The aims of teaching and learning Religious and Moral Education are to encourage and enable learners to:
develop an awareness of their Creator and the purpose of their very existence.
develop an understanding and tolerance of other people’s faiths and cultures.
draw the difference between acceptable and unacceptable behaviours so that they can make the right decisions in any situation and thus become
responsible citizens.
acquire the socio-cultural values inherent in the three major religions in Ghana (i.e. Christianity, Islam and African Traditional religion) which will help
them cope with the variety of moral choices they have to make in today’s rapidly changing world.
develop the spirit of team work, collaboration and togetherness in nation-building
increasingly develop the ability to respond to religious beliefs and practices in an informed, rational and responsible way
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INSTRUCTIONAL EXPECTATIONS
Aid learners to make sense of problems and persevere in solving them, including using higher order reasoning and problem-solving skills.
Get learners to think critically about tasks and their solutions by asking questions and challenging each other’s views until a consensus is reached.
Encourage learners to present their own ideas in ways that make sense to others and critique each other’s reasoning.
Enable learners to work together to represent real-life situations and in multiple ways (e.g. oral, text, pictures, diagrams, videos, role plays, sketches,
etc.).
Support learners to use appropriate technologies to solve problems embedded in their culture and the larger society.
Provide opportunities for learners to realize that it is necessary to be precise - using facts - when sharing ideas. Also, allow them to support each
other to improve on their precision.
CORE COMPETENCIES
The core competencies describe a body of skills that teachers at all levels should seek to develop in their learners. They are ways in which teachers and
learners engage with the subject matter as they learn the subject. The competencies presented here describe a connected body of core skills that are acquired
throughout the processes of teaching and learning.
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PERSONAL DEVELOPMENT AND LEADERSHIP (PL)
This competence involves improving self-awareness and building self-esteem. It also entails identifying and developing talents, fulfilling dreams and aspirations.
Learners are able to learn from mistakes and failures of the past. They acquire skills to develop other people to meet their needs. It involves recognising the
importance of values such as honesty and empathy and seeking the well-being of others. Personal development and leadership enables learners to distinguish
between right and wrong. The skill helps them to foster perseverance, resilience and self-confidence.PL helps them acquire the skill of leadership, self-
regulation and responsibility necessary for lifelong learning.
Similarly, being able to develop, defend, etc. means that the learner can “apply” the knowledge acquired in some new context. You will note that each of the
indicators in the curriculum contains an “action verb” that describes the behaviour the learner will be able to demonstrate after teaching and learning has taken
place. “Knowledge,Understanding and Application” is a domain that should be the prime focus of teaching and learning in schools. Teaching in most cases has
tended to stress knowledge acquisition to the detriment of other higher-level behaviours such as applying knowledge.
Each action verb in any indicator outlines the underlying expected outcome. Each indicator must be read carefully to know the learning domain towards which
you have to teach. The focus is to move teaching and learning from the didactic acquisition of “knowledge” where there is fact memorisation, heavy reliance on
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formulae, remembering facts without critiquing them or relating them to real world – surface learning – to a new position called – deep learning. Learners
are expected to deepen their learning by knowledge application to develop critical thinking skills, explain reasoning, and to generate creative ideas to solve real
life problems in their school lives and later in their adult lives. This is the position where learning becomes beneficial to the learner.
The explanation and the key words involved in the “Knowledge, Understanding and Application” domain are as follows:
Knowing: The ability to remember, recall, identify, define, describe, list, name, match, state principles, facts, concepts. Knowledge is the ability to
remember or recall material already learned and this constitutes the lowest level of learning.
Understanding: The ability to explain, summarise, translate, rewrite, paraphrase, give examples, generalise, estimate or predict consequences based upon a
trend. Understanding is generally the ability to grasp the meaning of some material that may be verbal, pictorial, or symbolic.
Applying: This dimension is also referred to as “Use of Knowledge”. Ability to use knowledge or apply knowledge, apply rules, methods principles,
theories, etc. to situations that are new and unfamiliar. It also involves the ability to produce, solve, plan, demonstrate, discover etc.
Analysis: The ability to break down material/information into its component parts; to differentiate, compare, distinguish, outline, separate, identify
significant points etc., ability to recognise unstated assumptions and logical fallacies; ability to recognise inferences from facts etc.
Synthesising: The ability to put parts together to form a new whole. It involves the ability to combine, compile, compose, devise, plan, revise, organise,
create, generate new ideas and solutions etc.
Evaluating: The ability to appraise, compare features of different things and make comments or judgment, compare, contrast, criticise, justify, support,
discuss,conclude, make recommendations etc. Evaluation refers to the ability to judge the worth or value of some material based on
some criteria.
Creating: The ability to use information or materials to plan, compose, produce, manufacture or construct other products.From the foregoing,
creation is the highest form of thinking and learning skill and is therefore the most important behaviour. This unfortunately is the area
where most learners perform poorly. In order to get learners to develop critical thinking and behavioural skills beginning right from the
lower primary level, it is advised that you do your best to help your learners to develop analytic and application skills as we have said
already.
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SKILLS AND PROCESSES
These are specific activities or tasks that indicate performance or proficiency in a given learning area. They are useful benchmarks for planning lessons,
developing exemplars and are the core of inquiry-based learning.
Observing This is the skill of using our senses to gather information about objects or events. This also includes the use of instruments to
extend the rangeof our senses.
Classifying This is the skill of grouping objects or events based on common characteristics.
Comparing This is the skill of identifying the similarities and differences between two or more objects, concepts or processes
Communicating (Reporting) This is the skill of transmitting, receiving and presenting information in concise, clear and accurate forms - verbal,
written,
pictorial, tabular or graphical. ().
Predicting This is the skill of assessing the likelihood of an outcome based on prior knowledge of how things usually turn out.
Analysing This is the skill of identifying the parts of objects, information or processes, and the patterns and relationships between these parts.
Generating possibilities This is the skill of exploring all the options, possibilities and alternatives beyond the obvious or preferred one.
Evaluating This is the skill of assessing the reasonableness, accuracy and quality of information, processes or ideas. This is also the skill of
assessing the quality and feasibility of objects.
Designing This is the skill of Visualizing and drawing new objects or gargets from imagination.
Interpreting This is the skill of evaluating data in terms of its worth: good, bad, reliable, unreliable; making inferences and predictions from
written or graphical data; extrapolating and deriving conclusions. Interpretation is also referred to as “Information Handling”.
Recording This is the skill of drawing or making graphical representation boldly and clearly, well labelled and pertinent to the issue at hand.
Generalising This is the skill of being able to use the conclusions arrived at in an activity to what could happen in similar situations.
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ATTITUDES AND VALUES
To be effective, competent and reflective citizens, who will be willing and capable of solving personal and societal problems, learners should be exposed to
situations that challenge them to raise questions and attempt to solve problems. Learners therefore need to acquire positive attitudes, values and psychosocial
skills that will enable them participate in debates and take a stand on issues affecting them and others. The RME curriculum thus focuses on the development of
attitudes and values.
Attitudes
i. Curiosity: The inclination or feeling toward seeking information about how things work in a variety of fields.
ii. Perseverance: The ability to pursue a problem until a satisfying solution is found.
Iii. Flexibility in ideas: Willingness to change opinion in the face of more plausible evidence
Iv. Respect for Evidence: Willingness to collect and use data in one’s investigation, and have respect for data collected by others.
v. Reflection: The habit of critically reviewing ways in which an investigation has been carried out to see possible faults and other ways by which the
investigation could be improved upon. The teacher should endeavour to ensure that learners cultivate the above attitudes as a prelude to effective work
in RME.
Values
At the heart of this curriculum is the belief in nurturing honest, creative and responsible citizens. As such, every part of this curriculum, including the related
pedagogy should be consistent with the following set of values;
Respect: This includes respect for the nation of Ghana, its institutions and laws and the culture and respect among its citizens and friends of Ghana.
Diversity: Ghana is a multicultural society in which every citizen enjoys fundamental rights and responsibilities. Learners must be taught to respect the
views of all persons and to see national diversity as a powerful force for nation development. The curriculum promotes social cohesion.
Equity: The socio-economic development across the country is uneven. Consequently, it is necessary to ensure an equitable distribution of resources based
on the unique needs of learners and schools. Ghana’s learners are from diverse backgrounds, which require the provision of equal opportunities to all, and that
all strive to care for each other both personally and professionally.
Commitment to achieving excellence: Learners must be taught to appreciate the opportunities provided through the curriculum and persist in doing
their best in whatever field of endeavour as global citizens. The curriculum encourages innovativeness through creative and critical thinking and the use of
contemporary technology.
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Teamwork/Collaboration: Learners are encouraged to be become committed to team-oriented working and learning environments. This also means that
learners should have an attitude of tolerance to be able to live peacefully with all persons.
Truth and Integrity: The curriculum aims to develop learners into individuals who will consistently tell the truth irrespective of the consequences. In
addition, be morally upright with the attitude of doing the right thing even when no one is watching. Also, be true to themselves and be willing to live the
values of honesty and compassion. Equally important, the ethos or culture of the work place, including integrity and perseverance, must underpin the learning
processes to allow learners to apply skills and competencies in the world of work.
The action verbs provided under the various profile dimensions should help you to structure your teaching to achieve desired learning outcomes. Select from
the action verbs provided for your teaching, for evaluation exercises and for test construction. Check the weights of the profile dimensions to ensure that you
have given the required emphasis to each of the dimensions in your teaching and assessment.
ASSESSMENT
In this curriculum, assessment is emphasized as a tool to promote learning by all. Its purpose is to identify the strengths and weaknesses of learners to enable
teachers adapt their teaching. This will in turn help learners to progress steadily in the areas where they need to improve.
Formative assessment is viewed in terms of Assessment as learning and Assessment for learning.
Assessment as learning: Assessment as learning relates to engaging learners to reflect on the expectations of their learning. They are assisted to know their
roles and take responsibility of their own learning to improve. Learners set their own goals and monitor their progress towards them.
Assessment for learning: This occurs throughout the learning process. It is an approach used to seek and interpret evidence, which serves as timely
feedback for teachers to refine their teaching strategies in order to improve learners’ performance. Learners become actively involved in the learning process
and gain confidence in what they are expected to learn.
Assessment of learning: This is summative assessment. It describes the level learners have attained in the learning, what they know and can do over a
period of time. The emphasis is to evaluate the learner’s cumulative progress and achievement.
It must be emphasised that all forms of assessment should be based on the domains of learning. In developing assessment procedures, try to select indicators in
such a way that you will be able to assess a representative sample from a given strand. Each indicator in the curriculum is considered a criterion to be achieved
by the learners. When you develop assessment items or questions that are based on a representative sample of the indicators taught, the assessment is
referred to as a “Criterion-Referenced Assessment”. In many cases, a teacher cannot assess all the indicators taught in a term or year. The assessment
procedure you use i.e. class assessments, homework, projects etc. must be developed in such a way that the various procedures complement one another to
provide a representative sample of indicators taught over a period.
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SUGGESTED TIME ALLOCATION
A total of two periods a week, each period consisting of thirty minutes, is allocated to the teaching of RME at the Primary level.
PEDAGOGICAL APPROACHES
These include the approaches, methods and strategies for ensuring that every learner benefits from appropriate and relevant teaching and learning episodes
which are timely assessed and feedback provided to the learner and other stakeholders such as parents and education authorities. It includes the type and use
of appropriate and relevant teaching and learning resources to ensure that all learners attain the expected level of learning outcomes. The curriculum
emphasises:
The creation of learning-centred classrooms through the use of creative approaches to teaching and learning as strategies to ensuring learner
empowerment and independent learning.
the positioning of inclusion and equity at the centre of quality teaching and learning.
the use of differentiation and scaffolding as teaching and learning strategies for ensuring that no learner is left behind
the use of Information Communications Technology (ICT) as a pedagogical tool.
the identification of subject specific instructional expectations needed for making learning in the subject relevant to learners
the integration of assessment for learning, as learning and of learning into the teaching and learning process and as an accountability strategy
use questioning techniques that promote deepen learning
LEARNING-CENTRED PEDAGOGY
The learner is at the centre of learning. At the heart of the curriculum is learning progression and improvement of learning outcomes for Ghana’s young
people with a focus on – Reading, wRiting, aRithmetic and cReativity (4Rs). It is expected that at each curriculum phase, learners would be offered the essential
learning experiences to progress seamlessly to the next phase. Where there are indications that a learner is not sufficiently ready for the next phase a
compensatory provision through differentiation should be provided to ensure that such a learner is ready to progress with his/her cohort. At the primary
school, the progression phases are: pre-primary (KG1 – 2), primary phases (B1 – B3 and B4 to B6).
The curriculum encourages the creation of a learning-centred classroom with the opportunity for learners to engage in meaningful “hands-on” activities that
bring home to the learner what they are learning in school and what they know from outside of school. The learning centred classroom is a place for the
learners to discuss ideas and through the inspiration of the teacher actively engage in looking for answers through working in groups to solve problems. This
also includes researching for information and analysing and evaluating the information obtained. The aim of the learning-centred classroom approach is to
develop learner autonomy so that learners can take ownership of their learning. It provides the opportunity for deep and profound learning to take place.
The teacher should create a learning atmosphere that ensures:
Learners feel safe and accepted.
Learners are given frequent opportunities to interact with varied sources of information, teaching and learning materials and ideas in a variety of ways.
The teacher assumes the position of a facilitator or coach who: Helps learners to identify a problem suitable for investigation via project work.
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Problems are connected to the context of the learners’ world so that it presents authentic opportunities for learning.
Subject matter around the problem, not the discipline.
Learners responsibly define their learning experience and draw up a plan to solve the problem in question.
Learners collaborate whilst learning.
Demonstrate the results of their learning through a product or performance.
It is more productive for learners to find answers to their own questions rather than for teachers to provide the answers and their opinions in a
learning-centred classroom.
INCLUSION
Inclusion entails access and learning for all learners especially those disadvantaged. All learners are entitled to a broad and balanced curriculum in every school
in Ghana. The daily learning activities to which learners are exposed should ensure that the learners’ right to equal access to quality education is being met.
The curriculum suggests a variety of approaches that address learners’ diversity and their special needs in the learning process. These approaches when used in
lessons, will contribute to the full development of the learning potential of every learner. Learners have individual needs and different learning styles, learning
experiences and different levels of motivation for learning. Planning, delivery and reflection on daily learning episodes should take these differences into
consideration. The curriculum therefore promotes:
learning that is linked to the learner’s background and to their prior experiences, interests, potential and capacities;
learning that is meaningful because it aligns with learners’ ability (e.g. learning that is oriented towards developing general capabilities and solving the
practical problems of everyday life); and
The active involvement of the learners in the selection and organisation of learning experiences, making them aware of their importance in the
process and also enabling them to assess their own learning outcomes.
Differentiationis a process by which differences between learners, (learning styles, interest and readiness to learn etc.) are accommodated so that all
students in a group have best possible chance of learning. Differentiation could be by task, support and outcome. Differentiation as a way of ensuring each
learner benefits adequately from the delivery of the curriculum can be achieved in the classroom through:
Task
One-on-one support
Outcome
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Differentiation by task involves teachers setting different tasks for learners of different ability e.g. in sketching the plan and shape of their classroom some
leaners could be made to sketch with free hand while others would be made to trace the outline of the plan of the classroom.
Differentiation by support involves the teacher providing a targeted support to learners who are seen as performing below expected standards or at risk of
not reaching the expected level of learning outcome. This support may include a referral to a Guidance and Counselling Officer for academic support.
Differentiation by outcome involves the teacher allowing learners to respond at different levels. In this case, identified learners are allowed more time to
complete a given task.
Scaffolding in education refers to the use of a variety of instructional techniques aimed at moving learners progressively towards stronger understanding and
ultimately greater independence in the learning process.
It involves breaking up the learning episode, experience or concepts into smaller parts and then providing learners with the support they need to learn each
part. The process may require a teacher assigning an excerpt of a longer text to learners to read, engage them to discuss the excerpt to improve
comprehension of its rationale, then guiding them through the key words/vocabulary to ensure learners have developed a thorough understanding of the text
before engaging them to read the full text. Common scaffolding strategies available to the teacher include:
giving learners a simplified version of a lesson, assignment, or reading, and then gradually increasing the complexity, difficulty, or sophistication over
time.
describing or illustrating a concept, problem, or process in multiple ways to ensure understanding.
giving learners an exemplar or model of an assignment, they will be asked to complete.
giving learners a vocabulary lesson before they read a difficult text.
clearly describing the purpose of a learning activity, the directions learners need to follow, and the learning goals they are expected to achieve.
explicitly describing how the new lesson builds on the knowledge and skills learners were taught in a previous lesson.
ICT has been integrated into this curriculum as a teaching and learning tool to enhance deep and independent learning. Some of the expected outcomes that
this curriculum aims to achieve through ICT use for teaching and learning are:
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The use of ICT as a teaching and learning tool is to provide learners an access to large quantities of information online. It also provides the framework for
analysing data to investigate patterns and relationships in a geographical context. Once pupils have made their findings, ICT can then help them organize, edit
and present information in many different ways.
Learners need to be exposed to the various ICT tools around them including calculators, radios, cameras, phones, television sets and computer and related
software like Microsoft Office packages – Word, PowerPoints and Excel as teaching and learning tools. The exposure that learners are given at the Primary
School level to use ICT in exploring learning will build their confidence and will increase their level of motivation to apply ICT use in later years, both within
and outside of education. ICT use for teaching and learning is expected to enhance the quality and learners’ level of competence in the 4Rs.
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ORGANISATION OF THE CURRICULUM
Curriculum Reference Numbers
The curriculum has been structured into four columns which are Strands, Sub-strands, Content standards and Indicators and exemplars. A unique annotation is
used for numbering the learning indicators in the curriculum for the purpose of easy referencing. The notation is indicated in Table 2.
Example: KG1.2.3.4.1
KG1 Year/Class
2. Strand Number
3. Sub-Strand Number.
Strands are the broad areas/sections of the Religious and Moral Education content to be studied.
Sub-strands are the topics within each strand under which the content is organised.
Content standard refers to the pre-determined level of knowledge, skill and/or attitude that a learner attains by a set stage of education.
Indicator is a clear outcome or milestone that learners have to exhibit in each year to meet the content standard expectation. The indicators represent the
minimum expected standard in a year.
Exemplar: support and guidance which clearly explains the expected outcomes of an indicator and suggests what teaching and learning activities could take to
support the facilitators/teachers in the delivery of the curriculum.
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Table 3: Illustration of Curriculum Descriptors
ANNOTATION
A unique annotation is used to label the class, strands, sub-strands, content standards and learning indicators in the curriculum for the purpose of easy
referencing. The annotation is defined in figure 1:
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Figure 1: Curriculum Reference Numbers
STRANDS B1 B2 B3 B4 B5 B6
SUB-STRANDS
Religious Practices and their Religious Worship in the Three Major Religions in Ghana
Moral Implications
Religious Festivals in the Three Major Religions in Ghana
Religious Leaders Early Life of the Leaders of the three Major Religions
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BASIC 1
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Strand 1: God, His Creation and Attributes
Sub-Strand 1: God the Creator
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Sub-Strand 2: Religious Worship in the Three Major Religions in Ghana
SUBJECT SPECIFIC
CONTENT STANDARDS PRACTICES AND
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B1.2.1.1. Demonstrate the B1 2.1.1.1: Name the three main types of worship in Ghana. Commitment, Dedication
understanding of religious Show pictures, video clips of people worshipping among the three main religions Cultural Identity, Sharing
worship in Ghana. Reconciliation,
- Christian worship, Togetherness, Unity
- Islamic worship and Communication and
- Traditional worship. Collaboration,
Let learners role-play the act of worship in the three main religions in Ghana. Critical Thinking
Creativity and Innovation
B1 2.1.1.2: Recite religious passages and sing religious songs. Digital Literacy
Show pictures, video clips, etc. of songs and recitations from the three main
religions.
Let learners sing and recite texts from the three main religions:
- The Lord’s Prayer, Psalm 23 (Christian),
- Al- Fãtihah (Islamic) and
- any recital from the traditional religion-sacred myths, riddle, proverbs, etc.
(Traditional).
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Sub-Strand 2 Religious Festivals in the Three Major Religions in Ghana
SUBJECT SPECIFIC
CONTENT STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND
CORE COMPETENCIES
B1.2.2.1. Describe religious - Commitment, Dedication
festivals Cultural Identity, Sharing
CONT’D Reconciliation,
Togetherness, Unity
Communication and
Collaboration,
Critical Thinking
Creativity and Innovation
Digital Literacy
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Strand 4: The Family and the Community
Sub-Strand 1: Roles and Relationships
B1. 4.1.1.2: Explain the role of the community in the upbringing of its members. Personal Development and
Let learners, in groups, talk about the role of the community in the upbringing of Leadership
its members through education, discipline, counselling, etc. Creativity and Innovation
Let learners dramatise or role-play the roles of members of the community in the Communication and
upbringing of its members through education, discipline, counselling, etc. Collaboration
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BASIC 2
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BASIC 2
Strand 1: God, His Creation and Attributes
Sub-Strand 1: God the Creator
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CONTENT SUBJECT SPECIFIC
STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND
CORE COMPETENCIES
B2.1.2.1. Appreciate B2. 1.2.1.2: Demonstrate human activities that destroy God’s creation or the Appreciation, Truthfulness
the environment as environment. Caring, Love
God’s creation Guide learners to talk about activities that destroy the environment: indiscriminate cutting
CONT’D down of trees, illegal mining activities (galamsey), pollution of water bodies, etc. Communication and
Let learners know that all these activities lead to climate change – heat, floods, rainstorms, Collaboration,
less rainfall pattern, drought, famine, etc. Critical Thinking and
Group learners to record data on human activities that destroy the environment and Problem Solving
present to class for discussion.
NB Nature walk, video clips and pictures on environmental degradation can be used.
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Sub-Strand 1: Religious Worship in the Three Major Religions in Ghana
CONTENT SUBJECT SPECIFIC
STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND
CORE COMPETENCIES
B2.2.1.1. Explain B2. 2.1.1.1: Explain the importance of worship. Faithfulness, Obedience
the importance of Respect, Commitment,
religious worship Engage learners with video clips or pictures of people at worship. Humility, Togetherness
If possible, take learners to the church, mosque or the shrine to observe the mode of Cultural Identity, Gratitude
worship.
Lead learners to talk about the importance of worship at home, church or mosque and in Communication and
school: Collaboration,
- It is a command from God to serve Him. Personal Development and
Leadership
Creativity and Innovation
B2 2.1.1.2: Sing and recite simple texts from the three main religions in Ghana. and Global Citizenship
Lead learners to mention popular religious songs and recitations in the three main religions in
Ghana.
Let learners sing or recite some simple verses from the Bible or Quran and some sayings
from the oral tradition.
- The Lord’s Prayer (Christian)
- Al-Fãtihah (Islam)
- Traditional prayer (ATR)
Let learners write simple texts from the religious songs and recitations.
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Sub-Strand 2: Festivals in the Three Major Religions
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Strand 3: Religious Leaders
Sub-Strand 2: Early Life of the Leaders of the three Major Religions
B2. 3.1.1.2: Outline the moral lessons in the early lives of the religious leaders.
Lead learners to talk about the moral lessons they have learnt from the discussions about the
religious leaders of the three main religions in Ghana.
Guide learners to explain how they will apply the moral lessons learnt from the religious
leaders in their daily lives.
Let learners dramatise the moral lives of the religious leaders.
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Strand 4: The Family and the Community
Sub-Strand 1: Roles and Relationships
B2. 4.1.1.3: Describe factors that promote good relationships between children and their
parents.
Lead learners to talk about good relationships.
Let learners talk about things that promote good relationships: comportment, respect, love,
obedience, humility, friendliness, etc.
Let learners identify their friends and say things they like about them.
Let learners dramatise behaviours that show good relationships.
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Sub-Strand 2: Personal Safety in the Community
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BASIC 3
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BASIC 3
Strand 1: God, His Creation and Attributes
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Sub-Strand 3: The Purpose of God’s Creation
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CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES
B3.1.3.1. Explain the purpose B3.1.3.1.2: Give reasons for protecting God’s creation. Problem-Solving
of God’s creation Lead learners to think-pair-share on why we should protect God’s creation: Personal Development and
COND’ - to preserve creation for generations, Leadership
- it is a command from God,
- our survival depends on other creation: food, medicine, shelter, air, etc.
and
- it is service to God and humankind.
B3.1.3.1.3: Explain the need for good relationship among people of different
ethnic groups.
Lead learners to talk about good relationships.
Let learners talk about things that promote good relationships: comportment,
respect, love, obedience, humility, friendliness, etc.
Let learners identify their friends and say things they like about them.
Let learners discuss in groups, the need for good relationships.
Let groups present their findings to the class: we are people created by God to
ensure peace and unity, companionship, teamwork, caring for one another, etc.
Let learners dramatise behaviours that show good relationships.
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Strand 2: Religious Practices and their Moral Implications
Sub-Strand 1: Religious Worship in the Three Major Religions in Ghana
SUBJECT SPECIFIC
CONTENT STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND
CORE COMPETENCIES
B3.2.1.1. Appreciate the B3.2.1.1.1: Name the sacred scriptures of the three major religions.
importance of religious Guide learners to mention the sacred scriptures: The Holy Bible (Christianity), Faithfulness, Obedience
worship The Holy Qur’an, Hadith (Islam), Sacred Myths, parables and taboos (Traditional Respect, Commitment,
Religion), etc. Humility, Togetherness
Let learners in groups, talk about the Holy Scriptures and which religion each Cultural Identity, Gratitude
belongs to.
Guide learners to recite simple texts from the scriptures: Al-Fãtihah (Islam), Psalm Communication and
23 (Christianity) and Sacred Myths, folktales, parables, etc. (Traditional Religion). Collaboration,
Let learners write simple texts from the sacred scriptures. Personal Development and
Leadership
B3 2.1.1.2: Give reasons for studying the sacred scriptures of the three major Creativity and Innovation
religions among their followers. and Global Citizenship
Let learners talk about the religion they belong to.
Let learners mention the scriptures their religion uses.
Discuss the importance of studying the sacred scriptures:
- they lead us to God,
- they help us to know the Truthfulness about God and the world,
- they help us to lead good moral lives,
- they give us messages from God, etc.
Let learners recite texts from the scriptures.
Guide learners to talk about the moral lessons from the scriptures.
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Sub-Strand 2: Festivals in the Three Major Religions
SUBJECT SPECIFIC
CONTENT STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND
CORE COMPETENCIES
B3.2.2.1. Explain the B3.2.2.1.1: Describe how various festivals are celebrated. Faithfulness, Obedience
importance of religious Let learners mention religious festivals they have witnessed or heard about: Respect, Commitment,
festivals - Islam-Eid-ul-Fitr, Eid-ul-Adha, etc. Humility, Togetherness
- Christianity-Easter, Christmas, Ash Wednesday, Pentecost Day, etc. Cultural Identity, Gratitude,
- Traditional-Aboakyer, Hogbetsotso, Adae, Fetu AfahyƐ, Feok, etc. Sharing, Reconciliation
Let learners, in groups, describe how various festivals are celebrated. Sacrifice, Patriotism
Let learners dramatise activities that take place during the festivals. Communication and
Let learners draw scenes from festivals: durbar of chiefs, drumming and dancing, Collaboration,
merry-making, etc.
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Strand 3: Religious Leaders
Sub-Strand 2: Early Life of the Leaders of the three Major Religions
SUBJECT SPECIFIC
CONTENT STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND
CORE COMPETENCIES
B3.3.1.1. Narrate the B3.3.1.1.1: Describe the youthful lives of the leaders of the three major religions Respect, Trust, Obedience,
youthful life stories of the in Ghana. Commitment,
leaders of the major Guide learners to talk about the youthful lives of the religious leaders: Responsibility,
religions - The Lord Jesus Christ Personal Development and
- The Holy Prophet Muhammad (S.A.W) Leadership
- A Traditional Religious Leader Communication and
In groups, let learners talk about the occupations of the religious leaders. Collaboration,
- The Lord Jesus Christ as a carpenter, Creativity and Innovation
- The Holy Prophet Muhammad (S.A.W) as a businessman Digital Literacy
- A Traditional Religious Leader, e. g. Egya Ahor as a farmer. Cultural Identity and Global
In groups, let learners write short paragraphs on the occupational lives of the Citizenship
religious leaders and present to class for discussion.
B3.3.1.1.2: Identify and explain the moral lessons of the youthful life of the
religious leaders.
Discuss with learners the moral lessons of the youthful lives of the religious
leaders: piety, honesty, sacrifice, patience, hard work, courage, perseverance, etc.
Guide learners to talk about how they can apply the moral lessons they learnt from
the lives of the religious leaders in their daily lives.
Let learners dramatise the moral lives of the religious leaders.
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Strand 4: The Family and the Community
Sub- Strand 1: Roles and Relationships
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SUBJECT SPECIFIC
CONTENT STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND
CORE COMPETENCIES
B3.4.1.1 Appreciate the role B3. 4.1.1.3: Identify moral lessons learnt from responding to God’s call.
of the family and the Let learners discuss moral lessons derived from responding to God’s call.
community in their Lead learners to mention the moral lessons they learnt from responding to God’s
relationship with God call: obedience, respect, sacrifice, commitment, reverence for God, humility, etc.
CONTD’ Using the sacred scriptures, let learners dramatise moral activities such as humility,
obedience, reverence, commitment, respect, honouring promises, etc.
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BASIC 4
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Basic 4
Strand 1: God, His Creation and Attributes
Sub-Strand 1: God the Creator
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Sub-Strand 2: The Environment
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Strand 2: Religious Practices and their Moral Implications
Sub-Strands 1: Religious Worship, Prayer and other Religious Practices
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Sub-Strand 2: Festivals in the Three Major Religions
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Strand 3: Religious Leaders
Sub- Strand 3: The Call of the Leaders of the Three Major Religions
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Strand 4: The Family and Community
Sub- Strand 1: Roles and Relationships
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS
INDICATORS AND EXEMPLARS AND CORE COMPETENCIES
B4.4.1.1. Explain the need for B4.4.1.1.2: Identify deeds that attract rewards.
good deeds Lead learners to discuss deeds, attitudes and actions towards
others and things in the environment.
Ask learners to write down good deeds:
- helping one another
- obedience to the constitution of Ghana, parents,
teachers, school authorities, elders and rulers, etc.
Guide learners to know that refusal to do good deeds attracts
punishment.
Put learners in groups to write down actions that are rewarded
and those that are punished and present to class for
discussion.
Let learners select texts from the sacred scriptures that talk
about good deeds and dramatise them:
- The Good Samaritan (Luke-10:25-37),
- The Feeding of the Five Thousand-a little boy offered
his loaf of bread (Mathew 14:16-21),
- Righteous Deeds (Surah Hud, The Holy Quran 11:11)
and
- Traditional folktales and proverbs.
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
B4.4.1.1. Explain the need for B4 4.1.1.3: Give reasons for rewarding good deeds.
good deeds Lead learners to re-call good deeds.
CONT’D Let learners mention types of rewards: handshakes, hugs,
praises, certificates, prizes, gifts, etc.
Guide learners to discuss the importance of good deeds:
-to ensure law and order in society
-to help everyone to develop good moral life
-to encourage hardworking, etc.
Let learners, in pairs or groups, write essays on good deeds:
- Why I will always do good
- The rewards of being good
Every good turn deserves another
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Sub-Strand 2: Roles, Relationships in the Family and Character Formation
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BASIC 5
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BASIC 5
Strand 1: God, His Creation and Attributes
Sub-Strand 1: God the Creator
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS
INDICATORS AND EXEMPLARS AND CORE COMPETENCIES
B5.1.1.1. Appreciate B5.1.1.1.3: Mention why individuals should maintain their
God–given gifts of form God-given gifts of form and colour.
and colour Let learners give reasons why they should maintain their
God-given form and colour: God has a purpose for
creating everybody as they are. No-one creates himself or
herself.Our bodies serve as the Temple of God.
Let learners discuss possible purposes for which each one
is created in a unique form.
Use pictures or video clips (where possible) to
demonstrate the effects of destroying our bodies.
Put learners in groups to discuss how to maintain their
God-given form and colour and not to deform their
bodies.We should be proud of how we were created.We
should avoid bleaching the skin.
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Sub-Strand 2. The Environment
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CONTENT STANDARDS SUBJECT SPECIFIC
INDICATORS AND EXEMPLARS PRACTICES AND CORE
COMPETENCIES
B5.1.2.1. Explain how to care B5.1.2.1.2: Demonstrate ways to care for the environment.
for the environment Through questions and answers, learners explain what they
CONTD’ think a clean environment should be.
Using Think-Pair-Share, learners talk about ways of caring for
the environment through: tree planting, proper disposal of
wastes, legal mining, clean-up exercises, avoiding environmental
pollution, etc.
Let learners organise and do clean-up exercises in the school
environment.
Guide learners in groups to do a project on: clearing a rubbish
dump, planting trees, checking erosion, clearing choked gutters,
etc.
Let learners discuss and write down the importance of caring
for the environment: the importance may include: it helps to
improve climatic conditions such as adequate rainfall, balanced
temperature on earth, etc.
Let learners present their work in class for appreciation and
discussion.
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Strand 2: Religious Practices and their Moral Implications
Sub-Strand 1: Religious Worship in the Three Major Religions in Ghana
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Sub-Strand 2: Festivals in the Three Major Religions
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Strand 3: Religious Leaders
Sub-Strand 4: Ministry of the Leaders of the Three Major Religions in Ghana
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Strand 4: The Family and Commitment
Sub- Strand 1: The Family and the Community
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
B5.4.1.1. Explain Family B5 4.1.1.2: Demonstrate things to do to show Trust, Commitment, Loyalty, Respect,
Commitment commitment as members of the family. Obedience, Humility, Unity, Responsibility,
CONTD” Guide learners to sketch a demonstration on the Togetherness
following: Personal Development and Leadership
- taking part in family programmes and activities, Communication and Collaboration,
- contributing to and attending weddings, funerals, Cultural Identity and Global Citizenship
naming ceremonies, etc.
In groups, let learners discuss things they have to
do to show commitment to their family.
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Strand 5: The Family, Authority and Obedience
Sub-Strand 1: Authority and Obedience
CONTENT STANDARDS SUBJECT SPECIFIC PRACTICES
INDICATORS AND EXEMPLARS AND CORE COMPETENCIES
B5.5.1.1. Appreciate the B5.5.1.1.1: Recognise parents as sources of discipline Commitment, Loyalty, Respect, Obedience,
need to obey and submit and character formation. Humility, Unity, Responsibility,
to authority Through questions and answers, let learners mention Togetherness, Tolerance.
how they are disciplined by their parents and other
elders at home: Personal Development and Leadership
- scolding, Communication and Collaboration,
- reprimanding, Cultural Identity and Global Citizenship
- deprivation of gifts and other interests,
- prayer and worship at home,
- parents act as role models to the
children/learners, etc.
Guide learners to talk about the benefits they get from
their parents because of their obedience to them.
In groups, let learners demonstrate how their parents
discipline them at home.
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Sub-Strand 2: Roles, Relationships in the Family and Character Formation
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BASIC 6
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BASIC 6
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Sub-Strand 2. The Environment
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
B6.1.2.1. Appreciate the B6 1.2.1.2: Explain the religious and moral lessons in
uniqueness of humankind and preserving the environment.
their environments Guide learners to talk about the religious and moral
CONTD’ lessons in preserving the environment:
- humankind must account for his or her
stewardship of the environment,
- to promote healthy life,
- to respect other creatures’ right to survival,
- it is a command from God, etc.
Through questions and answers, let learners show
how they can preserve the environment:
- Afforestation,
- proper methods of fishing and hunting,
- proper disposal of refuse,
- legal methods of mining,
- avoiding indiscriminate bush-burning,
- proper ways of sand-winning, etc.
Let learners do a project on the preservation of the
environment: tree-planting, clean-up exercises in the
school environment, etc.
Have learners write about their project work findings for class
discussion.
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Strand 2: Religious Practices and their Moral Implications
Sub-Strand 1: Religious Worship in the Three Major Religions in Ghana
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SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS
AND CORE COMPETENCIES
B6 2.2.1. Discuss the significance B6 2.2.1.1: Gather and record data on religious Faithfulness, Obedience
of religious festivals festivals. Respect, Commitment, Humility,
Aid learners to list the festivals celebrated in Ghana: Togetherness, Forgiveness
Damba, Tedudu, Christmas, Easter, Eid-ul-Fitr, Eid-ul- Cultural Identity, Gratitude
Adha, etc. Generosity, hardwork
Use pictures, charts, video clips, etc. to demonstrate Kindness, endurance
how various festivals in Ghana are celebrated. Sacrifice, Reconciliation
In groups, let learners describe how festivals are
celebrated.
Let learners write essays on how festivals are celebrated and
read their essays to the class.
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SUBJECT SPECIFIC
CONTENT STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND CORE
COMPETENCIES
B6 2.2.1.2: Explain the need for celebrating various festivals. Communication and Collaboration,
Let learners mention the festivals celebrated in Ghana. Personal Development and
Lead learners to talk about why festivals are celebrated: Leadership
teacher about love and sacrifice, promote unity and Creativity and Innovation
brotherliness, etc. and Global Citizenship
In groups, let learners to dramatise a festival of their choice,
showing important activities like sharing, reconciliation,
unity and brotherliness, etc.
Let leaners write essays on the need for celebrating
festivals.
Lead learners to discuss their essays for suggestions and
corrections.
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Strand 3: Religious Leaders
Sub-Strand 4: Ministry and Latter Lives of Leaders of the Three Major Religions in Ghana
B6 3.4.1.2 Identify the moral lessons from the latter lives of the
religious leaders.
Guide learners to discuss the moral lessons from the latter lives
of the religious leaders.
Put learners into groups to explore virtues they have learnt
from the latter lives of the religious leaders and present to class.
Let each group list the virtues they have explored about the
latter lives of the religious leaders:
- humility, forgiveness, faithfulness, obedience,
perseverance, patriotism, etc.
Lead learners to dramatise or role play the virtues they have
listed.
Let learners talk about how they can apply the virtues in their
lives.
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Strand 4: The Family and community
Sub- Strand 1: Commitment to the God
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5: The Family, Authority and Obedience
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Sub-Strand 2: Roles, Relationships in the Family and Character Formation
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RELIGIOUS AND MORAL EDUCATION ME SUBJECT PANEL MEMBERS AND REVIEWERS
NAME INSTITUTION
Writing panels
Apostle Prof. Samuel Asuming- Dept. of Agricultural Economics and
Brempong (Lead) Business, UG
Expert Reviewers
Prof. John K. Eminah UEW
Dr. Fiifi Mensah UCC
Curriculum Adviser
Dr. Sam K. Awuku
Supervisor
Felicia Boakye-Yiadom (Mrs) NaCCA, Outgoing Acting Executive Secretary
Dr. Prince H. Armah NaCCA, Incoming Acting Executive Secretary
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MINISTRY OF EDUCATION
REPUBLIC OF GHANA
PHYSICAL EDUCATION
CURRICULUM FOR PRIMARY SCHOOLS
(BASIC 1 - 6)
SEPTEMBER 2019
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FOREWORD
The new curriculum for Ghana’s primary schools is standards-based, which is our demonstration of placing learning at the heart of every classroom and
ensuring that every learner receives quality education. Provision of accessible quality education for all is non-negotiable if we are to meet the human capital
needs of our country, required for accelerated sustainable national development. It is for this reason that the new curriculum sets out clearly the learning areas
that need to be taught, how they should be taught and how they should be assessed. It provides a set of core competencies and standards that learners are to
know, understand and demonstrate as they progress through the curriculum from one content standard to the other and from one phase to the next. The
curriculum and its related teachers’ manual promote the use of inclusive and gender responsive pedagogy within the context of learning-centred teaching
methods so that every learner can participate in every learning process and enjoy learning. The curriculum encourages the use of Information and
Communication Technologies (ICTs) for teaching and learning – ICTs as teaching and learning materials.
The new curriculum has at its heart the acquisition of skills in the 4Rs of Reading, wRiting, aRithmetic and cReativity by all learners. It is expected that at any
point of exit from a formal education, all learners should be equipped with these foundational skills for life, which are also prerequisites for Ghana becoming a
learning nation. The graduates from the school system should become functional citizens in the 4Rs and lifelong learners. They should be digital literates,
critical thinkers and problem solvers. The education they receive through the study of the learning areas in the curriculum should enable them to collaborate
and communicate well with others and be innovative. The graduates from Ghana’s schools should be leaders with a high sense of national and global identity.
The curriculum therefore provides a good opportunity in its design to develop individuals with the right skills and attitudes to lead the transformation of Ghana
into an industrialised learning nation.
For this reason, the Ministry of Education expects that learners, as a result of the new knowledge, skills and values they have acquired through the new
curriculum, will show a new sense of identity as creative, honest and responsible citizens. These are our core values that underpin the identification and
selection of the learning areas for this curriculum. These core values serve as fundamental building blocks for developing into our learners the spirit of
teamwork, respect, resilience and the commitment to achieving excellence. The Ministry endorses a quality learning experience as an entitlement for each of
Ghana’s school-going girl and boy; the curriculum has rightly focused on learning and learning progression. The Ministry has also endorsed accountability as a
critical domain for effective workings of standards-based curriculum.
More importantly the role of the teacher is to make this curriculum work for the intended purpose - to inculcate in learners the core competencies and values
and to make learning happen; improve learning outcomes – and the support that teachers need is duly recognised and endorsed by my Ministry. The Ministry
will support the implementation of the curriculum to include capacity development of all teachers in the new curriculum. Teachers matter in the development
and delivery of the standards-based curriculum and we will continue to support our teachers on this journey that we have started together to put learning at
the centre of what we do best; teach!
I thank all those who have contributed their time and expertise to the development of this curriculum for primary schools in Ghana.
FOREWORD........................................................................................................................................................................................................... iii
RATIONALE FOR PHYSICAL EDUCATION ....................................................................................................................................................... viii
PHILOSOPHY ....................................................................................................................................................................................................... viii
GENERAL AIM ...................................................................................................................................................................................................... viii
SUBJECT AIMS ...................................................................................................................................................................................................... viii
CORE COMPETENCES .......................................................................................................................................................................................... ix
LEARNING DOMAINS (EXPECTED LEARNING BEHAVIOURS) ......................................................................................................................... x
KNOWLEDGE, UNDERSTANDING AND APPLICATION ................................................................................................................................... x
SKILLS AND PROCESSES ...................................................................................................................................................................................... xii
ATTITUDES AND VALUES ................................................................................................................................................................................... xii
VALUES: ................................................................................................................................................................................................................ xiii
ASSESSMENT ........................................................................................................................................................................................................ xiv
SUGGESTED TIME ALLOCATION ....................................................................................................................................................................... xv
PEDAGOGICAL APPROACHES ........................................................................................................................................................................... xv
ANNOTATION ..................................................................................................................................................................................................... xx
ORGANISATION OF THE CURRICULUM .......................................................................................................................................................... xx
CURRICULUM REFERENCE NUMBERS .............................................................................................................................................................. xxi
SCOPE AND SEQUENCE ................................................................................................................................................................................... xxii
SCOPE AND SEQUENCE SHOWING STRANDS AND THE SUB STRANDS FOR PHYSICAL EDUCATION............................................... xxii
BASIC ONE ..............................................................................................................................................................................................................2
STRAND 1: MOTOR SKILL AND MOVEMENT PATTERNS .................................................................................................................................2
STRAND 2: MOVEMENT CONCEPTS, PRINCIPLES AND STRATEGIES ...........................................................................................................11
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STRAND3: PHYSICAL FITNESS ............................................................................................................................................................................13
STRAND 5: VALUES AND PSYCHO-SOCIAL CONCEPTS, PRINCIPLES AND STRATEGIES...........................................................................15
BASIC TWO ..........................................................................................................................................................................................................16
STRAND 1: MOTOR SKILL AND MOVEMENT PATTERNS ...............................................................................................................................17
STRAND 2: MOVEMENT CONCEPTS, PRINCIPLES AND STRATEGIES ...........................................................................................................23
STRAND3: PHYSICAL FITNESS ............................................................................................................................................................................25
STRAND 4: PHYSICAL FITNESS CONCEPTS, PRINCIPLES AND STRATEGIES ................................................................................................26
BASIC THREE.........................................................................................................................................................................................................30
STRAND 1: MOTOR SKILL AND MOVEMENT PATTERNS ...............................................................................................................................30
STRAND 2: MOVEMENT CONCEPTS, PRINCIPLES AND STRATEGIES ...........................................................................................................36
STRAND3: PHYSICAL FITNESS ............................................................................................................................................................................38
STRAND 4: PHYSICAL FITNESS CONCEPTS, PRINCIPLES AND STRATEGIES ................................................................................................40
STRAND 5: VALUES AND PSYCHO-SOCIAL CONCEPTS, PRINCIPLES AND STRATEGIES...........................................................................42
BASIC FOUR ..........................................................................................................................................................................................................44
STRAND 1: MOTOR SKILL AND MOVEMENT PATTERNS ...............................................................................................................................44
STRAND 2: MOVEMENT CONCEPTS, PRINCIPLES AND STRATEGIES ...........................................................................................................48
STRAND3: PHYSICAL FITNESS ............................................................................................................................................................................50
STRAND 4: PHYSICAL FITNESS CONCEPTS, PRINCIPLES AND STRATEGIES ................................................................................................52
STRAND 5: VALUES AND PSYCHO-SOCIAL CONCEPTS, PRINCIPLES AND STRATEGIES...........................................................................54
BASIC FIVE .............................................................................................................................................................................................................57
STRAND 1: MOTOR SKILL AND MOVEMENT PATTERNS ...............................................................................................................................57
STRAND 2: MOVEMENT CONCEPTS, PRINCIPLES AND STRATEGIES ...........................................................................................................63
STRAND3: PHYSICAL FITNESS ............................................................................................................................................................................64
STRAND 4: PHYSICAL FITNESS CONCEPTS, PRINCIPLES AND STRATEGIES ................................................................................................65
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STRAND 5: VALUES AND PSYCHO-SOCIAL CONCEPTS, PRINCIPLES AND STRATEGIES...........................................................................67
BASIC SIX...............................................................................................................................................................................................................69
STRAND 1: MOTOR SKILL AND MOVEMENT PATTERNS ...............................................................................................................................69
STRAND 2: MOVEMENT CONCEPTS, PRINCIPLES AND STRATEGIES ...........................................................................................................75
SUB-STRAND: SPACE AWARENESS, DYNAMICS, RELATIONS, BODY MANAGEMENT AND STRATEGIES ...............................................75
STRAND3: PHYSICAL FITNESS ............................................................................................................................................................................77
STRAND 4: PHYSICAL FITNESS CONCEPTS, PRINCIPLES AND STRATEGIES ................................................................................................79
STRAND 5: VALUES AND PSYCHO-SOCIAL CONCEPTS, PRINCIPLES AND STRATEGIES...........................................................................81
APPENDIX: ............................................................................................................................................................................................................76
GLOSSARY.............................................................................................................................................................................................................82
SUGGESTED EQUIPMENT/MATERIALS ...............................................................................................................................................................89
READING LIST.......................................................................................................................................................................................................89
HISTORY SUBJECT PANEL MEMBERS AND REVIEWERS ...................................................................................................................................91
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RATIONALE FOR PHYSICAL EDUCATION
The teaching and learning of Physical Education is based on principles from science, psychology, sociology and movement education. Physical education
programme is an integral part of the total education of every child for holistic development and well-being, from kindergarten to Senior High school. Quality
physical education programmes are needed to increase the physical competence, health-related fitness, self-responsibility, stress management, recreation and
enjoyment of physical activities for all learners including those with learning or physical disabilities, environmentally or culturally deprived and the gifted so that
they can be physically active for life. They are also needed for an increase in productivity, reduction of national revenue on health, absenteeism, corruption, etc.
However, Physical education programmes can only be beneficial to learners and society if they are well planned, implemented and managed.
PHILOSOPHY
The teaching and learning of physical education is based on constructivist and fitness models.
Teaching Philosophy
Physical education guides learners discover and develop knowledge, skills, attitude, values, fitness, health and social responsibility through interaction with the
environment. Through the study of and the experience that learners are exposed to in Physical Education and Health, they will become honest, creative,
critical thinkers and responsible citizens.
Learning Philosophy
Physical Education Curriculum focuses on building the character of the learners, guiding them using social constructivist approach so that they are able to
create knowledge themselves, use such knowledge for the betterment of self and the society in which the live. The Physical Education graduate must
demonstrate values such as respect, appreciation of diversity of Ghana’s societies, equity and fairness, commitment to excellence, teamwork and collaboration
and truth and integrity.
General Aim
The curriculum is aimed to develop individuals who are literate, good problem solvers, have the ability to think creatively and have both the confidence and
competence to participate fully in the Ghanaian society as responsible local and global citizens.
Subject Aims
The national standard-based physical education curriculum aims to ensure that all learners:
1. lead healthy and active life-styles,
2. develop competence to excel in a broad range of physical activities, athletics, games, and sports(career opportunities),
3. engage in competitive athletics, games, sports and physical activities,
4. become confident and responsible persons in all walks of life,
5. develop mental, moral, social and spiritual capabilities,
6. appreciate healthy competition in athletics, games and sports.
7. acquire knowledge of the value of physical activity, and
8. develop an appreciation for diversity
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CORE COMPETENCIES
The core competences describe a body of skills that teachers at all levels should seek to develop in their learners. They are ways in which teachers and
learners engage with the subject matter as they learn the subject. The competences presented here describe a connected body of core skills that are acquired
throughout the processes of teaching and learning.
This skill develops learners’ cognitive and reasoning abilities to enable them analyse and solve problems. Critical thinking and problem solving skill enables
learners to draw on their own experiences to analyse situations and choose the most appropriate out of a number of possible solutions. It requires that
learners embrace the problem at hand, persevere and take responsibility for their own learning.
This competence promotes in learners the skills to make use of languages, symbols and texts to exchange information about themselves and their life
experiences. Learners actively participate in sharing their ideas. They engage in dialogue with others by listening to and learning from them. They also respect
and value the views of others.
This competence involves developing learners to put country and service foremost through an understanding of what it means to be active citizens. This is
done by inculcating in learners a strong sense of social and economic awareness. Learners make use of the knowledge, skills, competences and attitudes
acquired to contribute effectively towards the socioeconomic development of the country and on the global stage. Learners build skills to critically identify
and analyse cultural and global trends that enable them to contribute to the global community.
This competence involves improving self-awareness and building self-esteem. It also entails identifying and developing talents, fulfilling dreams and aspirations.
Learners are able to learn from mistakes and failures of the past. They acquire skills to develop other people to meet their needs. It involves recognising the
importance of values such as honesty and empathy and seeking the well-being of others. Personal development and leadership enables learners to distinguish
between right and wrong. The skill helps them to foster perseverance, resilience and self-confidence. PL helps them acquire the skill of leadership, self-
regulation and responsibility necessary for lifelong learning.
Digital Literacy develop learners to discover, acquire, and communicate through ICT to support their learning. It also makes them use digital media responsibly.
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LEARNING DOMAINS (EXPECTED LEARNING BEHAVIOURS)
A central aspect of this curriculum is the concept of three integral learning domains that should be the basis for instruction and assessment. These are
- Process Skills
In this curriculum, learning indicators are stated with action verbs to show what the learner should know and be able to do. For example, the learner will be
able to describe something. Being able to “describe” something after teaching and learning has been completed means that the learner has acquired
“knowledge”. Being able to explain, summarise, and give examples etc. means that the learner has understood the concept taught.
Similarly, being able to develop, defend, etc. means that the learner can “apply” the knowledge acquired in some new context. You will note that each of the
indicators in the curriculum contains an “action verb” that describes the behaviour the learner will be able to demonstrate after teaching and learning has taken
place. “Knowledge, Understanding and Application” is a domain that should be the prime focus of teaching and learning in schools. Teaching in most cases has
tended to stress knowledge acquisition to the detriment of other higher level behaviours such as applying knowledge.
Each action verb in any indicator outlines the underlying expected outcome. Each indicator must be read carefully to know the learning domain towards which
you have to teach. The focus is to move teaching and learning from the didactic acquisition of “knowledge” where there is fact memorisation, heavy reliance on
formulae, remembering facts without critiquing them or relating them to real world – surface learning – to a new position called – deep learning. Learners
are expected to deepen their learning by knowledge application to develop critical thinking skills, explain reasoning, and to generate creative ideas to solve real
life problems in their school lives and later in their adult lives. This is the position where learning becomes beneficial to the learner.
The explanation and the key words involved in the “Knowledge, Understanding and Application” domain are as follows:
Knowing: The ability to remember, recall, identify, define, describe, list, name, match, state principles, facts,
concepts. Knowledge is the ability to remember or recall material already learned and this
constitutes the lowest level of learning.
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Understanding: The ability to explain, summarise, translate, rewrite, paraphrase, give examples, generalise,
estimate or predict consequences based upon a trend. Understanding is generally the ability to
grasp the meaning of some material that may be verbal, pictorial, or symbolic.
Applying: This dimension is also referred to as “Use of Knowledge”. Ability to use knowledge or apply
knowledge, apply rules, methods, principles, theories, etc. to situations that are new and unfamiliar.
It also involves the ability to produce, solve, plan, demonstrate, discover etc.
Analysis: The ability to break down material/information into its component parts; to differentiate,
compare, distinguish, separate, identify significant points etc., ability to recognise unstated
assumptions and logical fallacies; ability to recognise inferences from facts etc.
Synthesising: The ability to put parts together to form a new whole. It involves the ability to combine, compile,
compose, devise, plan, revise, organise, create, generate new ideas and solutions etc.
Evaluating: The ability to appraise, compare features of different things and make comments or judgment,
compare, contrast, criticise, justify, support, discuss, conclude, make recommendations etc.
Evaluation refers to the ability to judge the worth or value of some material based on some
criteria.
Creating: The ability to use information or materials to plan, compose, produce, manufacture or construct
other products. From the foregoing, creation is the highest form of thinking and learning skill and
is therefore the most important behaviour. This unfortunately is the area where most learners
perform poorly. In order to get learners to develop critical thinking and behavioural skills
beginning right from the lower primary level, it is advised that you do your best to help your
learners to develop analytic and application skills as we have said already.
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SKILLS AND PROCESSES
These are specific activities or tasks that indicate performance or proficiency in a given learning area. They are useful benchmarks for planning lessons,
developing exemplars and are the core of inquiry-based learning.
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Attitudes
i. Curiosity:
The inclination or feeling toward seeking information about how things work in a variety of fields.
ii. Perseverance:
The ability to pursue a problem until a satisfying solution is found.
v. Reflection:
The habit of critically reviewing ways in which an investigation has been carried out to see possible faults and other ways by which the investigation
could be improved upon. The teacher should endeavour to ensure that learners cultivate the above attitudes and process skills as a prelude to effective
academic work.
VALUES:
At the heart of this curriculum is the belief in nurturing honest, creative and responsible citizens. As such, every part of this curriculum, including
the related pedagogy should be consistent with the following set of values.
Respect: This includes respect for the nation of Ghana, its institutions and laws and the culture and respect among its citizens and friends of Ghana.
Diversity: Ghana is a multicultural society in which every citizen enjoys fundamental rights and responsibilities. Learners must be taught to respect the
views of all persons and to see national diversity as a powerful force for nation development. The curriculum promotes social cohesion.
Equity: The socio-economic development across the country is uneven. Consequently, it is necessary to ensure an equitable distribution of resources based
on the unique needs of learners and schools. Ghana’s learners are from diverse backgrounds, which require the provision of equal opportunities to all, and that
all strive to care for each other both personally and professionally.
Commitment to achieving excellence: Learners must be taught to appreciate the opportunities provided through the curriculum and persist in doing their
best in whatever field of endeavour as global citizens. The curriculum encourages innovativeness through creative and critical thinking and the use of
contemporary technology.
Teamwork/Collaboration: Learners are encouraged to be become committed to team-oriented working and learning environments. This also means that
learners should have an attitude of tolerance to be able to live peacefully with all persons.
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Truth and Integrity: The curriculum aims to develop learners into individuals who will consistently tell the truth irrespective of the consequences. In addition,
be morally upright with the attitude of doing the right thing even when no one is watching. Also, be true to themselves and be willing to live the values of
honesty and compassion. Equally important, the ethos or culture of the work place, including integrity and perseverance, must underpin the learning processes
to allow learners to apply skills and competences in the world of work.
The action verbs provided under the various profile dimensions should help you to structure your teaching to achieve desired learning outcomes. Select from
the action verbs provided for your teaching, for evaluation exercises and for test construction.
ASSESSMENT
Assessment is a process of collecting and evaluating information about learners and using the information to make decisions to improve their learning.
In this curriculum, it is suggested that assessment is used to promote learning. Its purpose is to identify the strengths and weaknesses of learners to enable
teachers ascertain their learner’s response to instruction.
Assessment is both formative and summative. Formative assessment is viewed in terms of Assessment as learning and Assessment for learning.
Assessment as learning: Assessment as learning relates to engaging learners to reflect on the expectations of their learning. Information that learners provide
the teacher forms the basis for refining teaching-learning strategies. Learners are assisted to play their roles and to take responsibility of their own learning to
improve performance. Learners set their own goals and monitor their progress.
Assessment for learning: This also known as formative assessment. It is an approach used to monitor learner’s progress and achievement. This occurs
throughout the learning process.
The teacher employs assessment for learning to seek and interpret evidence which serves as timely feedback to refine their teaching strategies and improve
learners’ performance. Learners become actively involved in the learning process and gain confidence in what they are expected to learn.
Assessment of learning: This is summative assessment. It describes the level learners have attained in the learning, what they know and can do over a period
of time. The emphasis is to evaluate the learner’s cumulative progress and achievement.
It must be emphasised that all forms of assessment should be based on the domains of learning. In developing assessment procedures, try to select indicators in
such a way that you will be able to assess a representative sample from a given strand. Each indicator in the curriculum is considered a criterion to be achieved
by the learners. When you develop assessment items or questions that are based on a representative sample of the indicators taught, the assessment is
referred to as a “Criterion-Referenced Assessment”. In many cases, a teacher cannot assess all the indicators taught in a term or year. The assessment
procedure you use i.e. class assessments, homework, projects etc. must be developed in such a way that the various procedures complement one another to
provide a representative sample of indicators taught over a period.
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SUGGESTED TIME ALLOCATION
A total of two periods a week, each period consisting of thirty minutes, is allocated to the teaching of Physical Education at the Primary level. It is
recommended that the two teaching periods should be practical.
PEDAGOGICAL APPROACHES
These include the approaches, methods and strategies for ensuring that every learner benefits from appropriate and relevant teaching and learning episodes
which are timely assessed and feedback provided to the learner and other stakeholders such as parents and education authorities. It includes the type and use
of appropriate and relevant teaching and learning resources to ensure that all learners attain the expected level of learning outcomes. The curriculum
emphasises:
The creation of learning-centred classrooms through the use of creative approaches to teaching and learning as strategies to ensuring learner
empowerment and independent learning.
the positioning of inclusion and equity at the centre of quality teaching and learning.
the use of differentiation and scaffolding as teaching and learning strategies for ensuring that no learner is left behind
the use of Information Communications Technology (ICT) as a pedagogical tool.
the identification of subject specific instructional expectations needed for making learning in the subject relevant to learners
the integration of assessment for learning, as learnin g and of learning into the teaching and learning process and as an accountability strategy
use questioning techniques that promote deepen learning
LEARNING-CENTRED PEDAGOGY
The learner is at the centre of learning. At the heart of the curriculum is learning progression and improvement of learning outcomes for Ghana’s young
people with a focus on the 4Rs – Reading, wRiting, aRithmetic and cReativity. It is expected that at each curriculum phase, learners would be offered the
essential learning experiences to progress seamlessly to the next phase. Where there are indications that a learner is not sufficiently ready for the next phase a
compensatory provision through differentiation should be provided to ensure that such a learner is ready to progress with his/her cohort. At the primary
school, the progression phases are: pre-primary (KG1 – 2), primary phases (B1 – B3 and B4 to B6).
The curriculum encourages the creation of a learning-centred classroom with the opportunity for learners to engage in meaningful “hands-on” activities that
bring home to the learner what they are learning in school and what they know from outside of school. The learning centred classroom is a place for the
learners to discuss ideas and through the inspiration of the teacher actively engage in looking for answers through working in groups to solve problems. This
also includes researching for information and analysing and evaluating the information obtained. The aim of the learning-centred classroom approach is to
develop learner autonomy so that learners can take ownership of their learning. It provides the opportunity for deep and profound learning to take place.
The teacher should create a learning atmosphere that ensures:
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Learners feel safe and accepted.
Learners are given frequent opportunities to interact with varied sources of information, teaching and learning materials and ideas in a variety of ways.
The teacher assumes the position of a facilitator or coach who: Helps learners to identify a problem suitable for investigation via project work.
Problems are connected to the context of the learners’ world so that it presents authentic opportunities for learning.
Subject matter around the problem, not the discipline.
Learners responsibly define their learning experience and draw up a plan to solve the problem in question.
Learners collaborate whilst learning.
Demonstrate the results of their learning through a product or performance.
It is more productive for learners to find answers to their own questions rather than for teachers to provide the answers and their opinions in a learning-
centred classroom.
INCLUSION
Inclusion entails access and learning for all learners especially those disadvantaged. All learners are entitled to a broad and balanced curriculum in every school
in Ghana. The daily learning activities to which learners are exposed should ensure that the learners’ right to equal access to quality education is being met.
The curriculum suggests a variety of approaches that address learners’ diversity and their special needs in the learning process. These approaches when used in
lessons, will contribute to the full development of the learning potential of every learner. Learners have individual needs and different learning styles, learning
experiences and different levels of motivation for learning. Planning, delivery and reflection on daily learning episodes should take these differences into
consideration. The curriculum therefore promotes:
learning that is linked to the learner’s background and to their prior experiences, interests, potential and capacities;
learning that is meaningful because it aligns with learners’ ability (e.g. learning that is oriented towards developing general capabilities and solving the
practical problems of everyday life); and
The active involvement of the learners in the selection and organisation of learning experiences, making them aware of their importance in the
process and also enabling them to assess their own learning outcomes.
This curriculum is to be delivered through the use of creative approaches. Differentiation and Scaffolding are pedagogical approaches to be used within the
context of the creative approaches.
Differentiation is a process by which differences between learners (learning styles, interest and readiness to learn etc.) are accommodated so that all
students in a group have best possible chance of learning. Differentiation could be by task, support and outcome. Differentiation as a way of ensuring each
learner benefits adequately from the delivery of the curriculum can be achieved in the classroom through:
Task
One-on-one support
Outcome
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Differentiation by task involves teachers setting different tasks for learners of different ability e.g. in sketching the plan and shape of their classroom some
leaners could be made to sketch with free hand while others would be made to trace the outline of the plan of the classroom.
Differentiation by support involves the teacher providing a targeted support to learners who are seen as performing below expected standards or at risk of
not reaching the expected level of learning outcome. This support may include a referral to a Guidance and Counselling Officer for academic support.
Differentiation by outcome involves the teacher allowing learners to respond at different levels. In this case, identified learners are allowed more time to
complete a given task.
Scaffolding in education refers to the use of a variety of instructional techniques aimed at moving learners progressively towards stronger understanding and
ultimately greater independence in the learning process.
It involves breaking up the learning episode, experience or concepts into smaller parts and then providing learners with the support they need to learn each
part. The process may require a teacher assigning an excerpt of a longer text to learners to read, engage them to discuss the excerpt to improve
comprehension of its rationale, then guiding them through the key words/vocabulary to ensure learners have developed a thorough understanding of the text
before engaging them to read the full text. Common scaffolding strategies available to the teacher include:
giving learners a simplified version of a lesson, assignment, or reading, and then gradually increasing the complexity, difficulty, or sophistication over
time.
describing or illustrating a concept, problem, or process in multiple ways to ensure understanding.
giving learners an exemplar or model of an assignment, they will be asked to complete.
giving learners a vocabulary lesson before they read a difficult text.
clearly describing the purpose of a learning activity, the directions learners need to follow, and the learning goals they are expected to achieve.
explicitly describing how the new lesson builds on the knowledge and skills learners were taught in a previous lesson.
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INFORMATION AND COMMUNICATION TECHNOLOGY
ICT has been integrated into this curriculum as a teaching and learning tool to enhance deep and independent learning. Some of the expected outcomes that
this curriculum aims to achieve through ICT use for teaching and learning are:
The use of ICT as a teaching and learning tool is to provide learners an access to large quantities of information online. It also provides the framework for
analysing data to investigate patterns and relationships in a geographical context. Once pupils have made their findings, ICT can then help them organize, edit
and present information in many different ways.
Learners need to be exposed to the various ICT tools around them including calculators, radios, cameras, phones, television sets and computer and related
software like Microsoft Office packages – Word, PowerPoints and Excel as teaching and learning tools. The exposure that learners are given at the Primary
School level to use ICT in exploring learning will build their confidence and will increase their level of motivation to apply ICT use in later years, both within
and outside of education. ICT use for teaching and learning is expected to enhance the quality and learners’ level of competence in the 4Rs.
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Curriculum Reference numbers
A unique annotation used for numbering the strands, sub-strands, content standards and indicators in the curriculum for the
purpose of easy referencing is shown below:
B1.1.3.1.3: Roll a ball from stationary position B2.1.2.1.2: Forward and backward skip without a B3.1.13.1.17: Roll forward from standing position
using hands. rope. many times to a distance in a round form.
ANNOTATION
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A unique annotation is used to label the class, strands, sub-strands, content standards and learning indicators in the curriculum for the purpose of easy
referencing. The annotation is defined in figure 1: Content Standard number
Class
Sub-strands are larger groups of related indicators. Indicators from sub-strands may sometimes be closely related.
Content Standards refers to the pre-determined level of knowledge, skill and/or attitude that a learner attains by a set stage of education.
Indicators is a clear outcome or milestone that learners have to exhibit in each year to meet the content standard expectation. The indicators represent the
minimum expected standard in a year.
Exemplar refers to support and guidance which clearly explains the expected outcomes of an indicator and suggests what teaching and learning activities
could taken, to support the facilitators/teachers in the delivery of the curriculum.
The table below shows the scope and sequence of the strands addressed at the B1 – B6 phase. The remaining part of the document presents the details of
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CURRICULUM REFERENCE NUMBERS
Example: B1.2.3.4.1
1 STRAND NUMBER
2 SUB-STRAND NUMBER
3 CONTENT STANDARD NUMBER
4 LEARNING/ PERFORMANCE INDICATOR NUMBER
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SCOPE AND SEQUENCE
Scope and Sequence Showing Strands and the Sub Strands for Physical Education
B1 B2 B3 B4 B5 B6
STRANDS SUB STRANDS
1. Motor Skills and Movement Locomotor movements
Pattern Manipulative Skills
Rhythmic Skills
2. Movement Concepts, Space awareness
Principles, and Strategies Dynamics
Relationships
Body management
Strategies
Aerobic Capacity
3. Physical Fitness Strength
Endurance
Flexibility
Body Composition
Fitness Programmes
4. Physical Fitness Concepts,
Principles, and Strategies Healthy diet
Substances
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BASIC I
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BASIC 1
Strand 1: MOTOR SKILL AND MOVEMENT PATTERNS
Sub- Strand: LOCOMOTOR, MANIPULATIVE AND RHYTHMIC SKILLS
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES
B1.1.1.1 B1.1.1.1.1: Travel (move) over, under, in front of, behind, and through objects using Personal Development,
locomotor skills (walk, jump, craw etc.). Leadership Skills: Learners
Demonstrate
develop these competenies and
competence in i. Demonstrate to learners how to move over objects and allow them to practice at their skills such as agility, flexibility,
the motor skills own pace. Learners who master the skill should move on to the next activity.
and movement patience, teamwork etc. as they
ii. Demonstrate move under objects and allow learners to practice at their own pace. move over, under, in front of,
patterns needed
to perform a iii. Learners in pairs practice move in front and behind and teacher or partners give the behind, and through objects
variety of instruction individually or in groups.
physical activities iv. Learners walk, jog or run through the objects as individuals and as a group.
(games, athletics v. travel over. Rearrange, objects (e.g. skittles, cones, etc.) and guide learners to make
gymnastics and other movements such as under, in front of, behind, and through objects.
dance)
vi. Observe learners during practice as individual and provide them with feedback for Personal Development,
correct mastery of the skill. Allow them to progress at their own pace toward Leadership Critical Thinking
mastery. and Collaboration Skills:
Take them through cool down/warm down activity to end the lesson. Learners develop these
B1.1.2. 1.2: Jump individually taking-off on one foot and on both feet. competencies as they move their
body, balance, power to take-off
Exemplar: Learners go through general and specific warm-ups. Demonstrate to learners how and land and leadership skills like
to jump taking off on one foot and both feet (show video or pictures of the activities). Guide supporting and guiding one another
learners to practice the activity as individuals and in a group at their own pace base on individual as they go through the activities.
differences for mastery.
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES
Demonstrate
competence in Organise mini long jump and high jump activity by organising obstacles for learners to jump over
the motor skills for height or distance using take-off on one foot or two feet.
and movement
patterns needed Take them through cool down/warm down activity to end your lesson.
to perform a
variety of
physical activities
B1.1.3.1.3: Roll a ball from stationary position using hands.
(games, athletics
Personal Development and
gymnastics and After taking learners through the general and specific warm-ups, demonstrate to learners how to
Leadership Skills: Learners
dance) roll a ball from stationary using hands by placing a ball in front, bend the trunk forward and place
develop these competenies and
the palm behind the ball, roll the ball forward whiles moving from one point to another (from
CONT’D skills such as flexibility, muscular
walking to jogging and to running. Guide learners to practice individually and in groups.
strength, agility, etc. as well as
Observe them practice at their own pace and give corrective feedback for correct skill mastery. leadership, creativity and innovation
Learners can further use bats or sticks to roll the ball to challenge the fast learners. as they practice how to roll a ball
with hands from stationary whiles
Organise mini game for learners for fun and enjoyment to prevent boredom.Take learners walking, jogging and running.
through cool down to end the lesson
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES
Demonstrate B1.1.4.1.4: Balance oneself, demonstrating momentary stillness, in symmetrical and Personal Development
competence in asymmetrical shapes using body parts other than both feet as a base of support. Leadership Skills: Learners
the motor skills develop these competenies and
and movement Begin the lesson with general and specific warm-ups after watching and discussing a video on the
skills such as strength, balance,
patterns needed lesson with learners to better understand balancing oneself in momentary stillness in symmetrical
tolerance, patience, collaboration,
to perform a and asymmetrical shapes. learners fold pieces of paper in into two equal halves. Use the line of
etc. as they go through the
variety of symmetry to symmetrical shape.
instructional activities.
physical activities
(games, athletics Demonstrate to learners balancing oneself in momentary stillness in symmetrical by standing
gymnastics and shoulder width apart with arms stretched sideways.
dance) Personal Development
Learners practice momentary stillness in symmetrical and asymmetrical shapes using body part.
Leadership Skills: Learners
CONT’D Let learners practice as individuals and in group at their own pace. Observe them practice, give
develop these competenies and
positive back and motivate learners.
skills such as strength, balance,
End the lesson with cool down. courage, patience, etc. as they learn
how to walk with their arms
B1 .1.5.1.5: Walking with the arms or hands stretched by sides. stretched sideways independently.
Learners jog within demarcated area with their hands stretched sideways to imitate a flying bird
to warm their body up. Demonstrate to learners how to walk with arms stretched sideways
from one point to the other. Guide learners to walk with their hands stretched sideways as
individuals and in a group but progress at their own pace. Observe them practice and give them
feedback for motivation and correct mastery of skill.
Mark lines on the ground and let learners walk on them make the active challenging and to
prevent boredom. Guide learners to cool down to end the lesson.
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES
Demonstrate B1.1.6.1.6: Strike a light ball upward continuously, using arms, hands, and feet. Personal Development,
competence in Leadership and Critical
the motor skills After general and specific warm-ups, demonstrate to learners how to strike a ball continuously
Thinking Skills:: Learners develop
and movement with their hands and feet by:
competencies and skills such as
patterns needed accuracy, precision, coordination
1. Hang light balls on a cross bar
to perform a strength, balance, courage, patience,
2. Stand in front and strike the ball upwards continuously as it moves back to your reach
variety of
with hands and later with feet. teamwork, fair-play, etc. as they
physical activities
3. Guide learners to practice as individuals and in groups at their own pace. practice how to strike light balls
(games, athletics
4. Let the advance learners toss balls after mastering the skill with the hang balls strike it upward with their arms, hands and
gymnastics and
with their hands and later with their feet continuously. feet.
dance)
5. Organise mini football or volleyball for learners to apply the skills for fun and enjoyment
CONT’D End the lesson with cool down
Personal Development Skills:
B1.1.7.1.7: Strike a light ball upward continuously, using a large, short-handled
Learners develop personal skills and
paddle.
competencies such as accuracy,
After general and specific warm-ups, demonstrate to learners how to strike a ball upward precision, coordination strength,
continuously using a large, short-handled paddle: balance, courage, patience,
teamwork, fair-play, etc. as they
1. Stand shoulder width apart with a ball and short-handle paddle. Toss the ball up and practice how to strike light balls
strike it upwards continuously as it drops to your reach with short-handle paddle or upward continuously using a large,
bat. short-handled paddle.
2. Guide learners to practice as individuals and in groups at their own pace.
3. Organise game for learners in pairs to serve and play a rally for fun and enjoyment
End the lesson with cool down.
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES
Demonstrate B1.1.8.1.8: Demonstrate the underhand throw pattern. Personal Development and
competence in leadership and Skills: Learners
the motor skills After learners had warmed up, demonstrate how underarm throw pattern by standing shoulder
develop personal skills and
and movement width apart with ball. Swing the hand with the ball backward as you simultaneously step forward
competencies such as throwing and
patterns needed with the foot. Swing the hand forward and throw the ball with the palm facing forward. Guide
catching, concentration, precision,
to perform a learners to practice as individuals and in groups. Observe them practice and give feedback for
coordination strength, balance and
variety of corrective practice and motivation.
patience as well as teamwork,
physical activities
Organise underarm throw for distance or target. Let learners cool down to end the lesson. tolerance, fair-play, communication,
(games, athletics
creativity etc. as they practice
gymnastics and
throwing and catching as individuals
dance)
and in a game situation eg. Netball,
CONT’D handball and basketball.
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES
Demonstrate B1.1.8.1.10: Catch a flying ball above the head. Personal Development and
competence in Deadership Skill: Through
the motor skills Lead learners through warm-ups activities. Demonstrate how to catch a flying by stretching the
throwing and catching of flying balls
and movement arms forward, fingers opened with thumbs and index fingers close to each other. Let learners
above the head, learners will
patterns needed throw a ball and step forward to catch it.
develop personal skills and
to perform a competencies such as
Guide learners in pairs to throw and catch flying balls in turns whiles you observe and give
variety of
feedback. concentration, precision,
physical activities
coordination strength, balance and
(games, athletics Organise handball, basketball or netball mini game for learners to apply the skills in real life patience as well as teamwork,
gymnastics and situation with fun and enjoyment. End the lesson with cool down. tolerance, fair-play, communication,
dance)
creativity etc. as they practice
CONT’D throwing and catching as individuals
and in a game situation eg. Netball,
handball and basketball.
B1. 1.9.1.11: Kick a stationary ball.
Personal Development and
After warm-ups demonstrate to learners how to kick a ball from stationary. Place a ball at Leadership Skills: Through kicking
stationary, stand shoulder width apart with non-kicking leg slightly forward supporting the body of a stationary ball, learners will
weight. Swing the leg behind forward to kick the ball from stationary. Learners step forward with develop personal skills and core
non-kicking leg to kick a stationary ball to partners base on their capabilities. competencies such as accuracy,
concentration, precision,
Organise a mini football game for learners to apply the skills in real life for fun and enjoyment. coordination strength, balance and
patience as well as teamwork,
tolerance, fair-play, communication,
creativity etc. as they practice the
activity as individuals and in a game
situation eg. Football game.
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES
Demonstrate B1.1.10.1.12: Bouncing and dribbling a ball (continuously) with one hand. Personal Development and
competence in Leadership Skills: Learners will
the motor skills Arrange cones in a straight line after warm-ups. Place a ball about 50cm in front of the first cone.
develop personal skills and core
and movement Move the ball through the cones by making slow and continuous push in a serpentine movement.
competencies such as agility,
patterns needed Guide learners to practices the skill as individuals and in a group while you supervise and give
concentration, precision,
to perform a feedback.
coordination strength, balance and
variety of
Organise mini handball game for learners to apply the skill in real life for fun, enjoyment and skill patience as well as teamwork,
physical activities
mastery. Let learners cool down to end the lesson. tolerance, fair-play, communication,
(games, athletics
creativity etc. as they bouncing and
gymnastics and
dribbling a ball (continuously) with
dance)
one hand
CONT’D
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES
Demonstrate B1.1.11.1.14: Dribble a ball in a forward direction, using the inside of the foot. Personal Development,
competence in Leadership, Critical Thiking
the motor skills Arrange cones in a straight line after warm-ups. Place a ball about 50cm in front of the first cone.
Skills: Learners develop skills such
and movement Move the ball through the cones by making slow and continuous push in a serpentine movement.
as pushing, coordination, agility,
patterns needed Emphasis of forward direction. Guide learners to practices the skill as individuals and in a group
precision, etc. through moving
to perform a while you supervise and give feedback.
(pushing) the ball forward whiles
variety of
Organise mini football game for learners to apply the skill in real life for fun, enjoyment and skill dribbling with hands and feet using
physical activities
mastery. Let learners cool down to end the lesson. varying amount of force as individual
(games, athletics
and as in a game situation.
gymnastics and B1.1.12.1.15: Marching to a beat(rhythm)
dance) Personal Development,
After warm-ups, demonstrate matching to a beat such as clapping, music (one-one, one-one, Leadership Skills: Learners
CONT’D etc.). Emphasis on left foot forward and right arm forward alternated movement. Give learners develop these skills such as
enough time to practice with beat as individuals and as a group but allowed to progress at their coordination, reaction time,
own pace. Observe and give corrective feedback. confidence, etc. through the
practice of matching to a beat as
Organise matching and take salute for fun and enjoyment. End the lesson with cool down.
individual and as in a game situation.
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES
Demonstrate B1.1.13.1.17: Roll in log form from stationary to a distance and back (from lying Personal Development,
competence in position). Leadership Skills: Learners
the motor skills develop these skills such as
and movement Take learners through general and specific warm-ups by jogging whiles flexing and twisting of
flexibility, muscular strength,
patterns needed body parts. Learners spread mats or mattresses in line. Lie on the mat/mattress at the start with
muscular endurance, coordination,
to perform a legs closed and straight. Arms attached to the body side by side while facing up. Roll
creativity, leadership skills,
variety of continuously from the start to the end with a maintained body posture. Roll back to the start.
confidence etc., through the
physical activities
Give learners enough time to practice with beat as individuals and as a group but allowed to performance of rolling in log form
(games, athletics
progress at their own pace. Observe and give corrective feedback. Organise log roll game for from stationary to a distance and
gymnastics and
learners to create fun and enjoyment. End the lesson with cool down. back as individual.and as in a game
dance)
situation.
CONT’D
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Strand 2: MOVEMENT CONCEPTS, PRINCIPLES AND STRATEGIES
Sub-Strand: SPACE AWARENESS, DYNAMICS, RELATIONS, BODY MANAGEMENT AND STRATEGIES
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES
Communication, Collaboration
and Critical Skills: Learners
develop communication skills as
speaking, listening, and acquisition of
new concepts, principles, strategies,
etc., as the teacher guides them to
identify different opportunities to
use striking skills.
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Strand3: PHYSICAL FITNESS
Sub- Strands: AEROBIC CAPACITY, STRENGTH, ENDURANCE AND FLEXIBILITY
B1.3.1.3. B1.3.1.3.1: Perform 5 minutes dancing with music. Personal Development and Leadership
Skills: Learners develop personal skills and
Assess and Organise a local dance with music and let learners dance for five minutes. Emphasis on
leadership by dancing 5 minute continuously
maintain a coordination, timing, flexibility etc. Choose any music that is common in the locality.
as warm-up activity or fitness test.
level of Record it and play or sing for learners to dance
physical fitness Personal Development and Leadership
to improve B1.3.2.3.2: Perform four continuous push-ups (biceps and triceps).
Skills:Learners develop personal skills such
health and as perseverance, muscular strength,
performance. After warm-ups, lie on the ground face down with hands supporting chest. Extend the
arms to move the upper body weight up and flex the arms to move the body back to muscular endurance, cardiovascular
lying position. Guide learners to practice to establish their base line. Encourage them to endurance by performing four continuous
practice at home for improvement. push-ups as specific activities.
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Strand 4: Physical Fitness Concepts, Principles and Strategies
Sub- Strands: Fitness Programme, Healthy Diet, Safety and Injuries, Substances/Drugs and Body Composition
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Strand 5: Values and Psycho-social Concepts, Principles and Strategies
Sub- Strands: Self-Responsibility, Social Interaction, Group Dynamics and Critical Thinking
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES
B1.5.1.5 B1.5.1.5.1: Participate willingly in physical activities. Cultural Identity and Global
Demonstrate Citizenship: As learners participate
Through observation, find out whether learners participate willingly in physical
value and utilize willingly in physical activities they develop
activities.
knowledge of personal and social skills such as tolerance,
psychological and Learners participate in physical activities of their interest. empathy, teamwork, fair-play when
practising in a team.
sociological
concepts, Cultural Identity and Global
principles, and B1.5.2.5.2: Demonstrate the characteristics of sharing and cooperation in Citizenship: As learners demonstrate the
strategies that physical activity. characteristics of sharing and cooperation
apply to the in physical activity, they develop personal
learning and Learners share their equipment with others during physical education lessons,
and social skills such as tolerance,
performance of Learner cooperate with others when working in groups. empathy, teamwork, fair-play as they
physical activity.
perform activities in groups.
Learners understand that sharing items during physical activities brings about
cooperation and success. Cultural Identity and Global
Citizenship: Learners develop skills such
B1.5.3.5.3: Demonstrate non-verbal appreciation.
as tolerance, empathy, teamwork, fair-play
Learners demonstrate non-verbal appreciate to their peers after performing physical during physical activity as the teacher
activity by clapping. encourages them to solve their
disagreement by saying I am sorry, forgive
me.
B1.5.4.5.4: Demonstrate how to solve a problem with another person during Cultural Identity and Global
physical activity. Citizenship: Learners develop social skills
such as tolerance, sympathy, teamwork,
Learners to solve their disagreements during physical activity by saying sorry, and
fair-play during practical physical education
helping a teammate when brought down, etc. during practical physical education lesson.
lesson as they are encouraged by the
teacher to solve their disagreement by
saying I am sorry, forgive me etc.
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BASIC 2
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BASIC 2
Strand 1: MOTOR SKILL AND MOVEMENT PATTERNS
Sub- Strand: LOCOMOTOR, MANIPULATIVE AND RHYTHMIC SKILLS
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES
B2.1.1.1 B2.1.1.1.1: Travel (move) in straight, curved, and zigzag pathways, using the Personal Development and
following locomotor movements: walking, running, leaping, jumping, and Leadership Skills: Learners develop
Demonstrate
skipping. personal and leadership skills: agility,
competence in the
flexibility, creativity, patience, teamwork
motor skills and Learners go through general and specific warm ups. Lead them to identify the pathways
etc. as they move using locomotor skills as
movement patterns such as straight, curved, and zigzag. Mark these pathways and guide them to move
well as write project as individually or in
needed to perform through walking, and running, etc. Allow the advance learners to help others as well as
groups.
a variety of physical progress into the next skill of interest. End the lesson with cool down.
activities (games, Personal Development and
B2.1.2.1.2: Forward and backward skip without a rope.
athletics gymnastics Leadership Skills: Learners develop
Organise the warm-up activities using rats and rabbits. From standing position with feet
and dance) competencies and personal skills such as
together, jump at spot with double take off and double landing flexed arms rotating at
coordination, agility, double take-off,
the shoulders clockwise for learners to observe.
communication, body balance, power,
Guide them to skip on the spot using personal space. Observe learners as they practice leadership as they support one another as
and give corrective feedback. Let learners progress at their own pace. Guide learners to they skip forward and backward without a
cool down by jogging slowly to end the lesson. rope.
B2.1.3.1.3: Roll a ball from stationary to a given point and back, using hands.
After learners going through the general and specific warm-ups, learners demonstrate
how to roll a ball from stationary using hands by placing a ball in front, bend the trunk Personal Development and
forward and place the palm behind the ball, roll the ball forward whiles moving from Leadership Skills: Learners develop
one point to another (from walking to jogging and to running. Guide learners to personal skills such as flexibility, muscular
practice individually and in groups. strength, agility, etc. as well as leadership,
creativity and innovation as they practice
Observe them practice at their own pace and give corrective feedback for correct skill
mastery. Learners can further use bats or sticks to roll the ball to challenge the fast how to roll the ball forward and
learners. backwards.
Organise mini game for learners for fun and enjoyment to prevent boredom. Take
learners through cool down to end the lesson.
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES
Demonstrate B2.1.7.1.7: Strike a ball continuously in an upward or forward motion, using P Personal Development and
competence in the a short-handled paddle (table tennis bat, tennis racket. Leadership Skills: Learners develop
motor skills and personal skills and leadership skills they
Learners grip a bat/paddle with both hands. They stand with the foot opposite the
movement patterns acquire accuracy, precision, coordination
throwing hand slightly forward. Learners swing the bat/paddle upward and backward.
needed to perform strength, balance, courage, patience,
Learners swing the bat/paddle fast to strike a stationary balloon from down and upward
a variety of physical teamwork, fair-play, etc. as they practice
with a follow through (continuous movement of the hand at direction of object
activities (games, how to strike light balls upward
movement after striking).
athletics gymnastics continuously using a large, short-handled
Organise a table tennis game for learners to experience the skill in real-life situation.
and dance) paddle.
End the lesson with cool down.
CONT’D B2.1.8.1.8 Perform the overhand throw pattern.
Personal Development and
After warm-ups pick up a ball and stand shoulder width apart. Extent the arm with the
Leadership Skills: Learners develop
ball above the head as you step forward with the opposite leg. Swing the extended arm
personal skills and leadership skills as they
forward to throw the ball over the hand. Learners practice the skill and give them
acquire throwing, catching, concentration,
feedback. Allow learners to progress at their pace. Organise mini handball game for
precision, coordination, teamwork,
learners to experience the skill in real-life situation. End the lesson with cool down.
tolerance, fair-play, communication,
B2.1.8.1.9: Throw a ball to a partner using the underhand, overhand and creativity etc. as they practice underarm
sidearm throw pattern. throwing patterns as individuals and in a
After warm-ups pick up a ball and stand shoulder width apart. Extent the arm with the game.
ball above the head as you step forward with the opposite leg. Swing the extended arm
Personal Development and
forward to throw the ball over the hand. Learners to practice the skill and give them
Leadership Skills: Learners develop
feedback.
personal skills and competencies such as
Use the earlier stance pattern but this time stretch the throwing arm down and flex the throwing and catching, concentration,
trunk sideways toward the throwing arm. Swing the hand quickly and forcefully to precision, coordination strength, balance
throw the ball forward whiles extending the trunk upward and forward. Learners and patience as well as teamwork,
practice the skill, observe and give them feedback. tolerance, fair-play, communication,
creativity etc. as they practice the skill.
Organise handball game for learners to experience the skill in real-life situation. End the
lesson with cool down.
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES
Demonstrate B2.1.8.1.10: Catch a flying ball below the waist. Personal Development and
competence in the Leadership Skills: Learners personal
Learners stand straight, shoulder width apart, with the foot opposite the
motor skills and skills and leadership through
throwing hand slightly forward after demonstration. Let learners stretch
movement patterns throwing and catching of self-tossed
their arms and hands fully forward with fingers spread open. As the ball
needed to perform balls such as concentration,
enters their palms, they flex their elbow joints (withdrawing it backwards)
a variety of physical precision, coordination strength,
whiles catching the ball simultaneously to reduce the impact. Learners
activities (games, balance and patience as well as
practice the skill, observe and give them feedback. Learners progress at
athletics gymnastics teamwork, tolerance, fair-play,
their own pace.
and dance) communication, creativity etc
Personal Development and
CONT’D
Leadership Skills: Through kicking a
B2.1.9.1.11: Kick a stationary ball using a smooth continuous running stationary ball using a smooth
approach. continuous running approach,
learners will develop personal skills
After taking learners through warm-ups, place a ball at stationary position.
and leadership skills such as
Move back about 5m away from the ball. Run and kick the ball forward with
concentration, precision,
the instep of the foot. Guide learners to practice the skill, observe and give
coordination strength, balance and
them corrective feedback. Ensure that learners progress at their own pace.
patience as well as teamwork,
B2.1.10.1.12: Hand-dribble by controlling a ball for a sustained period. tolerance, fair-play, as they practice
individuals and in a game situation
Learners bounce ball continuously on the spot or while moving for a
eg. Netball, handball and basketball.
sustained period after warm-ups. Observe learners as they practice and give
Personal Development and
them support and feedback. Allow individual to progress at his or her own
Leadership Skills: Through kicking of
pace. Organise a mini handball or basketball game. End lesson with could
a stationary ball, learners will
down.
develop personal and leadership
skills such as accuracy,
concentration, precision,
coordination strength, balance and
patience as well as teamwork,
tolerance, fair-play, communication,
creativity etc. as they practice the
skills.
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES
Demonstrate B2.1.10.1.13: Demonstrate the different effects of varying arm and hand Personal Development and
competence in the speeds when hand-dribbling a ball. Leadership Skills: Learners will
motor skills and develop these such as agility,
Learners go through the warm-up activities. Learners bounce balls (dribble)
movement patterns concentration, precision,
from one point to the other with varying speed. Help learners to understand
needed to perform coordination strength, balance and
that varying the arms and hands speed enables the player to control his or
a variety of physical patience as well as teamwork,
her movement. Observe learners practice and give them corrective
activities (games, tolerance, fair-play, communication,
feedback for improvement.
athletics gymnastics creativity etc as they practice hand
and dance) Organise a mini handball or basketball game for learners to apply the skill in dribbling a ball with varying arm and
real life situation with fun and enjoyment. End lesson with slow jogging to aid hand speeds as individuals and in a
CONT’D
fast recovery. game situation eg. Handball and
basketball.
B2.1.11.1.14: Foot-dribble by controlling a ball on the ground.
Personal Development and
Arrange cones in different patterns and learners to dribble balls through the
Leadership skills: Learners develop
cones at their own pace. Observe their practice and give them corrective
skills like coordination, agility, speed,
feedback for improvement.
teamwork, fair-play etc., through the
Organise a mini football game for learners to apply the skill in real life practice of foot-dribble by
situation with fun and enjoyment. End lesson with slow jogging to aid fast controlling a ball on the ground as
recovery. individual and as in a game situation.
Personal Development and
B2.1.12.1.15: Clap and dance to beat (rhythm)
Leadership Skills: Learners develop
Learners clap a beat and dance to the beat. Emphasis on coordination in these skills like c through the
clapping to the beat and coordination dancing. Give learners corrective practice clapping and dance to beat
feedback to improve their coordination. Allow them to progress at their as individual and as in a game
own pace with fun and enjoyment. situation.
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES
Demonstrate B2.1.12.1.16: Identify the right and left sides of the body and movement Personal Development and Leadership
competence in the from right to left. Skills: Learners development skills like
motor skills and relation as they identify the right and left
Learners identify their left side and the right side. Play music and as they dance signal
movement patterns sides of the body and movement from right
them by mentioning either left side or right side for them to move toward that
needed to perform a to left during activity.
direction. Let learners react to the signal with fun and enjoyment.
variety of physical
activities (games,
athletics gymnastics Personal Development and Leadership
and dance) B2.1.13.1.17: Roll forward (a forward roll) from standing position and back
Skills: Learners develop these
to standing.
competencies such as clapping and dance to
CONT’D beat through the performance rolling in log
Squat in front of a spread mat/safe floor. Place hands on the mat/floor and tuck the
chin to touch the chest. From this position, push with the hands and roll forward in a form from stationary to a distance and back
round form and back to the standing. Learner progress at their own pace and always as individual and as a group.
give support.
Learners practice the skill, observe and give them corrective feedback. Ensure that
learners progress at their own pace.
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Strand 2: MOVEMENT CONCEPTS, PRINCIPLES AND STRATEGIES
Sub-Strand: SPACE AWARENESS, DYNAMICS, RELATIONS, BODY MANAGEMENT AND STRATEGIES
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES
Demonstrate B2.2.4.2.4: Identify types of base of support when practicing movement Communication and Collaboration
knowledge of skills. Skills: Learners develop
movement communication skills as speaking,
concepts, Learners identify types of base of support as the feet, the hands, etc.
listening, and acquisition of new
principles, and concepts, principles, strategies, etc., as
strategies that the teacher demonstrates and
apply to the explains base of support to them
learning and
during practice.
performance of B2.2.4.2.5: Identify the roles of body parts not directly involved in catching
physical activities objects. Communication and Critical-thinking
Skills: Learners develop
CONT’D Learners understand that the body parts that are not involved in catching
communication and critical thinking
the ball help to stabilize the body in absorbing the impact of the ball.
skills as speaking, listening, and
acquisition of new concepts, etc., as
the teacher demonstrates and explain
roles of body parts not directly
B2.2.5.2.6: Identify opportunities to use underhand and overhand involved in catching objects to them
movement (throw) patterns. during practice.
Guide learners to understand that underhand and overhand throw are Communication and Collaboration
used in games such as netball, basketball, and handball, etc. for passing Skills:: Learners develop
and shooting. communication skills as speaking,
listening, and acquisition of new terms
as the teacher guides them to identify
opportunities to use underhand and
overhand movement (throw) pattern.
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Strand3: PHYSICAL FITNESS
Sub- Strands: AEROBIC CAPACITY, STRENGTH, ENDURANCE AND FLEXIBILITY
B 2.3.1.3.1 B2.3.2.3.2: Perform four continuous abdominal curls. Personal Development and
Leadership Skills:: Learners develop
Assess and After warm-ups, learners to lie on the back with fit flat, knees bent and arms on the
personal skills such as perseverance,
maintain a level of floor by side with palms down. Lift the head and shoulders forward with hand support
muscular strength, muscular endurance,
physical fitness to and back to the floor on two counts rhythm. Learners perform the above activities and
improve health cardiovascular endurance
record their base performance. Give their performance targets and encourage them to
and performance. work towards them for maintenance and improvement of abdominal muscular by performing four continuous abdominal
strength. This is a test for learners’ abdominal muscular strength. Keep records of their curls as specific activities.
performance,
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Strand 4: PHYSICAL FITNESS CONCEPTS, PRINCIPLES AND STRATEGIES
Sub- Strands: FITNESS PROGRAMME, HEALTHY DIET, SAFETY AND INJURIES,
SUBSTANCES/DRUGS AND BODY COMPOSITION
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES
B2.3.5.3.5: Identify the various components of human body (bones, muscles, Communication and Digital Literacy
etc.) Skills: As learners observe the pictures,
B2.4.1.4
list and draw the pictures, they develop
Demonstrate Use a wall chart of human skeletal system to discuss various components of human
these component.
knowledge of system such as bones, muscles, lungs liver, heart, etc.
physical fitness Communication and Collaboration
concepts, B2.4.1.4.1: Explain why people participate in physical activities three to four
Skills: Learners develop personal skills
principles, and times each week, for at least 30 minutes.
and problem-solving such as commitment
strategies to
Learners’ their fitness records on Monday of every week to find out the number of to duty, responsibility, hardworking,
improve health
time parents have signed that their ward participated in 30 minutes’ physical activities. enthusiasm etc. by performing Perform
and performance.
Cross check and give them encouragement to improve upon their physical fitness. lower back stretch test.
Discuss why people participate in physical activities three to four times each week, for
at least 30 minutes as to improve their fitness, endurance, cardio-vascular endurance,
etc.
Communication and Collaboration
B2.4.1.4.2: Mention the components of physical fitness.
Skills: Learners develop personal skills
Learners identify the five major components of physical fitness as such as speaking, writing by participation
in enjoyable physical activities for
i. cardiovascular increasing periods of time.
ii. muscular strength
iii. muscular endurance
iv. flexibility
v. body composition
Give it to them as project and discuss it in class.
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES
Demonstrate B2.4.2.4.3: Sort food into different groups. Communication and Collaboration
knowledge of Skills: Through discussions on the
physical fitness List some foods items and allow learners to sort them into below groups as home
components of physical fitness, learners
concepts, work. Carbohydrate ii. Fruit iii. Vegetables iv. Protein v. Mark and discuss the
develop personal and communication skills
principles, and feedback with them.
such as listening, writing, speaking, etc.,
strategies to during lesson activities.
improve health
and performance.
CONT’D B2.4.3.4.4: Explain why it is safer to stretch a warm muscle rather than a Communication and Digital Literacy:
cold muscle. As learners observe the pictures and draw
the pictures, they develop personal skills
Learners explain that warmed muscles are elastic and can stretch with less damage as and digital literacy.
cool muscles in physical activity.
Communication and Collaboration
B2.4.4.4.5: Classify PE equipment into new and old. Skills: As learners listen to teacher and
answer questions, learners develop
Place PE equipment like discus, javelin, etc. on a table and guide learners to sort them
personal and communication skills such as
into new and old by their appearance and usage.
speaking, listening, cooperation, and
tolerance etc. as learners classify PE
equipment into new and old in groups
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Strand 5: VALUES AND PSYCHO-SOCIAL CONCEPTS, PRINCIPLES AND STRATEGIES
Sub- Strands: SELF-RESPONSIBILITY, SOCIAL INTERACTION, GROUP DYNAMICS AND CRITICAL THINKING
B2.5.1.5 B2.5.1.5.1: Accept responsibility for one’s own behaviour in a group Cultural Identity and Global
activity. Citizenship: As learners participate
Demonstrate value
willingly in physical activities they develop
and utilize knowledge As learners perform physical activity they develop values like honesty, sincerity,
personal and social skills such as tolerance,
of psychological and integrity, accountability, fairness, tolerance, respect, patriotism, etc. as values
empathy, respect, teamwork, fair-play as
that develop responsible citizens. Set rules for class and administer sanction fairly
sociological concepts, they accept responsibility for one’s own
for learners to emulate.
principles, and behaviour in a group activity.
strategies that apply
Cultural Identity and Global
to the learning and
performance of B2.5.2.5.2: Participate in a variety of group settings (e.g., partners, Citizenship: As learners participate
physical activity. small groups, and large groups) without interfering with others. willingly in physical activities they develop
personal and social skills such as tolerance,
Discuss with learners as they perform practical activity values such as teamwork, empathy, teamwork, fair-play when they
cooperation, patience, respect, tolerance, etc., as qualities that enable learners participate in a variety of group settings.
to work together to achieve a common goal.
Citizenship and Problem-Solving Skills:
B2.5.3.5.3: Participate positively in physical activities rely on Learners develop social skills such as
cooperation. tolerance, empathy, teamwork, fair-play
during practical physical education lesson as
Emphasis during physical activity that without cooperation learners cannot
they are encouraged to use cooperation as a
positively work together positively in physical activities due to cultural, religious,
tool for peace and unity in community with
gender, physical, developmental, etc. differences.
cultural and religious dersity
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BASIC 3
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BASIC THREE
Strand 1: MOTOR SKILL AND MOVEMENT PATTERNS
Sub- Strand: LOCOMOTOR, MANIPULATIVE AND RHYTHMIC SKILLS
B3.1.1.1 B3.1.1.1.1: Change direction from forward and back and right and left while Personal Development and
walking, running, hopping, and jumping (i.e., locomotor skills). Leadership Skills: Learners develop
Demonstrate personal and core competencies skills
competency in Mark points on the court with cones/skittles with directions. After warm-ups lead such as agility, flexibility, patience,
motor skills and learners to direction from forward to backward, right to left whiles starting with leadership, teamwork etc. as they change
movement walking, to running, hopping to jumping, etc. in a fun way. Allow learners to progress direction from forward and back and
patterns needed to at their own pace. Observe learner’s performance and give corrective feedback to right and left while walking, running,
perform a variety improve performance. End the lesson by leading learners to jog slowly to walking with hopping, and jumping individually or in
of physical fun whiles flexing the body parts for quick recovery. groups.
activities (games,
athletics B3.1.2.1.2: Jump continuously forward and backward over a turning rope.
gymnastics and Learners find free space and skip 10 times always landing on the balls on both Personal Development and
dance) feet.Learners find free space and skip 5 times on one foot always landing on the balls of Leadership Skills: Learners develop
the same foot. Alternate foot. With a jump rope, each learner skips 5 times always competencies and personal skills such as
landing on the balls of the same foot. Alternate foot. With a jump rope, each learner critical thinking, collaboration,
skips 10 times always landing on the balls of both feet. In groups of three, two holding communication, body balance, power to
each end of the rope, a learner jumps continuously a forward-turning rope 10 times take-off and land and leadership skills:
after which they change roles. supporting and guiding one another as
In groups of three, two holding each end of the rope, a learner jumps continuously a they go through the activities.
backward-turning rope 10 time after which they change role.
In groups of three a learner jumps continuously, a forward and backward-turning rope
10 times. Alternate roles. End lesson with cool down.
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES
Demonstrate B2 B3. 1.2.1.3: Jump continuously a self forward turning rope in a circle Development of Personal and
competency in (skipping with rope). Critical Thinking Skills: Learners
motor skills and develop personal skills such as flexibility,
Take learners through 5 minutes jogging to warm the body up. Guide learners to pick
movement muscular strength, agility, etc. as well as
their skipping ropes and find self-space. Hold the handle of the skipping rope side by
patterns needed to leadership, creativity and innovation,
side with the two hands with the middle of the rope on the ground or slightly above.
perform a variety communication as they practice how to
Hop over it and swing the rope clockwise to turn round the body in circle as they
of physical jump continuously a self forward turning
continue series of step-hops starting with double take-off. Advance should progress to
activities(games, rope in a circle.
single step-hops and change clockwise rope movement to anti-clockwise. Allow
athletics
learners to progress at their own pace. Give corrective feedback for skill
gymnastics and
improvement. End the lesson with cool down.
dance) Personal Development and
B3.1.3.1.4: Roll a ball from stationary forward and back, using sticks. Leadership Skills: Learners develop
CONT’D
personal and leadership skills as they
After warm-ups learners roll ball with sticks from stationary to a demarcated point
acquire strength, balance, tolerance,
and back to the starting point. Supervise their practice and give them feedback.
patience, collaboration, etc. as they go
Learners end lesson with cool down.
through the instructional activities.
B3 1.4.1.5: Manipulate an object whiles distributing weight and base of
Personal Development and
support.
Leadership Skills: Learners develop
Learners go through warm-ups. Review base of support as the feet, hands, etc. personal skills and leadership skills as they
Learners to volley light balls at a spot. Learners should also bounce ball at a spot or develop strength, balance, patience,
with a stick and ball, learners should lean slightly down and use the stick to manipulate teamwork and lead peers etc. as they
the ball at a spot. Learners end the lesson with cool down. perform the activity.
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES
Demonstrate B3.1.5.1.6: Balance while moving and manipulating an object on a ground- Personal Development and
competency in level balance beam. Leadership Skills: Learners develop
motor skills and personal and leadership skills as they
Learners go through warm-ups. Learners lean forward and bounce balls whiles moving
movement acquire accuracy, precision, coordination
on ground level balance beam. They roll ball with stick whiles moving. Learners
patterns needed to strength, balance, courage, patience,
practice the skill at their own pace. End the lesson with cool down.
perform a variety teamwork, etc. as they moving and
of physical manipulating an object on a ground-level
activities(games, balance beam.
athletics
gymnastics and
dance) Personal Development and
B3.1.6.1.7: Strike (serve) a lightweight ball to a partner, using the Leadership Skills: Learners develop
CONT’D
underhand movement pattern. personal skills and competencies such as
accuracy, precision, coordination strength,
After warm-ups as usual, put learners in pairs with a ball. Learners toss a ball and
balance, courage, patience, teamwork,
swing the arm from behind to strike the ball to a partner about 6m away. Learners
fair-play, etc. as they practice how to
strike the ball back to continue the rally. The process should continue when the ball
strike light weight balls to using the
drops. Supervise and give support to learners. End lesson with cool down.
underhand movement pattern.
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES AND
STANDARD CORE COMPETENCIES
Demonstrate B3.1.8.1.9: Perform the two-handed throw pattern (as throwing in Personal Development and Leadership
competence in the football). Skills: Learners personal skills and core
motor skills and competencies such as concentration, precision,
Learners start by going through warm-ups. Learners with balls to stand feet coordination strength, balance, etc. as they
movement patterns
shoulder width apart. Learners hold the ball with two hand and move their practice two-handed throw pattern eg.
needed to perform a
hands with balls above the head. Learners slightly flex their knees and swing Football, netball, and basketball.
variety of physical
their hands to throw ball over the head as in soccer. Learners practice two
activities (games,
hands chest throw and side throw as in basketball and netball, etc. cool down to
athletics gymnastics
end the lesson.
and dance)
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES AND
STANDARD CORE COMPETENCIES
Demonstrate B3.1.9.1.12: Kick a stationary ball from the ground into the air to a Personal Development and Leadership
competence in the stationary partner and a moving partner using the inside of the foot. Skills: Learners will develop personal skills
motor skills and and core competencies such as agility,
After warm-ups, learners place balls in front about 2m away. Learners
movement patterns concentration, coordination strength and
demonstrate how to kick by stepping forward to kick the stationary ball into air
needed to perform a balance as they practice in pairs in a game
to a partner at 10m apart using the inside of the foot. Learners practice at their
variety of physical situation eg. Football.
pace and give feedback. Organise mini football game for learners. End lesson with
activities (games,
cool down.
athletics gymnastics
and dance)
CONT’D B3.1.10.1.13: Hand-dribble a ball continuously while moving around Personal Development and Leadership
obstacles. Skills: Learners develop these skills such as
agility, concentration, coordination, strength
After warm-ups learners move from stationary position with balls, bounce and and balance through the practice of dribbling
continue bouncing whiles moving through obstacles from one point to other. of balls with hands and feet using varying
Supervise and give corrective feedback. End lesson with cool down. amount of force as individual and as in a game
situation.
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES
Demonstrate B3.1.12.1.15: Clap, sing and dance to a rhythm Personal Development and
competence in the Leadership Skills: Learners develop
Learners clap, sing and dance to a rhythm. Emphasis on coordination in clapping to
motor skills and these skills such as agility, coordination,
the beat and coordination dancing. Give learners corrective feedback to improve their
movement patterns strength and balance through the practice
coordination. Allow them to progress at their own pace with fun and enjoyment
needed to perform a of clap, sing and dance to a rhythm as
variety of physical individual.
activities (games,
B3.1.12.1.16: Demonstrate the difference between a jog and a run, a hop Personal Development and Critical
athletics gymnastics
and a jump, and a gallop and a slide. Thinking skills: Learners develop skills
and dance)
such as observation, critical thinking,
CONT’D Learner demonstrate jogging and running and compare their similarities and tolerance, etc. as they perform to
differences. Do same for other hop and jump as well as gallop and slide. Demonstrate distinguish the difference between the
to confirm the similarities and differences. pair of skills as individual and as in a
group.
Learners practice the skill, observe and give them corrective feedback. Ensure that
learners progress at their own pace.
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Strand 2: MOVEMENT CONCEPTS, PRINCIPLES AND STRATEGIES
SUB-STRAND: SPACE AWARENESS, DYNAMICS, RELATIONS, BODY MANAGEMENT AND STRATEGIES
B3.2.2.2.3: Identify steps and rhythm patterns for traditional and cultural
Personal Development and
dances.
Communication Skills: Learners
Show video of traditional and cultural dances of Ghana such as agbadza, adowa, etc develop personal skills like tolerance, as
and guide learners to identify the steps and rhythm patterns. Learners can also sing well as communication skills like listening,
and drum their local traditional and cultural dances for above exercise. speaking, etc. as they Identify steps and
rhythm patterns for traditional and
Basic dance steps are: balancing, closing, hesitating, pivoting, and rocking.
cultural dances.
Basic dance rhythms are: slow- quick, quick-quick, etc.
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES
Demonstrate B3.2.4.2.5: Explain the importance of a wide rather than a narrow base of Personal Development and
knowledge of support in balance activities. Communication Skills: Learners
movement develop personal like tolerance, as
concepts, Guide learners to identify that wide base of support is stable than narrow
well as communication skills like
principles, and base. During practical lesson as two learners to stand up, one with broad
listening, speaking, etc. explain the
strategies that feet apart and other with feet together. Push the two with same force for
importance of a wide rather than a
apply to the learners observe. The one with wider base is more stable than others.
narrow base of support in balance
learning and
activities.
performance of
physical activities.
B3.2.5.2.7: Explain the similar movement elements of the underhand throw Communication and Critical
and the underhand volleyball serve. Thinking Skills: Learners develop
these skills such as listening,
Learners identify that the similarities between underhand throw and
knowledge, patience, tolerance,
underhand volleyball serve movement elements are:
public speaking, etc. as teacher
i. Stance ii. Flexing of knees iii. Hand swing iv. Follow through explains the similarities between
underhand throw and underhand
volleyball serve movement
elements during practical lesson.
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Strand3: PHYSICAL FITNESS
Sub- Strands: AEROBIC CAPACITY, STRENGTH, ENDURANCE AND FLEXIBILITY
B3.3.1.3 B3.3.1.3. 1: Perform 10 minutes dance with music. Personal Development and
Leadership Skills: Learners develop
Assess and maintain Learners perform 10minute dance with music at their own pace for recreation and
personal skills, leadership and fitness by
a level of physical improvement of their physical fitness.
dancing 10 minute continuously dance
fitness to improve
with music for aerobic test.
health and
performance.
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES
Assess and maintain B3.3.4.3.4: Perform lateral sit and reach. Personal Development and
a level of physical Leadership Skills: Learners develop
Let learners sit flat on the ground with legs opened in ‘V’ and trunk erect. Learners
fitness to improve personal and leadership skills as they
put their right toes with the two hands and flex the trunk to touch the knee. Let them
health and acquire perseverance, muscular strength,
repeat to the other leg to test their level of flexibility. Measure the distance between
performance. muscular endurance, cardiovascular
the forehead and the knee of those who could not touch and record. Encourage them
endurance by performing lateral sit and
CONT’D to work towards the target.
reach activities.
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Strand 4: PHYSICAL FITNESS CONCEPTS, PRINCIPLES AND STRATEGIES
Sub- Strands: FITNESS PROGRAMME, HEALTHY DIET, SAFETY AND INJURIES,
SUBSTANCES/DRUGS AND BODY COMPOSITION
B3.4.1.4 B3.4.1.4.1: Sustain continuous movement for an increasing period of time Personal Development and
Demonstrate while participating in moderate to vigorous physical activities. Leadership Skills: Learners develop
knowledge of personal skills such as physical fitness by
Explain to learners during physical activities that in order to sustain continuous
physical fitness participation in sustain continuous
movement for increasing periods of time with varying intensity needs improvement of
concepts, movement for an increasing period of
muscular endurance through regular workout.
principles, and time while participating in moderate to
strategies to B3.4.1.4.2: Describe the role of moderate to vigorous physical activity in vigorous physical activities.
improve health and achieving or maintaining good health.
Communication and Collaboration
performance
Learners explain how moderate to vigorous physical activities improve aerobic Skills: Through discussions on the
capacity (ability of the body system to process oxygen) for maintenance and components of physical fitness, as
improvement of good health. learners develop communication and
collaboration skills such as listening,
Learners participate in regular physical activities. writing, speaking, etc.
B3.4.2.4.3: Explain the energy requirements of the body during physical Personal Skills and Communication
activity and inactivity. Skills: As learners discuss fuel
requirements of the body physical
Learners explain that the body uses more energy during physical activity than during
activity and inactivity, they develop
inactivity. Learners discussed the need to eat energy giving food before engaging in
personal skills confidence, leadership,
physical activity.
writing skills, etc. during lesson.
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES
Demonstrate B3.4.3.4.4: Identify flexibility exercises that are not safe for the joints and Communication skills: As learners
knowledge of should be avoided. listen to teacher and answer questions,
physical fitness learners develop personal and
Learners perform physical activities to identify unsafe joint flexibility exercises as
concepts, communication skills such as speaking,
squatting, knee rocking, hurdle sitting, etc. Use internet to search for current ones
principles, and listening, cooperation, and tolerance etc.
before teaching.
strategies to as learners work in groups
improve health and
performance
B3.4.4.4.5: Classify PE equipment into safe and unsafe. Communication and Collaboration
CONT’D Skills: As learners observe the
Put PE equipment like discus, javelin, etc. on a table. Learners sort them into safe and equipment and sort them into new and
unsafe by their appearance, Safe: not damaged, not rusted, not broken, not harmful to old, they develop critical thinking and
the user, etc. Unsafe: Damaged, broken, rusted, harmful to the user, problem-solving skills.
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Strand 5: Values and Psycho-social Concepts, Principles and Strategies
Sub- Strands: Self-Responsibility, Social Interaction, Group Dynamics and Critical Thinking
B3.5.1.5 B3.5.1.5.1: Set a personal goal to improve a motor skill and work toward Personal Development and
that goal in non-school time. Leadership Skills: As learners set their
Demonstrate value
own goals, they develop self-
and utilize Guide learners during physical activities to set personal goals such as participate in 30
dependency, self-discipline and writing
knowledge of minutes physical activities at least three time a week, improve upon the number of
skills as they set a personal goal to
psychological and push-ups(from 4-5 in 4 weeks)
improve a motor skill and work toward
sociological
that goal in non-school time.
concepts,
principles, and B3.5.2.5.2 Use appropriate cues for movement and positive words of Personal Development and Global
strategies that encouragement while coaching others in physical activities. Citizenship Skills: As teacher
apply to the encourage learners in physical activities,
learning and Encourage learners to improve upon their performance through positive they develop personal and social skills
performance of encouragement during physical activities. such as tolerance, empathy, teamwork,
physical activity. fair-play when practising in a groups.
B3.5.4.5.4: Demonstrate how to solve a problem with another person Cultural Identity and Global
during physical activity. Citizenship: Learner these skills such
as cooperation, tolerance, peace, etc., as
Learners embrace their peers after physical activities as a means of solving personal they Demonstrate how to solve a
problems. Learners make it a habit of embracing one other after physical activity as a problem with another person during
means of solving problems. physical activity lesson.
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BASIC 4
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BASIC 4
Strand 1: MOTOR SKILL AND MOVEMENT PATTERNS
Sub- Strand: LOCOMOTOR, MANIPULATIVE AND RHYTHMIC SKILLS
B4.1.1.1 B4.1.1.1.1: Demonstrate the difference between slow and fast, heavy and
light, hard and soft while moving. Personal Development and Leadership Skills:
Demonstrate Learners develop personal and leadership skills:
competence in the Learners demonstrate slow and fast movements. Learners move in a agility, flexibility, creativity, patience, teamwork etc.
motor skills and demarcated area using varied locomotor skills (walk, jog and run). as they move using locomotor skills as well as write
movement patterns Learners walk or run for peers to determine slow or fast movement. project as individually or in groups.
needed to perform a
variety of physical
activities (games,
B4.1.2.1.2: Enter, jump, and leave a long swinging rope turned by Personal Development and Leadership Skills:
athletics gymnastics
others repeatedly. Learners develop competencies and personal skills
and dance)
such as critical thinking, coordination, agility, double
Learners skip a number of times at their own pace landing on the balls of
take-off, communication, body balance, power,
their feet. Skip continuously over a rope a number of times in turns.
leadership as they support one another as they skips
forward and backward without a rope.
B4.1.3.1.3: Roll ball with a stick to a target. Personal Development and Leadership Skills:
Learners develop personal skills such as flexibility,
Learner rolls a balls with their sticks to a distance after general and muscular strength, agility, etc. as well as leadership,
specific warm-up. Learner practice ball rolling in varied patterns such as creativity and innovation as they practice how to roll
straight rolling, curve rolling, etc. the ball forward and backwards.
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES AND
STANDARD CORE COMPETENCIES
Demonstrate B4.1.4.1.4: Perform an inverted balance (tripod) by evenly Personal Development and Leadership Skills:
competence in the distributing weight on body parts. Learners develop personal skills and competencies
motor skills and such as strength, balance, courage, patience,
Learners perform headstand with hands supporting. Learners with
movement patterns concentration etc.
difficulty are supported by peers.
needed to perform a
variety of physical
activities (games, Personal Development and Leadership Skills:
athletics gymnastics B 4. 1.5.1.5: Balance while moving and manipulating objects on a Learners develop personal skills and competencies
and dance) ground-level balance beam. such as accuracy, precision, coordination strength,
balance, courage, patience, etc.
CONT’D After a warm-up, learners pick rubber balls available hold with their two
hands and raise them at a stationery position. Let them lift the balls over
their head and begin to walk while maintaining a balance.
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES
Demonstrate B4.1.8.1.8: Throw a flying disc for distance using the backhand Personal Development and
competence in the movement pattern. Leadership Skills: Learners develop
motor skills and personal and leadership skills such as
Throw a tennis ball to a partner over a distance using the overhand throw throwing, swinging of hand, turning,
movement patterns
technique. Throw a flying disc (Frisbee disc) for distance, using the backhand concentration, precision, coordination,
needed to perform a
movement pattern. Let them perform in turns to acquire the right skill. balance and crea etc.
variety of physical
activities (games,
athletics gymnastics and B4. 1.8.1.9: Show the difference in throwing to a stationary and a Personal Development and
dance) moving partner. Leadership Skills Through throwing and
catching ball with a partner whiles moving,
CONT’D After a general and specific warm up, put a container or basket at a point. learners will develop personal skills and
Learners with objects to use different techniques to throw the object into to competencies such as precision,
container or object.
coordination strength, balance and patience
Learners identify the best technique the gives them accuracy and precision. as well as teamwork, tolerance, fair-play,
Organise coopetition in groups. End lesson with cool down. communication, creativity etc.
B4.1.8.1.10: Catch a ball above the head and near the middle of the Personal Development and
body while jogging and running. Leadership Skills: Learners will develop
personal and communication h as precision,
After general and specific warm up, learners catch balls thrown above from coordination strength, balance and patience
distance in the air with the hand. Vary the distance and let them do for fun. as well as teamwork, tolerance, fair-play,
Accuracy must be considered. communication, creativity etc. as they
practice the skill.
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES
Demonstrate B4.1.10.1.12: Keep a hand-dribbled ball away from a defensive partner. Personal development and leadership,
competence in the Learners in pairs after a warm up. They use their hands to dribble balls away cooperation skills: Learners develop these
motor skills and from their partners. Learners alternate the hand used in the dribble. Keep ball skills through the practice of dribbling of
movement patterns away from partners by placing your body in between ball and partner. balls with hands away from a defensive.
needed to perform a
variety of physical
B4.1.11.1.13: Keep a foot-dribbled ball away from a defensive partner. Personal development and leadership,
activities (games,
In pairs, foot-dribble a ball away from partner. Alternate the foot used in the cooperation skills: Learners develop these
athletics gymnastics and
dribble. Learners keep balls away from partner by placing your body in between skills through the practice of dribbling of
dance)
ball and partner. balls with feet away from a defensive
CONT’D partner as individual and as in a game
situation.
B4.1.12.1.14: Dance to the beat of traditional music.
Personal development and leadership,
Learners dance to a beat of any traditional music. Learners dance as individually
cooperation skills: Learners develop skills
but at their own pace.
such as coordination, reaction time, fitness,
etc. through dancing to the beat of
B4.1.12.1.15: Perform movement skill with one hand or one foot and traditional music.
compare with movement skill with two hands and two feet.
Personal development and Critical
Learners perform movement skills with one hand or foot and compared with thinking skills: Learners develop skills such
performing movement skills with two hands and two feet. as observation, critical thinking, tolerance,
etc. as they perform to explain why one
hand or foot is often preferred when
B4.1.13.1.16: Roll smoothly in a backward direction (back roll). practicing movement skills of skills as
individual and as a group.
Learners demonstrate how to roll backwards. Learners in pair by supporting
each other to bend backwards smoothly. Learners must be guided to avoid Personal Development and Leadership
injuries. Those who can roll backwards on their own, should be granted the skills: Through practice, learners develop
opportunity to demonstrate to their peers. skills like creativity, innovation, flexibility,
endurance, etc. as they perform forward
roll from standing position many time to a
distance in a round form.
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Strand 2: MOVEMENT CONCEPTS, PRINCIPLES AND STRATEGIES
Sub-Strand: SPACE AWARENESS, DYNAMICS, RELATIONS, BODY MANAGEMENT AND STRATEGIES
B4.2.1.2 B4.2.1.2.1: Distinguish between self-space and open space. Communication and Collaboration
Learners explain the difference between self-space and open space through Skills: Learners develop personal and
Demonstrate discussion. communication skills as speaking,
knowledge of
i. Learners also use indicate self- space and open space by ticking the spaces listening, etc., as the teacher
movement concepts,
principles, and provides on a sheet appropriately. demonstrates and explain the concepts
strategies that apply of open space without making contact
to the learning and with others.
performance of
physical activities.
B4.2.2.2.2: Explain the difference between throwing to a stationary Communication and Collaboration
partner and throwing to a moving partner. Skills:: Learners develop communication
skills as speaking, listening, and
Hold ball in the left hand. Place the left foot slightly forward in front of the body.
Bend body slightly over the ball, pick a target, and swing the free right hand acquisition of new concepts, principles,
backward to contact the lower middle part of the ball (for right handed learners). strategies, etc.
When the partner is moving, the thrower would have to intensify the throw.
B4.2.3.2.3: Identify body parts that are used for kicking a ball.
Communication and Collaboration
Learner identify body parts that can be used in kicking a ball as hands. Learners Skills: Learners develop communication
stand with their legs opened and move to a ready position to kick a ball. skills as speaking, listening, and
acquisition of new terms as the teacher
guides them to identify the body part
during practice.
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES
Demonstrate B4.2.4.2.4: Describe the appropriate body orientation to serve a ball, Communication and Collaboration
knowledge of using the underhand movement pattern. Skills: Learners develop communication
movement concepts, Learner stands with feet shoulder width apart. Learner tosses the ball and swings skills as speaking, listening, and acquisition
principles, and the hand forward to strike the ball upward and forward. Learner moves the hind leg of new concepts, principles, strategies,
strategies that apply forward to recover. etc., as the teacher describe the
to the learning and appropriate body orientation to serve a
performance of Earners practice with feedback as individual and in a group for mastery, Learners ball, using the underhand movement
physical activities. progress at their own pace. pattern.
CONT’D
B4.2.5.2.5: Identify the difference between dribbling a ball (with the hand Communication and Collaboration
and the foot, separately) while moving forward and when changing Skills: Learners develop communication
direction. skills as speaking, listening, and acquisition
of new terms as the teacher guides them
Dribbling is the act of keeping the ball under the control of the player with the ball.
to identify the difference between
In dribbling without opponent, the player with the ball is under no pressure and at
dribbling a ball with the hand and foot
liberty to do whatever he/she wants to do with the ball within the rules of the
while moving forward and when changing
game. When dribbling with an opponent, the player with the ball is being contested
direction.
for the ball and as a result has to consider the movements and actions of the
opponent as well as keep the ball under control away from the opponent.
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Strand3: PHYSICAL FITNESS
Sub- Strands: AEROBIC CAPACITY, STRENGTH, ENDURANCE AND FLEXIBILITY
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES
B4.3.1.3 B4.3.1.3.1: Perform 15 minutes’ brisk walk with music. Personal Development and
Leadership Skills: Learners develop
Assess and maintain a Learners warm-up to begin activities. Learners swing their arms by walking briskly
personal skills, leadership and fitness by
level of physical within a demarcated area at their own pace.
dancing 15 minute brisk walk with music.
fitness to improve
health and
performance. Personal Development and
B4.3.2.3.2: Perform continuous ‘v’ push-up
Leadership Skills: Learners develop
Learner demonstrates the correct position by sitting on the floor, straightening the personal skills such as perseverance,
legs and open to ‘v’ shape and keep palms flat on the floor. Learners lift the body muscular strength, muscular endurance,
upat their own pace. cardiovascular endurance by performing
three set of eight continuous ‘v’ push-ups.
B4.3.3.3.3: Perform two sets of eight continuous ‘v’ push-ups. Personal Development and
Leadership Skills: Learners develop
Learner demonstrates the correct position by sitting on the floor, straightening the
personal skills such as perseverance,
legs and open to ‘v’ shape and keep palms flat on the floor by learners and try to lift
muscular strength, muscular endurance,
the body up for continuously three set with 4 mins’ rest after each set.
flexibility as three set of eight continuous
‘v’ push-ups.
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES
B4.3.1.3 B4.3.5.3.5: Identify body types such as endomorph (big body), Communication and Digital
mesomorph (medium body) and ectomorph (slim Body) Literacy Skills: As learners observe the
Assess and maintain a
pictures of body types and draw the
level of physical Learners identify the three body types as endomorph, mesomorph and ectomorph
pictures, they develop communication
fitness to improve
and digital literacy skills
health and
performance.
CONT’D
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Strand 4: PHYSICAL FITNESS CONCEPTS, PRINCIPLES AND STRATEGIES
Sub- Strands: FITNESS PROGRAMME, HEALTHY DIET, SAFETY AND INJURIES,
SUBSTANCES/DRUGS AND BODY COMPOSITION
B4.4.1.4. B4.4.1.4.1: Identify the heart rate intensity (target heart-rate range) Communication and Collaboration
that is necessary to increase aerobic capacity. Skills: Learners develop personal skills
Demonstrate
such as physical fitness, aerobic capacity by
knowledge of physical Learners walk, power walk, walk-jog, jog at their own pace keeping the heart rate
participation power walk, jogging, etc.
fitness concepts, at maximum aerobic endurance level (70-75%) at least three times a week.
principles, and Incorporate aerobic dance and circuit training and strength training in this
strategies to improve moderate to vigorous physical activity.
health and
performance
B4.4.1.4.2: Discuss how prolong physical activity increases endurance, Communication and Collaboration
allowing movement to occur for longer periods of time. Skills: Through discussions on the
components of physical fitness, learners
Learners discuss how prolong activities like jogging, walking, etc. improve
develop personal and communication skills
endurance.
such as listening, writing, speaking, etc.,
during lesson activities.
B4.4.2.2.4.3: Explain how the intensity and duration of exercise, as well Communication and Collaboration
as nutritional choices, affect energy use during physical activity. Skills: As learners the intensity and
duration of exercise, as well as nutritional
Learners discuss the relationship between intensity and duration of exercises. The choices, affect fuel use during physical
higher the intensity, the shorter should be the duration. In high intensity activity, activity, they develop personal such as
the body burns nutrients faster and requires more nutrient intake at the end of speaking, listening, critiquing, etc. through
the activity to maintain equilibrium. discussion.
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES
Demonstrate B4.4.3.4.4: Identify muscles being strengthened during the performance Communication and Collaboration
knowledge of physical of particular physical activities. Skills: As learners identify muscles being
fitness concepts, strengthened during the performance and
Push-ups strengthen the biceps muscles and muscles of the chest. Chin-ups
principles, and discuss with teacher, they develop
strengthen the triceps muscle. Step-ups strengthen both the hamstrings and the
strategies to improve communication skills such as speaking,
quadriceps (muscles of the thigh).
health and listening, cooperation, problem-solving
performance and tolerance through class discussion.
CONT’D
B4.4.4.4.5: Classify PE equipment under safe and unsafe. Communication and Collaboration
Skills: As learners observe the
Assemble a variety of sports equipment, both old and new for learners to classify equipment and sort them into new and
them into safe and unsafe. old as well as classify them under safe and
unsafe, they develop their cognitive
domain.
B4.5.4.4.6: Identify the effects of drugs use for physical activities. Communication and critical
thinking skills: As learners listen to
Learners discuss the short-term and long-term effects of drugs. The effects can be teacher and answer questions, learners
physical and psychological. Advice learners not to involve themselves in drugs. Let develop personal and communication
them know some of the dangers like sleepless night, loss of appetite, blood skills such as speaking, listening,
pressure, body temperature, panic, seizure, rashes etc. cooperation, and tolerance etc. as
learners identify effects of drugs use for
physical activities work in groups.
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Strand 5: VALUES AND PSYCHO-SOCIAL CONCEPTS, PRINCIPLES AND STRATEGIES
Sub- Strands: SELF-RESPONSIBILITY, SOCIAL INTERACTION, GROUP DYNAMICS
AND CRITICAL THINKING
B4.5.1.5 B4.5.1.5.1:. Accept responsibility for one’s own behaviour in a group Cultural Identity and Global
activity. Citizenship Skills: As learners accept
Demonstrate value
responsibility for one’s own behaviour in
and utilize knowledge Obey rules and regulations for the activity. Appreciate and accept calls from
a group activity, they develop personal
of psychological and officiating officials. Learners must be responsible for their own actions.
and social skills such as tolerance,
sociological concepts,
empathy, teamwork, fair-play when
principles, and
practising in a team.
strategies that apply
to the learning and
performance of
Cultural Identity and Global
physical activity
B4.5.2.5.2:. Participate in a variety of group settings (e.g., partners, small Citizenship Skills: As learners
groups and large groups) without interfering with others. participate willingly in variety of physical
activities they develop personal and social
Encourage learners to work in groups and observe group dynamics such as
skills such as tolerance, respect,
tolerance, self-respect, teamwork, etc.
teamwork, fair-play when practising in
groups.
B4.5.3.5.3: Demonstrate respect for self, others, and equipment during Cultural Identity and Global
physical activities. Citizenship Skills: As learners
demonstrate respect for self, others, and
i. Learners observe the rules for self-integrity.
equipment during physical activities, they
ii. Learners respect peer and others when working together
develop personal and social skills such as
iii. Learners use equipment for what they were made for as well as respect their use
tolerance, empathy, teamwork, fair-play
with peers.
in cultural and religious diversity.
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES
B4.5.1.5 B4.5.4.5.4: Distinguish between acts of physical courage and physically Personal Development and
reckless acts and explain the key characteristics of each. Problem-Solving Skills: As learners
Demonstrate value
distinguish between acts of physical
and utilize knowledge Learners identify the difference between physical courage as taking action but care
courage and physically reckless acts, they
of psychological and and physically reckless as taking action without care. The former has the key
develop personal and social skills such as
sociological concepts, characteristics of observing the rules of the game or sports.
cooperation, fair- play, peace, teamwork
principles, and
and cooperation.
strategies that apply
to the learning and cooperation, and tolerance etc. as
performance of learners identify effects of drugs use for
physical activity physical activities work in groups.
CONT’D
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BASIC 5
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BASIC 5
Strand 1: MOTOR SKILL AND MOVEMENT PATTERNS
Sub- Strand: LOCOMOTOR, MANIPULATIVE AND RHYTHMIC SKILLS
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES
CONT’D B5 1.5.1.5: Change direction quickly whiles walking with an object within Development of Personal and
obstacles but keep one’s balance. Leadership Skills: As learners hold
After general and specific warm ups, learners hold lime and spoon. Learners move spoon and lime whiles moving, they will
on command through the obstacles whiles maintaining their balance and individuals develop personal skills and competencies
in turns at their own pace. Put learners in groups to compute compete. such as precision, coordination, balance
and patience as they Change direction
quickly whiles walking with an object
within obstacles.
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CONTENT INDICATORS AND EXEMPLARS
STANDARD SUBJECT SPECIFIC PRACTICES
AND CORE COMPETENCIES
B5.1.8.1.9: Catch a ball below the waist and away from the body while Development of Personal and
jogging and running. Leadership Skills: Learners will
develop personal skills and core
Learners start with general and specific warm-ups. Group learners in pairs with a competencies such as agility,
ball stand at appropriate distance apart facing each other. Learners perform concentration, coordination, creativity,
throwing and catching ball below the waist and away from the body level as they agility, strength and balance.
move from one point to the other. Supervise them and give the feedback to
improve their performance. Learners play handball, netball or basketball game. End
the lesson with cool down.
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES
Demonstrate B5.1.10.1.10: Stop a kicked ball by trapping it with the foot while Development of Personal and
competence in the standing or moving. Leadership Skills: Learners will
motor skills and develop personal skills and core
movement patterns Learners after warm-up stand in pairs facing each other with a ball. The partner competencies such as agility,
needed to perform a concentration, coordination and
with the ball throws it to the partner to trap(control the movement) with the foot,
variety of physical creativity.
activities (games, tigh or chest. The practice should be done one after the other. Learners practice
athletics gymnastics and and progress at their own pace.
dance)
B5.1.10.1.11: Dribble a ball (by hand) while preventing another person Development of Personal and
CONT’D Leadership Skills: Learners will
from stealing the ball.
develop personal skills and core
Put Learners in pairs after a warm up. Learners dribble their peers with their foot competencies such as agility,
as in football or with their hands as in handball but through cones or similar concentration, coordination, flexibility and
creativity.
obstacles. Learners progress to advance dribbling their peers prevent them from
taking possession of the balls. Alternate the hand or foot used in the dribble. Keep
ball away from peers by placing your body in between ball and partner. Organise
mini football competition. End the lesson with cool down.
Development of Personal and
B5.1.11.1.12: Dribble a ball (by foot) and kick it to a partner at a distance Leadership Skills: Learners will
of about five metres. develop personal skills and core
competencies such as agility,
Put Learners in pairs after a warm up. Learners to dribble a ball through cones, concentration, coordination, creativity,
skittles or object and kick it to a partner at five metres. Organise a mini football agility, strength and balance.
game for learner to participate.
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CONTENT INDICATORS AND EXEMPLARS
STANDARD SUBJECT SPECIFIC PRACTICES
AND CORE COMPETENCIES
Demonstrate B5.1.12.1.13: Organise traditional music and dance. Development of Personal and
competence in the Leadership Skills: Learners will
motor skills and After warm up routine, the teacher organise traditional music and dance for develop personal skills and leadership
movement patterns learners. Learners dance in pairs base on their ability level. Organise dancing skills as they acquire agility,
needed to perform a concentration, coordination, creativity,
competition for learners. End lesson with cool down.
variety of physical agility, strength and balance.
activities (games,
athletics gymnastics and
dance) Communication and Collaboration
B5.2.1.2.1: Describe ways to create more space between an offensive player and a
Skills: Learners develop communication
defensive player.
CONT’D skills such as speaking, writing, as well as
Learners explains with examples the need for players to create space for critical thinking and problem-solving,
themselves in order to have enough room to operate. Adequate space enables creativity and innovation, etc. as they
learners to perform better. describe ways to create more space
between an offensive player and a
defensive player.
B5.2.2.2.2: Explain the differences in applying and receiving force when jumping for Communication and Collaboration
height and distance. Skills: Learners develop communication
Learners explains to learners that in jumping for height, the performer has to skills such as speaking, writing, as well as
displace the force of gravity acting on the body from the sky by placing it outside critical thinking and problem-solving etc.
the centre of the body. At the same time, the performer should take advantage of as they explain the differences in applying
reaction force by pushing hard on the ground during take-off so as to gain height. and receiving force when jumping for
height and distance.
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CONTENT INDICATORS AND EXEMPLARS
STANDARD SUBJECT SPECIFIC PRACTICES
AND CORE COMPETENCIES
B5.2.1.2. Demonstrate B5.2.3.2.3: Compare the difference in throwing a ball with the ‘left hand and right Communication and Collaboration
knowledge of movement hand’ and kicking a ball with ‘left foot and right foot for distance’. Skills: Learners develop communication
concepts, principles, and skills such as speaking, writing, as well as
Learners compare and discuss the difference as; obviously one hand would be
strategies that apply to critical thinking and problem-solving etc.
stronger than the other. It is much easier for the stronger hand to execute a task.
the learning and as they Compare the difference in
Any of the hands that is stronger can throw faster than the other.
performance of physical throwing a ball with the ‘left hand and
activities. right hand’ and kicking a ball with ‘left foot
and right foot distances’.
CONT’D
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Strand 2: Movement Concepts, Principles and Strategies
Sub-Strand: Space Awareness, Dynamics, Relations, Body Management and Strategies
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES
Demonstrate B5.2.4.2.4: Explain the purpose of using a side orientation when striking a Communication and Critical
knowledge of movement ball from a batting tee. Thinking Skills
concepts, principles, and
strategies that apply to Learners explain the purpose of using the side orientation as: Learners develop communication skills
the learning and such as speaking, writing, as well as critical
i. Give accuracy ii. Speed iii. Direction iv. Spinning, etc. thinking and problem-solving etc. as
performance of physical
activities. explain the purpose of using a side
orientation when striking a ball from a
CONT’D batting tee.
B5.2.5.2.5: Distinguish between volleying and kicking and describe the Communication and Collaboration
Skills: Learners develop communication
similarities and differences.
skills such as speaking, writing, as well as
Volleying is when a ball is strike before it touches the ground. It common in soccer, critical thinking and problem-solving etc.
volleyball, tennis, cricket etc. as they distinguish between volleying and
kicking and describe the similarities and
Kicking is the act of striking a ball from the ground which is common in Soccer differences.
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Strand3: PHYSICAL FITNESS
Sub- Strands: AEROBIC CAPACITY, STRENGTH, ENDURANCE AND FLEXIBILITY
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Strand 4: PHYSICAL FITNESS CONCEPTS, PRINCIPLES AND STRATEGIES
Sub- Strands: FITNESS PROGRAMME, HEALTHY DIET, SAFETY AND INJURIES, SUBSTANCES/DRUGS
AND BODY COMPOSITION
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES
B5.4.1.4 B5.4.1.4.1: Monitor the intensity of one’s heart rate during physical Personal Development and
activity. Communication Skills: Learners
Demonstrate
develop personal and communication
knowledge of physical Learners determine heart rate using their age. Learners learn how to take the heart
skills such as physical fitness knowledge,
fitness concepts, beat by palpating at the radial artery or carotid artery. During exercise, learners
aerobic capacity knowledge as learners
principles, and should be encouraged to take heart rates for 15 seconds and multiply by 4 to
monitor the intensity of one’s heart rate
strategies to improve obtain beat per minutes.
during physical activity.
health and
Learners use various gadgets (polar wrist watches, polar vests, heart rate monitors,
performance.
etc.) that determine exercise intensity and heart rate during and after physical
activity. There are treadmills that determine calories burnt, distance covered.
Personal Development
Communication Skills: Through
B5.4.1.4.2: Describe how muscle strength and muscle endurance
discussions on the components of physical
enhance motor skill performance.
fitness, learners develop personal and
Learners explains that muscles aid in movement, lifting, etc. Strong arm, chest, and communication skills such as listening,
back muscles will therefore facilitate movements in these parts of the body. writing, speaking, etc.
B5.4.2.4.3: Explain why dehydration impairs temperature regulation and Personal Development and
physical and mental performance. Communication Skills: Learners
develop knowledge on dehydration and
The body is made of 75% water. Water lubricates our joints and keeps the body physical performance as well as speaking
temperature in check by releasing unwanted heat through sweat. The brain cell is and listening by explain why dehydration
composed mostly of water and the lack of it causes imbalance in the functioning of impairs temperature regulation and
the brain. physical and mental performance.
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES
Demonstrate B5.4.3.4.4: Describe the role of muscle strength and proper lifting in the Communication skills: As learners
knowledge of physical prevention of back injuries. describe the role of muscle strength and
fitness concepts, proper lifting in the prevention of back
Teacher explains to learners that muscles aid in movement, lifting, etc. Strong arm,
principles, and injuries, they develop communication
chest, and back muscles will therefore facilitate movements in these parts of the
strategies to improve skills such as speaking, listening,
body.
health and cooperation, problem-solving and
performance. tolerance through class discussion.
CONT’D B5.4.4.4.5: List factors that cause injuries when using PE equipment. Personal Skills, and Communication:
As learners list factors that cause injuries
Learners explains that injuries may occur when the learner had not gone through when using PE equipment as well as
proper warm-up and stretching. Warm up prevents injuries to the muscles and the classify them under safe and unsafe, they
joints, increases the elasticity in the muscles to adapt to the ensuing vigorous develop their cognitive domain.
activities. Teacher should ensure that the environment and the equipment are safe
for use.
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Strand 5: VALUES AND PSYCHO-SOCIAL CONCEPTS, PRINCIPLES AND STRATEGIES
Sub- Strands: SELF-RESPONSIBILITY, SOCIAL INTERACTION, GROUP DYNAMICS AND CRITICAL THINKING
B5.5.1.5.1: Participating independently in fitness and skill development Personal Development and
activities outside school. Citizenship Skills: As learners
B5.5.1.5
participate willingly in variety of physical
Learners are self-motivated to participate in physical activities at least once outside
Demonstrate value activities they develop personal and social
the school physical education programme.
and utilize knowledge skills such as tolerance, respect,
of psychological and teamwork, fair-play when practicing in a
team.
sociological concepts, B5.5.5.2: Acknowledge orally the contributions and strengths of others.
principles, and Cultural Identity and Global
strategies that apply Learners appreciate each individual’s strengths, weaknesses and contributions in Citizenship Skill: As learners
to the learning and group settings by praising them such as ‘ayikoo’, good work, etc. Acknowledge orally the contributions and
performance of strengths of others, they develop personal
physical activity. and social skills such as tolerance,
B5.5.3.5.3: Identify and define the role of each participant in a cooperation, empathy, teamwork and fair-
cooperative physical activity. play.
Teacher should study the learners and appoint them who have the potentials as Citizenship and Problem-Solving
leaders. There could be a general leader and groups leaders in a class. When they Skills: As define the role of each
are made leaders, they become more responsible. participant in a cooperative physical
activity, they develop personal and social
skills such as tolerance, empathy,
B5.5.4.5.4: Contribute ideas and listen to the ideas of others in teamwork, fair-play in cultural and
cooperative problem-solving activities. religious diversity.
Learners explains the need to listen attentively to peers or people when speaking Personal Development and
or contributing to an issue whiles waiting for their turn. Problem-Solving Skills: As learners
develop the skills , t as cooperation,
peace, tolerance, teamwork and
communication.
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BASIC 6
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BASIC 6
Strand 1: MOTOR SKILL AND MOVEMENT PATTERNS
Sub- Strand: LOCOMOTOR, MANIPULATIVE AND RHYTHMIC SKILLS
B6.1.1.1 B6.1.1.1.1: Develop a cooperative movement game that uses locomotor Personal Development and
skills, object manipulation, and an offensive strategy and teach the game to Leadership Skills: Learners develop
Demonstrate
another person. personal and core competencies skills such
competence in the
as agility, muscular strength, muscular
motor skills and Learners participate in a mini Handball, Volleyball, Basketball, Netball, Hockey, etc.
movement patterns endurance, flexibility, patience, leadership,
base on the facilities and materials available. Learners use strategies and tactics in
needed to perform a teamwork etc. as they perform
playing the game ae a team. Learners play various roles in a team and cooperate with
variety of physical cooperative movement game that uses
one another in achieving the teams’ objectives. Learners cool down to end the lesson.
activities (games, locomotor skills, object manipulation, and
athletics gymnastics an offensive strategy and teach the game to
and dance) another person individually or in groups.
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES AND
STANDARD CORE COMPETENCIES
Demonstrate B6.1.2.1.3: Perform the differences in applying and receiving force Development of Personal and Critical
competence in the when jumping for height and distance (high jump). Thinking Skills: Learners develop personal skills
motor skills and Learners after adequate warm-up, they go through a vertical jumping approach. such as flexibility, muscular strength, agility, etc.
movement patterns Learners use both arms efficiently to control balance as needed during approach as well as leadership, creativity and innovation,
needed to perform a run and take-off. Learners control the flight phase by leaning their trunk slightly communication as they practice and explain the
variety of physical backwards, one-foot take-off, two feet take-off, feet land shoulder width apart differences in applying and receiving force when
activities (games, and flexion of knees with the height of the jump and landing on the balls of feet jumping for height and distance.
athletics gymnastics
(double landing).
and dance)
CONT’D B6.1.3.1.4: Roll ball using a stick in a game situation (hockey). Personal Development and Leadership
After a warm-up, learners practice how to: Skills: Learners develop personal skills and
i. hold or handle a hockey stick competencies such as strength, balance,
ii. role the ball from place to place at learners’ pace creativity, coordination, tolerance, patience,
iii. play a mini hockey game in groups using rolling skill. collaboration, etc. as they roll ball using a stick in
iv. Learners cool down to end the lesson. a game situation.
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES AND
STANDARD CORE COMPETENCIES
Demonstrate B6 1.5.1.6: Change direction quickly to maintain ones’ balance whiles Personal Development and Leadership
competence in the running with an object through obstacles. Skills Learners develop personal skills and
motor skills and Exemplar. Learners go through adequate warm-up. Arrange set of cones in a competencies such as accuracy, agility,
movement patterns straight line. Learners walk through the spaces within the cones. Learners jog precision, coordination strength, balance,
needed to perform a through and stop at every cone/station to change direction. Learners run and courage, patience, spatial awareness,
variety of physical stop in front of a cone and change direction. Learners practice the skill at their teamwork, etc. as they change direction
activities (games, own pace. Learners quickly to maintain their balance whiles
athletics gymnastics
end with cool down. running with an object through obstacles.
and dance)
B6.1.6.1.7: Strike a tossed ball with the hands above the forehead Personal Development and Leadership
CONT’D (tennis serve). Skills: Learners develop personal skills and
competencies such as accuracy, precision,
Organize learners with volleyballs facing a target. Learners toss a ball and strike it
coordination strength, balance, courage,
with the palm or fist (overhead) to a target base on their ability. Learners practice
patience, teamwork etc. as they practice how
over hanged net (optional) by striking a tossed ball over it to the target for
to strike a tossed ball with the hands above
mastery of tennis serve. Learners play mini volleyball starting with tennis serve.
the forehead.
B6.1.7.1.8: Strike a gently tossed ball with a bat, using a forehand and
Personal Development and Leadership
backhand movement pattern.
Skills: Learners develop personal skills and
Organize learners with table tennis balls and bats. Learners stand with one foot competencies such as throwing and catching,
forward behind table tennis board, knees bent and trunk slightly leaning forward, concentration, precision, coordination
holding bat with one hands and swing the bat from the side to strike the ball to strength, balance and patience as well as
the target. Learners practice, striking/service at different heights, whiles you give creativity etc. as they strike a gently tossed ball
them the feedback to correct the errors. Learners practice with a bat, using a forehand and backhand
movement pattern. Eg. Table tennis.
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STANDARD CORE COMPETENCIES
Demonstrate B6.1.8.1.9: Throw and catch a ball with a partner while both partners Personal Development and Leadership
competence in the are moving. Skills: Learners personal and leadership skills
motor skills and and other competencies such as
movement patterns Demonstrate to learners with a ball to stand with the foot opposite the throwing
concentration, precision, coordination
needed to perform a hand forward. Let them stretch their hands backward but below the shoulder by
strength, balance etc. as they throw and catch
variety of physical bending the trunk sideways towards the stretched hand. Instruct them to swing the
a ball with a partner while both partners are
activities (games, stretched arm with the ball forcefully and throw the ball to the target by moving
moving.
athletics gymnastics the trunk briskly up and pointing non-throwing hand towards the direction of
and dance) throw. After throwing, encourage the learners to move the hind leg forward for
recovery/balance.
CONT’D
B6.1.8.1.10: Show how to adjust body position to catch a ball thrown off- Personal Development and Leadership
centre. Skills: Through throwing and catching ball
with a partner whiles moving, learners will
Demonstrate the correct hand, arm, body, feet position in the catching. Learners
develop personal skills and competencies such
relax their arms by sides and keep their forearms in front. Arms and body adjust to
as precision, coordination strength, balance
the path of the object (ball). Feet in a balanced stride position and eyes track the
and patience as well as teamwork, tolerance,
object throughout the catching action. Learners practice the skill at their own pace
communication, creativity etc.
base on their capabilities and progress at their own pace. Learners adjust their
performance base on the feedback from teacher and peers.
B6.1.8.1.11: Catch a flying ball above the head, below the waist, and Personal Development and Leadership
away from the body while jogging and running. Skills: As learners catch a flying ball above the
body, below the waist, and away from the
Learners bounce ball on floor with their dominant hands and catch with two hands
at the waist level. Toss ball in the air with the dominant hand and catch with two body while jogging and running they develop
hands overhead. Learners in pairs practice varied form of throwing (above the personal skills and core competencies such as
head, below the waist) whiles jogging or running to catch. Learners progress at accuracy, precision, coordination strength,
their own pace base on their capabilities. balance and patience as well as teamwork,
Learners play mini handball or basketball based on the materials used in practicing tolerance, fair-play, communication, creativity
the skill. Learners cool-down to end the lesson. etc. during practice.
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STANDARD CORE COMPETENCIES
Demonstrate B6.1.9.1.12: Kick a ball, dropped from the hands, at a target (goalies’ Personal Development and Leadership
competence in the punting in football). Skills: Learners will develop personal skills
motor skills and and core competencies such as agility,
movement patterns Arrange about five cones with partners standing at the opposite sides about 5m
concentration, coordination strength and
needed to perform a away from the cones facing each other. Let the learner in front with the ball
balance as Kick a ball, dropped from the
variety of physical dribble through the cones and after the last cone kicks it to the partner standing in
hands, at a target eg. Football.
activities (games, front of the other group. Arrange more cones and guide learners practice with
athletics gymnastics corrective feedback.
and dance)
CONT’D
B6.1.10.1.13: Dribble and pass a ball to a partner while being guarded. Personal Development and Leadership
Skills: Learners develop these skills through
Arrange five cones with partners standing at the opposite sides about 5m away
the practice of dribbling of balls with hands
from the cones facing each other. Learners dribble through the cone freely.
and feet using varying amount of force as
Learners dribble while being prevented/guarded by their peers in pairs and in a
individual and as in a game situation.
group. Learners practice base on their capabilities and progress at their own pace.
Learners’ practice dribbling in handball, football/basketball base on facilities and
material available.
B6.1.11.1.14: Dribble a ball and kick (shoot) it towards a goal while being Personal Development and Leadership
guarded. Skills: Learners develop these skills such as
agility, precision, power, direction,
Arrange 5 cones in front of a goal post. The last cone should be about 5-10m away
coordination, etc. through the practice of
from the target or the goal post. Learners in front with the ball dribbles through
dribbling of balls ball and kick it towards a goal
the cones base on their capabilities and after the last cone kicks it into the goal
while being guarded.
post. Learners progress at their own pace. Learners play mini football game in
groups. Learners cool-down to end the lesson.
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STANDARD CORE COMPETENCIES
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Strand 2: Movement Concepts, Principles and Strategies
Sub-Strand: Space Awareness, Dynamics, Relations, Body Management and Strategies
Demonstrate B6.2.1.2.1: Explain the importance of open space in playing team Communication and Collaboation Skills:
knowledge of games. Learners develop personal and communication
movement concepts, skills as speaking, listening, etc., as the teacher
principles, strategies Learners explain the importance of open space in playing team games as; it allows
demonstrates and explain the concepts of
that apply to the room for the beauty of the game, learners are able to operate in a conducive
open space in playing sport-related games.
learning and atmosphere.
performance of Communication and Collaboation Skills
physical activities Self-space and general space are very important when working in groups. Self-
Learners develop communication skills as
space is the amount of space one occupies when not travelling.
speaking, listening, and acquisition of new
B6.2.2.2.2: Identify the time necessary to prepare for and begin a concepts, principles, strategies, etc., as the
forehand stroke and a backhand stroke. teacher guides them to identify the time
necessary to prepare for and begin a forehand
To get started, one needs to learn four basic strokes: the forehand drive, the stroke and a backhand stroke.
forehand push, the backhand drive and the backhand push. Once the learners
mastered these strokes, the teacher can go on to more complex techniques that
will raise the level of their game.
Communication and Collaboation Skills:
B6.2.3.2.3: Illustrate how the intended direction of an object is affected Learners develop communication skills as
by the angle of the implement or body part at the time of contact. speaking, listening, and acquisition of new
terms and concepts as the teacher guides
Exemplar: Let learners toss and catch for accuracy. Let them high and low level. them to identify how the intended direction of
Let learners catch different positions. Let an object is affected by the angle of the
implement or body part at the time of contact.
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STANDARD CORE COMPETENCIES
Demonstrate B6.2.4.2.4: Explain the role of the legs, shoulders, and forearm in the Communication and Collaboation Skills:
knowledge of forearm pass. Learners develop communication skills as
movement speaking, listening, and acquisition of new
Let learners swing their arms in preparation. Shoulder move forward horizontally
concepts, principles, concepts, principles, strategies, etc., as the
as it extends. Forearm rotation through hips, legs and shoulders drop slightly. All
strategies that teacher Explain the role of the legs, shoulders,
together produce the final force to move the ball to the target.
apply to the and forearm in the forearm pass during
learning and practice.
performance of
physical activities B6.2.5.2.5: Identify opportunities to pass or dribble while being
guarded (offense and defense).
Communication and Collaboation Skills:
CONT’D
After general and specific warm-ups, guide learners to keep their body between Learners develop communication skills as
opponent and the ball. Let them possess the ball in the opponents playing speaking, listening, and acquisition of new
grounds. Dribble in a zigzag manner. Instruct them to pass the ball to their terms as the teacher guides them to identify
teammates when they are free. the difference between dribbling a ball with
the hand and foot.
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Strand3: PHYSICAL FITNESS
Sub- Strands: AEROBIC CAPACITY, STRENGTH, ENDURANCE AND FLEXIBILITY
B6.3.1.3.1: Perform 8 minutes running with or without music. Personal Development and Leadership
Skills: Learners develop personal skills,
B6.3.1.3 Learners in files music (any form) run for 8 minutes none stop for fitness test at
leadership and fitness such as coordination,
the beginning of the term. Learners run at their own pace,
Assess and maintain muscular strength, muscular endurance,
a level of physical flexibility and aerobic capacity by perform 8
fitness to improve minutes running with or without music.
B6.3.2.3.2: Perform 15 continuous sit-ups
health and
performance. Learners sit on a mat with in a v shaped legs position. Keep their arms by their Personal Development and Leadership
side. Perform continuous sit–ups the body continuously for 15 times. Learners Skills: Learners develop personal skills such
test their abdominal muscular strength by counting and logging the number they as perseverance, muscular strength, muscular
are able to perform in a set at their own pace. endurance, support, flexibility by perform 15
continuous push-ups.
B6.3.3.3.3: Perform three set of 15 continuous push-ups.
Personal Development and Leadership
Learners after general and specific warm-ups, learners lie on the ground face
Skills Competencies: Learners develop
down. Learners with their palms flat on the ground by their side, extend their
personal skills such as perseverance, muscular
arms to move their trunk up and flex the arms again to move the body back to
strength, muscular endurance, flexibility by
lying position. Learners continue the process for a number of base on their
perform 15 continuous sit-ups.
ability in a set. Learners repeat the second and third set after rest base on their
ability and progress at their own pace.
B6.3.4.3.4: Perform trunk rotation. Personal Development and Leadership
Skills: Learners develop personal skills such
After warm ups, learners sit with their right leg straight, left leg bent and crossed
as perseverance, muscular strength, muscular
over the right knee. Learners keep left hand on the floor and turn their trunks as
endurance,
far as possible to the right but at their ability level. Learners repeat the action to
the left for holistic development.
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STANDARD CORE COMPETENCIES
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STRAND 4: PHYSICAL FITNESS CONCEPTS, PRINCIPLES AND STRATEGIES
Sub- Strands: FITNESS PROGRAMME, HEALTHY DIET, SAFETY AND INJURIES, SUBSTANCES/DRUGS
AND BODY COMPOSITION
B6.4.1.4 B6.4.1.4.1: Develop a one-day personal physical fitness plan specifying Communication and Collaboration
the intensity, time, and types of physical activities for each component skills: Learners develop a one-day personal
Lemonstrate
of health-related physical fitness. physical fitness plan specifying the intensity,
knowledge of
time, and types of physical activities for each
physical fitness Discuss physical fitness is the process attained through quality instructional
component of health-related physical fitness,
concepts, principles, physical education. Participation in physical activity and knowledge of fitness
they develop skills such as fitness knowledge,
and strategies to components coupled with an appreciation for good health. Learners develop a
problem-solving, leadership and arithmetic.
improve health and one-day personal fitness which include: Jogging- muscular endurance, running-
performance. cardio-respiratory endurance, push-ups- muscular strength, aerobic dance- Communication and Collaboration
flexibility, etc. skills: Through discussions on the role that
weight bearing activities play in bone strength,
B6.4.1.4.2: Explain the role that weight bearing activities play in bone
learners develop personal and communication
strength.
skills such as listening, writing, speaking, etc.,
Learners explain that weight training develops muscular strength, makes the during lesson activities.
bones strong for fitness activities, stabilizes the body position, etc.
Communication and Collaboration
B6.4.2.4.3: Plan a balance diet menu to improve performance in skills: As learners plan a balance diet menu
physical activity. for learners to improve performance in
physical activity, they develop communication
Learners understand the need to take in a balance diet to keep them healthy. It is skills such as speaking, listening, cooperation,
important to food to gain energy. Food is made up of six classes of nutrients
problem-solving and tolerance through class
including carbohydrates, fat, protein, vitamins, minerals and water.
discussion.
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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES AND
STANDARD CORE COMPETENCIES
Demonstrate B6.4.3.4.4: List the benefit of safety procedures and rules associated Communication and Collaboration
knowledge of with physical activity. skills: As learners list the benefit of safety
physical fitness procedures and rules associated with physical
Learners list as; to come out with their best, gives them confidence to participate
concepts, principles, activity, they develop communication skills
in any physical activity, prevents injuries, increase performance, etc.
and strategies to such as speaking, listening, cooperation,
improve health and problem-solving and tolerance through class
performance. discussion.
CONT’D
B6.4.4.4.5: Identify ways to minimise injuries when using PE Communication and Collaboration skills:
equipment. As learners observe the equipment and
develop guidelines to minimise injuries when
Learners develop guidelines for equipment use. They observe ample space
using PE equipment, they develop their
between peers when working in groups, Throw/serve balls in the same
experiences in how work safely with
directions, retrieve balls, equipment at the same time, etc.
equipment.
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Strand 5: VALUES AND PSYCHO-SOCIAL CONCEPTS, PRINCIPLES AND STRATEGIES
Sub- Strands: SELF-RESPONSIBILITY, SOCIAL INTERACTION, GROUP DYNAMICS AND CRITICAL THINKING
B6.5.1.5: B6.5.1.5.1: Participate productively in group physical activities. Cultural Identity and Global Citizenship:
Demonstrate value As learners participate productively in group
Emphasis during physical activity that without cooperation learners cannot
and utilize physical activities they develop personal and
positively work together. Learners participate in a mini Handball, Volleyball,
knowledge of social skills such as tolerance, respect,
Basketball, Netball, Hockey, etc.
psychological and teamwork, and fair-play.
B6.5.2.5.2: Provide positive feedback to peers during physical
sociological Cultural Identity and Global Citizenship:
activities.
concepts, As teacher provides positive feedback to
principles, and Learners provide positive feedback to their peers during physical activities by peers during physical activities, they develop
strategies that telling them the specific good performances and what they should improve on personal and social skills such as tolerance,
apply to the for high performance. leadership, teamwork, and fair-play.
learning and
Cultural Identity and Global Citizenship:
performance of
As learners demonstrate respect for self,
physical activity.
B6.5.3.5.3: Identify and agree on a common goal when participating in others, and equipment during physical
a cooperative physical activity. activities, they develop personal and social
skills such as tolerance, empathy, teamwork,
Learners appreciate each individual’s strengths, weaknesses and contributions in
fair-play in cultural and religious diversity.
group settings to appreciate physical games and activities from different cultures
around the globe. Should work together in a decision making. Cultural Identity and Global Citizenship
B6.5.4.5.4: Evaluate individual responsibility in group efforts. As teacher evaluate individual responsibility in
group efforts and encourages them to do
Evaluate individual learners’ responsibility in group efforts and encourage them to
better, they develop personal and social skills.
do better.
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Appendix:
Glossary
Aerobic activity: Exercise that can be performed for a long duration because the energy required can be provided by the burning of fuel, which normally
occurs in muscle cells in the presence of oxygen. Aerobic activity may help control body weight, reduce the percentage of body fat, improve the circulatory
function and respiratory functions, and reduce blood pressure. Examples include aerobic dance, cycling, jogging, power walking, in-line skating, step aerobics,
kickboxing, and super circuit.
Agility: A skill-related component of fitness that describes the ability to rapidly change the position of the entire body.
Alignment: Clear and direct relationship among standards, curricula, instructional materials, instructional methods, and assessments.
Anaerobic activity: Exercise of short duration that is performed at a more strenuous level, so increased respiration and heart rate cannot provide sufficient
oxygen to the muscle cells. Examples of anaerobic activity include sprinting, weight training, curl-ups, gymnastics, and some team activities, such as softball and
football.
Assessment: The process of gathering evidence about a student’s level of achievement. Balance: A skill-related component of fitness that relates to the
maintenance of equilibrium while stationary or moving.
Base of support: The area of the base or foundation that supports the body. The base of support may include one or more body parts and the distance
between them. The ability to stabilize the body is directly proportional to the area of the base of support. For example, if two feet are close together, the base
of support is narrow and stability is limited. If the two feet are separated by some distance, the base of support is larger and provides more stability.
Basic resistance principles: Resistance is the weight or force that is used to oppose a motion. Resistance training increases muscle strength by pitting the
muscles against a weight, such as a dumbbell or barbell. The type of lift; intensity, volume, and variety of training; progressive overload; rest; and recovery
constitute the basic principles of resistance training.
Body composition: The proportion of fat-free mass (e.g., muscle, bone, vital organs, and tissues) to fat mass in the body. Body management: Basic skills
focusing on the ability to control the body and body parts in actions such as those involving traveling, balancing, rolling, and supporting body weight.
Body mass index (BMI): A formula used to assess body fat based on a ratio between height and weight. Body orientation: The direction that the body is
facing.
Cardiovascular endurance: A component of health-related fitness that describes the ability of the heart, blood vessels, and respiratory system to supply
oxygen and nutrients to the muscles during exercise.
Closed skill: Motor skills that are performed in an environment that is stable and predictable.
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Collaborative consultation: A process for providing services to special education learners in which adapted physical education specialists collaborate with
regular education staff, general classroom teachers, teachers of special education, and other school professionals and/or paraprofessionals and parents to plan,
implement and evaluate interventions carried out in the adapted, regular, Competence: Sufficient ability, skill, and knowledge to meet the demands of a
particular task.
Complex skills: Skills that combine two or more locomotor and/or manipulative fundamental movements (for example, catching and throwing or trapping
and passing).
Components of health-related physical fitness: Muscle strength, muscle endurance, aerobic capacity, flexibility, and body composition.
Content standards: What learners should know and be able to do at the end of every grade level. Content standards represent the academic content of the
discipline of kinesiology.
Cool-down exercises: Five to ten minutes of light to moderate physical activity. Cool-down exercises help the body recover from exercise. This process
maintains blood pressure, helps enhance venous return, and prevents blood from pooling in the muscles.
Coordination: A skill-related component of fitness that relates to the ability to perform tasks smoothly and accurately.
Critical elements: Those elements of performing a skill deemed necessary for its correct execution. Also referred to as critical features.
Criterion-referenced assessment: Describes how well a student performs compared with a predetermined and specified standard of performance, as
opposed to a norm-referenced assessment where a student’s performance is compared with a normative sample of other learners.
Cues: Short phrases that describe the correct technique for performing a skill.
Dehydration: The loss of water and important blood salts, such as potassium and sodium that are essential for vital organ functions. Egg roll: A roll toward
the right and then toward the left while in a tucked position.
Elementary stage of development: The stage of skill development during which coordination and rhythmical performance improve and the performer
gains greater control over their movement. The performance, however, is still somewhat awkward and lacking in fluidity.
Ergogenic aids: Substances, devices, or practices that enhance an individual’s energy use, production, or recovery.
Evaluation: Judging the quality of a performance. Even-beat locomotor skills: Skills performed to a regular beat (for example, walking, running, hopping, and
jumping).
Exercise: Physical activity conducted with the intention of developing physical fitness.
Feedback: Information that is given to the learner about performance (internal or external); this can be knowledge of performance or knowledge of results.
See also specific feedback, specific corrective feedback, and specific positive feedback.
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F.I.T.T. principles/concepts: An acronym for the exercise variables necessary for gaining and maintaining physical fitness: frequency, intensity, time, and type
of physical activities.
Flexibility: A component of health-related fitness that describes the range of motion at a joint. The ability to move joints of the body through a normal range
of motion. Folk dance: A dance that has been developed through the traditions of culture and has been passed down from generation to generation.
Frequency: A principle of training that establishes how often to exercise.
Fundamental movement skills: Basic movements that involve the combination of movement patterns of two or more body segments. Locomotor, non-
locomotor, and manipulative skills are all considered fundamental, as they form the basis of numerous forms of specialized movement and manipulative skills.
Gallop: A step together step in a forward direction with the same foot always leading.
Health: Optimal well-being that contributes to the quality of life. It is more than freedom from disease and illness. Optimal health includes high-level mental,
social, emotional, spiritual, and physical wellness within the limits of one’s heredity and personal abilities.
Health-related physical fitness: Consists of those components of physical fitness that have a relationship to good health: body composition, aerobic
capacity, flexibility, muscle endurance, and muscle strength.
Hip abductors: Muscles that move the leg away from the midline of the body.
Hip adductors: Muscles that move the leg toward the midline of the body.
Impact force: The slap or jolt a person senses when contact sharply changes the motion of an object, as when a ball is caught, or contact sharply changes the
motion of the person, as when a jumper strikes the ground. Impact force is related to the pressure, the force per unit area (in Newtons per square meter)
sustained by the part of the body in contact Individual activity: Physical activities that require only one participant. Examples include weight training, yoga,
archery, and jogging.
Individuality: A principle of training that takes into account the particular needs and abilities of the individual for whom it is designed. Initial stage of
development: The stage of development during which the first observable and purposeful attempts at performing a skill are made.
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Interpersonal communication skills: Verbal or nonverbal abilities that allow the sharing of feelings, thoughts, and information with another person in a
positive manner.
Interpersonal social skills: Skills that enhance the ability to work together, including cooperation, respect, and encouragement.
Jump: To take off from both feet and land on one or both feet.
Large-muscle groups: Muscles that work together and have a large mass relative to other muscle groups in the body. Examples of large-muscle groups are
the muscles in the arms, back, and legs.
Lead-up game: A game that involves one or more skills or strategies of a sport.
Leap: A light transfer of weight from one foot to the other foot. To spring through the air from one point to another.
Line dance: A dance in which individuals line up without partners and follow a choreographed pattern of steps, usually performed to country music.
Locomotor skills: Basic motor skills involving a change of position of the feet and/or a change of direction of the body. Locomotor skills include walking,
running, hopping, skipping, jumping, leaping, sliding, and galloping Long-handled implement: A piece of equipment used in performing motor skills. The long
handle positions the hand some distance away from the surface of the implement that comes in contact with the ball. Some examples include a hockey stick,
softball bat, tennis racquet, and lacrosse stick.
Low organized games: Activities that have a few simple rules and that require little or no equipment.
Manipulative movements: Basic motor skills involving handling an object. Examples include throwing, catching, kicking, trapping, rolling, dribbling, striking,
and volleying.
Massed practice: The continuous practice of a skill for a long period of time.
Mature form: The critical elements of a skill, performed in a smooth and continuous motion.
Moderate physical activity: Moderate-intensity physical activity generally requires sustained rhythmic movements and refers to a level of effort a healthy
individual might expend while, for example, walking briskly, dancing, swimming, or bicycling on level terrain. A person should feel some exertion but should be
able to carry on a conversation comfortably during the activity.
Modification: Adaptations that address the needs of the student by fundamentally altering the performance outcome.
Modified/lead-up game: Active games that involve the use of two or more of the sport skills, rules, or procedures used in playing the official sport.
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Motor skills: A skill that requires voluntary body and/or limb movement to achieve its goal. A skill where the primary determinant of success is the
movement component itself. Physical activity that is directed toward a specific function or goal. The term may be used to refer to one discrete skill (e.g.,
throwing) or a more general ability to perform physical skills competently (e.g., as in “The student has the motor skill needed to perform that sport”) (NASPE
2004).
Movement concepts: The ideas used to modify or enrich the range and effectiveness of the skills employed. They involve learning how, where, and with
what the body moves.
Multicultural dance: A dance that originated from cultural or ethnic traditions. Typically refers toan instructional unit that includes dances that originated
from two or more cultural or ethnic groups.
Muscle endurance: The ability to contract the muscles many times without tiring or the ability to hold one contraction for an extended period.
Muscle strength: The ability of a muscle to exert force against a resistance one time. Strength is measured as the amount of force a muscle can produce.
Non-locomotor movements: Movement of the body performed from a relatively stable base of support. Examples include bending, stretching, twisting,
turning, leaning, swaying, and swinging.
Overload: A principle of training that establishes a minimum threshold and requires one to exceed that threshold to benefit from the chosen physical activity.
Performance standard: Answers the question “How good is good enough?” Personal space: Space that extends outward to the farthest reach of all body
parts.
Physical activity: Bodily movement that is produced by the contraction of skeletal muscle and that substantially increases energy expenditure, including
exercise, sport, dance, and other movement forms.
Physical education: The process of education that uses physical activity as a means of helping individual to acquire skill, knowledge, attitude and fitness for
optimal development and well-being.
Physical fitness: A positive state of well-being with a low risk of premature health problems and with the energy to participate in a variety of physical
activities. It is influenced by regular, vigorous physical activity, genetic makeup, and nutritional adequacy.
Power: A skill-related component of fitness that relates to the rate at which one can perform work.
Principle of individual differences: Each individual is different and will require a somewhat unique fitness plan.
Principle of overload: Increasing the work and stress that are normally experienced will improve one’s fitness.
Principle of specificity: Specific exercises must be performed to improve each component of health-related fitness.
Principles of training/principles of exercise: Principles to follow in planning an exercise program to effect physiological changes in the human body related
to health and performance: individual differences, overload, progression, regularity, and specificity.
Progression: A principle of training that establishes increases in the amount and intensity of physical activity needed to provide improvement over periods
of time.
Reaction time: A component of skill-related fitness that describes the interval of time from a suddenly presented stimulus until the beginning of the
response.
Recovery rate: The time necessary for an exercise-induced elevated heart rate to return to a normal resting heart rate.
Regularity: A principle of training that establishes exercise on a regular schedule. A pattern of physical activity is regular if activities are performed most days
of the week, preferably daily; if moderate-intensity activities are performed five or more days of the week; or if vigorous-intensity activities are performed
three or more days of the week.
Relationship: The position of the body in relation to the floor, apparatus, or other performers.
Rhythmic skills: Skills that develop an understanding of and a feeling for the elements of rhythm. Examples of physical activities that allow learners to express
themselves rhythmically include creative movement, folk dance, square dance, and interpretive dance.
Short-handled implement: A piece of equipment used in performing motor skills. The short handle allows the hand to be close to the surface of the
implement that comes in contact with the ball. Some examples include a racquetball racket, a paddle used in paddle games, and a modified lacrosse stick.
Simple skills: Skills that have only one or two parts (for example, running or skipping).
Skill-related physical fitness: Those components of physical fitness that relate to an enhanced performance in sports: agility, balance, coordination, power,
speed, and reaction time.
Skip: A step-hop on one foot and then the other. Slide: A step-together-step in a sideward direction with the same foot always leading.
Specialized manipulative skills: Fundamental skills that have been adapted to the special requirements of a particular sport, game, or physical activity (e.g.,
volleyball serve, tennis forearm stroke, badminton clear, basketball layup, soccer trap, softball pitch, golf swing).
Specialized movement skills: Fundamental skills that have been adapted to the special requirements of a particular sport, game, or physical activity (e.g.
high jump, long jump, hurdles).
Specific corrective feedback: Feedback that provides the performer with specific information on how to perform the skill correctly (“You need to step
forward on your left foot”).
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Specific feedback: Feedback that provides the performer with specific recommendations on how to perform the skill correctly.
Specific positive feedback: Feedback that is positive (“Good job!”) and specific (“You stepped forward on the left foot”).
Specificity: A principle of training that establishes a particular kind of activity for each component of physical fitness.
Speed: A skill-related fitness component related to performing movement in a short period of time.
Squat: A lower body exercise performed by bending the knees (no lower than a 90-degree angle), lowering the torso, and then rising to a standing position.
Stability movements: Stability reflects balance and equilibrium, which are important components in performing many motor skills. Stability movements
include those that are vital for the body to maintain balance while moving. Examples include moving the arms while walking or running and lowering one’s
centre of gravity when stopping quickly.
Static: A stationary condition. For example, static stretching or static balance. Station teaching: The creation of discrete learning areas where learners
perform a movement at a station for a designated period of time and then move on to the next station.
Strategies: Decisions made by individuals or a team about the overall play of the game. Striking pattern: A fundamental motor skill in which an object is hit
with or without an implement.
Student discipline plan: Guides student behaviour, outlines consequences for inappropriate behaviour, and sets goals for student improvement in behaviour.
Learners with special needs: Refers to learners who are marginalized in physical education, learners whose cultural and religious practices require special
consideration, English learners, learners with long-term and short-term medical needs, at-risk learners, advanced learners, and learners with disabilities.
Stunts: Activities that require balance, agility, coordination, weight transfer, and strength. Typically referred to as activities that lead up to tumbling and
gymnastics.
Supplies: Refers to those materials that are expendable and that need to be replaced at frequent intervals, usually annually, such as basketballs and
playground balls.
Tactics: Individual movement of players or teams to accomplish an immediate goal or accommodate a situation. Tactics take place within the game as an
ongoing part of game play and include decisions an individual makes about when, why, and how to respond to a particular situation.
Target heart-rate zone: A safe range of activity intensity that can be used to enhance the level of aerobic capacity.
Time: A principle of training that establishes the amount of time for each exercise period.
Triceps push-ups: A reverse push-up performed with the belly up and hands on the floor or on a chair or bench (younger learners) or a push-up performed
with hands parallel to chest and spaced shoulder-width apart, with elbows tight to the body (older learners). A push-up that isolates the triceps.
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Tripod: A balanced position in which the hands and head are on a floor mat, forming a triangular base of support, and bent knees rest on the elbows.
Trunk lift: An exercise performed while lying face down with hands at sides and toes pointed. The upper body is lifted off the floor slowly keeping the head
straight. The head is raised no more than 12 inches off the ground.
Type: A principle of training that establishes the specific activity to use or the muscles to target during an exercise period.
Uneven-beat locomotor skill: Skills performed to an uneven beat. Examples include galloping, sliding, and skipping.
Unpacking a content standard: The process of revealing the content and prerequisite skills needed to learn a content standard. Unpacking reveals the
level of performance that is necessary. The verbs in the content standards assist teachers in developing appropriate assessments. Unpacking a standard is
similar to backward planning and deconstructing the standards.
Vigorous physical activity: Vigorous-intensity physical activity generally requires sustained, rhythmic movements and refers to a level of effort a healthy
individual might expend while, for example, jogging, participating in high-impact aerobic dancing, swimming continuous laps, or bicycling uphill. Vigorous-
intensity physical activity may be intense enough to result in a significant increase in heart and respiration rate.
Warm-up exercises: Low-intensity exercises that prepare the muscular/skeletal system and heart and lungs (cardiorespiratory system) for high-intensity
physical activity. Weight-b earing activities: Any activity in which one’s feet and legs carry one’s own weight. Examples include walking, running, tennis, and
aerobic dancing.
Suggested Equipment/Materials
Suggested equipment and materials are: Hockey sticks, table tennis bats, badminton racquets, tennis racquets, skipping ropes, tennis balls, table tennis balls,
footballs (different sizes), volleyballs, handballs, hockey balls, mats, etc.
Reading list
Akuffo, P. A., Darko, R. A., & Seibu, M. (2018). Supervision of children recreation. Winneba: Institute for Educational Development and Extention.
Akuffo, P. A., Darko, R. A., & Seibu, M. (2016) Physical Education for Early Childhood Education Teacher. Winneba: Institute for Educational Development and
Extention.
Ammah, A (2004). Physical education for the basic school teacher. Winneba: Institute for Educational Development and Extention.
Bagerbaseh, B. N., Atubga, A. Soyelle, J. (20080. Teaching physical education in primary schools (B1-B6). Accra: Adwinsa Publications (Gh) Ltd.
CRDD (2007) Teaching syllabus for physical education (Primary1-6). Ministry of Education Science and Sports. Accra-Ghana Corbin, B. C., Lindsey, R., & Welk,
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Curriculum Development and Supplental Materials Commission (2009). Physical education framework for California Public Schools(Kindergaten Through
Grade 12): California Department of Education.
Grey (2000).Concept of fitness and wellness (3rd ed.). New York: McGraw-Hill Companies
Mood, D, Musker, F. F., & Rink, J. E. (1999). Sports and recreational activities. New York: McGraw-Hill Companies.
‘NASPE National Standards.” National Association for Sport and Physical Education. http://www.aahperd.org/naspe/standard.national standard/ 14 July 2011
Pangrazi, P. P. (2001). Dynamic physical education curriculum for elementary school children (13th ed.). New York: Pearson Education Company.
Wuest, D. A., & Bucher, A. B. (2004). Foundations of physical education and sport (12th ed.). New York: McGraw-Hill Companies
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PHYSICAL EDUCATION SUBJECT PANEL MEMBERS AND REVIEWERS
NAME INSTITUTION
Writing panels
Prof. Joseph Kwame Mintah- Lead Dept. of HPER, UCC
Dr. Mrs. Harriet Naki Amui-Member Presby Women College of Education, Aburi
Expert Reviewers
Prof. J. O. A. Ammah Dept. of HPERS, UEW
Curriculum Adviser
Dr. Sam K. Awuku
Supervisor
Felicia Boakye-Yiadom (Mrs) NaCCA, Outgoing Acting Executive Secretary
Dr. Prince H. Armah NaCCA, Incoming Acting Executive Secretary
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MINISTRY OF EDUCATION
REPUBLIC OF GHANA
HISTORY OF GHANA
CURRICULUM FOR PRIMARY SCHOOLS
(BASIC 1 - 6)
SEPTEMBER 2019
The new curriculum for Ghana’s primary schools is standards-based, which is our demonstration of placing learning at the heart of every classroom and ensuring that every learner
receives quality education. Provision of accessible quality education for all is non-negotiable if we are to meet the human capital needs of our country, required for accelerated sustainable
national development. It is for this reason that the new curriculum sets out clearly the learning areas that need to be taught, how they should be taught and how they should be assessed. It
provides a set of core competencies and standards that learners are to know, understand and demonstrate as they progress through the curriculum from one content standard to the
other and from one phase to the next. The curriculum and its related teachers’ manual promote the use of inclusive and gender responsive pedagogy within the context of learning-
centred teaching methods so that every learner can participate in every learning process and enjoy learning. The curriculum encourages the use of Information and Communication
Technologies (ICTs) for teaching and learning – ICTs as teaching and learning materials.
The new curriculum has at its heart the acquisition of skills in the 4Rs of Reading, wRiting, aRithmetic and cReativity by all learners. It is expected that at any point of exit from a formal
education, all learners should be equipped with these foundational skills for life, which are also prerequisites for Ghana becoming a learning nation. The graduates from the school system
should become functional citizens in the 4Rs and lifelong learners. They should be digital literates, critical thinkers and problem solvers. The education they receive through the study of
the learning areas in the curriculum should enable them to collaborate and communicate well with others and be innovative. The graduates from Ghana’s schools should be leaders with a
high sense of national and global identity. The curriculum therefore provides a good opportunity in its design to develop individuals with the right skills and attitudes to lead the
transformation of Ghana into an industrialised learning nation.
For this reason, the Ministry of Education expects that learners, as a result of the new knowledge, skills and values they have acquired through the new curriculum, will show a new sense
of identity as creative, honest and responsible citizens. These are our core values that underpin the identification and selection of the learning areas for this curriculum. These core values
serve as fundamental building blocks for developing into our learners the spirit of teamwork, respect, resilience and the commitment to achieving excellence. The Ministry endorses a
quality learning experience as an entitlement for each of Ghana’s school-going girl and boy; the curriculum has rightly focused on learning and learning progression. The Ministry has also
endorsed accountability as a critical domain for effective workings of standards-based curriculum.
More importantly the role of the teacher is to make this curriculum work for the intended purpose - to inculcate in learners the core competencies and values and to make learning
happen; improve learning outcomes – and the support that teachers need is duly recognised and endorsed by my Ministry. The Ministry will support the implementation of the curriculum
to include capacity development of all teachers in the new curriculum. Teachers matter in the development and delivery of the standards-based curriculum and we will continue to support
our teachers on this journey that we have started together to put learning at the centre of what we do best; teach!
I thank all those who have contributed their time and expertise to the development of this curriculum for primary schools in Ghana.
As Ghanaian people, there is less understanding among us about important historical developments and events such as the evolution of the different ethnic groups in the country and
their social and economic institutions; the development of state systems; their contact with the outside world and economic, social and political consequences of that contact, such as
the loss of political independence, the recovery of sovereignty and the emergence of the modern state of Ghana. Furthermore, there is the need to appreciate the value of our own
culture. As learners study Ghana’s history, they would appreciate the life and sacrifices of our forebears and learn about the interconnectedness among the various ethnic groups to
promote national integration, develop national pride and identity. Learners would learn about statesmen and women, chiefs and other individuals who played various roles to promote
Ghana’s development. In essence, the youth would consequently become patriotic, learn moral lessons, appreciate traditional Ghanaian values, and become useful national and global
citizens.
PHILOSOPHY
The study of history helps people and societies to know their past, their culture and values which together are the essential elements for promoting nationalism, guaranteeing the
survival of society and humanity in general. It is therefore not possible for any group of people to determine, reveal and establish values, ideals, goals, principles and norms for a society
without reference to historical knowledge. The understanding of this underpins the learning and teaching philosophies envisaged for this curriculum.
Teaching Philosophy
The philosophy of learning history is based on the need to produce citizens who are able to reconstruct the past by describing, analysing and evaluating past events. Learners should
critically trace patterns of human behaviour and communicate their views on how the past could influence the present from an informed position. In essence, learners would
understand that present events have historical antecedents and parallels from which useful lessons could be drawn. Through the learning of history, learners would, specifically, acquire:
a. critical thinking skills by comparing, contrasting, evaluating, synthesizing, and applying historical information or knowledge with little or no supervision;
b. creative thinking skills to be able to reconstruct important past events confidently;
c. digital literacy by using IT tools and resources efficiently for investigations and project work;
d. effective communication skills to be able to share information at varied levels of interaction; and
e. values to live as global citizens as they learn about other people and cultures of the world
The history classroom should be learning-centred, where the teacher introduces the topic for the day and assists learners to describe and analyse issues raised, trace patterns of
societal and human behaviour and where necessary, give their views on current events (in the country) based on their knowledge of the history of Ghana. The class will be encouraged
to explore topics through questioning. The history of Ghana curriculum is underpinned by seven historical concepts and classroom activities. The teacher should emphasise these
important concepts in the day to day learning episodes as they are aimed to promote higher order thinking among learners. These concepts are:
Therefore, through the teaching and learning of History, learners are to:
The curriculum is aimed at developing individuals to become literate, good problem solvers, with the ability to think creatively and have both the confidence and competence
to participate fully in the Ghanaian society as responsible local and global citizens.
SUBJECT AIMS
The National Curriculum for the history of Ghana aims to ensure that learners can:
1. trace Ghana’s origins and its past glories;
2. develop the critical skills of historical enquiry using scientific methods and participate as active, informed and responsible citizens;
3. develop a critical understanding of the past and its impact on the present to help them face the future with confidence;
4. explain how external factors have shaped the history of Ghana;
5. gain a sense of national consciousness, identity and appreciation of Ghanaian values in order to help instil values such as tolerance, good citizenship and national pride;
6. study history of Ghana in an enjoyable and stimulating environment; and.
7. make use of historical facts to acquire analytical skills, compare different periods and give their own structured account of past events
INSTRUCTIONAL EXPECTATIONS
The goal of introducing History of Ghana as a subject in the primary school is to effect positive change in values and attitudes of learners. It focuses on past events that have shaped
our society. This can be achieved through well-planned lessons which involve learners in the learning process. This would let them yearn to know more and adopt skills which will be
essential for them to function in the society. The enquiry approach of teaching is therefore encouraged in the history classroom. The learner should be guided to make enquiries from
available sources of historical evidence. Historical evidence can come from primary sources and secondary sources.
Primary sources originate from the past. Essentially, primary sources are closer to the events in time and space. Examples could include pottery, wall paintings, carvings, coins,
letters, newspapers, diaries, court records and verbal accounts from people who witnessed an event, archival documents and archaeological findings.
Secondary sources relate to accounts about past events produced based on the interpretation of primary sources. E.g. books, journals, books, articles etc.
Plan lessons to meet the interests, knowledge, understanding, abilities, and experiences of learners.
Design and manage learning environments that provide learners with the time, space, and resources needed for learning History of Ghana.
Generate discourse among learners and challenge them to accept and share responsibility for their own learning based on their unique individual differences.
Use multiple methods and systematically gather data about learner understanding and ability to guide teaching and learning with arrangements to provide feedback to both
learners and parents.
Collaborate with colleagues within and across disciplines and grade levels to develop communities of learners who have the skills of inquiry and exhibit attitudes and social
values conducive to learning.
CORE COMPETENCIES
Historical Studies describe a body of skills that teachers in history at all levels should seek to develop in their learners. They are ways in which practitioners and learners in the history
discipline engage with the subject matter as they learn the subject throughout the various phases in their education. The competencies presented here describe a connected body of
core skills that are acquired throughout the processes of teaching and learning.
The core competencies describe a body of skills that teachers at all levels should seek to develop in their learners. They are ways in which teachers and learners engage with the
subject matter as they learn the subject. The competencies presented here describe a connected body of core skills that are acquired throughout the processes of teaching and
learning.
This competence involves improving self-awareness and building self-esteem. It also entails identifying and developing talents, fulfilling dreams and aspirations. Learners are able to learn
from mistakes and failures of the past. They acquire skills to develop other people to meet their needs. It involves recognising the importance of values such as honesty and empathy
and seeking the well-being of others. Personal development and leadership enables learners to distinguish between right and wrong. The skill helps them to foster perseverance,
resilience and self-confidence.PL helps them acquire the skill of leadership, self-regulation and responsibility necessary for lifelong learning.
A central aspect of this curriculum is the concept of three integral learning domains that should be the basis for instruction and assessment. These are:
- Knowledge, Understanding and Application
- Process Skills
- Attitudes and Values
Similarly, being able to develop, defend, etc. means that the learner can “apply” the knowledge acquired in some new context. You will note that each of the indicators in the
curriculum contains an “action verb” that describes the behaviour the learner will be able to demonstrate after teaching and learning has taken place. “Knowledge, Understanding and
Application” is a domain that should be the prime focus of teaching and learning in schools. Teaching in most cases has tended to stress knowledge acquisition to the detriment of
other higher-level behaviours such as applying knowledge.
Each action verb in any indicator outlines the underlying expected outcome. Each indicator must be read carefully to know the learning domain towards which you have to teach. The
focus is to move teaching and learning from the didactic acquisition of “knowledge” where there is fact memorisation, heavy reliance on formulae, remembering facts without critiquing
them or relating them to real world – surface learning – to a new position called – deep learning. Learners are expected to deepen their learning by knowledge application to
develop critical thinking skills, explain reasoning, and to generate creative ideas to solve real life problems in their school lives and later in their adult lives. This is the position where
learning becomes beneficial to the learner.
The explanation and the key words involved in the “Knowledge, Understanding and Application” domain are as follows:
Knowing: The ability to remember, recall, identify, define, describe, list, name, match, state principles, facts, concepts. Knowledge is the ability to
remember or recall material already learned and this constitutes the lowest level of learning.
Understanding: The ability to explain, summarise, translate, rewrite, paraphrase, give examples, generalise, estimate or predict consequences based upon a
trend. Understanding is generally the ability to grasp the meaning of some material that may be verbal, pictorial, or symbolic.
Applying: This dimension is also referred to as “Use of Knowledge”. Ability to use knowledge or apply knowledge, apply rules, methods, principles,
theories, etc. to situations that are new and unfamiliar. It also involves the ability to produce, solve, plan, demonstrate, discover etc
Analysis: The ability to break down material/information into its component parts; to differentiate, compare, distinguish, outline, separate, identify
significant points etc., ability to recognise unstated assumptions and logical fallacies; ability to recognise inferences from facts etc.
Evaluating: The ability to appraise, compare features of different things and make comments or judgment, compare, contrast, criticise, justify, support,
discuss,
conclude, make recommendations etc. Evaluation refers to the ability to judge the worth or value of some material based on some criteria.
Creating: The ability to use information or materials to plan, compose, produce, manufacture or construct other products.
From the foregoing, creation is the highest form of thinking and learning skill and is therefore the most important behaviour. This unfortunately is the area where most
learners perform poorly. In order to get learners to develop critical thinking and behavioural skills beginning right from the lower primary level, it is advised that you do
your best to help your learners to develop analytic and application skills as we have said already.
These are specific activities or tasks that indicate performance or proficiency in a given learning area. They are useful benchmarks for planning lessons, developing
exemplars and are the core of inquiry-based learning.
Classifying This is the skill of grouping objects or events based on common characteristics..
Comparing This is the skill of identifying the similarities and differences between two or more objects, concepts or processes.
Communicating/: This is the skill of transmitting, receiving and presenting information in concise, clear and accurate forms - verbal, written, pictorial,
Reporting tabular or graphical.
Predicting This is the skill of assessing the likelihood of an outcome based on prior knowledge of how things usually turn out.
Analysing This is the skill of identifying the parts of objects, information or processes, and the patterns and relationships between these parts.
Generating This is the skill of exploring all the options, possibilities and alternatives beyond the obvious or preferred one.
possibilities
Evaluating This is the skill of assessing the reasonableness, accuracy and quality of information, processes or ideas.
This is also the skill of assessing the quality and feasibility of objects.
Designing This is the skill of Visualizing and drawing new objects or gargets from imagination.
Interpreting This is the skill of evaluating data in terms of its worth: good, bad, reliable, unreliable; making inferences and predictions from
written or graphical data; extrapolating and deriving conclusions. Interpretation is also referred to as “Information Handling”.
Recording This is the skill of drawing or making graphical representation boldly and clearly, well labelled and pertinent to the issue at hand.
Generalising This is the skill of being able to use the conclusions arrived at in an activity to what could happen in similar situations.
To be effective, competent and reflective citizens, who will be willing and capable of solving personal and societal problems, learners should be exposed to situations that challenge
them to raise questions and attempt to solve problems. Learners therefore need to acquire positive attitudes, values and psychosocial skills that will enable them participate in debates
Attitudes
i. Curiosity: The inclination or feeling toward seeking information about how things work in a variety of fields.
ii. Perseverance: The ability to pursue a problem until a satisfying solution is found.
Iii. Flexibility in ideas: Willingness to change opinion in the face of more plausible evidence
Iv. Respect for Evidence: Willingness to collect and use data in one’s investigation, and have respect for data collected by others.
v.Reflection: The habit of critically reviewing ways in which an investigation has been carried out to see possible faults and other ways by which the investigation could be
improved upon. The teacher should endeavour to ensure that learners cultivate the above attitudes as a prelude to effective work in history.
VALUES:
At the heart of this curriculum is the belief in nurturing honest, creative and responsible citizens. As such, every part of this
curriculum, including the related pedagogy should be consistent with the following set of values.
Respect: This includes respect for the nation of Ghana, its institutions, laws, culture and respect among its citizens and friends of Ghana.
Diversity: Ghana is a multicultural society in which every citizen enjoys fundamental rights and responsibilities. Learners must be taught to respect the views of all persons and to see
national diversity as a powerful force for nation development. The curriculum therefore promotes social cohesion.
Equity: The socio-economic development across the country is uneven. Consequently, it is necessary to ensure an equitable distribution of resources based on the unique needs of
learners and schools. Ghana’s learners are from diverse backgrounds, which require the provision of equal opportunities to all, and that all strive to care for each other both personally
and professionally.
Commitment to achieving excellence: Learners must be taught to appreciate the opportunities provided through the curriculum and persist in doing their best in whatever field
of endeavour as global citizens. The curriculum encourages innovativeness through creative and critical thinking and the use of contemporary technology.
Teamwork/Collaboration: Learners are encouraged to become committed to team-oriented working and learning environments. This also means that learners should have an
attitude of tolerance to be able to live peacefully with all persons.
Truth and Integrity: The curriculum aims to develop learners into individuals who will consistently tell the truth irrespective of the consequences. In addition, be morally upright
with the attitude of doing the right thing even when no one is watching. Also, be true to themselves and be willing to live the values of honesty and compassion. Equally important, the
ethos or culture of the work place, including integrity and perseverance, must underpin the learning processes to allow learners to apply skills and competencies in the world of work.
Formative assessment is viewed in terms of Assessment as learning and Assessment for learning.
Assessment as learning: Assessment as learning relates to engaging learners to reflect on the expectations of their learning. They are assisted to know their roles and take
responsibility of their own learning to improve. Learners set their own goals and monitor their progress towards them.
Assessment for learning: This occurs throughout the learning process. It is an approach used to seek and interpret evidence, which serves as timely feedback for teachers to refine
their teaching strategies in order to improve learners’ performance. Learners become actively involved in the learning process and gain confidence in what they are expected to learn.
Assessment of learning: This is summative assessment. It describes the level learners have attained in the learning, what they know and can do over a period of time. The emphasis
is to evaluate the learner’s cumulative progress and achievement.
It must be emphasised that all forms of assessment should be based on the domains of learning. In developing assessment procedures, try to select indicators in such a way that you will
be able to assess a representative sample from a given strand. Each indicator in the curriculum is considered a criterion to be achieved by the learners. When you develop assessment
items or questions that are based on a representative sample of the indicators taught, the assessment is referred to as a “Criterion-Referenced Assessment”. In many cases, a teacher
cannot assess all the indicators taught in a term or year. The assessment procedure you use i.e. class assessments, homework, projects etc. must be developed in such a way that the
various procedures complement one another to provide a representative sample of indicators taught over a period.
A total of four periods a week, each period consisting of thirty minutes, is allocated to the teaching of History at the Primary level. It is recommended that the teaching periods be
divided as follows:
These include the approaches, methods and strategies for ensuring that every learner benefits from appropriate and relevant teaching and learning episodes which are timely assessed
and feedback provided to the learner and other stakeholders such as parents and education authorities. It includes the type and use of appropriate and relevant teaching and learning
resources to ensure that all learners attain the expected level of learning outcomes. The curriculum emphasises:
The creation of learning-centred classrooms through the use of creative approaches to teaching and learning as strategies to ensuring learner empowerment and independent
learning.
the positioning of inclusion and equity at the centre of quality teaching and learning.
the use of differentiation and scaffolding as teaching and learning strategies for ensuring that no learner is left behind
the use of Information Communications Technology (ICT) as a pedagogical tool.
the identification of subject specific instructional expectations needed for making learning in the subject relevant to learners
the integration of assessment for learning, as learning and of learning into the teaching and learning process and as an accountability strategy
use questioning techniques that promote deepen learning
LEARNING-CENTRED PEDAGOGY
The learner is at the centre of learning. At the heart of the curriculum is learning progression and improvement of learning outcomes for Ghana’s young people with a focus on –
Reading, wRiting, aRithmetic and cReativity (4Rs). It is expected that at each curriculum phase, learners would be offered the essential learning experiences to progress seamlessly to
the next phase. Where there are indications that a learner is not sufficiently ready for the next phase a compensatory provision through differentiation should be provided to ensure
that such a learner is ready to progress with his/her cohort. At the primary school, the progression phases are: pre-primary (KG1 – 2), primary phases (B1 – B3 and B4 to B6).
The curriculum encourages the creation of a learning-centred classroom with the opportunity for learners to engage in meaningful “hands-on” activities that bring home to the learner
what they are learning in school and what they know from outside of school. The learning-centred classroom is a place for the learners to discuss ideas, and through the inspiration of
the teacher, actively engage in looking for answers through working in groups to solve problems. This also includes researching for information and analysing and evaluating the
information obtained. The aim of the learning-centred classroom approach is to develop learner autonomy so that learners can take ownership of their learning. It provides the
opportunity for deep and profound learning to take place.
The teacher should create a learning atmosphere that ensures:
Learners feel safe and accepted.
Learners are given frequent opportunities to interact with varied sources of information, teaching and learning materials and ideas in a variety of ways.
The teacher assumes the position of a facilitator or coach who helps learners to identify a problem suitable for investigation via project work.
Problems are connected to the context of the learners’ world so that it presents authentic opportunities for learning.
Subject-matter around the problem, not the discipline.
Learners responsibly define their learning experience and draw up a plan to solve the problem in question.
Learners collaborate whilst learning.
Demonstrate the results of their learning through a product or performance.
It is more productive for learners to find answers to their own questions rather than for teachers to provide the answers and their opinions in a learning-centred classroom.
Inclusion entails access and learning for all learners especially those disadvantaged. All learners are entitled to a broad and balanced curriculum in every school in Ghana. The daily
learning activities to which learners are exposed should ensure that the learners’ right to equal access to quality education is being met. The curriculum suggests a variety of
approaches that address learners’ diversity and their special needs in the learning process. These approaches when used in lessons, will contribute to the full development of the
learning potential of every learner. Learners have individual needs and different learning styles, learning experiences and different levels of motivation for learning. Planning, delivery and
reflection on daily learning episodes should take these differences into consideration. The curriculum therefore promotes:
learning that is linked to the learner’s background and to their prior experiences, interests, potential and capacities;
learning that is meaningful because it aligns with learners’ ability (e.g. learning that is oriented towards developing general capabilities and solving the practical problems of
everyday life); and
The active involvement of the learners in the selection and organisation of learning experiences, making them aware of their importance in the process and also enabling them
to assess their own learning outcomes.
This curriculum is to be delivered through the use of creative approaches. Differentiation and Scaffolding are pedagogical approaches to be used within the context of the creative
approaches.
Differentiationis a process by which differences between learners, (learning styles, interest and readiness to learn etc.) are accommodated so that all students in a group have best
possible chance of learning. Differentiation could be by task, support and outcome. Differentiation as a way of ensuring each learner benefits adequately from the delivery of the
curriculum can be achieved in the classroom through:
Task
One-on-one support
Outcome
Differentiation by task involves teachers setting different tasks for learners of different ability e.g. in sketching the plan and shape of their classroom, some leaners could be made to
sketch with free hand while others would be made to trace the outline of the plan of the classroom.
Differentiation by support involves the teacher providing a targeted support to learners who are seen as performing below expected standards or at risk of not reaching the
expected level of learning outcome. This support may include a referral to a Guidance and Counselling Officer for academic support.
Differentiation by outcome involves the teacher allowing learners to respond at different levels. In this case, identified learners are allowed more time to complete a given task.
Scaffolding in education refers to the use of a variety of instructional techniques aimed at moving learners progressively towards stronger understanding and ultimately greater
independence in the learning process.
The use of ICT as a teaching and learning tool is to provide learners an access to large quantities of information online. It also provides the framework for analysing data to investigate
patterns and relationships in a geographical context. Once pupils have made their findings, ICT can then help them organize, edit and present information in many different ways.
Learners need to be exposed to the various ICT tools around them including calculators, radios, cameras, phones, television sets and computer and related software like Microsoft
Office packages – Word, PowerPoints and Excel as teaching and learning tools. The exposure that learners are given at the Primary School level in the use of ICT in exploring learning
will build their confidence and increase their level of motivation to apply ICT use in later years, both within and outside of education. ICT use for teaching and learning is expected to
enhance the quality and learners’ level of competence in the 4Rs
Sub-strands are larger groups of related indicators. Indicators from sub-strands may sometimes be closely related.
Content Standards refers to the pre-determined level of knowledge, skill and/or attitude that a learner attains by a set stage of education.
Indicators is a clear outcome or milestone that learners have to exhibit in each year to meet the content standard expectation. The indicators represent the minimum expected
standard in a year.
Exemplar refers to support and guidance which clearly explains the expected outcomes of an indicator and suggests what teaching and learning activities could taken, to support the
facilitators/teachers in the delivery of the curriculum.
Annotation
A unique annotation is used to label the class, strands, sub-strands, content standards and learning indicators for the purpose of easy referencing.
Example: B1.2.3.4.1
B1. YEAR/CLASS
1 STRAND NUMBER
2 SUB-STRAND NUMBER
3 CONTENT STANDARD NUMBER
4 LEARNING/ PERFORMANCE INDICATOR NUMBER
STRAND SUB-STRAND B1 B2 B3 B4 B5 B6
Inter-Group Relations √
MY COUNTRY GHANA1 How Ghana got its name
Major Historical locations √
Some selected Individuals √ √ √
1
Strand 1: History as a Subject
Sub-Strand 1: Why and How We Study History
SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS INDICATORS AND EXEMPLARS AND CORE COMPETENCIES
B1.1.1.1. Demonstrate B1.1.1.1.1 Explain that history deals with past human activities As learners identify and discuss
understanding of what Enquiry route: What event did you witness on your first day at school? Which people past events, they develop
history is about and how it took part in the event? imaginative and critical thinking
is part of everyday life. skills as well as chronological
1. Mention the activity they witnessed on their first day at school
understanding of historical events
2. Identify any activity performed in the past which has not been performed again
3. List any past events they have witnessed
4. Explain that since those activities were performed in the past, they qualify to be
called history
5. Learners sing a song, recite a rhyme or watch a documentary of any past
activity.
B1.1.1.1.2 Describe how sources of historical evidence help us find out about past human
activities
Enquiry route: where do we get information about our past? Why do we celebrate birthdays and
festivals?
1. Sing songs or recite rhymes related to celebrations such as birthdays, festivals and
weddings as part of history.
4. Build an album of themselves and family members, starting with earlier pictures and
photographs to resent ones
B1.1.4.2. Recount history B1.1.4.2.1 State the similarities and differences between the communities As learners compare and
about their communities. where learners live. reconstruct past human activities
from evidence, they develop
Enquiry route: What is unique about your community? How similar/ different is your chronological understanding,
community from others? cultural identity, creativity and
1. Visit historical sites in town e.g. an old chapel, a post office, a chief’s palace, innovation
grooves, forests, wetlands etc.
2. Learners list the names of historical sites starting with the oldest to the most
recent
5. Learners discuss their sketches bringing out similarities and differences in the
sites they visited
1. Explain how the name was changed from Gold Coast to Ghana Discuss the
English translation of the Portuguese name costa da mina - Gold Coast
2. Use the internet to locate ancient Ghana empire and the Akan forest
regions of Ghana
3. Discuss the role of Dr J.B. Danquah in linking the civilisations of the ancient
Ghana Empire to the Akan of the forest region of Ghana
2. Discuss the role of played by parliament and other individuals in the change of
name from Gold Coast to Ghana
4. Explain how similarly a new independent country can take on a new name, a new
flag, a new leader in a story form. (A resource person could be invited)
B1.6.1.1. Demonstrate B1.6.1.1.1. Identify the Presidents Ghana has had since 1960 By using pictorial evidence to
understanding of the appreciate the identity of the
Enquiry route: Who was Ghana’s first President? Who ruled Ghana from
presidents that have ruled presidents that have ruled Ghana
1960- 2016?
Ghana since 1960 since 1960, learners enhance their
1. Name the presidents of Ghana since 1960. personal development,
communicative and collaborative
2. Match pictures of Ghana’s presidents with their names (Create an skills
album with the pictures).
Match the names of presidents of Ghana with their dates of tenure (Add the
names to their pictures).
3. Put learners in groups to create a gallery station on the following
lines.
a. Select a picture of one of the presidents
b. Display the picture of the selected president on a large
cardboard
c. Write the name of the president below the picture
d. Add the length of tenure of the president
4. ** Invite learners to visit the gallery station and talk about each
group’s presentation
B2.2.4.1. Exhibit B2.2.4.1.1 Discuss the history of Ghana’s major historical The use of evidence to appreciate
knowledge of the history locations. Examples include Kumasi military museum, the significance of historical
of the major historical Komfo Anokye Sword, Assin Manso slave site, Gbewa locations helps learners to develop
locations in Ghana Palace. cultural identity, creative and
innovative skills.
Enquiry route: Where are the major historical locations? What do these
locations tell us about our history?
1. Identify the major historical locations in Ghana (starting
with the oldest location).
2. Show and discuss video/documentary/stories/slides about
the history of these major historical locations in Ghana.
3. Retell the history of these major historical locations in
Ghana.
4. Interact with knowledgeable persons/ opinion leaders/
chiefs/ resource persons to tell the history of any
historical location in your community or district.
5. Visit any historical site in their community.
6. Retell the history of major sites in their community.
B2.2.5.1.1 Exhibit B2.2.5.1.1. Identify Ghanaian women who have made significant The use of evidence to appreciate
understanding of contributions to national development the significant contributions of
Ghanaian women who some Ghanaian women, learners
Enquiry Route: Which Ghanaian women contributed to national development?
have contributed become creative, innovative and
How did they contribute? Which woman inspires you most and why?
significantly to Ghana’s digitally literate.
development 1.Name some outstanding women in the history of Ghana
2.Match these women with their achievements in Ghana e.g. Mrs Charity
Zormelo-Fiawoo – first woman university graduate); Squadron Leader Melody
Danquah – First female pilot; Elizabeth Ohene – First female editor of a national
newspaper (Daily Graphic); Justice Georgina Wood – First female Chief Justice
and Justice Joyce Bamford-Addo – First female Speaker of Parliament etc. Using
anecdotes/videos learners retell the contributions of these leaders to national
development
They choose partners and discuss the reasons for their choice.
B3.2.1.1. Exhibit knowledge B3.2.1.1.1 Discuss the origins of the major ethnic As learners learn the origin of the
of the unique history of the groups in Ghana ethnic groups in Ghana, they
major ethnic groups in become appreciative of the
Enquiry route: What are the major ethnic groups in Ghana?
Ghana uniqueness of each ethnic group and
Where did the major ethnic groups originate? Why did they move
thereby develop cultural identity,
to their present locations?
creativity and collaboration with
1. Identify some of the major ethnic groups. Eg. Guan, their peers
Mole-Dagbani/ Gonja, Akan, Ga/Adangme, Ewe
2. Use a map to trace the routes the major ethnic
groups travelled to get to their present-day locations
in Ghana.
3. In groups, learners discuss the origin of the major
ethnic groups
4. Compose a song with names of the major ethnic
groups and where they originated (In the special
schools, resource persons should assist the hearing
impaired to sing)
5. Draw a map to locate the migratory routes of the
ethnic groups. (this can also be done on a manila
card)
6. Develop a timeline of the periods each ethnic group
arrived in Ghana
B3.2.5.1. Describe the B3.2.5.1.1 Describe Ghanaian entrepreneurs who have made The use of evidence to appreciate
contributions of some significant contributions including George Grant – Businessman, the significant contributions of
outstanding Ghanaian Winifred Tete-Ansa, Esther Ocloo – Nkulenu Industries, B.A. Mensah some Ghanaians, learners become
entrepreneurs. – Pioneer Tobacco Ltd. Kwabena Pepra – Paramount Distilleries, J.K. creative, innovative and digitally
Siaw – Tata Brewery, Alhaji Adam Iddrisu - Global Haulage literate
3.Retell the live stories of any of these entrepreneurs from a documentary show
4. Identify the entrepreneurs who work inspires you most and give reasons for
your choice
B4.4.1.1. Demonstrate B4.4.1.1.1. Examine the Bond of 1844 As learners use evidence to
understanding of the analyse and appreciate the
gradual process of Enquiry route: significance of the Bond of 1844,
colonisation and recall the Enquiry route: What led to the signing of the bond of they develop their critical
initial steps the British took 1844? Where was the Bond of 1844 signed? Which thinking, communicative and
to colonise Ghana. people signed? What was the significance of the collaborative skills.
Bond?
1. Discuss events leading to the signing of the Bond
of 1844.
2. Using primary evidence provide students with the
content of 1884 and discuss it with them
3. With the use of the internet/pictures show the
Palaver Hall where the Bond was signed
4. Brainstorm the significance of the Bond of 1844?
B4.6.1.1.1.2 State the dates and names of the leaders of the four
Republics of Ghana since 1960
:
Enquiry route: how many Republics do we have in Ghana since 1960?
Who was the leader of the third republic?
1. Differentiate between ‘President’ and ‘Head of State’
2. Match the names of the leaders of the four Republics to
the period in which they ruled
Enquiry routes: What health facilities were built during the colonial
period? How important were these social services?
1. Discuss the health facilities and housing projects carried out
during the colonial period e.g. the establishment of the
Korle Bu hospital- 1923, Kumasi hospital, Takoradi hospital,
2. Brainstorm the significance of these social services
3. Show pictures/documentaries of these facilities to highlight
the social facilities during the era
B5.5.1.1. Show B5.5.1.1.3 Examine sources of evidence about As learners use evidence to retell
understanding of the factors the role of Joseph Ephraim Casely-Hayford in the role of the leaders of these
that led to the formation the National Congress of British West Africa early protest movements, they
of early protest (NCBWA). develop critical thinking,
movements in Ghana creativity, personal development
Enquiry routes: Who was Joseph Ephraim Casely-
before1945 and leadership skills
Hayford? Where was he born? What was his role in the
NCBWA?
1. Identify Joseph Ephraim Casely-Hayford from
photographs
2. Show and discuss a documentary the bust of
Joseph Ephraim Casely-Hayford at Casford Hall,
UCC (where possible)
3. Present a narrative of the leadership role of
Joseph Ephraim Casely-Hayford in the NCBWA
4. Learners retell the story of Joseph Ephraim
Casely-Hayford
B5.5.1.1. Show B5.5.1.1.4 Examine sources of evidence about As learners use evidence to retell
understanding of the factors the role of Dr Joseph Boakye Danquah in the the role of the leaders of these
that led to the formation Gold Coast Youth Conference early protest movements, they
of early protest develop critical thinking,
Enquiry routes: Who was Joseph Boakye Danquah?
movements in Ghana creativity, personal development
Where was he born? What was his role in the Gold
before 1945 and leadership skills
Coast Youth Conference?
CONT’D
1. Present a narrative of the role of J.B. Danquah
in the Gold Coast Youth Conference
2. Field trip to Danquah Circle in Accra or his
home where possible or show picture of Danquah
Circle in Accra
3. Learners retell the story of J.B. Danquah and
the Gold Coast Youth Conference
Enquiry routes: Who were the ex-service men? Who ordered the shooting of the ex-
service men? Where did the shooting occur?
1. Show a map of Accra indicating the routes that were approved for
the ex-service men
2. Use a documentary to illustrate what happened during the 1948
riots and discuss it afterwards
3. Role play the scene of the 1948 riots as evidence for learners
4. Discuss the arrest of the ‘Big Six’ (leaders of the UGCC)
Cause and ‘refers to ‘why certain things happened and ‘consequence’ is what happened as a result
Consequence
Chronology arrangement of events or dates in the order in which they occurred in time
Colonization situation whereby a powerful nation establishes administrative control over a foreign territory
Continuity aspects of the past that have stayed the same over a period and how quickly and to what extent it has changed.
and Change
Enquiry leading questions that clarify the issues to be addressed in the indicators
routes
Evidence sources that survive from the past and can be used in historical inquiry.
Independence situation where citizens of a particular nation exercise self-government and sovereignty over their territory.
Primary sources that are closer to the events in time and space. E.g. pottery, wall paintings, carvings, coins, letters,
Sources newspapers, diaries, court records, accounts from people who witnessed an event, archival documents and
archaeological findings
Political Party a group of people, with common views, who come together to contest elections with the view to forming a
government.
Republic a state in which supreme power is held by the people and their elected representatives, and which has an elected
or nominated President rather than a monarch
Secondary accounts about past events produced based on the interpretation of primary sources. E.g. books, journals, books,
Sources articles etc.
NAME INSTITUTION
Writing panels
Prof. Kwame Osei Kwarteng Dept. of History, UCC
Dr. Samuel Boadi-Siaw Dept. of History, UCC
Prof Wilson K. Yayoh CAIS, UCC
Mrs Anitha Oforiwah Adu-Boahen Dept. of History Education, UEW
Mr Stephen Kwakye Apau Dept. of Psychology Education, UEW
Mrs Regina Effah Mfantsipim Senior High School
Ms Abyna Ansah-Adjei Publisher
Alhaji Seidu Mahama NaCCA, Desk Officer
Expert Reviewers
Prof. D. E. K. Amenumey Dept. of History Education, UCC (retired)
Curriculum Adviser
Dr. Sam K. Awuku
Supervisor
Felicia Boakye-Yiadom (Mrs) NaCCA, Acting Executive Secretary
Finally, this endeavour would not have been possible without the support of the teachers and pupils in the schools that participated in the pilot.