FULL TEXT: GES Introduces New Curriculum For Primary Schools

MINISTRY OF EDUCATION
REPUBLIC OF GHANA
SCIENCE
CURRICULUM FOR PRIMARY SCHOOLS
(BASIC 4 - 6)
SEPTEMBER 2019
Science Curriculum for Primary Schools
Enquiries and comments on this Curriculum should be addressed to:

The Executive Secretary
National Council for Curriculum and Assessment (NaCCA)
Ministry of Education
P. O. Box CT PM 77
Cantonments
Accra
Telephone: 0302909071, 0302909862
Email: info@nacca.gov.gh
Website: www.nacca.gov.gh
© NaCCA, Ministry of Education 2019 ii

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.
Dr. Matthew Opoku Prempeh (MP)

The Honourable Minister of Education
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© NaCCA, Ministry of Education 2019
TABLE OF CONTENTS
FOREWORD...................................................................................................................................................... Error! Bookmark not defined.

PHILOSOPHY .................................................................................................................................................... Error! Bookmark not defined.
GENERAL AIMS ................................................................................................................................................ Error! Bookmark not defined.
CORE COMPETENCIES ................................................................................................................................. Error! Bookmark not defined.
ORGANISATION OF THE CURRICULUM ........................................................................................................................................................xvii
SCOPE AND SEQUENCE .............................................................................................................................. Error! Bookmark not defined.
BASIC 4 .............................................................................................................................................................................................................................. 2
STRAND 2: CYCLES ...................................................................................................................................................................................................... 5
STRAND 3: SYSTEMS .................................................................................................................................................................................................... 8
STRAND 4: FORCES AND ENERGY .................................................................................................................................................................... 10
STRAND 5: HUMANS AND THE ENVIRONMENT ......................................................................................................................................... 13
BASIC 5 ........................................................................................................................................................................................................................... 17
STRAND 1: DIVERSTY OF MATTER ..................................................................................................................................................................... 17
STRAND 2: CYCLES ................................................................................................................................................................................................... 20
STRAND 3: SYSTEMS ................................................................................................................................................................................................. 23
BASIC 6 ........................................................................................................................................................................................................................... 34
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STRAND 1: DIVERSITY OF MATTER.................................................................................................................................................................... 34
STRAND 2: CYCLES ................................................................................................................................................................................................... 36
STRAND 3: SYSTEMS ................................................................................................................................................................................................. 38
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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.
3. Communicate scientific ideas effectively.
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)
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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 (CI)
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.
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.
Cultural Identity and Global Citizenship (CG)
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.
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.
Digital Literacy (DL)
Digital Literacy develops learners to discover, acquire knowledge, and communicate through ICT to support their learning. It also makes them use digital
media responsibly.
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
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- Knowledge, Understanding and Application
- Process Skills
- Attitudes and Values
KNOWLEDGE, UNDERSTANDING AND APPLICATION

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 a much more higher level, 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 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.
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.
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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
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 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.
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.
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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.
SUGGESTED TIME ALLOCATION

A total of four periods a week, each period consisting of thirty minutes, is allocated to the teaching of Science at the Upper Primary level. It is
recommended that the teaching periods be divided as follows:
Theory: 2 periods per week (two periods of 30 minutes each)
Practical: 2 periods per week (one double-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.
DIFFERENTIATION AND SCAFFOLDING
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.
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:
 improved teaching and learning processes.

 improved consistency and quality of teaching and learning.
 increased opportunities for more learner-centred pedagogical approaches.
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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
1 Content Standard Number
2 Indicator Number
Strands are the broad areas/sections of the science 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.
xvii
ILLUSTRATION
Class Content Standards Learning Indicators
Strand 1: DIVERSITY OF MATTER

Sub-strand 1: Living and Non-Living Things
B1 B2 B3 B4
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
xviii
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
Earth Science Earth Science Earth Science

CYCLES
Life Cycles of organisms Life Cycles of organisms Life Cycles of organisms
The Human Body Systems The Human Body Systems The Human Body Systems
SYSTEMS The Solar System The Solar system The Solar system
Ecosystems Ecosystems 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
HUMANS AND THE Diseases Diseases Diseases

ENVIRONMENT Climate Change Science and Industry Science and Industry
Climate Change Climate Change
xix
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 √ √ √ √ √ √
xx
BASIC 4
1
BASIC 4
STRAND 1: DIVERSITY OF MATTER
SUB-STRAND 1: LIVING AND NON-LIVING THINGS
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.
2
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.
3
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.
4
STRAND 2: CYCLES
SUB-STRAND 1: EARTH SCIENCE
SUBJECT SPECIFIC
CONTENT
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.
5
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
6
SUB-STRAND 2: LIFE CYCLES OF ORGANISMS
CONTENT SUBJECT SPECIFIC PRACTICES

STANDARDS INDICATORS AND EXEMPLARS AND CORE COMPETENCIES
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.
7
STRAND 3: SYSTEMS
SUB-STRAND 1: THE HUMAN BODY SYSTEMS

COMPETENCIES
B4.3.1.1 Recognise that B4.3.1.1.1 Know the organs of the digestive system and their functions Core Competencies
different parts of the  Show videos, pictures and models of the digestive system. Digital Literacy
human body work  Learners keenly observe the organs of the digestive system. Creativity and innovation
interdependently to  Explain to learners the functions of the various organs in the digestive system. Personal development and leadership
perform a specific  Draw a diagram of the digestive system and cut out the various parts of the system into Communication and Collaboration.
function flash cards. Critical Thinking and Problem-Solving
 Learners randomly pick the parts of the digestive system on flashcards. Subject Specific Practices
 Learners build the digestive system by arranging the parts in an orderly manner as they Observing
appear in the digestive system. Manipulating
Analysing
 Engage learners in an activity to role-play the various parts of the digestive system and
Generating
their functions, with the aid of flashcards.
Communicating
SUB-STRAND 2: THE SOLAR SYSTEM

B4.3.2.1 Show an B4.3.2.1.1 Explain that the sun is at the centre of the solar system Core Competencies
understanding of the Communication and Collaboration
 Present learners with a chart, model or video showing the solar system.
orderliness of the sun, Personal Development and
 Draw the solar system, using different colours to illustrate the different bodies.
planets and satellites in Leadership
 Guide learners to role-play the stars, planets and satellites in the solar system (different Critical Thinking and Problem-Solving
the solar system, as learners assume and role-play the sun, the earth and other planets in the solar system).
well as the important Creativity and Innovation
 Present the chart of the solar system and help learners identify the sun as being at the
role of the sun in the
centre of the solar system. Subject Specific Practices
existence of the solar
 Learners are guided to identify the benefits of the sun to the solar system. Designing Experiment
system
Planning
Project: Learners mould stars, planets and satellites in the solar system. Observing
Recording
Analysing
8
SUB-STRAND 3: ECOSYSTEM
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.
9
STRAND 4: FORCES AND ENERGY
SUB-STRAND 1: SOURCES AND FORMS OF ENERGY
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
B4.4.2.1 Demonstrate B4.4.2.1.1 Identify the uses of electricity Core Competencies

knowledge of  Begin by asking learners what they use to iron their school uniforms. Digital Literacy
generation of  Use simple activities to demonstrate uses of electricity, (e.g. providing light, Creativity and innovation
electricity, its powering TVs, mobile phones, cooking, heating water, etc.) Personal development and
transmission and  Learners draw things in the home and at school that use electricity. leadership
transformation into Communication and Collaboration.
other forms Project: Electricity Generation Critical Thinking and Problem-
Learners, in groups, generate electricity from fruit cells (orange, lime, tomatoes, Solving
potatoes and apple) and fuel cells, e.g. water. Subject Specific Practices
Analysing
Generalising
Communicating
Manipulating
Recording
10
SUBJECT SPECIFIC
CONTENT INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS COMPETENCIES
B4.4.2.1 Demonstrate B4.4.2.1.2 Describe ways of conserving electricity Core Competencies

knowledge of  Learners explain why their parents put off the lights, television and other Personal Development and
generation of electrical appliances when leaving the house in the morning. leadership
electricity, its  Discuss with learners what happens when electrical gadgets such as heaters Cultural identity and Global
transmission and and pressing irons are left on when leaving the house. Citizenship
transformation into  Learners work in groups to discuss activities that contribute to wastage of Communication and Collaboration.
other forms electricity. Critical Thinking and Problem-
 Based on their responses, facilitate a discussion on ways of conserving Solving
electricity. Subject Specific Practices
 Learners present their ideas to class for discussion. Observing; Analysing; Evaluating
Generalising, Communicating
Project: Monitoring electricity consumption in the home and at school. Interpreting, Measuring
Learners record the amount of electricity consumed in their homes or at school Generalising, Recording
over a period of three (3) months and report on their findings.
B4.4.2.2 Know the B4.4.2.2.1 Identify the basic components of electronic circuits Core Competencies
functions and  Learners are put into groups and each group is provided with connecting Digital Literacy
assemblage of basic wires, batteries (dry cells), switches and LEDs (of different colours). Personal development and
electronics  Learners are assisted to identify the various components provided. leadership
components Communication and Collaboration.
 Learners observe a demonstration on how to connect the components to
Critical Thinking and Problem-
light the LED.
Solving
 Learners are guided to connect the components to make the LED produce Creativity and Innovation
light.
 Engage learners to discuss the use of each component Subject Specific Practices
Observing
 Learners draw the circuits they have connected. Manipulating
 Learners suggest other materials that can be used in the absence of the Analysing
connecting wire. Generalising
Communicating
 Learners act as electrons flowing in a circuit through the classroom. Learners
act out the role of various components (resistor, capacitor, etc) in the circuit.
NB: Build a stock of electronic components from discarded electronic gadgets
such as radio and TV sets.
11
SUB-STRAND 3: FORCES AND MOVEMENT
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
12
STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 1: PERSONAL HYGIENE AND SANITATION

INDICATORS AND EXEMPLARS
STANDARDS PRACTICES AND CORE
COMPETENCIES
B4.5.1.1 Recognise the B4. 5.1.1.1 Know how to care for one’s self and the environment Core Competencies
importance of personal  Learners brainstorm in groups and share ideas with the whole class on Critical thinking and Problem-Solving
hygiene what they do to maintain personal hygiene. Collaboration and communication.
 Learners write their ideas on flashcards (ideas may include bathing twice Personal Development and
daily, cleaning the teeth, cutting their finger nails, washing their towels, Leadership
sweeping their classrooms, etc.).
 Brainstorm with learners on what will happen if they do not take good care Subject Specific Practices
of their bodies. Analysing
 Learners are assigned to investigate materials that can be used to enhance Predicting
personal hygiene (to brush the teeth, clean the armpit or bath). Evaluating
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.
 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.
13
SUB-STRAND 2: DISEASES

COMPETENCIES
B4.5.2.1 Know B4.5.2.1.1 Identify causes, symptoms and prevention of measles Core Competencies
common diseases of  Learners watch pictures, videos or charts on causes, symptoms and Critical thinking and Problem-Solving
humans; causes, prevention of measles or invite a health personnel or School Health Collaboration and communication.
symptoms, effects and Education Programme (SHEP) coordinator to give a talk on measles. Personal Development and
prevention Leadership
Digital literacy
 In pairs, learners answer the following questions based on the pictures and Subject Specific Practices
videos: (1) What causes measles? (2) What are the symptoms of measles? Analysing
(3) What should be done if someone is exposed to measles? (4) What are Predicting
the ways of preventing the spread of measles? Evaluating
Project: Learners develop concept maps to show the causes, symptoms and prevention
of measles. Learners develop posters to talk about how they can prevent measles.
B4.5.2.1.2. Demonstrate understanding of the causes, symptoms and Core Competencies

prevention of food-borne diseases Critical thinking and Problem-Solving
 Learners watch pictures and videos on causes, symptoms and prevention of Collaboration and communication.
food borne diseases. Personal Development and
 Invite a health personnel, SHEP coordinator or personnel from the Food Leadership
and Drugs Authority (FDA) to give a talk on food-borne diseases. Digital literacy
 In pairs, let learners respond to the following questions:
(1). What causes food-borne diseases? (2). What are the symptoms of Subject Specific Practices
food-borne diseases? (3). What should be done if someone contracts a Observing
food-borne disease? Evaluating
 In pairs, learners give examples of food-borne diseases in their localities, i.e. Generating
cholera, diarrhoea, typhoid fever, etc. Analysing
 Learners predict what will happen when someone contracts a food-borne
disease.
 Evaluate learners by asking them to prepare posters on the prevention and
control of food-borne.
14
SUB-STRAND 4: CLIMATE CHANGE
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES

STANDARDS AND CORE COMPETENCIES
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
15
BASIC 5
16
BASIC 5
STRAND 1: DIVERSTY OF MATTER
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.
17
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
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.
18
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.
Project: Separation of solid- liquid mixture

Learners separate a mixture of sand and water using appropriate materials.
NB: Improvised separation equipment can be used to effectively separate various mixtures
19
STRAND 2: CYCLES
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.
B5.2.1.3.1 Demonstrate evaporation and condensation as important processes

B5.2.1.3 Show of the hydrological (water) cycle Core Competencies
understanding of the  Learners recite poems and rhymes involving the environment and water. Critical Thinking and Problem-Solving
roles of condensation,  In groups, learners demonstrate evaporation and condensation, e.g. learners observe Creativity and Innovation
evaporation, water drying off their wet hands (evaporation), covering water with a lid and Personal Development and Leadership
transpiration and observing water droplets on the lid after some time (evaporation & condensation). Communication and Collaboration
precipitation in the  Demonstrate evaporation by heating water until it boils (to be done by the teacher), Subject Specific Practices
hydrological (water) then covering the boiling water with a sheet of transparent glass. Water vapour Observing, Experimenting,
cycle condenses on transparent glass (condensation).
Recording, Generalising
 Learners are assisted to understand how evaporation and condensation lead to the
formation of rain.
 Display pictures or simple diagrams of the water cycle showing evaporation and
condensation.
20
B5.2.1.3 Show B5.2.1.3.2 Know how clouds are formed

understanding of the  Review composition of air with learners. This should include water vapour.
roles of condensation,  Ask learners the question: what are clouds? And assists learners to come out Core Competencies
evaporation, with this explanation: clouds consist of many tiny water droplets resulting from Creativity and innovation
transpiration and the condensation of water vapour into liquid water or ice. Personal development and leadership
precipitation in the  Explain that upward vertical motion of air through the atmosphere cools water Communication and Collaboration.
hydrological (water) vapour to form clouds. Critical Thinking and Problem-Solving
cycle  Learners demonstrate formation of clouds in a bottle. Subject Specific Practices
CONT’D  Learners explain why clouds are not formed close to the surface of the ground.
Manipulating, Analysing
Evaluating, Communicating
B5.2.1.4 Demonstrate B5.2.1.4.1 Describe the uses of carbon dioxide and its effects on humans and Core Competencies
understanding of how life on earth Personal development and leadership
carbon and nitrogen  Learners mention the components of air (this should include carbon dioxide). Communication and Collaboration.
are cycled in nature  Learners are assisted in groups to answer the following questions: What is Critical Thinking and Problem-Solving
carbon dioxide? What is carbon dioxide used for? How does carbon dioxide get Subject Specific Practices
into the environment? Does carbon dioxide have adverse health effects? Does Analysing
carbon dioxide have adverse effects on the environment? Evaluating
 Learners are assisted to identify some common uses of carbon dioxide such as Communication
for making fire extinguishers, fizzy drinks and for the process of food preparation
in plants.
B5.2.1.5 Recognise B5.2.1.5.1 Identify human activities that make water unsuitable for human use Core Competencies
water and air as  Begin by discussing the qualities of good drinking water and dangers of using Critical Thinking and Problem-Solving
important natural unsafe water. Cultural Identity and Global
resources  Learners, in groups, identify human activities that make water unsuitable for use, Citizenship
e.g. toxic waste disposal, sewage disposal, deforestation, mining, littering, Personal development and leadership
pesticides, herbicides and fertilizer application and agricultural practices. Communication and Collaboration
 Learners brainstorm to come out with ways of preventing, minimizing and Creativity and Innovation
controlling water pollution. Subject Specific Practices
Project: Task learners to work in groups to create concept maps on the causes, control Analysing, Predicting, Analysing
and prevention of water pollution. Evaluating, Communicating
21
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.
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.
22
STRAND 3: SYSTEMS
SUB-STRAND1: THE HUMAN BODY SYSTEMS
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.
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.
23
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
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.
24
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC

COMPETENCIES
B5.4.1.1 Demonstrate B5.4.1.1.1 Explain how energy is transformed from one form to another Core Competencies
understanding of the  Explore learners’ previous knowledge on the forms of energy (e.g. Electrical, heat, Personal development and
concept of energy, its light, sound). leadership
various forms and  Use some common devices (e.g. torch, radio, television, etc.) to demonstrate Communication and
sources and the ways transformation of energy. Collaboration.
in which it can be  Learners discuss energy transformations that take place in the school, e.g. ringing Critical Thinking and Problem-
transformed and of bell, beating of gong-gong, drumming, etc. Solving
conserved  In groups, learner’s identity other forms of energy transformations in the school Subject Specific Practices
community and present their findings for discussion in the class. Observing, Manipulating,
 Learners design a flow chart to explain how energy from the sun is transformed Analysing, Evaluating,
into energy for walking. Classifying, Designing and
Interpreting
B5.4.1.1.2 Know how to use electricity efficiently in the home
 Learners mention names of things that use electricity in the home. Core Competencies
 Brainstorm with learners to come out with how they use the electrical gadgets. Critical Thinking and Problem-
 Learners talk about what will happen if electrical gadgets are not switched off when Solving
not in use. Cultural identity and global
 Elaborate on and link learners’ ideas with the issue of power outages and crisis citizenship.
which come as a result of the efficient use of electricity in our homes and Personal development and
industries. leadership
 Learners, in a think-pair-share activity, identify how they can use electricity Communication and
efficiently in the home, community and school. e.g. ironing in bulk, putting off Collaboration.
television sets and freezers when ironing, using energy-efficient bulbs and other Subject Specific Practices
electrical gadgets with higher energy efficient ratings: (more stars imply higher Analysing, Evaluating
energy efficiency). Manipulating
25
SUBJECT SPECIFIC
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.
B1.4.1.2.2 Measure and record temperature using thermometer

Core Competencies
 Guide learners, in groups, to produce their own improvised thermometers using Critical Thinking and Problem-
plastic bottles, plastic straws, dyes and water. Solving
 If available, bring clinical and laboratory thermometers to class. Personal development and
 Learners recall their previous knowledge on the concept, “temperature”. leadership
 Learners discuss the relationship between hotness and coldness in terms of heat Communication and
transfer, (when an object loses heat, it cools and when it gains heat, it becomes Collaboration
warm or hot). Subject Specific Practices
 Learners identify the instrument used for measuring the amount of heat in a body Analysing
and give examples of places where the thermometer is used. Evaluating
 Learners are assisted to use the clinical thermometer to measure and record their Classifying
body temperatures and the laboratory thermometer to measure the temperature Observing
of warm water. Recording
Manipulating
26
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
27
SUB STRAND 3: FORCES AND MOVEMENT
SUBJECT SPECIFIC
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.
 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.
Project: Investigating the effect of friction

Learners demonstrate the effect of friction by using a toy car on rough and smooth
surfaces.
28
SUBJECT SPECIFIC
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
29
SUBJECT SPECIFIC
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.
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
30
SUBJECT SPECIFIC
CONTENT
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
SUB STRAND 3: SCIENCE AND INDUSTRY
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
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
31
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.
32
BASIC 6
33
BASIC 6

COMPETENCIES
B6.1.1.1 Show B6.1.1.1.1 Classify plants based on their root system Core Competencies
understanding of the  Review previous lesson on parts of a plant with learners (stem, root, leaves and Critical thinking and Problem-
physical features flowers). Solving
and life processes of  Learners uproot young plants (e.g. grass, beans, mango, cassava and sweet Communication and
living things and use potato) and bring to class. Collaboration
this understanding  Learners are shown pictures of the root systems of different plants. Creativity and Innovation
to classify them  Learners observe and identify the similarities and differences between the roots
of the various plants. Subject Specific
 Task learners to put the plants into two main groups based on the similarities in Competencies
their roots system. Observing
 Learners give reasons for their classifications. Communicating
Planning
 Build the vocabulary of learners by explaining to them the two main root systems
Analysing
of plants, namely; tap roots and fibrous roots.
Designing
 Learners to mould tap root and fibrous root using blu tack and display for
Interpreting
discussion.
B6.1.2.1 Recognise B6.1.2.1.1 Know the general properties of metals such as lustre, malleability, Core Competencies
materials as conductivity and ductility Critical thinking and Problem-
important resources  Learners, in groups, gather different objects such as ruler, erasers, exercise Solving
for providing human books, comb, plastic bowls, connecting wires, cups, plates, cooking pans, roofing Digital Literacy
needs sheets, iron nails, pins, etc. Communication & Collaboration
 Learners classify the various materials as metals or non-metals based on the
following properties: lustre, malleability, conductivity and ductility. Subject Specific Practices
 Learners give reasons for their classification. Observing
 Relate the lesson to everyday activities that involve the use of metals. Communicating
 Given a piece of aluminium foil and a drinking straw, learners describe how they Analysing
will use conductivity to classify them as metals or non-metals. Generalising
 Learners design and make simple machines with metals.
34
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.
35
STRAND 2: CYCLES
SUBJECT SPECIFIC
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.
 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
36
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).
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.
37
STRAND 3: SYSTEMS
SUBJECT SPECIFIC
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).
38
SUBJECT SPECIFIC
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
39
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
40
SUBJECT SPECIFIC
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
41
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
SUB STRAND 3: FORCES AND MOVEMENT

B6.4.3.1 Know B6.4.3.1.1 Recognise the relationship between energy and forces Core Competencies
that movement is  Learners form different groups to undertake activities on application of forces, e.g. Critical thinking and Problem-
caused by applied pulling items across a distance, lifting up loads of different weights. Solving
forces due to the  Learners brainstorm on the relationship between energy and forces, e.g. why is it more Communication and
release of stored difficult to lift a table than a book? Collaboration
energy  Lead learners to explain that when a force acts on an object, it first needs to overcome Creativity and innovation
the weight of the object before it can make the object move in the direction of the
force. Thus, it is easier to pull a lighter object than a heavier one.
 Relate this to the need to apply more energy/effort in our daily activities to be Subject Specific Practices
successful (Weeding with a cutlass, cutting a tree etc.).
Planning, Observing
NB: The greater the force exerted on a body/machine, the greater the work done. Manipulating, Communicating,
Generating
42
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
Project: Design and Make Simple Machines

Learners design and make simple machine of their choice from suitable materials such as
bamboo, wood, cardboard, plastics, paper and straws.
43
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.
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.
Project; Designing litterbins

Learners plan, design and make their own litterbins for use in the class and school
community.
44

COMPETENCIES
B6.5.2.1 B6.5.2.1.1 Explain the causes, symptoms and prevention of Eczema Core Competencies
Demonstrate  Learners watch pictures of people suffering from eczema. Critical thinking and Problem-
knowledge of  In groups, learners come out with the possible causes, symptoms and prevention. Solving
common diseases of  Allow group presentations and write learners’ ideas on the board. Collaboration and
humans; causes,  Invite health personnel to give a talk on eczema and other common skin diseases. communication.
symptoms, effects Personal Development and
and prevention B6.5.2.1.2 Know how to prevent meningitis Leadership
 Learners watch videos or pictures on the causes and prevention of meningitis. Digital literacy
 Gather relevant charts on meningitis from a health centre and engage learners in a Subject Specific Practices
presentation on how to prevent it. Observing
 Invite a health personnel or the SHEP coordinator to give a presentation on Communicating
meningitis Generating
SUB-STRAND 3: SCIENCE AND INDUSTRY
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.
45
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.
46
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
47
REPUBLIC OF GHANA
MATHEMATICS
(BASIC 1 - 3)
SEPTEMBER 2019
Mathematics Curriculum for Primary Schools

P. O. Box CT PM 77
Cantonments
Accra
Telephone: 0302909071, 0302909862
ii
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!

iii
TABLE OF CONTENTS
FOREWORD ................................................................................................................................................................................................................................... Error! Bookmark not defined.

PHILOSOPHY ............................................................................................................................................................................................................................................................................................... v
GENERAL AIMS ........................................................................................................................................................................................................................................................................................... v
CORE COMPETENCIES ........................................................................................................................................................................................................................................................................... vi
VALUES: ...................................................................................................................................................................................................................................................................................................... xiii
ORGANISATION AND STRUCTURE OF THE CURRICULUM ............................................................................................................................................................................................... xviii
BASIC 1 .......................................................................................................................................................................................................................................................................................................... 2
STRAND 1: NUMBER ............................................................................................................................................................................................................................................................................... 2
STRAND 2: ALGEBRA ............................................................................................................................................................................................................................................................................. 14
STRAND 3: GEOMETRY AND MEASUREMENT ............................................................................................................................................................................................................................. 15
STRAND 4: DATA .................................................................................................................................................................................................................................................................................... 18
BASIC 2 ........................................................................................................................................................................................................................................................................................................ 20
STRAND 1: NUMBER............................................................................................................................................................................................................................................................................... 20
STRAND 2: ALGEBRA ............................................................................................................................................................................................................................................................................. 32
STRAND 3: GEOMETRY AND MEASUREMENT ............................................................................................................................................................................................................................. 33
STRAND 4: DATA ................................................................................................................................................................................................................................................................................... 40
BASIC 3 ........................................................................................................................................................................................................................................................................................................ 42
STRAND 1: NUMBER............................................................................................................................................................................................................................................................................... 42
STRAND 2: ALGEBRA ............................................................................................................................................................................................................................................................................ 63
STRAND 3: GEOMETRY AND MEASUREMENT ............................................................................................................................................................................................................................ 64
STRAND 4: DATA .................................................................................................................................................................................................................................................................................... 73
MATHEMATICS SUBJECT PANEL MEMBERS AND REVIEWERS ................................................................................................................................................................................................ 74
iv
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
The Mathematics curriculum is designed to help learners to:

1. recognise that Mathematics permeates the world around us;
2. appreciate the usefulness, power and beauty of Mathematics;
3. enjoy Mathematics and develop patience and persistence when solving problems;
4. understand and be able to use the language, symbols and notation of Mathematics;
5. develop mathematical curiosity and use inductive and deductive reasoning when solving problems;
6. become confident in using Mathematics to analyse and solve problems both in school and in real-life situations;
7. develop the knowledge, skills and attitudes necessary to pursue further studies in Mathematics; and
8. develop abstract, logical and critical thinking and the ability to reflect critically upon their work and the work of others.
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.
CREATIVITY AND INNOVATION (CI)

Creativity and Innovation promotes 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.
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.
CULTURAL IDENTITY AND GLOBAL CITIZENSHIP (CG)

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, competencies and attitudes acquired to contribute
effectively towards the socio-economic 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.
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 enable 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 (DL)

Digital Literacy develops learners to discover, acquire and communicate through ICT to support their learning. It also makes them use digital media responsibly.
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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
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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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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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.
The Mathematics curriculum aims at helping learners to acquire the following:
(i) Commitment: determination to contribute to national development.
(ii) Tolerance: willingness to respect the views of others.
(iii) Patriotism: readiness to defend the nation.
(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.
(vii) Comportment: conforming to acceptable societal norms.
(viii) Co-operation: the ability to work effectively with others.
(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.
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
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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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.
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.
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;
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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:
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; and
6. enhanced flexibility and differentiated approach of delivery
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.
ORGANISATION AND STRUCTURE OF THE CURRICULUM
The curriculum is organised under key headings and annotations.
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
B1. 1. 2. 1. 1 Learning Indicator number
Strand number Sub-strand number
Figure 1: Curriculum Reference Numbers
Strands are the broad areas/sections of the Mathematics content to be studied.
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.
ORGANIZATION OF THE STANDARDS (B1 – B3)
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.
The Standards are organised at the B1 – B3 phase under four strands:

1. Number
2. Algebra
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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.
Table 1 Strands and sub-strands of the B1 – B3 curriculum
SUB-STRANDS
STRANDS
B1 B2 B3
Numbers: (Counting, Representation Numbers: (Counting, Representation Numbers: (Counting, Representation,

and Cardinality) and Cardinality) and Cardinality)
Number (Counting,
Representation and
Numbers: (Operations) Numbers: (Operations) Numbers: (Operations)
Cardinality) Operations and
Fractions
Fractions Representation and Fractions Representation and Fractions Representation and
Relationship Relationship Relationship
Algebra Patterns and Relationships Patterns and Relationships Patterns and Relationships
Lines and Shapes Lines and Shapes Lines and Shapes
Geometry and
Position and Transformation Position and Transformation Position and Transformation
Measurement
Measurements Measurements Measurements
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
1
BASIC 1
Strand 1: NUMBER
Sub-Strand 1: Number: Counting, Representation, Cardinality & Ordinality
SUBJECT SPECIFIC PRACTICES

CONTENT STANDARDS INDICATORS AND EXEMPLARS
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
2
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;
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
B1.1.1.1.3 Use number names and non-standard units for measuring

(lengths and volumes) to count to find out “how long or how much?”…up
to 100
E.g. 1. Have learners use their feet, hand-span and referent materials to find how
long a table, window and door frames are etc., by counting the number of
times their feet, hand-span and referent materials are able to do this
E.g. 2. Have learners use empty containers such as bottles, cups etc. to determine
the capacity of other bigger containers by counting to find how much (the
number of times) the bottles, cups etc. are able to do this
3
B1.1.1.1 Learners develop:

B1.1.1.1.4 Use comparative language to describe the relationship between
Describe numbers and the quantities/numbers up to 100 using place value and the number line Problem Solving skills; Critical Thinking;
relationship between
E.g. 1. Use 1-to-1 correspondence or matching to solve problems that involve Justification of Ideas; Collaborative
numbers 0 to 100. CONT’D comparing 2 sets having between 1 to 100 objects and explain how he/she Learning; Personal Development and
solved the problem (finding which set has more or less, which groups have Leadership Attention to Precision
the same as)
E.g. 2. Use the terms "more than", "less than" or "the same as" when comparing two
groups having between1 to 100 objects
E.g. 3. Put groups between 1 to 50 objects in increasing or decreasing order and
justify his/her answer or explain what he/she did to find the answer
E.g. 4. Identify numbers and groups of objects that are that are 1 more or less than a
number (for numbers 1 to 100
E.g. 5 Use the number line to compare and order whole numbers from 0 to 100
B1.1.1.1.5 Represent the comparison of two number up to 100 using the

symbols “>, < or =”
E.g. 1. Use the terms "more than", "less than" or "the
same as" when comparing two numbers
between1 to 50.
E.g. 2. Use the symbols ">", "< " or "=" when comparing
two numbers between1 to 50
4
B1.1.1.1 B1.1.1.1.6 Describe the relationship between quantities/numbers up to Learners develop:

100 Problem Solving Skills; Critical Thinking;
relationship between E.g. 1. Use one-to-one correspondence, matching or counting to identify whether Justification of Ideas; Collaborative
numbers 0 to 100 the number of objects in one group of up to 20 objects is greater than, less Learning; Personal Development and
than or equal to the number of objects in another; describe the relationship Leadership Attention to Precision
CONT’D
between the two groups or numerals using the terms greater than, less than,
or equal to
E.g. 2. Build a group that has more than, less than, or the same number as a given set
E.g. 3. Demonstrate an understanding of the relative size of numbers up to 100 by:
- Order groups of 1 to 20 objects and then a small set of numerals between 1
and 20, and justifying the arrangement
- Describe the relative size of numbers up to 100 (i.e., say whether one number
is a lot or a little bigger or smaller than another, or 5 more than another number);
- Place given numerals between 0 and 50 on a number line that has 0, 5 10 and
20 indicated as benchmarks
- Act out and solving problems (pictures and words) that involve comparing
quantities (i.e., Johnson has 3 mangoes, Adwoa has 7. what can you say?)
5
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.
6
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)
10 − 8 = What? Means 8 + What? = 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
7
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
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. 2. Naming the double of a number to 10
E.g. 3. Identifying 10 more or less than a number between 0 and 20, and
eventually between 0 and 100
E.g. 4. Identifying combinations to 5 or 10 (i.e., given a number, quickly

identify how many more must be added to get 5 or 10)
8
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
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.)
E.g. 3. "Making 10s" (i.e., if 7 + 2 + 3, do 7 + 3 = 10 first then add 2. The

answer is 12. Or if given 7 + 2 + 3, change the order of the addends
to 7 + 3 + 2 to produce combinations that add to 10; Or if given 2 +
6 + 4, add the two last addends first to produce 2 + 6 + 4 = 2 + 10
= 12 Or if given 8 + 3, change question to 8 + 2 + 1 = 10 + 1 = 11)
E.g. 4. "Making doubles" (i.e., if 5 + 4, do 4 + 4 = 8 then add 1. The answer

is 9. Or if given 6 + 7, change question to 6 + 6, which give 12 then
add 1. The answer is 13).
Relating subtraction to counting down (i.e., Recognizing that subtracting 3

is the same as counting down 3) (i.e., for 15 - 3, start at 15 and
count on 3 places… 14, 13, 12. The answer is 12.)
E.g. 5. Relating subtraction to comparison or finding the difference

(Recognizing that subtracting 5 from 8 is the same as ‘ 5 is how
many less than 8; or ‘8 is how many more than 5;
E.g. 6. "Using addition to subtract" or re-writing as addition sentence and

finding the missing addend (i.e., if given 7 - __ = 5, change the
question to the addition 5 + ___ = 7. The answer is 2, so 7 - 2 = 5.
7 − What? = 5 means 5 + What? = 7
9
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
B1.1.2.4 B1.1.2.4.2 Solve one-step word problems involving Learners develop:

addition and subtraction within 20 using a variety of
Apply strategies for adding Problem Solving Skills; Critical
strategies
and subtracting to 20 Thinking; Justification of Ideas;
E.g. 1. Use a variety of strategies (objects, drawings, mental Collaborative Learning; Personal
CONT’D strategies, counting on, doubles etc.) to solve addition Development and Leadership
word problems to 20 involving adding to, putting together Attention to Precision
– and with unknowns in all positions.
- Ama has 10 mangoes and receives 3 more mangoes.

How many mangoes does she have altogether?
E.g. 2. Use a variety of strategies (objects, drawings, mental

strategies, counting down, etc.) to solve subtraction word
problems to 20 involving taking from, taking apart and
comparing – and with unknowns in all positions.
- Kojo has 15 pencils. He gave 7 to Ato. How many

pencils are left?
- Kafui had 5 pencils. Kwame had 3 pencils. How many
more pencils did Kafui have than Kwame?
10
Sub-Strand 3: Fractions
SUBJECT SPECIFIC
CONTENT
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
E.g. 3. Use pictorial representations to help learners sort

One whole one half
fractions into those that are halves and those that
are not halves
11
SUBJECT SPECIFIC
CONTENT
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.)
12
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
13
Strand 2: Algebra
Sub-Strand1: Patterns and Relationship

B1.2.1.1 B1.2.1.1.1 Demonstrate an understanding of repeating Learners develop :

patterns with 2 to 4 repeating elements
Recognize, create, extend Problem Solving Skills; Critical
and describe non- E.g. 1. Identifying, duplicating, extending or creating a simple Thinking; Justification of Ideas;
numerical and simple Collaborative Learning; Personal
- number patterns (1, 2, 3, 4, 1, 2, 3, 4… ___) with 2 to 4
numerical patterns. Development and Leadership
repeating elements, Attention to Precision; Cultural
- shape patterns (e.g. ★ ★ ...) Identity and Global Citizenship
with 2 to 4 repeating elements,
- sound (clap, clap, snap, snap, clap, clap, snap, snap…) with
2 to 4 repeating elements, or
- action patterns (stand up, sit down, clap, stand up, sit
down, clap…) with 2 to 4 repeating elements.
-
E.g. 2. Identifying and describing errors or missing elements in
number, shape, sound or action patterns with 2 to 4
repeating elements (e.g.,
- 2 4 6 2 ___ 6)
E.g. 3. Representing a repeating sound or number pattern as shape

pattern or vice versa (e.g., represent 1, 2, 1, 2 as clap,
snap, clap, snap or as ★ ★ )
E.g. 4. Identifying and describing patterns in and outside the

classroom (in a song, in a fabric, etc.) For instance, use
patterns in Kente as examples of repeating patterns.
14
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)
E.g. 4. Create a composite 2D shape

from 2D shapes (i.e., build a
new shape using triangle,
circles, rectangles, or squares,
or build a rectangle using
squares or a square using
triangles etc.) and describe it. (Make several of the logic block set
below with card or plywood and paint them)
15
B1.3.1.1 B1.3.1.1.2 Identify three-dimensional shapes, including Learners develop:

spheres ones, cylinders, rectangular prisms (including
Analyse attributes of two- Problem Solving Skills; Critical
cubes), and triangular prisms and describe their
dimensional shapes and Thinking; Justification of Ideas;
attributes using formal geometric language
three-dimensional objects Collaborative Learning; Personal
to develop general E.g. 1. Sort a given set of 3D shapes using a given single feature or Development and Leadership Attention
concept about their criteria (size, shape, etc.) and explain the sorting rule, feature to Precision
properties. or criteria used to sort them
CONT’D E.g. 2. Describe the difference between two given pre-sorted sets of
familiar 3D shapes and the feature
B1.3.1.1.3 Identify two-dimensional shapes, including circles,

triangles, rectangles and squares as special rectangles,
rhombuses and hexagons and describe their attributes
using formal geometric language
E.g. 1. Sort a given set of 2D shapes using a given single feature or

criteria (size, shape, etc.) and explain the sorting rule, feature
or criteria used to sort them
E.g. 2. Describe the difference between two given pre-sorted sets of

familiar 2D shapes and the feature
16
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
Sub-strand 3: Measurement – Length, Mass and Capacity

CONTENT STANDARS INDICATORS AND EXEMPLARS
B1.3.3.1 B1.3.3.1.1 Develop an understanding of measuring as a process Learners develop:

of comparing pairs of items using words such as smaller,
Demonstrate an Problem Solving Skills; Critical Thinking;
longer, thinner, heavier, bigger etc.
understanding of Justification of Ideas; Collaborative
Measurement E.g.1. Learners bring together pairs of objects on the same flat surface Learning; Personal Development and
to compare to find out which is taller Leadership Attention to Precision;
Cultural Identity
17
Strand 4: Data
Sub-Strand 1: Data Collection, Organisation, Interpretation, Presentation and Analysis

B1.4.1.1 B1.4.1.1.1 Organise and represent (using pictures/objects) Learners develop:

data with up to three categories.
Organise, represent and Problem Solving Skills; Critical Thinking;
interpret data E.g. 1. Have a picture of learners in front of the class and ask the Justification of Ideas; Collaborative
learners to use two different pictures/objects to represent the Learning; Personal Development and
number of males and females. Repeat with pictures of animals Leadership Attention to Precision
E.g. 2. Using a one-to-one correspondence to solve simple problems

(i.e. how many altogether, how many more or less) problems
requiring interpretation of the concrete representation of
pictures as in E.g. 1 above
B1.4.1.1.2 Organise a given set of data into three categories,

find the total number of data points and determine how many
are in each category and compare the number in any two
category
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
E.g. 2. Learners construct pictures graphs in groups as well as

individually based on data given them
18
BASIC 2
19
BASIC 2
Strand 1: NUMBER
Sub-strand 1: Counting, Representation, Cardinality & Ordinality
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.
Represent the number of objects in a group with a written numeral

to 1000
E.g. 4. Estimate the number of objects in a group of up to 1000 describe the
estimation strategy used; Select an appropriate estimate among all
those given and justify the choice
20
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
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
115 259 134 529
203 325 719 686
685 915 982 827
B2.1.1.1.3 Use number names and non-standard units (marked 10s

and 1s) for measuring (lengths and volumes) to count to
find out “how long or how much?” up to 999
E.g. 1. Have learners use their feet, strides, arms, hand-span and referent
materials such as sticks or threads to find how long a table, window
and door frames etc., by counting the number of times their feet,
hand-span and referent materials is able to do this
E.g. 2. Have learners use empty container such as bottles, cups etc. to
determine the capacity of other bigger containers by counting to find how
much (the number of times) the bottles, cups etc. is able to do this
21
CONTENT STANDARDS INDICATORS AND EXEMPLARS AND CORE COMPETENCIES
B2.1.1.1 B2.1.1.1.4 Demonstrate a conceptual understanding of place value Learners develop:

of whole numbers between 0 and 100 Problem Solving Skills; Critical
Count and estimate
quantities from 0 to 1000. E.g. 1. Develop a conceptual understanding of place value of whole numbers Thinking; Justification of Ideas;
CONT’D between 0 and 1000 by: Collaborative Learning; Personal
- explain and show- with bundles of 10s and 1s and a tens frame - Development and Leadership
the meaning of each digit in a Attention to Precision
2-digit number (when the two Tens Frame
digits are different, as well as Hundred Tens Ones
when the two digits are the
same) and representing the
number in a tens frame
(Use other possible
representations of place value
which include manipulatives such as threaded 100s, 10s, and
loose bottle caps; and multi-base ten material (units, flats and
squares) with numeral cards
- decompose or partition numbers to 1000 into hundreds, tens
and ones (e.g.: 153 = 100 + 50 + 3, or 153 = 100 + 53)
- explain why the value of a digit depends upon its placement
within a numeral.
- read a number by indicating the value of each digit (i.e., reading
43 as forty-three and not four three.
E.g. 2. Partition or decompose numbers to 100 and then to 1000 into
equivalent expressions (e.g.: 47 = 20 + 20 + 7, or 30 + 10 + 7, etc.)
22
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
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
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)
B2.1.1.1.6 Use place value to compare and order whole numbers

up to 100 using comparative language, numbers, and symbols (>, <,
or =).
E.g. 1. Identify which of two given numbers is bigger (or smaller), explain
why, and represent the relationship using the symbols< and >
E.g. 3. Put a small group of numbers in increasing or decreasing order and
justify the order using place value
E.g. 4. Identify the missing numbers in a section of number line from 1 to
100 or in a hundreds chart and justifying the answer using place
value
E.g. 5. Solve word problems that involve comparing quantities up to 100 (i.e.,
Ahmed has 23 chickens. Amina has 46. What can you say?)
23
SUBJECT SPECIFIC
COMPETENCIES
B2.1.2.1 B2.1.2.1.1 Use conceptual understanding of addition and Learners develop:

subtraction to add, and subtract numbers to 100
Demonstrate conceptual Problem Solving Skills; Critical
understanding of E.g. 1. Add a given set of numbers in two different ways (e.g. 35 + 54 and Thinking; Justification of Ideas;
operations of addition and 54 + 35 or 18 + 12 + 3 and 3 + 18 + 12) and explaining why the Collaborative Learning;
subtraction with sums up order in which numbers are added does not change the sum Personal Development and
to 100 Leadership Attention to
E.g. 2. Explain why the difference or sum is the same as the initial number Precision
when 0 is added or subtracted from a number (e.g., why 27 + 0 =
27 or 55 – 0 = 55)
E.g. 3. Match a word problem to a missing addend (e.g.,3 4 + ___ = 57),

missing subtrahend1 (e.g. 27 - __ = 24) or missing minuend (__ -
54 = 63) statement
E.g. 4. Create an addition or subtraction number sentence and word

problem for a number up to 100 (i.e., given the solution 53, create
an addition or subtraction sentence with an answer of 53 and a
corresponding word problem).
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
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.
24
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
(e.g., 16 ≠ 8 + 5)
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
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).
40 − 28 = What? Means 28 + What? = 40

Or if given 40 - 28 = ___ change question to 28 +__ = 40. The answer is 12, so 40 -
28 = 12).
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
 Quickly Identifying the double of a number between 1 and 12

 Add and subtract combinations to 10 quickly and accurately.
-
25
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 + )
E.g. 3. Some strategies to use when subtracting

- counting down (i.e., for 15 - 3, start at the big number, 15, and count on 3
places… 14, 13, 12. The answer is 12.) turning a subtraction into an
addition, because additions are often easier (e.g., 7 - 3 = __ can be
rephrased as 3 + __ = 7)
26
B2.1.2.4 B2.1.2.4.1 Use conventional strategy to add and subtract Learners develop:
within 100
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
+ -
B2.1.2.4.2 Use personal strategies to add and subtract

within 100
E.g. 1. Decompose a number into easier numbers to add and doing

partial sums- Decomposing one number into easier
numbers to add E.g., when adding 28 + 47,
record think 20 + 40 + 8 + 7, which is the
same as 60 + 15 which is the same as 75
27
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. 4. Compensation – Adding more to a number to make it friendlier,

then subtracting the amount added from the answer e.g.
when adding 26 + 39, add 1 to 39 to create the expression 26 +
40, which gives 76, then subtract from the answer the 1 that was
added; 76 -1 = 75, so the answer is 75.
B2.1.2.4.3 Solve one-step and multi-step word problems

involving addition and subtraction within 100 using a variety
of strategies based on place value, including algorithms.
E.g. 1. Yaw has 32 books. Aisha added 13 more books to Yaw’s

books. How many books do they have altogether?
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?
28

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.
E.g. 3. Use pictorial representations to help learners sort fractions into

those that are halves and those that are one-fourths.
29
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.)
B2.1.3.1.3 Determine the number of halves and quarters in a

whole
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.
30
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
31
Strand 2: ALGEBRA
Sub-Strand 1: Patterns and Relationships

B2.2.1.1 B2.2.1.1.1 Demonstrate an understanding of increasing and Learners develop:

decreasing number patterns
Recognize, create, extend, Problem Solving Skills; Critical
describe, and use patterns E.g.1. Identify the pattern rule used to create a pattern that increases Thinking; Justification of Ideas;
and rules to solve or decreases by 2, 5 or 10. (i.e. in the pattern 2, 4, 6, 8 ,… - Collaborative Learning; Personal
mathematical tasks the rule is “add 2 or jump by 2) and extend the pattern for Development and Leadership Attention
the next 2 or 3 terms. to Precision; PATTER
E.g. 2. Identify errors or omissions in increasing or decreasing patterns

(e.g. 5, 10, 20, 25, 30…) and explain the reasoning and
strategy used to identify the pattern.
B2.2.1.1.2 Identify, create and describe the rule for simple

number patterns involving repeated addition or subtraction,
skip counting and arrays of objects.
E.g. 1. Find the missing terms in the following:
- 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
- 2, 4, 6, 8, 10, … (the rule is “add two”)
- 5, 10, 15, 20, …
- 20, 18, 16, 14, …
32
Strand 3: GEOMETRY AND MEASUREMENT
Sub-Strand 1: 2D and 3D Shapes

B2.3.1.1 B2.3.1.1.1 Identify the common features or attributes of a Learners develop:

collection of 3D objects (spheres, cylinders, cones, pyramids,
Describe and analyse 2D Problem Solving Skills; Critical
cubes) of different dimensions or orientations.
shapes and 3D objects. Thinking; Justification of Ideas;
E.g. 1. Recognise and name 3D objects having specific features or Collaborative Learning; Personal
attributes (number of equal faces, types of faces, number of Development and Leadership
corners, etc.) Attention to Precision
E.g. 2. Sort a collection of 3D objects by 1 or 2 features and explain

the sorting rule use
E.g. 3. Identify examples of these 3D objects in the classroom and

community
B2.3.1.1.2 Identify the common features or attributes of a

collection of 2D shapes (squares, triangles, rectangles, circles,
pentagons, hexagons) of different dimensions or orientations
E.g. 1. Recognize, draw and name 2D shapes having specific features or

attributes (for example a given number of angles or
edges/sides
E.g. 2. Sort a collection of 2D shapes by 1 or 2 features or attributes

and explain the sorting rule used
E.g.3. Identify examples of these 2D shapes in the classroom and

community. For example, take learners on a tour around the
classroom and the school compound. Point out items to them
and encourage them to name the 2D shape in the items
33
B2.3.1.1 B2.3.1.1.3 Create two-dimensional shapes based on given Learners develop:

attributes, including number of sides and vertices.
Describe and analyse 2D Problem Solving Skills; Critical
shapes and 3D objects. E.g. 1. Identify the 2D faces of a given 3D object Thinking; Justification of Ideas;
CONT’D Collaborative learning; Personal
E.g. 2. Identify 3D objects in the environment that have parts similar
to a given 2D shape (find the parts of a can or bucket that Attention to Precision
are similar to a circle)
E.g. 3. learners identify the number of sides, faces and vertices of 2D

plane figures
E.g. 4 learners draw 2D shapes with given sides or vertices
34
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.
35
B2.3.3.1 B2.3.3.1.1 Demonstrate an understanding of how to measure lengths, Learners develop:

capacities or mass - directly or indirectly - using non-standard units
Use non-standard units Problem Solving Skills; Critical
for measuring lengths, E.g. 1. Identifying which of two non-standard units would be a better choice for Thinking; Justification of Ideas;
heights, mass and measuring the length, capacity or mass of an object. (E.g. Put a table (see example) Collaborative Learning; Personal
distance around objects of lengths to be measured and object to be used to measure (thumb width, paper Development and Leadership
clips, pencil lengths, etc.), estimates, and actual measures. Have learners copy table Attention to Precision
in their exercise book, record their personal estimates and then work with a
partner to measure and record the actual measurements. As learners work, go
around the classroom to ensure they are using appropriate procedures for
Item Non-standard unit Estimated length Actual length

Math textbook thumb widths or bottle caps
Math textbook pencil lengths or match sticks
Desk hand widths
Desk pencil lengths or match sticks
measuring)
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).
36
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)
B2.3.3.1.2 Develop an understanding of measuring as a process of

comparing three or more items
E.g. 1. Learners bring together several collection of objects in their

environment and compare (directly and indirectly) using words such
as smaller, smallest, longer, longest, bigger, biggest, heavier, heaviest
etc.
37
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
38
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”
30 days has September, April, June, and

November. All the rest have 31,
Except for February alone, which has 28 days
clear, and 29 in each leap year.
B2.3.3.3.2 Use arbitrary units and hour on the clock to measure

time to complete simple events.
E.g. 1. Ask learners to tell how much time (in terms of arbitrary unit timers
like claps, water timers, etc.) it would take to
- walk round the classroom
- to sing a song
- to eat one banana
E.g. 2. Ask learners to tell describe events that take an hour or more or less
than an hour.
E.g. 3. Ask learners to watch the clock each hour and note how long they
stay in school each day.
39
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.
40
BASIC 3
41
BASIC 3
Strand 1: NUMBER
Sub-Strand 1: Counting, Representation, Cardinality & Ordinality
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.
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
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
42
B3.1.1.1 ` B3.1.1.1.2 Identify numbers in different positions around a Learners develop:

Count and estimate given number in a number chart
quantities from 0 to E.g. 1. Display a number chart with numbers between 0 and 10,000 Problem Solving Skills; Critical
10,000.CONT’D and have learners identify numbers in different positions around Thinking; Justification of Ideas;
a given number. Put learners in convenient groups and give each Collaborative Learning; Personal
group a number grid and have them identify numbers in
different positions around a chosen number. For example,
choose 34 and identify numbers above, below, to the right or Attention to Precision
to the left etc.
1204 848 1175 112
253 2418 3806 1640
4615 4909 634 2990
6320 3832 7479 4768
910 8091 9802 9007
B3.1.1.1.3 Describe numbers and the relationship between

numbers from 0 to 10,000 in equivalent ways using the place
value concept
E.g. 1. Demonstrate a conceptual understanding of place value of whole
numbers between 100 and 10,000 by:
- explaining and showing - with bundles of hundreds, tens
and ones - the meaning of each digit in a given 3-digit
number (when the three digits are different, as well as when
two or more of the digits are the same) and representing the
number in a hundreds frame
- explaining why the value of a digit depends upon its
placement within a numeral.
43
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.
E.g. 3. Decompose numbers up to 1000 into 100s, 10s, and 1s

expressions (e.g.: 5000 = 1000 + 1000 + 1000 + 1000 + 1000
or 4036 = 4000 + 30
Hundreds frame
+ 6; etc.)
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.
44
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 =.
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?)
45
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
B3.1.1.2.2 Use real life contexts to deduce positive and negative

number representations
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
46
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:
Learners also build their own number line to include -10
A blank number line
B4.1.1.3.2 Count forwards and backwards with positive and negative

whole numbers through zero
E.g.1. Display the number line, mention a number and ask learners to move/hop
from the number to another number through zero.
47
B3.1.2.1 B3.1.2.1.1 Use standard strategy or procedure to do addition or Learners develop:

subtraction within 1000
Develop and use standard Problem Solving Skills; Critical
strategies for adding and E.g. 1. Explain the purpose of a symbol like a square or an underline in a given Thinking; Justification of Ideas;
subtracting within 1000 addition or subtraction mathematics sentences with one unknown (e.g.: 227 Collaborative Learning; Personal
+ ☐ = 609) Development and Leadership
E.g. 2. Create an addition or subtraction question with an unknown for a classmate
to solve, and using either ☐ or ___ to represent the unknown
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
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)
48
Sub-Strand 2: Number Operations (Addition, Subtraction, Multiplication and Division)

B3.1.2.2 E.g. 3. Learners demonstrate an understanding of the relationship between addition Learners develop:
and subtraction by describing a subtraction as an equivalent addition and
vice versa; i.e. finding the missing addend. (For example, that subtract 40 –
28 is the same as finding the number that must be added to 28 to make 40).
concept of “equality” and Collaborative Learning; Personal
“not equal to” in addition 40 − 28 = What? Means 28 + What? = 40 Development and Leadership Attention
and subtraction problems Or if given 40 - 28 = ___ change question to 28 +__ = 40. The answer is 12, so 40 - 28 to Precision
with sums up to 100 = 12).
CONT’D
B3.1.2.3 B3.1.2.3.1 Use strategies to mentally add and subtract whole numbers Learners develop:
within 100
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)
49
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.
+
B3.1.2.4.2 Use a variety of personal and standard strategies to

solve different types of subtraction and addition equations and
problems with missing numbers in all positions
E.g. 1. Splitting or partial sums, or adding 100s together first, then

10s together, then 1s, and then adding those partial sums together
(see example of 168 + 384 to right)
50
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
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:
- Decomposing the second number to make doubles (e.g. when

subtracting 48 – 25, think 48 – 24 – 1) or
- Compensating to make doubles: adding something to the second number

to make a double, then adjusting the answer by adding the same amount to
the answer (e.g. for 48 - 23 think 48 - 24 = 24. Then add 1 to 24 to get 25,
which i E.g. 3 is the answer)
51
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,
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. 4. Compensation strategy – adding more than is required to create an easier

number to add – usually a multiple of 10 or 100 - and then subtracting that same amount
from the answer (for example, when adding 126 + 39, add 1 to 39 to create the expression 126
+ 40, which gives 166, then subtract from the answer the 1 that was added; 166 -1 = 165, so the
answer is 165)
E.g. 5. Decomposing or splitting the second number into partial subtractions that are
easier to subtract (e.g. when subtracting 127 - 38, decompose 38 and subtract in
friendlier jumps - 127 - 20- 10- 8 or see examples in text boxes)
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)
52
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
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.)
B3.1.2.4.4 Show an understanding of the property of commutativity
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
53
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
54
B3.1.2.5 E.g. 4. Learners should also be encouraged to model multiplication on the number line Learners develop:

understanding of Thinking; Justification of Ideas;
multiplication up to Collaborative Learning; Personal
5 x 5 CONT’D to Precision
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.
55
SUBJECT SPECIFIC
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
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
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.
B3.1.2.6.3 Use concrete and pictorial representation to explain division as inverse of

multiplication
E.g. 1 Explain that division can be carried out as an inverse of multiplication by the following process:
For example, to solve 12 ÷ 3.
Write:
12 ÷ 3 = What? Which means What? = 12

3×
Learners use the multiplication chart to identify the number which multiplies 3 to obtain 12
Learners choose the number as the answer to the problem
That is 12 ÷ 3 = 4
56

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
E.g. 3. Ask learners to match pictorial representations of fractions to their symbols
57
B3.1.3.1 E.g. 4. Use several pictorial Learners develop:

representations (or card
Develop an understanding Problem Solving Skills; Critical Thinking;
cut outs) to introduce
of fractions using concrete Justification of Ideas; Collaborative
multiples of unit fractions
and pictorial Learning; Personal Development and
like thirds, fifths, tenths,
representations and write Leadership Attention to Precision
etc., show the notations
fractions in words and 2 3 4
, , , etc. and ask
symbols CONT’D 5 8 12
learners to draw and label
fractions with their
symbols.
E.g. 5. Ask learners to colour given fractions in given shapes with equal portions or match
fractions to shaded regions.
B3.1.3.1.2 Understand, explain and demonstrate that fractions can be used to

represent parts of a group of objects, point on a line, or distances on a number
line [Read and write fractions using words and symbols. (E.g. one-half, two halves, thirds,
fifths etc.)]
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
58
Develop an understanding Problem Solving Skills; Critical Thinking

of fractions using concrete Abilities; Justification of Ideas;
and pictorial Collaborative Learning; Attention to
representations and write E.g. 3. Ask learners to cut given fractions from a given (e.g. 12cm long) card, bar or stick. Precision; Look for Patterns and
fractions in words and Relationships
symbols CONT’D
E.g. 6. Ask learners to locate the missing fractions on the number line.
59
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
60
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
61
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
62
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.
- 5, 10, 20, 25, 30 … or

- 45, 40, 35, 30, __, 20 …
E.g. 4 Locate and describe increasing or decreasing patterns in a 100s chart (horizontal,
vertical, diagonal patterns, etc.)
63
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
B3.3.1.1.2 Draw and identify angles

E.g. 1. Sort 2D shapes into larger categories (e.g. rhombuses, rectangles and squares are all
four-sided shapes.) according to a common, shared attribute and justify sorting;
Draw examples of shapes that belong to and those that do not belong to given
category
E.g. 2. Measure the sides of a given polygon; Draw a polygon with given sides
64
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
65
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.
66
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
B3.3.3.1.2 Select and justify referents for metre and centimetre
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
67
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
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
68
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.
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.
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
i. Walk round the school building;

ii. Walk to the nearest house to the school;
iii. Walk to the nearest toilet; etc.
E.g. 4. Give learners the start and end times of events and ask to determine the duration
of the event. E.g. 5. Complete the table
Sporting event Start Finish How long?

Ampe 10.30 a.m. 10.45 a.m.
Netball 9.00 a.m. 10.00 a.m.
Basket ball 2.00 p.m. 3.50 p.m.
Football 3.30 p.m. 5.00 p.m.
69
B3.3.3.3 B3.3.3.3.1 Use arbitrary units to measure time taken to complete simple Learners develop:
events
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
iv. walk round the school building;

v. walk to the nearest house to the school;
vi. walk to the nearest toilet; etc.
E.g. 4. Give learners the start and end times of events and ask to determine the
duration of the event E.g. 5. Complete the table
Sporting event Start Finish How long?

Ampe 10.30 a.m. 10.45 a.m.
Netball 9.00 a.m. 10.00 a.m.
Basket ball 2.00 p.m. 3.50 p.m.
Football 3.30 p.m. 5.00 p.m.
70
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.)
71

B3.3.3.3.3 Relate the number of seconds to a minute, minutes to an hour and
days to a month in a problem-solving context
understanding of time taken Abilities; Justification of Ideas;
by events in days, weeks E.g. 1. Develop understanding of the 60 seconds one minute; Collaborative Learning; Attention to
and months cont’d relationship between seconds, 60 minutes one hour; Precision; Look for Patterns and
minutes, hours, days and months. Ask 24 hours one day; Relationships
learners to say the rhyme on units of 7 days one week
time (in the box) 52 weeks one year;
E.g. 2. Solving problems requiring an 12 months one year
understanding of number of seconds
in a minute, the number of minutes in an hour and the number of days in a
month
72
Strand 4: Data
Sub-Strand 1: Data Collection, Organisation, Presentation, Interpretation and Analysis

B3.4.1.1 B3.4.1.1.1 Gather and record Data Learners develop:
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)
E.g. 2. Using a one-to-many correspondence solve simple problems (how many

altogether, comparing, or take apart problems) requiring interpretation of one-to-
many bar graphs (up to 3 categories of data)
73
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
74
REPUBLIC OF GHANA
SCIENCE
(BASIC 1 - 3)
SEPTEMBER 2019
Science Curriculum for Primary Schools

P. O. Box CT PM 77
Cantonments
Accra
Telephone: 0302909071, 0302909862

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!

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TABLE OF CONTENTS
RATIONALE FOR PRIMARY SCIENCE ...........................................................................................................................................................4

PHILOSOPHY ..........................................................................................................................................................................................................4
GENERAL AIMS ......................................................................................................................................................................................................4
CORE COMPETENCIES.......................................................................................................................................................................................5
SCOPE AND SEQUENCE ................................................................................................................................................................................ 18
BASIC 1................................................................................................................................................................................................................... 20
STRAND 1: DIVERSITY OF MATTER ........................................................................................................................................................... 20
STRAND 2: CYCLES .......................................................................................................................................................................................... 24
STRAND 3: SYSTEMS......................................................................................................................................................................................... 26
STRAND 4: FORCES AND ENERGY ............................................................................................................................................................ 27
STRAND 5: HUMANS AND THE ENVIRONMENT ................................................................................................................................ 31
BASIC 2................................................................................................................................................................................................................... 36
STRAND 1: DIVERSITY OF MATTER ........................................................................................................................................................... 36
STRAND 2: CYCLES .......................................................................................................................................................................................... 39
STRAND 3: SYSTEMS......................................................................................................................................................................................... 41
BASIC 3................................................................................................................................................................................................................... 50
STRAND 2: CYCLES .......................................................................................................................................................................................... 52
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STRAND 3: SYSTEMS......................................................................................................................................................................................... 55
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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.
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.
Creativity and Innovation (CI)
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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.
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.
Cultural Identity and Global Citizenship (CG)
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.
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.
Digital Literacy (DL)
Digital Literacy develops learners to discover, acquire knowledge, and communicate through ICT to support their learning. It also makes them use digital media
responsibly.

- 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 a much more higher level, 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”.
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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.
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.
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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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.
Predicting
This is the skill of assessing the likelihood of an outcome based on prior knowledge of how things usually turn out.
Analysing
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
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:
ii. Perseverance:
Willingness to change opinion in the face of more plausible evidence.
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.
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.
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
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 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.

A total of four periods a week, each period consisting of thirty minutes, is allocated to the teaching of Science at the Upper Primary level. It is recommended that the
teaching periods be divided as follows:
Theory: 2 periods per week (two periods of 30 minutes each)
Practical: 2 periods per week (one double-period)
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 use of Information and Communications Technology (ICT) as a pedagogical tool.
 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
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.
 Learners are given frequent opportunities to interact with varied sources of information, teaching and learning materials and ideas in a variety of ways.
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 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
 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.
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
B3 Year Or Class
2 Strand Number
4 Sub-Strand Number
1 Content Standard Number
2 Indicator Number
Strands are the broad areas/sections of the science content to be studied.

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
Strand 1: DIVERSITY OF MATTER

Sub-strand 1: Living and Non-Living Things
B1 B2 B3 B4
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
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
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.
21
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).
22
SUBJECT SPECIFIC
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.
23
STRAND 2: CYCLES
SUBJECT SPECIFIC
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
24
SUBJECT SPECIFIC
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
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.
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
25
STRAND 3: SYSTEMS

STANDARD INDICATOR AND EXEMPLARS PRACTICES AND CORE
COMPETENCIES
B1.3.1.1 Recognise that B1.3.1.1.1 Identify the external human body parts by their appropriate names (e.g. eyes, Core Competencies
different parts of the ears, mouth, nose, legs, hands, shoulders, knees, fingers, toes and chest) Personal Development and
human body work  Use songs to get learners to name the parts of their bodies e.g., “my head, my shoulders, my Leadership
interdependently to knees and toes” or “show me your head, show me your eyes”.
Digital Literacy
perform a specific  Use realia, videos or charts/pictures to guide learners identify the external parts of the human
function body. Critical Thinking and Problem
 Learners draw a human body and use a colour of their choice to colour their drawing. Solving
 Learners can trace an outline of the human body on a cardboard or paper. Creativity and Innovation
 Learners display their work for discussion
Recording, Generating
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.
Observation, Analysing
Predicting, Evaluating
Recording
26

COMPETENCIES
B1.4.1.1 B1.4.1.1.1Understand energy and give examples of its uses Core Competencies
Demonstrate Personal development and
 Learners talk about why they eat food every day
understanding of Leadership
the concept of  Guide learners to undertake activities that involve the use of energy. E.g. clapping of hands,
energy, its various lighting of a candle or torch, or switching on the light in the classroom. Critical Thinking and Problem
forms and sources  Assist learners to come-out with the meaning of energy. Solving
and the ways in  Ask learners to brainstorm on what happens when a car runs short of fuel. Communication and
which it can be  Summarise the learners’ responses by explaining to them that energy is what enables us to do collaboration.
transformed and work. Subject Specific Practices
conserved
Observing, Predicting, Analysing
Evaluating, Generalising
Communicating
B1.4.1.2 Show B1.4.1.2.1 Explain the terms hot and cold Core Competencies
understanding of  Ask learners: What types of things are usually hot? What types of things are usually cold? Creativity and innovation
the concept of heat
 Display substances that are hot or cold (e.g. hot tea, ice cream, ice block, hot water, water at Personal Development and
energy in terms of
its importance, room temperature, cold water. leadership
effects, sources and  Learners sort the items into hot and cold in groups. Critical Thinking and Problem
transfer from one  Show learners a hot item (learners should not touch) to differentiate it from warm items. Solving
medium to another  Learners compare the samples in terms of warmth (by touching/feeling the provided samples).
 Learners talk about how we keep hot things hot and cold things cold for a long time.
Manipulating, Predicting
 What will happen if an object is placed in the sun?
Analysing, Generalising
Communicating
27
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.
28
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
Analysing
Predicting
Generating

B1.4.3.1 Know that B1.4.3.1.1 Explain force as a pull or a push on an object. Core Competencies
movement is caused by  Show pictures or ask learners to mention activities in the home and the community that Personal Development and
applied forces due to the involve a push or a pull, e.g. donkey pulling a cart, people pushing a car, people drawing Leadership
release of stored energy water from a well Communication and Collaboration
 Take learners outside the classroom to participate in several games or activities involving Critical Thinking and Problem
pull or a push force, e.g. kicking and throwing of balls, pushing and pulling of boxes, tables Solving
and chairs and tug of war
 Learners observe the movement of things, e.g. leaves, plants, balloons and other
materials under the influence of the wind. Pictures and videos can be used. Let them Subject Specific Practices
discuss other actions that will cause objects to move. Observing
 Guide learners to brainstorm on why the pushed objects move
Analysing
 Elaborate on learners’ responses to explain that a push or a pull causes objects to move.
Such a push or pull is termed as a force Predicting
 Engage children in drawing activities involving pushing and pulling e.g. a friend pushing an Generalising
object
29
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
30
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
Analysing, Predicting
Evaluating
31
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.
 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
32
CONTENT INDICATOR AND EXEMPLARS SUBJECT SPECIFIC

STANDARD PRACTICES AND CORE
COMPETENCIES
B1.5.2.1 Know common B1.5.2.1.1 Identify some common diseases that affect the skin and their causes Core Competencies
diseases of humans,  Engage learners to watch pictures and videos or tell a story on common skin diseases Critical Thinking and Problem
causes, symptoms, Solving
effects and prevention  Learners into groups name some common skin diseases that affect people in their Collaboration and Communication
communities, e.g. heat rashes, measles, eczema, ringworm, chicken pox etc.
Personal Development and
 In groups learners share their ideas with the whole class Leadership
 Reinforce learners’ ideas by writing all common skin diseases on the board Digital Literacy
 Brainstorm with learners on the causes of common skin diseases Subject Specific Practices
 Learners talk about the ways they can prevent skin diseases and role play some of the Observing
prevention scenarios Generalising
B1.5.3.1 Recognise the B1.5.3.1.1 Identify technologies in the immediate environment and describe the Core Competencies
impact of science and impact of the technology on society Critical Thinking and Problem
technology on society  Engage learners to watch videos or pictures showing technologies and their impact on the Solving
society Collaboration and Communication
 Bring electronic devices such as toys, laptops, smart phones, watches, radio and DVD Personal Development and
players to class Leadership
 Learners in groups discuss other technological equipment they see in their immediate Digital Literacy
environment and their accompanying functions, e.g. cars, drones, thermometers. Creativity and Innovation
 Learners present their ideas in groups for discussion Subject Specific Practices
 Ask learners to talk about what will happen if such technologies were absent in the society Observation, Evaluating
 Guide learners to reshape their ideas and present key concepts on common technologies
Analysing
in the environment on the writing board
 Learners mention some technological devices and how these have impacted their lives
 In groups learners work to design and make simple technological devices of their choice
using materials such as blu tack, clay, cardboard and paper.
33
SUBJECT SPECIFIC
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
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
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.
 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
 Act a play on the lesson taught. Analysing, Evaluating
34
BASIC 2
35
BASIC 2

SUBJECT SPECIFIC
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
36
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
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.
37
SUBJECT SPECIFIC
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.
38
STRAND 2: CYCLES
SUBJECT SPECIFIC
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
 Discuss with learners: What will happen if there is no light on earth?
Classifying, Predicting
Observing, Analysing
39
CONTENT STANDARD INDICATOR AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
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
B2.2.1.4.2 Identify uses of air

 Ask learners to breathe in and out and find out from them what they are breathing
in.
 In groups learners perform the following activities, e.g. filling balloons, pumping
tyres, flying kites, cooling the body, supporting burning and or show pictures of the
activities.
Observing
 Show pictures of people on a boat wearing life jackets, swimmers on inflated
Generalising
balloons on water.
Communicating
 Create real life problems related to the topic for learners to discuss and come out
with possible solutions.
40
STRAND 3: SYSTEMS

COMPETENCIES
B2.3.1.1 Recognise that B2.3.1.1.1 Know the functions of the human body parts such as eyes, ears, mouth, nose, Core Competencies
different parts of the arms, legs and hands Digital Literacy
human body work  Learners in a pair share activity observe their friends critically and talk about the parts they Communication and
interdependently to see. Collaboration
perform a specific  Learners engaged to watch an animated video or listen to an animated song or show a Critical Thinking and Problem
function picture of the parts of the human body. (Head, neck, eyes, nose, mouth, stomach, legs). Solving
 Learners talk about the song or biological uses of the human body in pairs - video and Personal Development and
discuss the uses of the parts of the body. Leadership
 In groups learners brainstorm and talk about what will happen if some parts of the body are Creativity and Innovation
absent or not working well? Subject Specific Practices
 Learners to present and explain their group ideas orally and/or written. Observing
 Write the main biological functions of the human body parts being discussed. Analysing
 Learners draw and colour any two parts of the body. Evaluating
Note: Counsel any physically challenged child before the lesson.
SUB-STRAND 2: SOLAR SYSTEM
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
41

SUBJECT SPECIFIC
CONTENT STANDARD INDICATOR AND EXEMPLARS PRACTICES AND CORE
COMPETENCIES
B2.4.1.1 Demonstrate B2.4.1.1.1 Identify everyday applications of energy Core Competencies
understanding of the  Learners perform various activities involving the use of energy, e.g. jumping, clapping, Cultural Identity and Global
concept of energy, its pushing objects, walking, switching on the lights etc. in the classroom. Citizenship
various forms, sources Communication and
and the ways in which it  Learners find out what helps them to perform the activities mentioned
Collaboration
can be transformed and  Learners watch pictures or videos on people doing activities involving energy. e.g. a person
conserved Critical Thinking and Problem
pounding “fufu”, riding a bicycle, fetching water from a well, switching on light, playing
Solving
music, etc., to reinforce the use of energy
 Learners explain what happens to a person who does not eat food for a long time.
 Summarise the lesson by explaining that energy is what gives learners and everybody the
strength to do everyday activities Analysing
 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
42
SUBJECT SPECIFIC
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.
 Learners build a paper circuit using a graphite pencil, battery and LED.
Manipulating
Recording
43
SUBJECT SPECIFIC
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
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
44
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
45
CONTENT STANDARD INDICATOR AND EXEMPLARS SUBJECT SPECIFIC

PRACTICES AND CORE
COMPETENCIES
B2.5.2.1 Know common B2. 5.2.1.1 Identify causes and prevention of ringworm Core Competencies
diseases of humans,  Show pictures of people suffering from ringworm. Critical Thinking and Problem
causes, symptoms, effects Solving
and prevention  Guide learners to bring out possible causes of ringworm and other skin diseases such as
Collaboration and
eczema.
communication
 Discuss the modes of prevention of skin diseases such as good personal hygiene and not
sharing personal items with infected persons. Personal Development and
Leadership
 Ask learners to compose a rhyme or song on the prevention of ringworm.

B2.5.2.1.2 Name some common water-borne diseases and their prevention
Observation
 In groups learners observe containers of dirty water and clean water. Prediction
 Show pictures or videos of people suffering from diarrhoea, cholera, and typhoid.
 Ask learners to identify which sample of water (dirty or clean), is likely to contain
microorganisms that cause diseases. Core Competencies
 Let learners discuss how they will prevent themselves from contracting water-borne Critical thinking and Problem
diseases (boiling water, filtering water, etc.). Solving
 Let learners create posters, compose songs or rhymes on how to prevent water- borne Collaboration and
diseases. communication.
Leadership
Digital literacy
Predicting, Analysing
Generating
46
SUBJECT SPECIFIC
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
47
SUBJECT SPECIFIC
CONTENT
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?
Observing
Communicating
48
BASIC 3
49
BASIC 3

SUBJECT SPECIFIC
B3.1.1.1 Show B3.1.1.1.1 Classify living things into plants and animals by their life processes Core Competencies
understanding of the Critical thinking and Problem
 Learners watch pictures and videos on living things
physical features and Solving
life processes of living  Learners collect and display cut-out pictures or flash cards of plants and animals
 Learners sort the living things into plants and animals through an activity. Digital Literacy
things and use this
understanding to  Draw two large circles and let learners place living things into different circles for plants and Collaboration and Communication
classify them animals based on their life processes. Personal Development and
 Produce more materials for different activities Leadership
Observing , Classifying
Predicting, Analysing
Evaluating
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.
50
SUBJECT SPECIFIC
CONTENT
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
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.
51
STRAND 2: CYCLES
SUBJECT SPECIFIC
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
52
SUBJECT SPECIFIC
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.
53

COMPETENCIES
B3.2.2.1 Demonstrate B3.2. 2.1.2 Observe the germination of maize and bean seeds Core Competencies
understanding of life  Begin this activity by asking learners to predict whether it is possible for bean and maize Collaboration and
cycle of a plant seeds to germinate/sprout in water without soil. Communication.
 Place learners into groups and give each group two transparent glasses or plastic containers Critical Thinking and Problem
(labeled A and B), cotton wool, water and viable maize and bean seeds. Solving.
 Learners pack container A with the cotton wool and push one of each of the different seeds Personal Development and
through the side of the container but not to touch the bottom. Leadership
 Guide learners to pour a little water to soak the cotton wool. The set-up is left to stand for Creativity and Innovation
one week while keeping the cotton wool always wet.
 Guide learners to prepare container B using the same method but with a dry cotton wool. Subject Specific Practices
 Learners observe the set-up critically and record whatever they see. Observing, Classifying
 Challenge learners with the question: What made the seeds germinate in set-up A? Predicting, Analysing
Evaluating
54
STRAND 3: SYSTEMS
SUBJECT SPECIFIC
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
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
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.
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
55
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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CONTENT INDICATOR AND EXEMPLARS SUBJECT SPECIFIC PRACTICES

B3.4.1.1 B3.4.1.1.1 Know that light is a form of energy Core Competencies
Demonstrate  Ask learners to talk about light and where light comes from. Personal Development and Leadership
understanding of the Creativity and Innovation
 Engage learners to do the following activities: closing and opening the windows and doors
concept of energy, its
of their classroom, switching on torch or lighting a candle to look for an object in a dark Critical Thinking and Problem Solving
various forms and
room, switching on the light in the classroom etc.
sources and the ways Subject Specific Practices
 Learners talk about their experiences based on the activities performed.
in which it can be Observing
transformed and  Ask learners what will happen if there were no light on the earth.
conserved  Assist learners to understand that light is a form of energy that helps us to see. Analysing
Evaluating
Classifying
B3.4.1.2 Show B3.4.1.2.1 Know heat as a form of energy and identify some sources of heat Core Competencies
understanding of the  Learners rub their palms together vigorously for a while and after that touch their cheeks Critical thinking and Problem Solving
concept of heat in with their palms. Personal Development and Leadership
terms of its sources,
 learners describe how they feel in their palms when they touch their cheeks. Subject Specific Practices
effects, importance,
 Ask learners to come out with other processes that can generate heat. e.g. lighting of fire,
and transfer from Observing
charging a laptop, charging a mobile phone, a bulb/light that is switched on for a long time.
one medium to Manipulating
another  Learners talk about heat as a form of energy.
 Assist learners to mention some sources of heat energy. e.g. the sun, a lighted stove, lighted Analysing
charcoal. Communicating
57
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
SUB-STRAND 2.: ELECTRICITY AND ELECTRONICS

B3.4.2.1 B3.4.2.1.1. Identify different sources of electrical energy Core Competencies
Demonstrate  Before the lesson, let learners investigate to find-out where they get electricity for their Digital Literacy
knowledge of home and school. e.g. Aboadze Thermal Plant, Akosombo and Bui Hydroelectric plants. Cultural Identity and Global Citizenship
generation of
electricity, its  Learners listen to a story on the history of how electricity was first produced. Critical Thinking and Problem Solving
transmission and  Learners watch a video or look at a poster on how electricity is produced from various Subject Specific Practices
transformation into sources. E.g. batteries, solar, hydro, thermal and generators. Observing
other forms of energy
 Learners demonstrate how to produce electricity from simple sources such as dry cells Analysing
(batteries) to light a torch or a lamp. Predicting
 Ask learners to discuss the sources of the electricity they use at home
58
SUBJECT SPECIFIC
CONTENT
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.
(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
Observing
Manipulating
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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?
 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
 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.
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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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’
 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
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
 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
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
Curriculum Adviser
Dr. Sam K. Awuku
Supervisor
63
REPUBLIC OF GHANA
COMPUTING
(BASIC 4 - 6)
SEPTEMBER 2019

Computing Curriculum for Primary Schools

P. O. Box CT PM 77
Cantonments
Accra
Telephone: 0302909071, 0302909862
ii
FOREWORD
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.
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!

iii
TABLE OF CONTENT
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
iv
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.
v
SUBJECT AIMS
The computing curriculum is designed to help learners to:

1. acquire basic ICT literacy
2. communicate effectively using ICT tools
3. develop interest and acquire skills in the use of the internet
4. develop basic ethics in using ICT tools
5. acquire basic programming and database skills
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:
CRITICAL THINKING AND PROBLEM SOLVING
vi
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.
COMMUNICATION AND COLLABORATION
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.
CULTURAL IDENTITY AND GLOBAL CITIZENSHIP
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.
PERSONAL DEVELOPMENT AND LEADERSHIP
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.
vii
- 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
viii
life problems in their school lives and later in their adult lives. This is the position where learning becomes beneficial to the learner.
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.
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.
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.
ix
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.
Analysing
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
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.
x
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 computing curriculum aims at helping learners to acquire the following:
1. Commitment: determination to contribute to national development.

2. Tolerance: willingness to respect the views of others.
3. Patriotism: readiness to defend the nation.
4. Flexibility in ideas: willingness to change opinion in the face of more plausible evidence.
5. Respect for evidence: willingness to collect and use data on one’s investigation, and also have respect for data collected by others.
6. 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.
7. Comportment conforming to acceptable societal norms.
8. Co-operation the ability to work effectively with others.
9. Responsibility: the ability to act independently and make decisions; morally accountable for one’s action; capable of rational conduct.
10. Environmental Awareness: being conscious of one’s physical and socio-economic surroundings.
11. 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.
xi
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.
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.
Teamwork/Collaboration: Learners are encouraged to be committed to team-oriented working and learning environments. This also means that learners
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.
xii
ASSESSMENT
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 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
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.
xiii
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:
1(one) period per day (30-minutes per period)
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
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.
xiv
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.
xv
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
xvi
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.
xvii
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:
Class
Learning Indicator number

B1. 1. 2. 1. 1
xviii
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,
xix
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 √ √ √ √ √ √ √ √ √ √ √ √
Technology in the community

√ √ √ √ √ √ √ √ √ √ √ √ √ √
(communication)
2 Presentation Introduction to MS-
√ √ √ √ √ √ √ √ √ √
PowerPoint
Tabs and ribbons of MS-
√ √ √ √ √ √ √ √ √
PowerPoint
3 Word processing Introduction to Word
√ √ √ √ √ √ √ √ √ √
Processing
Tabs and ribbons of word
√ √ √ √ √ √ √ √ √
processing
4 Desktop Publishing Introduction to MS-Publisher √ √ √
xx
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 √ √ √ √ √ √ √ √
Surfing the world wide web √ √ √ √ √ √ √ √
Favourite places and Search

√ √ √ √ √ √ √ √
engine
Using Online Forms √ √ √ √ √ √ √ √
Customising your browser √ √ √ √ √ √ √ √
Electronic Email √ √ √ √ √ √ √ √
Internet of things (IoT) √ √ √ √ √ √ √ √
Digital Literacy √ √ √ √ √ √ √ √
Network Etiquette √ √ √ √ √ √ √ √
7 Health and safety in Health and safety in using ICT √ √ √ √ √ √ √ √

using ICT tools tools
xxi
BASIC 4
1
B4
STRAND 1: WORD PROCESSING
SUB-STRAND 1: GENERATION OF COMPUTERS AND PARTS OF A COMPUTER AND OTHER GADGETS
SUBJECT SPECIFIC
CONTENT
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
B4.1.1.1.3. Differentiate between RAM and ROM.

Bring a RAM or ROM to class or a picture of RAM and ROM to class.
Guide learners to differentiate between ROM and RAM.
B4.1.1.1.4. Type short phrases.

Guide learners to type different phrases using any Word Processing Application.
B4.1.1.1.5. Summarise the first generation of computers which used

vacuum tubes as a major piece of technology.
Guide learners to discuss about the first generation of computers. e.g. ENIAC,
EDVAC, UNIVAC, IBM-701 etc.
2
SUB-STRAND 2: INTRODUCTION TO MS-WINDOWS INTERFACE
(DESKTOP BACKGROUND AND LOCATIONS OF THE COMPUTER.)
SUBJECT SPECIFIC
CONTENT
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.

1. Software Manipulation Skill
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.
B4.1.2.1.4. Adding and removing icons from the desktop.

Guide learners to add and remove icons from the desktop
3
SUBJECT SPECIFIC
CONTENT
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
4
SUB-STRAND 3: DATA, SOURCES AND USAGE
SUBJECT SPECIFIC
CONTENT
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.
B4.1.3.1.4. Demonstrate Sending and sharing information to and from

other gadgets. e.g., radio, fax, telephones calls, SMS etc.
Guide learners to mention or talk about where one can receive or share
information in the community and the world as a whole.
NB: recall content in B3 and add to this activity.
B4.1.3.1.5. Demonstrate basic calculations on sample data e.g. sum,

percentage, average etc.
Guide learners to perform basic calculations on sample data they have been made
to collect using sum, average, percentages etc.
NB: This is to help the learner with fundamental principles of problem-
solving in computing and Computer science.
5
SUBJECT SPECIFIC
CONTENT
STANDARDS
COMPETENCES
B4.1.3.2. Demonstrate data

collection using Data B4.1.3.2.1. Identify the steps and issues involved in data collection. 1. Creativity and innovation.
collection tools. Guide learners to explore 2. Communication and collaboration
I. the steps and issues involved in collection of data: 3. Cultural identity and global
CONTI’D a) identify the reason(s) for collecting data. citizenship.
b) select from the list of reasons for collecting the data and set goals. 4. Personal development and
c) plan an approach and methods to collecting data and leadership.
d. collect the data and interpret the data 5. Digital literacy.
II. the issues involved in collection of data: Subject Specific Practices

a) Unavailability of data 1. Data Collection Skill
b) Intentional manipulation of data
c) Random errors etc.
B4.1.3.2.2. Describe various tools or techniques of data collection e.g.
interview, observation, checklist etc.
Guide learners to explore the tools for collecting data and aid them to make
practical examples of the various tools.
B4.1.3.2.3. Draw or sketch maps of the area to be surveyed.
Bring diagrams or pictures of area(s) surveyed. Guide learners to sketch maps of
an area to be surveyed by them.
6
SUB-STRAND 4: TECHNOLOGY IN THE COMMUNITY (COMMUNICATION)
SUBJECT SPECIFIC
CONTENT
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.
B4.1.4.1.3. Describe how a range of digital systems (hardware and

software) and their peripheral devices can be used for different
purposes in the community.
Guide learners to discuss in groups of three to five, the range of digital systems
and their peripheral devices. How they can be used for different purposes in the
community. Let learners present their findings to the class.
NB: technological tools stated here should be different from those

stated in B3.
7
SUBJECT SPECIFIC
CONTENT
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.
1. Software Manipulation Skills
STRAND 2: PRESENTATION
SUB-STRAND 1: INTRODUCTION TO MS-POWERPOINT (TABS AND RIBBONS OF MS-POWERPOINT)
SUBJECT SPECIFIC
CONTENT
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
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
8
STRAND3: WORD PROCESSING
SUB-STRAND 1: INTRODUCTION TO WORD PROCESSING (TABS AND RIBBONS OF WORD PROCESSING)
SUBJECT SPECIFIC
CONTENT
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.
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.
9
BASIC 5
10
Basic 5
STRAND1: INTRODUCTION TO COMPUTING

SUBJECT SPECIFIC
CONTENT
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.
B5.1.1.1.4. Identify the left, right mouse button, holding of mouse,

performing single, double and triple clicking and dragging object.
Guide learners to use the mouse to perform performing single, double and triple
clicking and dragging object into a folder or bring picture(s) describing the
processes; single, double and triple clicking and dragging objects into a folder and ask
leaners to point out a mentioned process.
11
SUBJECT SPECIFIC
CONTENT
STANDARDS
COMPETENCES
B5.1.1.1: Identify parts of a B5.1.1.1.5. Identify home row keys, top row, bottom row keys, numerical
computer and technology pad and type (short sentences).
tools Guide learners to type using top row keys (Q, W, E, R, and T keys for the left-hand 1. Creativity and innovation.
and Y, U, I, O, and P keys for the right-hand), bottom row keys (Z, X, C, V, and B 2. Communication and
CONT’D keys for the left-hand and N, M, comma, period, and forward slash keys for the collaboration.
right-hand), numerical pad (1, 2, 3, …9. etc.) and type an essay (50 words) using 3. Cultural identity and global
Word Processor or typing tutorial citizenship.
B5.1.1.1.6. Introduction to Windows Interface. leadership.
Guide learners to list the features (i.e. Start Menu Returns, Cortana on Desktop, 5. Digital literacy.
Xbox App, Project Spartan Browser, etc.) and compatibility issues of Windows 10.
Do this by using leading questions, or any other method. Subject Specific Practices
B5.1.1.1.7. Summarise the generation of computers.
Guide learners to recall what has been learnt in previous classes and ask leading
questions, use scenarios to help learners identify the difference between the types of
computers, their advantages and disadvantages.
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.
12
SUB-STRAND 2:
INTRODUCTION TO MS-WINDOWS INTERFACE (DESKTOP BACKGROUND AND LOCATIONS OF THE COMPUTER)
SUBJECT SPECIFIC
CONTENT
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.
B5.1.2.1.4. Creating a short cut, adding or removing common icons on

the desktop.
Guide learners to create shortcuts of icons on the computers’ desktop.
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.
B5.1.2.1.6. Demonstrate understanding of the File Explorer window and

locations of the computer through the file explorer.
Guide learners to use the file explorer to locate files.
NB: This is to help the learner with the fundamental skills of creativity in
computing and Computer Science.
13
SUBJECT SPECIFIC
CONTENT
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
14
SUBJECT SPECIFIC
CONTENT
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.
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.
15
SUB-STRAND 4: TECHNOLOGY IN THE COMMUNITY (COMMUNICATION)
SUBJECT SPECIFIC
CONTENT
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
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
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.
B5.1.4.1.4. Discuss the effects of technology on the community.

Guide learners to brainstorm the effects of technology on the community. Show
learners videos or pictures of effects of technology on the community. Let them
discuss in groups, the effects of technology on their own community.
Positive effects – health care, education, manufacturing, agriculture etc.
Negative effects – resource depletion, pollution, privacy and security etc.
NB: This is to help the learners to have fundamental knowledge of

hardware such as robots and sensors).
16
SUB-STRAND 1: INTRODUCTION TO MS-POWERPOINT (TABS AND RIBBONS OF MS-POWERPOINT)
SUBJECT SPECIFIC
CONTENT
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.
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
17
SUB-STRAND 1: INTRODUCTION TO WORD PROCESSING (TABS AND RIBBONS OF WORD PROCESSING)
SUBJECT SPECIFIC
CONTENT
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
18
STRAND 5: PROGRAMMING AND DATABASES
SUB-STRAND 1: INTRODUCTION TO DATABASES, ALGORITHM AND PROGRAMMING.
SUBJECT SPECIFIC
CONTENT
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.
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.
B5.5.1.3.3. Describe the types of database. 1. Data Manipulation Skills
Guide learners to describe the types of database.
B5.5.1.3.4. Identify types of databases and data.

Guide learners to investigate on the types of databases and data. Let learners
present their findings to the class.
B5.5.1.3.5. Explain fundamental database concepts.

Guide learners to explore the fundamental database concepts e.g. tables and data
types, data selection and manipulation, security, and backup and restore.
B5.5.1.3.6 Discuss programming languages and their use

(e.g. scratch, vb.net etc.)
Guide learners to investigate in groups on the programming languages and their use
(e.g. scratch, vb.net etc.) NB: This is to give a foundation to the learner in computing
and Computer Science which is more concerned with uses of and development of
programming together with fundamental principles of problem-solving and creativity.
19
SUB-STRAND 2 : INTRODUCTION TO ELECTRONIC SPREADSHEET(TABS AND RIBBONS MANIPULATION)
SUBJECT SPECIFIC
CONTENT
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.
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.
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.
NB. This is to help the learner with an understanding of application

softwares (Electronic Spreadsheet application).
20
STRAND 6: INTERNET AND SOCIAL MEDIA SUB-STRAND 1: NETWORK OVERVIEW
SUBJECT SPECIFIC
CONTENT
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.
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
21
SUB-STRAND 2: WEB BROWSERS AND WEB PAGES
SUBJECT SPECIFIC
CONTENT
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.
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.
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).
B5.6.2.1.5. Create favorites folder.

Guide learners to practice how to create a favorites folder through practical
session(s)
B5.6.2.1.6. Use the links toolbar.

Guide learners to practice the use of link toolbar through practical session(s).
NB: This is to help the learner with the fundamental skills of creativity in computing
and Computer Science.
22
SUBJECT SPECIFIC
CONTENT
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.
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.
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
SUB-STRAND 3: SURFING THE WORLD WIDE WEB
SUBJECT SPECIFIC
CONTENT
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.
B5.6.3.1.3. Create favorite folder. leadership.
Guide learners to create a favorite folder. 5. Digital literacy.
B5.6.3.1.4. Use the links toolbar. Subject Specific Practices

Guide learners to use the links toolbar. 1. Communication
NB: This is to help the learner with the fundamental skills of surfing and
navigating the internet.
23
SUB-STRAND 4: FAVOURITE PLACES AND SEARCH ENGINE
SUBJECT SPECIFIC
CONTENT
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.
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.
SUB-STRAND 5: USING ONLINE FORMS

SUBJECT SPECIFIC
CONTENT
STANDARDS
COMPETENCES
B5.6.5.1. Demonstrate the B5.6.5.1.1. Identify and describe forms in a web page. 1. Creativity and innovation.
Usage of Forms Guide learners to fill out dropdown boxes, combo box, Text fields etc. 2. Communication and
collaboration.
B5.6.5.1.2. Demonstrate working on or offline. 3. Cultural identity and global
Guide learners to register or fill out online forms as well as offline through practical citizenship.
sessions. Learners can be guided to use created PDF or Word forms to practice 4. Personal development and
filling out forms offline. leadership.
B5.6.5.1.3. Demonstrate downloading of files (e.g. pictures, audio, pdf Subject Specific Practices
etc.). 1. Communication
Guide learners to download a file through practical session(s). 2. Software Manipulation Skill
development
24
SUB-STRAND 6: CUSTOMIZING YOUR BROWSER
SUBJECT SPECIFIC
CONTENT
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.
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.
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
B5.6.6.1.5. Identify cookies in web browsers.

Aid learners to recognize cookies in web browsers.
B5.6.6.1.6. Illustrate how to set disk space or cache usage.

Guide learners to set disk space or cache usage.
25
SUB-STRAND 7: ELECTRONIC EMAIL
SUBJECT SPECIFIC
CONTENT
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
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.
SUB-STRAND 8: INTERNET OF THINGS (IOT)

SUBJECT SPECIFIC
CONTENT
STANDARDS
COMPETENCES
B5.6.8.1. Demonstrate the use B5.6.8.1.1 Describe the purpose Internet of Things. 1. Creativity and innovation.
of Internet of Things (IoT) Guide learners to discuss the IoT in groups. 2. Communication and
collaboration.
B5.6.8.1.2. Give examples of Internet of Things with a consumer part and 3. Cultural identity and global
an industrial/business segment. citizenship.
Guide learners to give, explore and present in class examples of Internet of Things 4. Personal development and
with a consumer part and an industrial/business segment. leadership.
B5.6.8.1.3. Identify components of Internet of Things.
Guide learners to explore the components of the Internet of Things. e.g. Hardware,
Data, Software and Connectivity.
26
SUBJECT SPECIFIC
CONTENT
STANDARDS
COMPETENCES
B5.6.8.1. Demonstrate the use B5.6.8.1.4. Identify the role of smart sensors in the Internet of Things. Subject Specific Practices
of Internet of Things (IoT) Guide learners to the explore the role of smart sensors in the Internet of Things e.g. 1. Communication
Sensing and data collection capability such as climatic change (e.g. Electronic Doors, 2. Software Manipulation Skill
CONT’D RFID, CCTV camera, etc.), define at least five terms and acronyms of IoT. development
NB: This is to help the learner to fundamental knowledge of hardware such as
robots and sensors).
SUB-STRAND 9: DIGITAL LITERACY
SUBJECT SPECIFIC
CONTENT
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.
1.Communication
2. Phonics
3. Skill development
27
SUBJECT SPECIFIC
CONTENT
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.

1. Communication
2. Phonics
STRAND 7: HEALTH AND SAFETY IN USING ICT TOOLS

SUB-STRAND 1: HEALTH AND SAFETY IN USING ICT TOOLS
SUBJECT SPECIFIC
CONTENT
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.
1. Communication
28
BASIC 6
29
Basic 6
STRAND 1: INTRODUCTION TO COMPUTING
SUBJECT SPECIFIC
CONTENT
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.
B6.1.1.1.4 Demonstrate proper use of keyboarding technique.

Guide learners to type stories using Word Processor or typing tutorial (e.g. Mavis
Beacon) to improve typing speed
B6.1.1.1.5. Summarise the generation of computers (second generation

of computers.)
Group learners into groups. Guide them to summarise the generation of computers.
After, let them present their findings in groups to the class. eg. First generation,
Second generation, Third generation etc.
30
SUB-STRAND 2: INTRODUCTION TO MS-WINDOWS INTERFACE
(DESKTOP BACKGROUND AND LOCATIONS OF THE COMPUTER)
SUBJECT SPECIFIC
CONTENT
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.
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.
31
SUBJECT SPECIFIC
CONTENT
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.
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
B6.1.2.1.9. Demonstrate the use of Frequent Folders Section of the File

Explorer to access frequently used locations of the computer.
Guide learners to explore the use of Frequent Folders Section of the File Explorer
to access frequently used locations of the computer.
B6.1.2.1.10. Demonstrate the use of Recent Files Section of the File

Explorer to access frequently used files of the computer.
Guide learners to explore the use of Recent Files Section of the File Explorer to
access frequently used files of the computer.
32
SUBJECT SPECIFIC
CONTENT
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.
B6.1.3.1.5. Demonstrate how to manage users of the Desktop

Guide learners to brainstorm how to manage users of the Desktop. Use videos or
pictures that show how to manage users of the Desktop. Facilitate learners to do
same.
NB: This is to help the learner with fundamental principle of problem solving skills
and creativity in computing and computer science.
33
SUBJECT SPECIFIC
CONTENT
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
B6.1.3.1.9. Demonstrate data presentation in different forms.

Guide learners to write data in tables, pictures, charts, maps, words etc. as well as
type them in a Spreadsheet.
B6.1.3.1.10. Demonstrate how to store data.

Guide learners to use the tools stated above to store data in different formats.
eg. handwriting, phone recording, magnetic tapes, optical disc etc.
34
SUBJECT SPECIFIC
CONTENT
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.

1. Arithmetic
3. Communication
35
SUB-STRAND 4: TECHNOLOGY IN THE COMMUNITY

STANDARDS COMPETENCES
B6.1.4.1. Demonstrate the B6.1.4.1.1. Define communication. 1. Creativity and innovation.
use of Technology in the Put learners into groups, to discuss communication and present findings to the class. 2. Communication and
community. collaboration.
B6.1.4.1.2. Identify three more technological tools for communication in 3. Cultural identity and global
the community. citizenship.
Guide learners to mention and describe the importance of technology in 4. Personal development and
communication leadership.
B6.1.4.1.3. Demonstrate communication with others.
Guide learners to demonstrate communication (explain how communication is done Subject Specific Practices
via TV, radio, phone call, satellite etc.). 1.Communication
2. Phonics
B6.1.4.1.4. Identify three more importance of technology in 3. Skill development
communication.
Guide learners to mention the importance of technology in communication
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).
36
SUB-STRAND 1: INTRODUCTION TO MS-POWERPOINT
SUBJECT SPECIFIC
CONTENT
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).
37
SUB-STRAND 1: INTRODUCTION TO MS-POWERPOINT

COMPETENCES
B6.3.1.1. Illustrate the use B6.3.1.1.1. Demonstrate how to use the File menu and Insert, Design, and 1. Creativity and innovation
of word processing Layout Ribbons from B5. 2. Communication and collaboration
application Guide learners to use File menu, Insert, Design and Layout Ribbon. 3. Cultural identity and global
citizenship
B6.3.1.1.2 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.
B6.3.1.1.3 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
applications (word processing).
38
STRAND 5: PROGRAMMING AND DATABASES
SUB-STRAND 1: INTRODUCTION TO DATABASES, ALGORITHM AND PROGRAMMING. LANGUAGES
(e.g. MS- EXCEL, SCRATCH, VB DOT NET ETC.)

COMPETENCES
B6.5.1.1. Demonstrate how B6.5.1.1.1 Describe Databases. 1. Creativity and innovation.
to manipulate data in Guide learners through discussion in groups, to list and describe databases. 2. Communication and
Databases collaboration.
B6.5.1.1.2 Identify databases and data structures. 3. Cultural identity and global
Guide learners to identify databases structures. ie. database structure is the citizenship.
collection of record type and field type definitions that comprises of the database. 4. Personal development and
leadership.
B6.5.1.1.3. Explain Fundamental Database concepts. 5. Digital literacy.
Guide learners apply the fundamental database concepts to a sample database in a
class discussion Subject Specific Practices
1.Skill development
B6.5.1.1.5. Describe the basics of Relational Data model. 2. Communication
Lead learners to describe the basics of Relational Data model. ie. rows and columns
B6.5.1.1.6. Identify the basics of logical Database Design.

Guide learners to list the basics of logical database design and develop sample
database design.
B6.5.1.1.7. Illustrate basics of relational algebra.

Guide learners apply the basics of relational algebra in a sample database.
39
SUBJECT SPECIFIC
CONTENT
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,
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.
40
SUB-STRAND 2: INTRODUCTION TO ELECTRONIC SPREADSHEET
(TABS AND RIBBONS MANIPULATION)
SUBJECT SPECIFIC
CONTENT
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.
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
B6.5.3.1.4. Modify an MS-Excel worksheet.

Guide learners to modify worksheet by adding the age of learners in the class to the
list of learners created in an earlier class.
B6.5.3.1.5 Modify the appearance of data within a worksheet.

Show examples of modified data in (a) worksheet(s), either on projected screens or
pictures. Guide learners to modify the appearance of data within a worksheet.
41
SUBJECT SPECIFIC
CONTENT
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.
applications (Electronic spreadsheet application).
42
STRAND 6: INTERNET AND SOCIAL MEDIA
SUB-STRAND 1: NETWORK OVERVIEW
SUBJECT SPECIFIC
CONTENT
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.
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.
B6.6.1.1.3. Identify data duplication.

Display list of names of learners on the board and ask them to identify the
duplicated data.
B6.6.1.1.4. Outline what one needs to connect to the Internet.

Encourage learners to bring any device or pictures of devices that are needed. eg.
desktop computers, Laptop computers, Mobile phones, etc.
NB: This is to help the learner with fundamental principle of problem

43
SUB-STRAND 2: WEB BROWSERS AND WEB PAGES
SUBJECT SPECIFIC
CONTENT
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.
B6.6.2.1.3. Illustrate using help button.

Guide learners to do an activity you have not tackle in class and ask them to use the
help button to navigate and find the steps involved. Guide learners to carry out the
stated steps.
B6.6.2.1.4. Recognise internet explorer speed keys.

Ask learners to use the speed keys to open a new browser, make font size bigger in
a browser, etc.

44
SUBJECT SPECIFIC
CONTENT
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.
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.
B6.6.2.1.7. Show how to find items on a page. Subject Specific Practices

Guide learners to search for items using the search textbox 1.Skill development

solving skills and creativity in computing and Computer Science.
45
SUB-STRAND 3: SURFING THE WORLD WIDE WEB

B6.6.3.1. Demonstrate B6.6.3.1.1. Recognize resource locators (URLs). 1. Creativity and innovation.
Surfing The World Wide Guide learners to identify what URLs is. Group learners into groups of five or less, 2. Communication and collaboration
Web to explore on how to recognise URLs so as to aid learners to locate a resource on 3. Cultural identity and global
the web. citizenship.
B6.6.3.1.2. Illustrate how to jump directory to URLs. leadership.
Give learners a project on how to jump directory to URLs. 5. Digital literacy.
B6.6.3.1.3. Demonstrate how to return to a URL. Subject Specific Practices

Guide learners to investigate how to return to a URL. 1.Skill development
B6.6.3.1.4. Show how to find items on a page.

Guide learners to discuss on how to find items on a page. Guide learners present
their ideas or findings to class.
B6.6.3.1.5. Illustrate how to print pages.

Guide learners on how to print pages e.g. selected pages, only selected pages etc.

solving skills and creativity in computing and Computer Science.
46
SUB-STRAND 4: FAVOURITE PLACES AND SEARCH ENGINE

B6.6.4.1. Demonstrate B6.6.4.1.1. Show how to create a favourite link. 1. Creativity and innovation.
searching for information on Guide learners to create an Internet favourite link. 2. Communication and collaboration
the Web. 3. Cultural identity and global
B6.6.4.1.2. Demonstrate deleting favourite links. citizenship.
Guide learners to delete a favourite link they have created. 4. Personal development and
leadership.
B6.6.4.1.3. Create favourite folder. 5. Digital literacy.
Guide learners to create a favourite folder or subfolder. Help learners by aiding
them through the necessary steps to create a favourite folder. Subject Specific Practices
1.Skill development
B6.6.4.1.4. Use the links toolbar and Favourite Places.
Guide learners to use the links toolbar.

47
SUB-STRAND 5: USING ONLINE FORMS

STANDARDS AND CORE COMPETENCES
B6.6.5.1. Demonstrate the B6.6.5.1.1. Demonstrate the types and uses of form elements. 1. Creativity and innovation
Usage of Forms Explore the uses of check boxes, radio buttons, textboxes etc. 2. Communication and collaboration
3. Cultural identity and global citizenship
B6.6.5.1.2. Demonstrate the filing of forms offline. 4. Personal development and leadership
Guide learners to open and save a page. Lead them to fill the forms offline. 5. Digital literacy.
B6.6.5.1.3. Demonstrate uploading of files. Subject Specific Practices

Lead learners to explore the upload button by adding pictures, audio, pdf etc. 1.Skill development
B6.6.5.1.4. Illustrate retrieving text, pictures, sounds and programs.

Lead learners to explore the download button by downloading pictures, audio, pdf
etc.
B6.6.5.1.5. Discuss more about security on the form submission.

Guide learners to Investigate and identify security issues when typing account details
online (Antivirus, Credit card details, personal passwords etc.)
NB: This is to give a foundation to the learner in computing and

computer science which is more concerned with uses of and development
of programming together with fundamental principles of problem-solving
and creativity.
48
SUB-STRAND 6: CUSTOMIZING YOUR BROWSER

B6.6.6.1. Show how to B6.6.6.1.1. Identify reasons for customising a web browser. 1. Creativity and innovation
Customize a Browser Discuss the reasons needed for customising an item (i). to gain access to quick 2. Communication and collaboration
commands or information (ii) for side by side browsing (iii) for beautifications 3. Cultural identity and global citizenship
4. Personal development and leadership
B6.6.6.1.2. Illustrate how to set themes. 5. Digital literacy.
Explore on customisation , locate the more settings , Under appearance
B6.6.6.1.3. Show how to customise the toolbar. 1. Communication
Lead learners to explore in customising a browser… e.g. themes, wallpaper, tools 2. Skill development
etc.
B6.6.6.1.4. Set bookmarks.

Demonstrate the meaning of bookmarks - Bookmarks, makes you save shortcuts to
your favourite webpages and navigate to them in seconds from anywhere.
B6.6.6.1.5. Show how to set cookies demonstrate the steps in turning on

cookies in a browser.
Guide learners to turn on cookies in a browser :
1. From the Tools menu, select Internet Options and enable session cookies,
click the Privacy tab.
2. From the Settings section of the tab, click Advanced.
NB: Locate and click the checkbox next to Always allow session cookies.
49
SUB-STRAND 7: ELECTRONIC EMAIL
SUBJECT SPECIFIC
CONTENT
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
B6.6.7.1.3. Demonstrate how to delete messages. leadership
Guide leaners to delete email messages. 5. Digital literacy.
B6.6.7.1.4. Illustrate filing of e-mail messages. Subject Specific Practices

Guide learners to create folders in the Inbox and sorting emails into them 1. Skill development
2. Communication
B6.6.7.1.5. Create address list.
Guide learners to create an address list
B6.6.7.1.6. Demonstrate attaching files to e-mail messages.

Guide learners to attach files to email
B6.6.7.1.7. Demonstrate some e-mail tips.

Assist learners in writing email using techniques as NOT writing in caps. Check the
extension of files before downloading and use the subject line for summary etc.
NB: This is to help the learner with the fundamental skills of creativity in computing
and computer science.
50
SUB-STRAND 8: INTERNET OF THINGS (IOT)

B6.6.8.1. Demonstrate the B6.6.8.1.1. Describe other hardware used in IoT Internet of Things. 1. Creativity and innovation
use of Internet of Things Guide learners to discuss the IoT hardware in groups. 2. Communication and collaboration
(IoT) 3. Cultural identity and global
B6.6.8.1.2. Give more examples of internet of things with a consumer citizenship
part and an industrial/business segment. 4. Personal development and leadership
Guide learners to list at least five gadgets used for IoT (e.g. Nest Smart Thermostat, 5. Digital literacy.
Samsung SmartThings Hub, August Smart Lock, etc.)
B6.6.8.1.3. Mention at least five more terms and acronyms of IoT . 1. Communication
Guide learners to describe IoT use. 2. Skill development
NB: This is to help the learner to fundamental knowledge of hardware

such as robots and sensors).
51

B6.6.9.1. Demonstrate B6.6.9.1.1. Demonstrate how to handle private and personal information. 1. Creativity and innovation
proficiency in Digital Guide learners on how not post detailed personal information online. 2. Communication and collaboration
Literacy 3. Cultural identity and global
B6.6.9.1.2. Devise various techniques on how to protect oneself from citizenship
online identity theft. 4. Personal development and leadership
Guide learners to use strong passwords or passphrases in online sites, etc. 5. Digital literacy.
B6.6.9.1.3. Debate a spam and solicited messages. Subject Specific Practices

Guide leaners to differentiate spam from solicited messages. 1. Skill development
2. Communication
B6.6.9.1.4. Differentiate between virtual friends and real friends.
Guide leaners to characterise virtual and real friends
52
SUB-STRAND 10: INTERNET ETIQUETTE

B6.6.10.1. Demonstrate the B6.6.10.1.1. Explain Internet etiquette and how to deal with it. 1. Creativity and innovation
application of Internet Guide learners to explain Internet etiquette and elaborate on some rules associated 2. Communication and collaboration
Etiquette with it 3. Cultural identity and global
citizenship
B6.6.10.1.2. Investigate on the responsible use of computers. 4. Personal development and
Guide learners to investigate on the responsible use of computers. leadership
i. Information privacy 5. Digital literacy.
ii. Copy right.
Hardware, Software and information theft Subject Specific Practices
1. Communication
53
STRAND 7: HEALTH AND SAFETY IN USING ICT TOOLS
SUB-STRAND 1: HEALTH AND SAFETY IN USING ICT TOOLS
SUBJECT SPECIFIC
CONTENT
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
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.
1. Communication
54
COMPUTING SUBJECT PANEL MEMBERS AND REVIEWERS
NAME INSTITUTION
Writing panels
Dr Kofi Ayebi-Arthur (Lead) College of Education, UCC
Mr Frank Appoh NaCCA
Mr Callistus Nakpih College of Education, UCC
Mr Mark Anibrika Wesly Grammer School
Samuel Kwame Arthur Achimota School
Expert Reviewers
Dr Patrick Ohemeng Gyaase Dep’t of Computer Science, CUC
Mr Clifford Osei-Afriyie Kofi Annan ICT Centre
Mr Francis Avugbey MoE, Head of ICT (Retired)
Curriculum Adviser
Supervisors
55
REPUBLIC OF GHANA
FRENCH
(BASIC 1 - 6)
SEPTEMBER 2019

French Curriculum for Primary Schools

P. O. Box CT PM 77
Cantonments
Accra
Telephone: 0302909071, 0302909862
ii
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!

iii
TABLE OF CONTENTS
FOREWORD .......................................................................................................................................................................................................................... III

RATIONALE FOR FRENCH EDUCATION .............................................................................................................................................................................. VIII
PHILOSOPHY ...................................................................................................................................................................................................................... VIII
PHILOSOPHY OF TEACHING THE FRENCH LANGUAGE ...................................................................................................................................................... VIII
PHILOSOPHY OF LEARNING THE FRENCH LANGUAGE ......................................................................................................................................................... IX
GENERAL AIM ....................................................................................................................................................................................................................... IX
SUBJECT AIMS ....................................................................................................................................................................................................................... X
CORE COMPETENCES ............................................................................................................................................................................................................ X
LEARNING DOMAINS (EXPECTED LEARNING BEHAVIOURS) ................................................................................................................................................ XI
VALUES: ............................................................................................................................................................................................................................. XIV
ASSESSMENT ..................................................................................................................................................................................................................... XIV
SUGGESTED TIME ALLOCATION ......................................................................................................................................................................................... XV
PEDAGOGICAL APPROACHES ............................................................................................................................................................................................. XV
LEARNING-CENTRED PEDAGOGY ...................................................................................................................................................................................... XVI
INCLUSION ........................................................................................................................................................................................................................ XVI
DIFFERENTIATION AND SCAFFOLDING ............................................................................................................................................................................ XVII
INFORMATION COMMUNICATIONS TECHNOLOGY ........................................................................................................................................................ XVIII
ORGANISATION OF THE CURRICULUM ..............................................................................................................................................................................XIX
CURRICULUM REFERENCE NUMBERS ................................................................................................................................................................................XIX
SCOPE AND SEQUENCE .......................................................................................................................................................................................................XX
BASIC 4 .................................................................................................................................................................................................................................. 1
STRAND 1: L’IDENTITE ........................................................................................................................................................................................................... 2
iv
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
v
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 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 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
Philosophy of teaching the French language

The philosophy of teaching French is based on the task-based approach of teaching and learning.
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)
Philosophy of Learning the French Language

French language learning was originally considered a cognitive matter, mainly involving memorization. It was later thought to be socio-cognitive. This means it could
be learned through the process of social interaction. Today, however, the dominant techniques of learning the French language are through the task-based,
communicative as well as functional approaches. At this level, we propose the task-based approach which puts the learner in real-life language learning situations,
but which equally includes the some of the major characteristics the communicative approach.
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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:
1. understanding and responding to basic spoken and written French,

2. reading and writing simple messages and texts in French,
3. attaining the basic linguistic skills for further learning of French in subsequent phases of their education.
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
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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.
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.
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,
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.
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.
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.
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:
ii. Perseverance:

Willingness to change opinion in the face of more plausible evidence

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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.
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.
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
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.
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.

Two periods a week, consisting of thirty minutes each, is allocated to the teaching of French at the Upper Primary level.
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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 use of Information Communications Technology (ICT) as a pedagogical tool.
 use questioning techniques that promote deepen learning
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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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 meaningful because it aligns with learners’ ability (e.g. learning that is oriented towards developing general capabilities and solving the
 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
 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
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:

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.
xvii
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.

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:B2.4.2.3.1
B2 Year Or Class
4. Strand Number
2. Sub-Strand Number
3. Content Standard Number
1. Learning / Performance Indicator Number
Strands are the broad areas/sections of the subject content to be studied.
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
xviii
SCOPE AND SEQUENCE
STRANDS SUB-STRANDS CONTENT STANDARDS B4 B5 B6
1. Saluer et prendre congé Compréhension Orale
Production Orale
√ √ √
1 L’identité Compréhension Écrite
Production Écrite
2. Se présenter Compréhension Orale
Production Orale
√ √ √
Compréhension Écrite
Production Écrite
3. Présenter quelqu’un Compréhension Orale
Production Orale
√ √ √
Production Écrite
4. Décrire quelqu’un Compréhension Orale
Production Orale
√ √ √
Production Écrite
5. Décrire la famille et les liens Compréhension Orale

familiaux
√ √ √
Production Orale
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Production Écrite
2 Parler de son 1. Parler de sa maison Compréhension Orale

environnement
Production Orale
√ √ √
Production Écrite
2. Parler de son école Compréhension Orale
Production Orale
√ √ √
Production Écrite
STRANDS SUB-STRANDS CONTENT STANDARDS B4 B5 B6
3 Exprimer ses goûts et 1. Dire ce que l’on aime Compréhension Orale

ses préférences
Production Orale
√ √ √
Production Écrite
2. Dire ce que l’on n’aime pas Compréhension Orale
Production Orale
√ √ √
Production Écrite
√ √ √
1. Compter et faire des calculs simples Compréhension Orale
xx
Production Orale
Production Écrite
4 Les activités 2. Demander et donner l’heure Compréhension Orale
Production Orale
√ √ √
Production Écrite
3. Parler des jours de la semaine Compréhension Orale
Production Orale
√ √ √
Production Écrite
4. Situer les mois et les saisons dans le Compréhension Orale

temps
Production Orale
√ √ √
Production Écrite
5. Entrer en contact par téléphone Compréhension Orale
Production Orale
√ √ √
Production Écrite
6. Inviter quelqu’un et accepter une Compréhension Orale

invitation √ √ √
Production Orale
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Production Écrite
7. Identifier les professions et les Compréhension Orale

métiers
Production Orale
√ √ √
Production Écrite
8. Demander et expliquer la position Compréhension Orale

des personnes ou des objets les uns
par rapport aux autres Production Orale
√ √ √
Production Écrite
9. Donner et répondre à des ordres Compréhension Orale
Production Orale
√ √ √
Production Écrite
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BASIC 4
1
Basic 4
Strand 1: L’identité
Sub – Strand 1 : (Saluer et prendre congé)

STANDARDS PRACTICES AND
CORE
COMPETENCES
B4.1.1.1.1 B4.1.1.1.1 - Communication and

(Saluer et prendre Écouter/Regarder et comprendre un document audio-visuel dans lequel deux personnes collaboration
congé) se saluent
- Critical thinking
Ex.
Compréhension
- Deux personnes se saluent à la maison/à l’école/au marché/à l’hôpital/etc. - Creativity and innovation
Orale
- Chercher des documents audio ou audio-visuel
- (sur YouTube, Collection ‘Chantez plus fort’, etc.) - Cultural identity and
global citizenship
Production orale
B4.1.1.2.1 - Personal development
Compréhension Saluer et répondre oralement aux salutations en respectant le code et les valeurs sociaux and leadership
Écrite Ex. - Digital literacy
- Bonjour, Kofi.
- Bonjour, Ama. Comment vas-tu ?
Production - Je vais bien, et toi ?
Écrite - Au revoir, Kofi. A bientôt !
- Au revoir, Ama.
- Bonjour, Madame Owusu.
- Bonjour, Kofi. Comment ça va ?
- Ça va bien, merci. Et vous ?
- Ca va. Au revoir. À demain.
- Au revoir, Madame.
2
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
3
Sub–Strand 2 : Se présenter

CORE COMPETENCES
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...
Quelle est ta/votre...

 nationalité ?
je suis ghanéen/ghanéenne...
Jeu de rôle : Deux personnes se présentent :

- Bonjour, Je m’appelle Atsu, et toi, comment tu t’appelles ?
- Moi, je m’appelle Juliette.
- Qui est-ce ? C’est … ?
- C’est mon ami Jean.
4
CORE COMPETENCES
B4.1.2.2 B4.1.2.2 : -Se présenter à quelqu’un - Communication and

Ex.: collaboration
(Se présenter)
- Deux élèves se présentent en donnant: nom, prénom, nationalité :
- Critical thinking
Compréhension - Je m’appelle Baba Seidu. Mon nom c’est Seidu et mon prénom c’est Baba. Je
Orale suis ghanéen. - Creativity and innovation
- Moi, je m’appelle Amina. Je suis ghanéenne.
- Cultural identity and
Production global citizenship
Orale B4.1.2.3.1 : Lire et comprendre un texte simple dans lequel quelqu’un se présente
- Personal development
Ex. :- Complétez un texte
- Répondre à 3 questions simples sur le texte lu.
Écrite - Digital literacy
Production B4.1.2.4.1 : - Écrire à un correspondant ; donner son nom, son prénom, sa nationalité
Écrite Ex. : Cher/Chère correspondant(e)
Je m’appelle ……………
- Donner son nom, son prénom, sa nationalité, Écrire une carte postale à son
ami(e)/correspondant(e) pour se présenter.
Dessiner une carte d’identité et la remplir avec les informations requises.
5
Sub–Strand 3 : Présenter quelqu’um

CORE COMPETENCES
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.
B4.1.3.3.1 : Lire et comprendre un texte simple dans lequel on présente quelqu’un

Ex. 1:- Exercices d’identification de personnalités (photos de personnalités)
Production
Ex. 2 :- Lire une carte postale qui présente quelqu’un et répondre à des questions
Écrite
simples sur le texte lu.
B4.1.3.4.1 : - Écrire une note pour présenter quelqu’un
Ex. : Cher amis, je vous présente Baba Yaro. Il est nigérian. Etc.
Dessiner une carte d’identité et la remplir avec les informations requises.
6
Sub– Strand 4: (Décrire quelqu’un)

CORE COMPETENCES
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
B4.1.4.4.2 : Écrire une carte postale pour se décrire physiquement à un/un(e)

ami(e)
B4.1.3.4.3 : Écrire une courte carte postale pour décrire un/une ami(e),
7
Sub-Strand 5: Décrire la famille et les liens familiaux

CORE COMPETENCES
(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
familiaux) Ex.:
global citizenship
- Internet etc.
B4.1.5.2.1 : Poser et répondre à des questions sur les membres d’une famille nucléaire
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
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
8
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.
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
Écrite
Production
Écrite
9
STRAND 2 : PARLER DE SON ENVIRONNEMENT
SUB-STRAND 1 : Parler de sa maison

CORE COMPETENCES
(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.
Compréhension B4.2.1.2.1 : Demander à quelqu’un de nommer un objet de la maison - Critical thinking

Orale Ex.
- Dessiner un objet de la maison et demander à son camarade de le nommer
- Montrer un objet de la maison et demander à son camarade de le nommer
- Jeu : ‘La chasse au trésor’ (sur site internet)
Production
Orale
B4.2.1.2.2 : Réciter des poèmes, chanter des chansons sur des objets de la maison - Cultural identity and
- Documents sur YouTube, etc. sur les objets, etc. global citizenship
Compréhension B4.2.1.3.1 : Identifier les pièces etles objets de la maison
Écrite
- Activités :
- Chasser l’intrus, exercice d’appariement, etc. - Personal development
- nommer les objets de la maison à partir des images. and leadership
Production
Écrite B4.2.1.4.1 : Ecrire, dessiner et colorier des objets de la maison
Ex. - Digital literacy
- A l’aide de dessins ou images, compléter des noms d’objets/pièces de la
maison avec les lettres manquantes
- A l’aide d’images d’une maison, libeller les objets et pièces de la maison par
leurs noms
10
SUB-STRAND 2 : Parler de son école

CORE COMPETENCES
(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
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
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
11
CORE COMPETENCES
(Parler de son B4.2.2.2.2 - Communication and

école) - Poser et répondre à des questions simples sur des endroits de l’école collaboration
Ex. la cantine, le terrain de sport, la salle des professeurs, le bureau du directeur, la

Compréhension bibiothèque, etc. - Critical thinking
Orale - A l’aide de dessins ou d’images, libeller les différentes endroits ou objets d’une
école.
Production
B4.2.2.2.3 : - Réciter des poèmes, chanter des chansons sur les objets de la classe
Orale
- Apprendre et chanter des chansons surYouTube sur l’école.
- Dans mon cartable, il y a …
global citizenship
Compréhension
Écrite B4.2.2.3.1 : Lire et comprendre des textes simples accompagnés d’images sur les objets
de l’école - Personal development
- Créer/chercher des textes sur les objets de l’école and leadership
Production
Écrite
B4.2.2.4.1 : A l’aide d’images compléter les noms des objets de l’école par les lettres
manquantes - Digital literacy
Ex. A_RDO_SE = ARDOISE
12
STRAND 3 : Exprimer ses goûts et ses préférences
SUB-STRAND 1 : Dire ce que l’on aime

CORE COMPETENCES
(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
- Un dialogue enregistré, des chansons, des poèmes, etc.

Compréhension - Qu’est-ce que tu aimes ? - Critical thinking
Orale - J’aime le football, la lecture, le fufu, etc
- Quel sport aimes-tu ?
- J’aime le basketball. - Creativity and innovation
Production - Quelle matière aimes-tu ?
Orale - J’aime le français/les mathématiques/les sciences/etc.
- Tu aimes les animaux ? - Cultural identity and
- Oui, j’aime les animaux./J’aime le chien et la chat. global citizenship
Compréhension
B4.3.1.2.1 : Poser et répondre à des questions sur les goûts
Écrite
Ex :
- Questions et réponses entre un parent et son enfant
and leadership
Production B4.3.1.2.2 : Dire ce que l’on aime
Écrite
- Jeu : Boîte à secret (Les étiquettes) - Digital literacy
- Exemple :
- Le professeur distribue des photos (sur les animaux, les sports, les couleurs,
etc.) et les élèves choisissent et disent ce qu’ils aiment
13
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.
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
global citizenship
Compréhension
Écrite
and leadership
Production
Écrite
- Digital literacy
14
SUB-STRAND 2: Dire ce que l’on n’aime pas

CORE COMPETENCES
(Dire ce que l’on B4.3.2.1.1 - Communication and

n’aime pas) Écouter/Regarder et comprendre un document audio-visuel sur les goûts de quelqu’un collaboration
sur les fruits, les animaux, les couleurs
Ex. :- Qu’est-ce que tu n’aimes pas ?
Je n’aime pas le football/la lecture/le fufu, etc
Orale
- Quel sport aimes-tu ?
- Je n’aime pas le basketball. - Creativity and innovation
Production - Quelle matière détestes-tu ?
Orale - Je déteste le français/les mathématiques/les sciences/etc.
- Tu aimes les animaux ? - Cultural identity and
- Non, je déteste les animaux. global citizenship
Compréhension
Écrite B4.3.2.2.1
Poser et répondre à des questions sur les goûts
and leadership
B4.3.2.2.2
Production
- Dire ce que l’on n’aime pas
Écrite
B4.3.2.3.3 - Digital literacy
- Enumérer ce qu’on aime et ceque 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
15
STRAND 4: Les activités
SUB-STRAND : Compter et faire des calculs simples

CORE COMPETENCES
(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…
Orale Trois plus quatre…,
- C’est combien ?, etc.
- C’est… Ca fait… Le total est…..
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)
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
16
SUB-STRAND : Compter et faire des calculs simples

CORE COMPETENCES
(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
17
SUB-STRAND 2: Demander et donner l’heure

CORE COMPETENCES
(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)
18
CORE COMPETENCES
(Demander et B4.4.2.3.1 : Lire et comprendre l’heure qu’il est - Communication and

donner l’heure) - Exemple : collaboration
- Des affiches, des annonces sur les horaires de transports publics (routier, ferroviaire,
Compréhension maritime, aérien)
Orale - - Critical thinking
B4.4.2.3.2
- - Indiquer l’heure qu’il est en changeant les aiguilles d’une horloge
Production
Orale
B4.4.2.4.1 : Écrire son emploi du temps de la journée
 Se référer à l’indicateur
 Ce que l’on fait à certains moments de la journée - Cultural identity and
Compréhension
(matin, midi, après-midi, soir) global citizenship
Écrite
À l’aide d’images des activités de la journée et des cadrans indiquant l’heure de ces
activités, guider les élèves à parler de leur emploi du temps.
Production
A l’aide des vidéos sur YouTube, guider les apprenants à parler de comment ils passent and leadership
Écrite
leur journée.
Regarder/Chanter des chansons sur YouTube sur les activités quotidiennes.
- Digital literacy
Ex.:
Le matin à cinq heures et demie, je me lève. … à midi, c’est la récréation, etc.
19
SUB-STRAND 3: Parler des jours de la semaine

CORE COMPETENCES
(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
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.
B4.4.3.2.2 : Dire ce que l’on fait chaque jour de la semaine

 Guidés des images, les élèves disent ce qu’ils font à un jour de la semaine. - Personal development
Production
Ex: and leadership
Écrite
- Lundi, je vais à l’école
- Mardi, je vais à l’école, etc.
- Vendredi, je vais à la mosquée, etc. - Digital literacy
- Samedi, je vais jouer.
- Dimanche, je vais à l’église.
Etc.
B4.4.3.2.3
Réciter des poèmes ou chanter des chansons sur les jours de la semaine
20
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
Mardi Français Twi

Production
Orale Mercredi Etc.
Jeudi
Compréhension Vendredi global citizenship
Écrite
Samedi
Dimanche - Personal development

Production
and leadership
Écrite
- Lundi, nous avons l’anglais, les mathématiques, les sciences
B4.4.3.5 : Ecrire ce que l’on fait chaque jour de la semaine

- Digital literacy
 À partir d’un emploi du temps, les élèves écrivent quel jour ils font certaines
matières.
Ex:
- A partir du tableau, dites quel jour vous faites les matières suivantes?
- Mercredi, nous avons….
B4.4.3.4.1 : Ecrire une carte postale à un(e) ami(e) pour lui raconter comment on passe
sa journée.
B4.4.3.4.2 : Remplir un emploi du temps vierge avec des rubriques comme jour, matière,
heure.
21
SUB-STRAND 4 : Situer les mois et les saisons dans le temps

CORE COMPETENCES
(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:
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
B4.4.4.2.4 Situer un événement/une action dans un mois de l’année

Ex : le Noël est en décembre, le Nouvel an commence en janvier, l’indépendance du
Ghana est en mars, etc.
22

CORE COMPETENCES
(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.
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
23
SUB-STRAND 5: Entrer en contact par téléphone

CORE COMPETENCES
(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… ?
Compréhension Il /Elle est là ?
global citizenship
Écrite Oui, il /Elle est là. Ne quittez / coupez pas, je vous le/la passe.
B4.4.5.2.1 Simuler la conversation téléphonique entre deux interlocuteurs

Production
B4.4.5.2.2 Se présenter au téléphone and leadership
Écrite
Ex:
Appeler son ami(e) pour lui présenter son professeur de français.
- Digital literacy
B4.4.5.3.1Lire et comprendre un dialogue court d’une conversation téléphonique
Ex:
Conversations en bulles avec assez d’images
B4.4.5.4.1 Échanger des petits messages écrits par téléphone

Ex:
24
SUB-STRAND 6: Inviter quelqu’un et accepter une invitation

CORE COMPETENCES
(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
B4.4.6.2.2 - Digital literacy

- Accepter/refuser une invitation
- Avec plaisir.
- Oui, je suis libre.
- Non, je suis désolé(e).
- Non, je ne peux pas.
- etc.
25
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
B4.4.6.4.1Lire et comprendre une lettre ou une carte d’invitation

Ex : Une simple carte ou un message d’invitation d’un ami, de la famille, des journaux, etc. - Creativity and innovation
Production
Orale
B4.4.6.4.1Écrire une lettre ou carte d’invitation - Cultural identity and
Ex: global citizenship
Compréhension Préparer une carte d’invitation pour un anniversaire, une surprise partie, une sortie au
Écrite cinéma ou à la plage, un concours un jeu, etc.
and leadership
Production
Écrite
- Digital literacy
26
SUB-STRAND 7: Identifier les professions et les métiers

CORE COMPETENCES
(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.
B4.4.7.4.1Écrire ce que font des personnes qui exercent différents professions et

métiers
Ex:
Les élèves écrivent sous les images des petites phrases qui décrivent ce que font
les gens. Cela peut être des phrases à associer aux images aussi
27
SUB-STRAND 8:Demander et expliquer la position de personnes ou d’objets les uns par rapport

CORE COMPETENCES
(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.
B4.4.8.2.2 Indiquer à quelqu’un la position d’un objet - Cultural identity and

Production
Ex : global citizenship
Orale
- Le cahier est dans le salon, etc.
- La chaise est à côté de l’armoire.
Compréhension B4.4.8.3.1Situer sur une carte de la ville, la position des lieux publics - Personal development
Écrite Ex: and leadership
- La banque se trouve derrière l’école.
- Mon école se trouve derrière la Banque Centrale.
Production - Le musée d’Arts se trouve au bord de la mer. - Digital literacy
Écrite - Etc.
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)
28
SUB-STRAND 9: Donner et réagir à un ordre

CORE COMPETENCES
(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
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.
29
CORE COMPETENCES
(Donner et réagir à B4.4.9.3.1 Lisez et comprendre des ordres - Communication and

un ordre) collaboration
Ex:
Compréhension - Lisez un ordre et associez-le à une image correspondante
Orale - Lisez un ordre et faites l’action
- Critical thinking
B4.4.9.4.1 Écrire pour donner des ordres
Production
Ex: - Creativity and innovation
Orale
- Associez un ordre à l’image correspondante

Compréhension
global citizenship
Écrite
Production
and leadership
Écrite
- Digital literacy
30
BASIC 5
31
BASIC 5
STRAND 1: Définir les aspects de l’identité
SUB-STRAND 1 : Saluer et prendre congé

CORE COMPETENCES
(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.
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 ?
32
SUB-STRAND 2: Se présenter

CORE COMPETENCES
(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.
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).
33
SUB-STRAND 3: Présenter quelqu’un

CORE COMPETENCES
(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 ?
- 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.
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
34
SUB-STRAND 2: Présenter quelqu’un
CORE COMPETENCES
(Présenter B5.1.3.3.1 - Communication and

quelqu’un) Lire et comprendre la présentation d’un personnage dans un conte/un roman/une collaboration
nouvelle
Compréhension Ex; Extrait d’un conte
Orale - Critical thinking
B5.1.3.3.2
Lire et comprendre le portrait/biographie simple d’une personne
Production Ex: - Creativity and innovation
Orale Les élèves lisent le portrait ou la bibliographie et répondent à des questions en
remplissant par exemple, une fiche d’identité sur la personne concernée dans le portrait.
Compréhension B5.1.3.4.1 global citizenship
Écrite Écrire une carte postale à un(e) correspondant(e) pour lui présenter quelqu’un : âge,
profession/occupation, son adresse
Production - CChèr(e)Kofi/Ama. and leadership
Écrite Bonjour. Comment ça va ? Je te présent mon professeur de maths. Il s’appelle Ntow
Danso. Il a trente-huit ans. Il vient d Kumasi mais il habite ici à Wa. Etc.
- Digital literacy
35
SUB-STRAND 4: Décrire quelqu’un

CORE COMPETENCES
(Décrire quelqu’un) B5.1.4.1.1 Écouter/Regarder et comprendre un document sur la description d’une personne - Communication and
Ex: collaboration
Un document vidéo avec les image des parties du corps ou un document audio accompagné de
Compréhension photos ou d’ images des parties du corps, suivi des questions orales, par exemple, sur comment
est quelqu’un.
Orale - Critical thinking
B5.1.4.2.1 Poser et répondre à des questions sur une photo, une image d’une personne
Ex:
Production Jeu de rôle : Posez des questions à un ami pour lui demander comment est quelqu’un qu’il connait. - Creativity and innovation
Orale Par exemple : Ton ami, comment est-il ? Il est grand ou petit ? Il a beaucoup de cheveux ?
Comment est son nez ? etc.
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.
B5.1.4.3.1Lire et comprendre des textes simples qui décrivent des personnes

Production Des descriptions supportées d’images sur la description d’une personnalité, par exemple du Ghana. and leadership
Écrite On pose des questions (vrai/faux, compléter, etc.).
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.
36
SUB-STRAND 5: Décrire la famille et les liens familiaux

CORE COMPETENCES
(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
Compréhension - Utilisez des photos de famille.. - Critical thinking

Orale - Comment est ta famille ?
- Nous sommes six : mon, père, ma mère, mes deux frères, ma sœur et moi.
Comment est ta famille, petite ou large ? - Creativity and innovation
Production - Tu as des oncles et des tantes ?
Orale - Oui, j’ai deux oncles et trois tantes.
- Etc. - Cultural identity and
global citizenship
Compréhension B5.1.5.2.2- Présenter les membres de sa famille et donner leurs professions
Écrite Ex: Nous sommes six : mon, père, ma mère, mes deux frères, ma sœur et moi. Mon père
est mécanicien et ma mère est vendeuse. Moi, je suis étudiant à l’université,….. - Personal development
and leadership
B5.1.5.3.1-Lire et comprendre un texte simple sur les membres de la famille d’une
Production
personnalité publique
Écrite
Ex: la famille du président de la république - Digital literacy
B5.1.5.4.1-Dessiner l’arbre généalogique de sa famille et donner les liens de parenté et
les professions
B5.1.5.4.2-Décrire les membres de sa famille nucléaire et leurs professions
Ex: A l’aide d’une photo réelle, décrivez les membres de sa famille nucléaire et
leurs professions
37
SUB-STRAND 1: Parler de sa maison

CORE COMPETENCES
(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.
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)
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
38
SUB-STRAND 2 : Parler de son école

CORE COMPETENCES
(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.
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 :
39
STRAND 3: Exprimer ses goûts et ses préférences
SUB-STRAND 1 : Dire ce que l’on aime

CORE COMPETENCES
(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.
40
SUB-STRAND 2: Dire ce que l’on n’aime pas

CORE COMPETENCES
(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.
B5.3.2.3 Dire ce que l’on n’aime pas faire

Production
Ama aime l’école. Elle aime aller à l’école. and leadership
Écrite
J’aime les sports. J’aome faire des sports.
Mon père adore le fufu. Il aime manger du fufu.
J’aime la télévision. J’aime regarder la télé. - Digital literacy
B5.3.1.3.1- Lire et comprendre un texte simple sur quelques phénomènes de la nature
B5.3.1.4.1- Écrire des phrases sur ce que l’on aime et de ce que l’on n’aime pas.
41

CORE COMPETENCES
(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
B5.4.1.3.1Lire et comprendre les prix

Ex: A l’aide d’un catalogue, de petites annonces, des magazines etc., sur des ticket de bus, - Cultural identity and
Compréhension
de cinéma, etc. global citizenship
Écrite
- Combien coûte la robe ?
- Cela coûte trois pounds. - Personal development
Production
and leadership
Écrite B5.4.1.4.1 Faire des calculs simples à l’écrit avec des chiffes en lettres:
- vingt-deux plus septégalent vingt-neuf

- quatorze mois six égalent huit - Digital literacy
- huit divisés par deux égalent quatre
- trois fois trois font neuf
B5.4.1.4.2 Ecrire en lettres des chiffres proposés

Ex: 19=dix-neuf
42
SUB-STRAND 2: Demander et donner l’heure

CORE COMPETENCES
(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
43
CORE COMPETENCES
(Demander et -Le bus - Communication and

donner l’heure) Le bus part à midi. collaboration
Le bus part le soir.
Compréhension
Orale
-Message SMS : Écrire un texto à un camarade pour lui donner l’heure de départ du - Critical thinking
bus, du train, d’un rendez-vous, etc.
- les horaires des repas au restaurant, les heures des films au cinéma, les horaires des
Production programmes de télévision, etc. - Creativity and innovation
Orale
B5.4.2.2.2 Raconter ce que l’on fait à certaines heures de la journée.
Ex: le matin ; à midi ; le soir, la nuit, etc.
Compréhension B5.4.2.3.1Lire et comprendre l’agenda d’une personne global citizenship
Écrite Ex: L’agenda du ministre
10 h 30 – une réunion
13 h – Rencontre le président
Production 14 h – Dejeuner avec l’ambassadeur de France
and leadership
Écrite etc.
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.
44
SUB-STRAND 3 : Parler des jours de la semaine

CORE COMPETENCES
(Parler des jours de B5.4.3.1.1Écouter/Regarder et comprendre un document audio/audio-visuel - Communication and

la semaine) sur les jours de la semaine et collaboration
Ex:
Compréhension
-Poème
Orale
Bonjour Lundi ! Comment va mardi ! - Critical thinking
Très bien mercredi ! Si tu vois jeudi
Demande-lui de dire à vendredi.
Production Que j’irai samedi chez dimanche. - Creativity and innovation
Orale
-Chanson :
Si tu es né le lundi, lève-toi ! lève-toi !
La lalalalala - Cultural identity and
Compréhension
Si tu es né le mardi, lève-toi !lève-toi ! global citizenship
Écrite
-Demande d’information.
Par groupes de deux, les élèves posent et répondent aux questions. - Personal development
Production Aujourd’hui, c’est….,C’est….., Demain, c’est…., Je suis né le…. and leadership
Écrite Tu es né quel jour ? Quelle est la date d’aujourd’hui ?
Hier, c’était…
L’emploi du temps de la classe : - Digital literacy

Préparer un programme d’activité de la semaine.
Ex:
Jour Activité
Lundi Sciences,…
Vendredi
-Lire les programmes de la télé de la semaine

45
CORE COMPETENCES
(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.
Compréhension
global citizenship
Écrite
B5.4.3.3.1- Lire et comprendre un texte simple sur les activités d’une personne
dans la semaine.
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
46

CORE COMPETENCES
(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.
47
SUB-STRAND 5: Entrer en contact par téléphone

CORE COMPETENCES
(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
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
48
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
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.
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
B5.4.5.4.1 Envoyer des textos

Ex: des messages sur WhatsApp pour dire bonjour à un ami.
- Attendez s’il vous plait
49
SUB-STRAND 6:Inviter quelqu’un et accepter une invitation

CORE COMPETENCES
(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
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.
50
CORE COMPETENCES
(Inviter quelqu’un B5.4.6.3.1Lire et comprendre une lettre/une carte d’invitation - Communication and
invitation)
Compréhension
- Critical thinking
Orale

Production
Orale C’est une carte d’invitation pour quelle occasion ?
A quelle heure commence la célébrtion ? - Cultural identity and
A quelle heure finit la célébration. global citizenship
Compréhension
Écrite
Etc
and leadership
Production
Écrite
- Digital literacy
B5.4.6.4.1Écrire une carte postale ou une carte d’invitation

Ex : Modèle de carte postale ou de carte d’invitation
51

CORE COMPETENCES
(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
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
B5.4.7.4.1Ecrire ce que font des personnes qui exercent différents professions et

métiers
Ex: Un médecin soigne les malades.
Un professeur enseigne.
52
SUB-STRAND 8:Demander et expliquer la position des personnesou des objets les uns par rapport aux autres

CORE COMPETENCES
(Demander et B5.4.8.1.1Écouter/Regarder et comprendre un document audiovisuel et noter les - Communication and

expliquer la positions des personnes et des objets collaboration
position des
B5.4.8.2 Poser et répondre à des questions sur la position d’une personne ou d’un objet.
personnes ou des
A l’aide d’une photo de famille.
objets les uns par - Critical thinking
Ex: - Cet homme c’est ton père ?
rapport aux autres)
- Non c’est mon oncle ? Mon père est à côté de ma mère.
Compréhension - Et qui est devant a mère ?
Orale - C’est moi. - Creativity and innovation
B5.4.8.2.2 Indiquer à quelqu’un la position des objets à de maison.

Une photo d’une salle de séjour, une chambre à coucher, une cuisine, etc. - Cultural identity and
Production
Orale - La cuisinière est près de la porte. global citizenship
- La table est au milieu de la salle.
- Il y a un pot de fleur sur le téléviseur, - Etc.
Compréhension B5.4.8.3.1Situer sur une carte de la ville la position des lieux publics. - Personal development
Écrite and leadership
- une carte du centre-ville
- Où se trouve la banque
- En face de la pharmacie.
Production - Digital literacy
Écrite B5.4.8.4.1
Ecrire pour indiquer à quelqu’un où se trouve un objet dans un lieu
Ex: Ecrire une note pour indiquer à votre frère ou sœur l’endroit où vous avez
déposé un objet de la maison.
Salut Kofi,
La clé est dans la boîte à côté du vieux fauteuil.
Au revoir.
Ama
53

CORE COMPETENCES
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

Ex : Associez un ordre à l’image correspondante
54
BASIC 6
55
BASIC 6
STRAND 1: Définir les aspects de l’identité
SUB-STRAND 1: Saluer et prendre conge

CORE COMPETENCES
(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
Orale - Salut, Joe !
- Salut cher ami ! Comment ça va ?
- Ça va bien et toi.
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
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
56
SUB-STRAND 2: Se présenter

CORE COMPETENCES
(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
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
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
Écrite
and leadership
- Digital literacy
57
SUB-STRAND 3: présenter quelqu’un

CORE COMPETENCES
(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
B6.1.3.4.1 - Personal development

Écrire une carte postale à un/une correspondant(e) pour présenter quelqu’un en donnant and leadership
Production
sa date de naissance, son lieu de naissance, son numéro de téléphone
Écrite
- Digital literacy
58
SUB-STRAND 3: Décrire quelqu’un

CORE COMPETENCES
(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
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.
59
SUB-STRAND 4: Décrire la famille et les liens familiaux

CORE COMPETENCES
(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.
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
60
STRAND 2: Parler de son environnement
SUB-STRAND 1: Parler de sa maison

CORE COMPETENCES
(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
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
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.
61
SUB-STRAND: Parler de son école

CORE COMPETENCES
(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
B6.2.2.4.1 Créer des slogans, des publicités, des dépliants l’école.

Ex: BONJOUR ! J’AIME L’ECOLE! ET TOI ?
62
STRAND 3 : Exprimer ses goûts et ses préférences
SUB-STRAND 1: Dire ce que l’on

CORE COMPETENCES
(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.
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.
Ex2: - Personal development

Production
- Pourquoi tu aimes Kwame ? and leadership
Écrite
- J’aime Kwame parce qu’il est gentil/bon/respectueux/humble/aimable/sympa/etc.
- Pourquoi tu aimes Ama.
- J’aime Ama parce qu’elle est gentille/bonne/respectueuse/humble/aimable/sympa/ - Digital literacy
B6.3.1.2.2 Dire quels comportements l’on aime chez quelqu’un

Deux apprenants se posent des questions sur les caractères.
- Le/la professeur(e) est strict(e).
- Oui et il est discipliné
- Non, il/elle est gentil(le).
63
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
Production B6.3.1.1.1Écouter/Regarder et comprendre un document audio-visuel sur les

comportements que l’on aime ou que l’on déteste chez les gens - Creativity and innovation
Orale
B6.3.1.2.1Poser et répondre à des questions sur les mauvais comportements des gens
Ex: - Comment est ton voisin? - Cultural identity and
Compréhension
- Il a un mauvais comportement. global citizenship
Écrite
- c’est vrai ?
- Oui,, il est méchant. Il n’est pas du tout sympa.
- Et sa femme ? - Personal development
Production
- Elle aussi, elle a un mauvais comportement. Elles jettent des ordures partout. and leadership
Écrite
- Comment sont les gens de votre village ?
- Ils sont méchants. Ils ne sont pas accueillants. Ils ne sont pas hospitaliers.
Ex2: - Digital literacy
- Pourquoi tu n’aimes pas Kwame ?
- Je n’aime pas Kwame parce qu’il est méchant et il n’aime pas balayer.
- Pourquoi tu aimes Ama.
- J’aime Ama parce qu’elle est méchante, Elle parle trop.
64
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
Orale

Compréhension
global citizenship
Écrite
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.
65
STRAND 4 : Les activités
SUB-STRAND 1: Compter et faire des calculs simples

CORE COMPETENCES
(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
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.
66
CORE COMPETENCES
(Compter et faire B6.4.1.3.1 Lire et comprendre un inventaire - Communication and

des calculs simples) Ex: collaboration
- Des listes d’objets avec le nombre de chaque objet.
Compréhension
- Il y a combien de crayons en tout dans la boîte ?
Orale
- Il y a combien de chaises au total dans la classe? - Critical thinking
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
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.
67
CORE COMPETENCES
(Compter et faire -La multiplication - Communication and

des calculs simples) collaboration
Pour aller à l’école, je fais 2 kilomètres par jour.
Compréhension A la fin de la semaine, je fais combien de kilomètres ?
Orale
- Critical thinking
-La division
C’est le jour de Noël. Papa achète 20 paquets de biscuits. Partagez les paquets entre 5
Production
enfants. - Creativity and innovation
Orale
B6.4.1.4.1 Faire des calculs simples à l’écrit avec des chiffres en lettres

Compréhension
global citizenship
Écrite B6.4.1.4.2 Ecrire en lettres les chiffres
Ex:
- 6 = six
22 + 18 = quarante - Personal development
Production -
20 – 11 = neuf and leadership
Écrite -
- 15 x 3= Quarante-cinq
Ex: Faites les calculs suivants - Digital literacy
68
SUB-STRAND 2:Demander et donner l’heure

CORE COMPETENCES
(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.
69
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.
Production
and leadership
Écrite
- Digital literacy
70
SUB-STRAND 3: Parler des jours de la semaine

CORE COMPETENCES
(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
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
Production
and leadership
Écrite
- Digital literacy
71
SUB-STRAND 4: Situer les mois et les saisons dans le temps

CORE COMPETENCES
(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
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
72
SUB-STRAND 5: Entreren contact par telephone

CORE COMPETENCES
(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
Production B6.4.5.2.2 Présenter quelqu’un au téléphone - Creativity and innovation

Orale Ex: Présenter son ami e) à ses parents, un(e) ami(e), etc. par téléphone

Compréhension B6.4.5.3.1Lire et comprendre de petites conversations téléphoniques entre deux
global citizenship
Écrite personnes.
B6.4.5.4.1Échanger des textos ou des petits messages écrits par téléphone - Personal development
Production
and leadership
Écrite
- Digital literacy
73
SUB-STRAND 6: Inviter quelqu’un et accepter une invitation

CORE COMPETENCES
(Inviter quelqu’un B6.4.6.1.1Écouter/Regarder un document audiovisuel sur l’invitation. - Communication and

invitation)
B6.4.6.2.1Inviter quelqu’un au téléphone à manger manger ou à une fête
Compréhension
- Critical thinking
Orale B6.4.6.2.2 Dire pourquoi on accepte ou on refuse une invitation.
B6.4.6.3.1Lire et comprendre une lettre/une carte d’invitation. - Creativity and innovation

Production
Orale
B6.4.6.4.1Écrire une carte postale, un poster ou une carte d’invitation pour inviter des
personnes - Cultural identity and
global citizenship
Compréhension
Écrite Ex: Une invitation à votre prochaine anniversaire/au baptême de votre frère ou sœur/à
la fête de votre école.
and leadership
Production
Écrite
- Digital literacy
74

CORE COMPETENCES
(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.
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
and leadership
Production B6.4.7.4.1 Ecrire les professions ou métiers des membres de sa famille.
Écrite
- Digital literacy
75
SUB-STRAND 8:Demander et expliquer la position des personnesou des objets les uns par rapport aux autres
CORE COMPETENCES
(Demander et B6.4.8.1.1Écouter/Regarder et comprendre un document audiovisuel et prendre - Communication and

expliquer la note des positions des personnes et des objets. collaboration
position des
B6.4.8.2.1Poser et répondre à des questions sur la position d’une personne ou
personnes ou des
d’un objet. Ex:
objets les uns par - Critical thinking
rapport aux autres) - Où se trouve Kofi ? Kofi se trouve devant la télévision.
- Où se trouve la chaise ? La chaise se trouve sur la table.
Compréhension
Orale B6.4.8.2.2 Indiquer à quelqu’un la position d’un objet par rapport à une personne - Creativity and innovation
Ex:
- Kofi se trouve à droite de l’armoire.
Production - Ama se trouve derrière le bus. - Cultural identity and
Orale global citizenship
B6.4.8.4.1Situer sur une carte de la ville, la position des lieux publics
Ex: l’école, l’hôpital, le parc, le musée, l’église, la poste, l’université, la banque,
la mosquée, la gare, etc.
Compréhension - Personal development
Écrite La carte de ville d’une ville (Accra, Kumasi), etc. and leadership
- Le musée se trouve à gauche de la gare.
- L’église est/se trouve/est située en face/à côté du marché
Production - L’église se trouve en face de la poste. - Digital literacy
Écrite - La banque est à côté du marché.
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.
76

CORE COMPETENCES
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
Soulignez (Souligne) la bonne réponse

Production
Entournez (Entourne) la pbonne réponse - Creativity and innovation
Orale
Cochez (Coche) la bonne réponse
Complétez (Complète) la phrase
Reliez (Relie) le mot à l’image - Cultural identity and
Compréhension Ecrivez (Ecris) votre (ton) nom global citizenship
Écrite Barrez (Barre) l’intrus
Dessinez (Dessine)
Recopiez (Recopie) les phrases - Personal development
Production etc. and leadership
Écrite
B6.4.9.2.1 Donner et réagir à des ordres
Ex:
- Digital literacy
 En classe, les apprenants se donnent des ordres et régissent en faisant
l’action.
- Sortons dans la cour
- Allons à la cantine.
- Jouons à la balle
- Prête-moi ton stylo.
- Mangeons.
- Etc.
- Etc
77
CORE COMPETENCES
(Donner et réagir à B6.4.9.3.1 Lisez et comprendre des ordres - Communication and

un ordre) collaboration
Ex:
Compréhension
Orale - Lisez un ordre et associez-le à une image correspondante
- Lisez un ordre et faites l’action - Critical thinking

Production
Orale Ex1:
Associez un ordre à l’image correspondante
Compréhension
global citizenship
Écrite
Production
and leadership
Écrite
- Digital literacy
78
FRENCH SUBJECT PANEL MEMBERS AND REVIEWERS
NAME INSTITUTION
Writing panels
Louis Gminguole MoE, Accra
Grace B. Nyuur Director GES ( Retired); National
Mr. Robert Davor CREF
Mr Maurice Adjetey CREF/GES
Bernice Edu GES (Retired)
Expert Reviewer
Dr. Anthony De-Souza Department of French, UCC
Curriculum Adviser
Supervisors
79
REPUBLIC OF GHANA
RELIGIOUS AND MORAL EDUCATION

(BASIC 1 - 6)
SEPTEMBER 2019

Religious and Moral Education Curriculum for Primary Schools

P. O. Box CT PM 77
Cantonments
Accra
Telephone: 0302909071, 0302909862
ii
© NaCCA, Ministry of Education
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.
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.
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!

iii
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
BASIC 4 ..........................................................................................................................................................................................................................................23
STRAND 2: RELIGIOUS PRACTICES AND THEIR MORAL IMPLICATIONS ............................................................................................................................................30
STRAND 5: THE FAMILY, AUTHORITY AND OBEDIENCE ...................................................................................................................................................................31
BASIC 5 ..........................................................................................................................................................................................................................................33
iv
STRAND 4: THE FAMILY AND COMMITMENT ..................................................................................................................................................................................41
BASIC 6 ..........................................................................................................................................................................................................................................45
v
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
vi
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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 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.


Creativity and Innovation promotes 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


done by inculcating in learners a strong sense of social and economic awareness. Learners make use of the knowledge, skills, competencies and attitudes
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between right and wrong. The skill helps them to foster perseverance, resilience and self-confidence.PL helps them acquire the skill of leadership, self-

Digital Literacy develops learners to discover, acquire, and communicate through ICT to support their learning. It also makes them use digital media
responsibly.


- Process Skills

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 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”.
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.
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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.
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,
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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These are specific activities or tasks that indicate performance or proficiency in a given learning area. They are useful benchmarks for planning lessons,
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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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;
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.
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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.
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A total of two periods a week, each period consisting of thirty minutes, is allocated to the teaching of RME at the Primary level.
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 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
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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 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:

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
 Outcome
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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.
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.
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.
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.
xvii
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.
4. Content Standard Number
5. Learning Indicator Number
Strands are the broad areas/sections of the Religious and Moral Education content to be studied.
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
Exemplar: support and guidance which clearly explains the expected outcomes of an indicator and suggests what teaching and learning activities could take to
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Table 3: Illustration of Curriculum Descriptors
ANNOTATION
referencing. The annotation is defined in figure 1:
Class Content Standard number

B1. 1. 2. 1.1
xix
SCOPE AND SEQUENCE
STRANDS B1 B2 B3 B4 B5 B6
SUB-STRANDS
God the Creator

God, His Creation and Attributes
The Environment
Purpose of God’s Creation
Religious Practices and their Religious Worship in the Three Major Religions in Ghana
Moral Implications
Religious Festivals in the Three Major Religions in Ghana
Birth of the Leaders of the three Major Religions in Ghana
Religious Leaders Early Life of the Leaders of the three Major Religions
The Call of the Leaders of the Three Major Religions
Ministry and latter Lives of Leaders of the Three Major Religions in

Ghana
The Family and the Community Roles and Relationships
Personal Safety in the Community
The Family, Authority and Authority and Obedience

Obedience
Roles, Relationships in the Family and Character Formation
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BASIC 1
1
Strand 1: God, His Creation and Attributes
Sub-Strand 1: God the Creator
CONTENT STANDARDS SUBJECT SPECIFIC

INDICATORS AND EXEMPLARS PRACTICES AND
CORE
COMPETENCIES
B1. 1.1.1. Explain who the B1. 1.1.1.1: Explore God’s Creation. Appreciation,
Creator is  In groups, learners discuss who the creator is. Truthfulness,
- He is God, the originator of all things. Faith,
- He provides all our needs: air, food, water, life, etc. Caring,
Love,
B1. 1.1.1.2: Mention the names of some of the things God created. Communication and
 Engage learners with pictures, charts, video clips and songs showing some of Collaboration,
the things God created: humankind, animals, trees, rivers, the sea and Critical Thinking
mountains. Creativity and Innovation
 Let learners draw, colour and model some of the things God created. Digital Literacy
 Help learners to role play, recite rhymes and sing songs about some of the
things God created.
B1. 1.1.1.3: Examine some attributes of God.

 In groups, guide learners to talk about the attributes of God.
 Engage learners with pictures, charts, video clips, songs and role play to
demonstrate attributes of God showing: love to one another, truthfulness,
kindness, patience, mercy, etc. at home, school and community.
 Let learners role play the following activities:
- home: family members caring for one another,
- school: teachers and learners demonstrate care and love among themselves and
- community: visits to the hospital and orphanage, etc.
2
Sub-Strand 2: Religious Worship in the Three Major Religions in Ghana
SUBJECT SPECIFIC
CONTENT STANDARDS PRACTICES AND
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
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).
B1.2.2.1.1: Describe religious festivals in Ghana.

 Guide learners to mention festivals celebrated in the three religions.
- Christian: Christmas, Easter, etc.
- Islamic: Eid-ul-Fitr, Eid-ul-Adha, etc.
- African Traditional Religion (ATR): Odwira, Damba, Homowo,
Hogbetsotso, Fetu AfahyƐ, etc.
3
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
Digital Literacy
Strand 3: Religious Leaders

Sub-Strand 1: Birth of the Leaders of the three Major Religions in Ghana

CORE COMPETENCIES
B1. 3.1.1. Narrate the birth B1. 3.1.1.1: Narrate the stories of the birth of religious leaders. Patience, Commitment
stories of the leaders of the  Show pictures and video clips depicting the birth of the religious leaders: Chastity, Caring
three main religions Christian, Islamic and ATR. Responsibility
 Let learners tell stories about the birth of the religious leaders. Personal Development and
 Let learners dramatise the birth of the religious leaders. Leadership
Cultural Identity and Global
Citizenship,
Digital Literacy
4
Strand 4: The Family and the Community
Sub-Strand 1: Roles and Relationships

CORE
COMPETENCIES
B1. 4.1.1. Show an B1. 4.1.1.1: Identify the role of the individual members of the family. Responsibility, Togetherness
appreciation of the roles of  Let learners, in groups, talk about their roles and roles of their parents in the Caring, Love, Sharing
the family and community in family: Cooperation, Commitment
their daily lives - Parents: Provision of shelter, food, security and education, Respect, Obedience
- Children: running errands, performing house chores, etc. Honesty, Kindness
 Let learners role-play the functions of the various members in the family, Reliable, Discipline
e.g. Learners play the role of a father, mother, etc. Cultural Identity
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
5
BASIC 2
6
BASIC 2

CORE COMPETENCIES
B2. 1.1.1. Demonstrate an B2.1.1.1.1: Mention attributes of God that reveal His nature as Sustainer of life. Appreciation, Truthfulness
appreciation of God’s  In groups, lead learners to discuss the attributes of God as the Sustainer of life: Faith, Caring, Love
creation - Giver of rain and sunshine, Communication and
- the One who makes plants grow, Collaboration,
- the Giver of air, etc. Critical Thinking and
 Let learners mention other attributes of God in their local languages. Problem Solving
 Let learners explain the attributes of God relevant to their daily life, e.g. God gives
life, rain and air.
Sub-Strand 2: The Environment

STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND
CORE COMPETENCIES
B2.1.2.1. Appreciate B2.1.2.1.1: Explain the importance of the environment. Appreciation, Truthfulness
the environment as  Take a nature walk of the school environment with learners to observe: Caring, Protection
God’s creation - things of natural existence (objects God created): trees, stones, animals, etc., Love, Cleanliness,
- things created by humankind: buildings, cars, tables, chairs, etc. Responsibility
 In groups, let learners examine things made by humankind and identify the materials used Communication and
in making the things. Collaboration,
- Guide learners to talk about the importance of the environment. (survival of Critical Thinking and
God’s creation depends on the environment): air, food, water, shelter, etc. Problem Solving
7
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.
 Let learners draw and colour various aspects of the environment:

- safe environment,
- unsafe environment, etc.
 Let learners talk about the desired environment.
Sub-Strand 3: Purpose of God’s Creation

CORE COMPETENCIES
B2.1.3.1. Appreciate B2.1.3.1.1: Explain the purpose of God’s creation. Appreciation, Truthfulness
things created by God  Group learners to discuss the usefulness of plants and animals to humankind. Caring, Love
 Let learners identify the uses of animals and plants.
 Let learners draw and colour useful plants and animals. Communication and
Collaboration,
Critical Thinking and
Problem Solving
Strand 2: Religious Practices and their Moral Implications
8
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
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.
9
Sub-Strand 2: Festivals in the Three Major Religions

CORE COMPETENCIES
B2.2.2.1. Explain B2.2.2.1.1: Demonstrate activities which take place during the celebration of festivals. Faithfulness, Obedience
the importance of Respect, Commitment,
religious festivals  Let learners mention religious festivals they have witnessed or head of. Humility, Togetherness
Islam - Eid-ul-Fitr, Eid-ul-Adha, etc., Cultural Identity, Gratitude,
Christianity- Easter, Christmas, etc., Sharing, Reconciliation
Traditional - Kundum, Odwira, Damba, Bugum, Yam Festival, etc. Sacrifice Patriotism
 Let learners, in groups, describe how various festivals are celebrated. Communication and
 Let learners role-play or dramatise activities that take place during the festivals: merry- Collaboration,
making, sharing, family re-union, worship, etc. Personal Development
 Let learners draw scenes from festivals. Creativity and Innovation
and Global Citizenship
10
Sub-Strand 2: Early Life of the Leaders of the three Major Religions

CORE COMPETENCIES
Narrate the early B2. 3.1.1.1: Narrate the story of the early life of the religious leaders in the three Respect, Obedience,
life stories of the religions in Ghana. Perseverance, Endurance,
leaders of the three  Let learners mention the names of the religious leaders: Jesus Christ, the Holy Prophet Honesty, Cooperation,
main religions (Sallahu Alaihi Wasallam-S.A.W (Peace be upon Him)) Okomfo Anokye, Toha Zie, Egya Commitment, Dedication,
Ahor, etc.
 Discuss with learners the early lives of these religious leaders. Communication and
- The Lord Jesus Christ; Collaboration,
- The Holy Prophet Muhammad (SAW), Critical Thinking, Personal
- A traditional leader. development, Humility,
 In groups, let learners role-play some important aspects of the early life of a religious leader. Decision making
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.
11
Sub-Strand 1: Roles and Relationships

COMPETENCIES
B2. 4.1.1. Describe B2. 4.1.1.1: Identify things that families do to show their commitment to God. Responsibility,
the roles of the  Let learners mention the religious activities their families perform: morning devotion, going to Love,
family and church, mosque or the shrine. Sharing,
community in their  Let learners in groups, identify the number of times religious activities are performed during Commitment,
daily lives the day, week and occasionally. Obedience,
 Let learners to role-play what their families do to show commitment to God e.g. worship, Respect,
offertory, Sadaqah, Zakat, prayer and fasting, etc. Humility,
Honesty,
B2. 4.1.1.2: Explain the need for commitment to God. Trust
 Guide learners to explain the meaning of commitment. Communication and
 Let learners discuss why we need to be committed to God: Collaboration,
- It is a command from God. Critical Thinking,
- It attracts blessings from God. Cultural Identity
 Let learners talk about things they do to show their commitment to God. Global Citizenship
 Let learners, in pairs, share their personal experiences about things they do at home, school,
church or mosque and community to show their commitment to God.
 Through questions and answers, let learners share their personal experiences in class.
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.
12
Sub-Strand 2: Personal Safety in the Community

COMPETENCIES
Identify ways of B2. 4.2.1.1: Describe ways of promoting personal hygiene and safety in the community. Responsibility, Love,
caring for the body Personal Hygiene Sharing,
 Have learners mention things they need in promoting personal hygiene practices: water, soap, Commitment, Obedience,
tooth brush and tooth paste, nail cutter, etc. Respect, Humility, Honesty,
 Let learners talk about things they do to show personal hygiene practices: bathing twice a day, Trust,
brushing of the teeth, at least, twice daily, washing of clothes regularly, washing of hands
regularly, etc.
 Through dramatisation, let learners demonstrate personal hygiene practices.
 Let learners draw items used in keeping their bodies clean.
Communication and
Safety in the Community Collaboration,
 Have learners mention things they need in promoting safety in the community: brooms, Critical Thinking,
scrubbing brushes, rakes, cutlasses, street lights, etc. Cultural Identity
 Let learners talk about things that must be done to ensure safety in the community: clearing Global Citizenship
of surroundings, de-silting choked gutters, creating watch-dog groups and reporting crimes or
criminals (bad people or bad behaviours), etc.
 Help learners demonstrate safe community practices.
 Let learners draw items used in keeping our communities clean.
 Let learners draw people who keep our communities safe.
13
BASIC 3
14
BASIC 3

CORE COMPETENCIES
B3.1.2.1. Identify B3.1.2.1.1: Demonstrate ways to care for the environment. Cleanliness, Sustainability,
ways of ensuring  Use questions and answers for learners to explain the environment. Responsibility, Maintenance,
environmental  Using Think-Pair-Share, let learners talk about ways of caring for the environment through: Caring, Obedience, Respect
safety tree planting, proper disposal of waste, legal mining, clean-up exercises, avoiding for right to life
environmental pollution, etc. Communication and
 Let learners organise and do clean-up exercises in the school environment. Collaboration,
 Let learners draw and colour activities of caring for the environment. Critical Thinking and
 Guide learners in groups to do a project on: clearing a rubbish dump, planting trees, checking Problem-Solving
erosion, clearing choked gutters, etc. Personal Development and
 Let learners present their work in class for appreciation and discussion. Leadership
15
Sub-Strand 3: The Purpose of God’s Creation
SUBJECT SPECIFIC PRACTICES AND

CORE COMPETENCIES
B3.1.3.1. Explain the purpose of B3.1.3.1.1: Explain the purpose of God’s creation of Stewardship, Loyalty, Caring, Protection,
God’s creation humankind. Obedience, Respect,
 Discuss with learners the creation of humankind.
-Who were the first people God created? Communication and Collaboration,
-Who was created first? Critical Thinking and
 Let learners tell creation stories from the three
religious groups in Ghana.
 Explain why God created human beings: to take
care of other creatures to worship and serve Him,
etc.
16
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.
17
SUBJECT SPECIFIC
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.
18
SUBJECT SPECIFIC
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.
B3 2.2.1.2: Demonstrate the importance of religious festivals.

 Show pictures and videos of religious festivals.
 Using pictures and or video clips etc., let learners demonstrate how festivals are
celebrated.
 Let learners talk about the scenes in the pictures or the videos.
 Guide learners to narrate the events in the festivals they have participated in.
 In groups, guide learners to discuss the importance of festivals: to remember key
events in the past, reconciliation, renewal of faith, thanksgiving, etc.
 Let learners draw scenes they saw during the festival they witnessed.
19
Sub-Strand 2: Early Life of the Leaders of the three Major Religions
SUBJECT SPECIFIC
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.
20
Sub- Strand 1: Roles and Relationships

COMPETENCIES
B3.4.1.1 Appreciate the role B3.4.1.1.1: Discuss God’s promises to humankind.
of the family and the  Lead learners to identify the promises God made to humankind: the call of
community in their Abraham (Ibrahim)-God promised him with eternal life, the call of Moses
relationship with God (Musa), etc.
 In groups, let learners discuss the calls of Abraham (Ibrahim) and Moses
(Musa). Trust, Commitment, Loyalty,
 Let learners present their work to class for discussion. Respect, Obedience,
 Let learners role-play the call of Moses (Musa). Humility, Unity,
Responsibility, Togetherness
B3 4.1.1.2: Identify the benefits of responding to God’s call.
 Discuss with learners the ways we respond to God’s call:
- Prayer, Personal Development and
- service to humankind, Leadership
- caring for the environment, Communication and
- helping the needy (charity), etc. Collaboration,
 In groups, let learners mention the benefits of responding to God’s call: Cultural Identity and Global
-blessings from God, Citizenship
-drawing closer to God,
- long life,
- prosperity,
-eternal life, etc.
 Guide learners to discuss the benefits of responding to God’s call.
 Let learners in their groups, write four benefits of responding to God’s call
and present their works for class discussion.
21
SUBJECT SPECIFIC
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.
Sub-Strands 2 Personal Safety in the Community
SUBJECT SPECIFIC PRACTICES AND

CORE COMPETENCIES
B3.4.2.1. Explain the role of the family B3.4.2.1.1: Explain the need to live in Trust, Commitment, Loyalty, Respect,
members in living safely with each other harmony with one another. Obedience, Humility, Unity, Truthfulness,
 Have learners mention ways of living in Responsibility, Togetherness
harmony with one another. Personal Development and Leadership
 Discuss the need to live in harmony Communication and Collaboration,
with one another: to promote peace Cultural Identity and Global Citizenship
and unity, law and order, growth and
development, etc.
 In a Think-Pair-Share session, let
learners talk about attitudes and
behaviours that promote harmonious
living at home, school, community, etc.
22
BASIC 4
23
Basic 4

B4.1.1.1. Explore the B4.1.1.1.1: Explain the nature of God as the Creator. Respect, Caring, Responsibility,
nature of God as the  Lead learners to discuss the nature of God as the Creator: stewardship, Love, (Responsible
Creator originator of all things, He created all things such as human dominion)
beings, trees, animals, water bodies, etc.
 Take learners on nature walk to observe and document Communication and Collaboration,
things created by God: human beings, trees, animals, water Cultural Identity and Global Citizenship
B4 1.1.2. Appreciate the bodies, etc.
uniqueness of humankind  In groups, learners put their findings together and present
and other creatures them to the class for discussion.
B4.1.1.2.1: Identify the uniqueness of humankind from other

creatures.
 Have learners in groups identify how different humankind is
from other creatures of God:
- human beings versus animals
- human beings versus plants
 Let learners, in groups, write down the characteristics of
humankind: our thinking ability, ability to speak, knowing
what is good and evil, etc.
 Let each group present its list for peer-review and class
discussion.
 Let learners draw an animal and a human being and draw the
comparison between the two.
 Let learners write down the characteristics of humankind
that are different from animals.
24
Sub-Strand 2: The Environment

B4. 1.2.1. Explain the B4. 1.2.1.1 Discuss the effects of human activities on the Respect, Caring, Responsibility,
effects of human activities environment. stewardship, Love,
on the environment  Guide learners to talk about the human activities in the Communication and Collaboration,
environment. Cultural Identity and Global Citizenship
 Show pictures and video clips on human activities that
destroy the environment: illegal mining (galamsey),
indiscriminate cutting down of trees (deforestation),
pollution of water bodies, air pollution, etc.
 Let learners write the effects of human activities on the
environment: climate change – heat, floods, rain storms, less
rainfall, famine, drought, etc.
25
Sub-Strands 1: Religious Worship, Prayer and other Religious Practices
CONTENT STANDARDS SUBJECT SPECIFIC PRACTICES

INDICATORS AND EXEMPLARS AND CORE COMPETENCIES
B4.2.1.1. Appreciate the B4.2.1.1.1: Name the various forms of worship. Faithfulness, Obedience
importance of prayer,  Ask learners to mention the various forms of worship in the Respect, Commitment, Humility, Unity,
worship and other acts of three main religious groups in Ghana: Christianity, Islam and Cultural Identity, Gratitude
worship Traditional.
 Let learners observe pictures depicting various forms of Communication and Collaboration,
worship and discuss them. Personal Development and Leadership
 In groups, let learners write down the activities that go on Creativity and Innovation
during worship. and Global Citizenship
 Let learners dramatise the modes of worship among the Digital literacy
three major religious groups.
B4 2.1.1.2: State the purpose of worship in the three main

religions.
 Together with learners, discuss why we worship God: to
draw closer to God, to communicate with God, to show
obedience to God, etc.
 In groups, learners should recognise the need to take active
part in worship.
 Let learners draw and colour a worship scene.
B4 2.1.1.3: Differentiate between religious and non-religious

songs.
 Ask learners to mention songs sung in Ghana.
 Let learners differentiate between religious and non-religious
songs by comparing the lyrics: religious songs express faith
in God while non-religious songs portray worldly ideas, etc.
 Let groups list titles of religious and non-religious songs.
 Let learners sing some religious and non-religious songs.
26

B4.2.2.1. Explore the B4.2.2.1.1: Discuss festivals in their neighbourhood. Faithfulness, Obedience
significance of religious  Let learners mention festivals that are celebrated in their Respect, Commitment, Humility, Unity,
festivals communities: Christmas, Easter, Eid-Ul-Fitr, Eid-Ul-Adha, Cultural Identity, Gratitude
Odwira, Aboakyir, etc.
 Use pictures, charts or video clips to demonstrate how the Communication and Collaboration,
various religious festivals are celebrated. Personal Development and Leadership
 Let learners recite texts and sing songs that accompany Creativity and Innovation
festivals celebrated in their communities. and Global Citizenship
 Put learners in groups to write activities that take place Digital literacy
during festivals.
 In their same groups or in pairs, let learners discuss the
specific activities that take place during festivals, bringing out
the following values:
- Moral,
- Social and
- Economic.
 Let groups present their findings for class discussions.
27
Sub- Strand 3: The Call of the Leaders of the Three Major Religions

B4.3.3.1. Explain the B4.3.3.1.1: Describe the call of the religious leaders. Respect, Trust, Obedience,
significance of the call of the  Have learners discuss the leaders of the three major religions Commitment, Responsibility,
main religious leaders in Ghana: Personal Development and Leadership
- The Lord Jesus Christ as the son of God-His Communication and Collaboration,
Baptism Creativity and Innovation
- The Holy Prophet Muhammad (S.A.W) - His Digital Literacy
encounter with Angel Jibril (Gabriel) in the Cave- Cultural Identity and Global
Hijrah Citizenship
- The call of Traditional Religious Leader-
OkomfoAnokye, TogbuiTsali, etc.
 Invite a resource person to talk about the call of each ,
religious personality.
 Guide learners to discuss what they have heard about the
religious personalities.
 In groups, ask learners to dramatise or role-play the call of
the religious personalities.
 Let learners write on the call of the religious personalities
and present their works to class for discussion.
28
Strand 4: The Family and Community
Sub- Strand 1: Roles and Relationships

B4.4.1.1. Exhibit the need to B4.4.1.1.1: Explain the need to be committed to God. Trust, Commitment, Loyalty, Respect,
be committed to God  Let learners mention the ways by which we are committed to Obedience, Humility, Unity,
God: Responsibility, Togetherness
- Prayer,
- service to humankind, Personal Development and Leadership
- caring for the environment, Communication and Collaboration,
- helping the needy (charity), etc. Cultural Identity and Global
 Guide learners to discuss the need to be committed to God: Citizenship
- God created us; It is a command from Him,
- He provides our needs,
- we get good things from Him,
- we worship Him, etc.
 In groups or in pairs, let learners mention the benefits of
being committed to God:
- blessings from God,
- drawing closer to God,
- health,
- long life,
- prosperity,
- eternal life, etc.
 In groups, let learners discuss why they have to be committed
to God.
 Let learners in pairs, write the benefits of responding to God’s
call and present their works for class discussion.
29
CONTENT STANDARDS
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.
30
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
Strand 5: The Family, Authority and Obedience

Sub-Strand 1: Authority and Obedience

B4.5.1.1. Explain the need B4.5.1.1.1: Explain authority at home, school and in the Trust, Commitment, Loyalty, Respect,
to obey and submit to community. Obedience, Humility, Unity,
authority  Through questions and answers, let learners explain Responsibility, Togetherness
authority.
 With the aid of picture cards, videos, wall charts, etc., let Personal Development and Leadership
learners identify people in authority in their immediate Communication and Collaboration,
community. Cultural Identity and Global
NB Where possible, films can be used to guide the learners to Citizenship
identify the people in authority in the immediate communities.
 Guide learners to identify those in authority at home, school
and in their community: parents, head teachers, teachers,
class prefect, sectional leaders, chiefs, pastors, Imams, etc.
 Let learners dramatise or role-play authority at home, school
and in the community.
31
Sub-Strand 2: Roles, Relationships in the Family and Character Formation

B4.5.2.1. Explain the B4.5.2.1.1: Discuss the importance of being a committed Commitment, Loyalty, Respect,
importance of being a loyal member of the family. Obedience, Humility, Unity, Responsibility,
member of the family  Assist learners to explain who a committed person is. Togetherness, Tolerance.
 Let learners mention behaviours that show that a person is
committed. Personal Development and Leadership
 Ask learners to describe a committed family member. A Communication and Collaboration,
person who: Cultural Identity and Global Citizenship
- takes part in family activities,
- is obedient to elders of the family,
- respects other family members,
- accepts responsibility (performing assigned duties),
- takes initiatives,
- helps needy relatives, etc.
 Help learners to discuss the importance of being a
committed family member:
- to promote unity,
- to gain respect,
- to be considered a trustworthy person, etc.
 Let learners role-play or mime roles committed family
members.
32
BASIC 5
33
BASIC 5
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES

B5.1.1.1. Appreciate the B5.1.1.1.1: Explain how special each individual is.
nature of God as the  Through various activities such as working in pairs or in Respect, Caring, Responsibility,
Creator groups, let learners discuss how each person is unique and stewardship, Love,
different from one another: some are short, tall, intelligent, Communication and Collaboration,
fair in complexion, black in complexion, serious, etc. Cultural Identity and Global Citizenship
 Lead learners to demonstrate the uniqueness of each
individual, using themselves.
 Put learners into groups according to: height, colour, mass,
intelligence, etc.
 Let learners put in writing how different they are from
each other.
B5.1.1.1.2: State the qualities of God that humankind

should demonstrate.
 Let learners mention qualities of God that humankind
should demonstrate: love, patience, mercy, kindness,
forgiveness, honesty, accountability etc.
 Let learners discuss among those qualities of God they
should possess to make them God’s children.
 Let learners, in pairs or in groups, discuss how they can
use their God-given unique qualities:
- Serve God and humankind,
- Protect and preserve the environment,
- Live together in harmony,
- Contribute to development, etc.
 Let learners present their work for appreciation and
discussion in class.
34
CONTENT STANDARDS
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.
35
Sub-Strand 2. The Environment

B5.1.2.1. Explain how to B5.1.2.1.1. Discuss the effects of human activities on the Respect, Caring, Responsibility,
care for the environment environment. stewardship, Love,
 Guide learners to talk about the human activities in the Communication and Collaboration,
environment. Cultural Identity and Global
 Show pictures and video clips on human activities that destroy Citizenship
the environment: illegal mining (galamsey), indiscriminate
cutting down of trees (deforestation), pollution of water
bodies, air pollution, etc.
 Let learners write the effects of human activities on the
environment: climate change – heat, floods, rain storms, less
rainfall, famine, drought, etc.
36
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.
37

B5.2.1.1. Appreciate the B5.2.1.1.1: Discuss the moral importance of worship. Faithfulness, Obedience
importance of prayer,  Help learners (in groups) to explain modes of worship: charity, Respect, Commitment, Humility,
worship and other acts of prayer, song ministration, evangelism, etc. Togetherness, Unity
worship  Let learners give reasons why we worship: humankind is under Cultural Identity, Gratitude
the authority of the Creator, we demonstrate that we depend on
God for survival, etc. Communication and Collaboration,
 Through questions and answers, assist learners to talk about the Personal Development and Leadership
importance of worship: to get blessings from God, to get closer Creativity and Innovation
to God, etc. and Global Citizenship
 Have children show how they pray.
B5 2.1.1.2: Explain the moral significance of religious songs and

recitations.
 Let learners identify religious songs of the three major
religions in Ghana.
 Let learners listen to cassette (CD) player of religious
songs in the three major religions and indicate how they
can apply the theme in their daily lives.
 Put learners into religious groups to take turns to
perform various religious music and dance.
 Let learners, in groups, discuss the importance of
religious songs in worship: they encourage worship; they
make worship lively, they tell us about the nature and
attributes of God in melodious and harmonious manner,
etc.
 Let Learners compose simple religious songs and poems.
38

B5.2.2.1. Explain the B5.2.2.1.1: Identify the moral significance of sacred passages and Faithfulness, Obedience
Significance of Religious oral traditions in the three main religions. Respect, Commitment, Humility,
Festivals  Give selected passages and or oral traditions for learners Togetherness, Unity
to study e.g. the Ten Commandments - (Exodus 20,), Al- Cultural Identity, Gratitude
Fãtihah, folktales, etc. and show how they can apply
them in their daily lives. Communication and Collaboration,
 Guide learners to identify sacred passages and oral Personal Development and Leadership
traditions in the three main religions in Ghana. Creativity and Innovation
 Let learners isolate moral elements that can be found in and Global Citizenship
the passages and narratives: this reinforces trust in
God, helps to control stress, gives hope, guides our
behaviours, etc.
39
Sub-Strand 4: Ministry of the Leaders of the Three Major Religions in Ghana

B5.3.4.1. Show an B5.3.4.1.1:Describe the key events in the ministry of the leaders Respect, Trust, Obedience,
understanding of the of the three religions. Commitment, Responsibility,
ministry of each of the  Guide learners to describe the key events associated with the Personal Development and Leadership
major religious leaders ministry of the leaders of the three main religions: Communication and Collaboration,
- The Lord Jesus Christ- Baptism, temptation, call of the Creativity and Innovation
disciples, teaching, etc. Digital Literacy
- The Holy Prophet Muhammad (S.A.W.) - call, Cultural Identity and Global
triumphant entry to Makkah , etc. Citizenship
- Traditional Leader- training, teaching, etc.
 In groups, let learners role-play some aspects of the ministry of:
- The Lord Jesus Christ,
- The Holy Prophet Muhammad and
- A Traditional Religious Leader.
B5 3.4.1.2: Outline the moral lessons from the ministry of the

various leaders.
 Put learners in groups to identify the significant roles by the
religious leaders in their ministries: obedience; commitment;
patience, leadership, sacrifice etc.
 In groups, let learners dramatise portions of the scripture that
depict moral lessons, e.g. submissiveness, humility, loyalty, etc.
40
Strand 4: The Family and Commitment
Sub- Strand 1: The Family and the Community

B5.4.1.1. Explain Family B5.4.1.1.1: Explain the need to be a committed member of the Trust, Commitment, Loyalty, Respect,
Commitment family. Obedience, Humility, Unity,
 Have learners mention behaviours and attitudes needed to be a Responsibility, Togetherness
committed family member: Personal Development and Leadership
- Initiates activities for family members eg. Periodic get- Communication and Collaboration,
together Cultural Identity and Global
- Supports common family projects eg. Taking care of Citizenship
needy person in the family
- Visitation (taking time off to visit elders, parents, etc.)
- Accepting responsibility (support family members who
lag behind in performing their assigned duties)
- Helping to instil discipline among younger family
members, etc.
 Learners discuss the need for being a committed family
member:
- to promote unity,
- to gain respect,
- to bring unity and peace in the family,
- to strengthen the family support system,
- to be considered a trustworthy person, etc.
 In groups, let learners role-play a family sketch centred on
commitment. The sketch should have commitment as its
theme.
41
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.
42
Strand 5: The Family, Authority and Obedience
Sub-Strand 1: Authority and Obedience
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.
B5. 5.1.1.2: Explain the need to demonstrate responsible

behaviour at home.
 Let learners identify ways by which they can be
responsible:
- be a good child to avoid punishment,
- emulate parents and other family members,
etc.
 Let learners dramatise responsible behaviours as
parents.
 In groups, let learners write essays on how to become
responsible adults.
 Let learners present their works to the class for
appreciation and discussion.
43

CONTENT STANDARDS
B5 5.2.1. Explain the B5 5.2.1.1: Discuss the importance of being a Commitment, Loyalty, Respect, Obedience,
contributions of a responsible member of the family. Humility, Unity, Responsibility,
responsible family member  Assist learners to explain a responsible person in the Togetherness, Tolerance.
family.
 Let learners describe attitudes and behaviours that Personal Development and Leadership
show that a person is responsible. Communication and Collaboration,
 Ask learners to describe a responsible family member: Cultural Identity and Global Citizenship
- show commitment in family taking activities,
- obedience to elders of the family,
- respect for family members,
- accepting responsibility (performing assigned
duties),
- taking initiatives,
- helping needy relatives, etc.
 Guide learners to discuss the importance of being a
responsible family member:
- to promote unity,
- to gain respect,
- to be considered a reliable person, etc.
 Let learners role-play activities of responsible family
members.
44
BASIC 6
45
BASIC 6


B6 1.1.1. Explore the B6 1.1.1.1: Describe the nature of God through His Respect, Caring, Responsibility,
Nature of God as the attributes. stewardship, Love,
Creator  Let learners list the attributes of God: love, patience, Communication and Collaboration,
merciful, Omniscient (All-knowing), etc. Cultural Identity and Global
 Guide learners to discuss the attributes of God in Citizenship
English and local languages.
 In groups, ask learners to identify the attributes of
God that are present in humankind: love, patience,
merciful, etc.
 Through questions and answers, let learners show
how they can relate the attributes of God to their
lives.
 Guide learners to write essays on the attributes of
God and present their works to class for discussion.
46
Sub-Strand 2. The Environment

B6.1.2.1. Appreciate the B6.1.2.1.1: Explain how humankind and the Respect, Caring, Responsibility,
uniqueness of humankind and environment interrelate. stewardship, Love,
their environments  With questions and answers, guide learners to explain Communication and Collaboration,
the natural environment: things around us that were Cultural Identity and Global
created by God and can affect our lives. Citizenship
 Let learners mention things around us that were
created by God:
- air , water, land, plants, animals, etc.
 Guide learners to discuss the inter relationship among
God’s creatures:
- Humankind and animals depend on plants for air,
food, medicine, shelter, etc.
- Plants depend on humankind and other animals
for survival (dispersal of seeds, planting of trees,
etc.).
- Some animals depend on other animals for food
(carnivores) and shelter (parasites).
 Through group discussions, let learners demonstrate
ways humankind should relate with the environment.
 Let learners, in groups, discuss the importance of the
environment to humankind.
 Ask learners to write about their findings and present
to class for discussion:
- our survival depends on the environment,
- leaves and trees provide us with oxygen, food and
medicine, etc.
47
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.
48

B6 2.1.1. Explain the B6 2.1.1.1: Discuss the importance of prayer in our Faithfulness, Obedience
importance of prayer, worship lives. Respect, Commitment, Humility,
and other acts of worship  Guide learners to discuss the meaning of prayer: a Togetherness
communication between the worshipper and the Cultural Identity, Gratitude
object of worship.
 Let learners talk about the types of prayer: Communication and Collaboration,
Christianity - thanksgiving, intercession, Personal Development and Leadership
supplication, confession, etc. Creativity and Innovation
Islam - Salat (five daily compulsory prayers), and Global Citizenship
congregational (Ju`mah), etc.
Traditional - thanksgiving, intercession, supplication,
confession, etc.
 Lead learners to discuss the importance of prayer:
- brings us closer to God,
- it shows our dependence on God, etc.
 Ask learners to demonstrate how prayer is performed
in the three major religions.
49
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.
50
SUBJECT SPECIFIC
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.
B6 2.2.1.3: Discuss moral lessons from the festivals.

 Help learners recall the importance of festivals.
 Guide learners to discuss the moral lessons from festivals:
- generosity,
- hardwork,
- kindness,
- endurance,
- sacrifice,
- reconciliation,
- forgiveness,
- bravery,
- perseverance,
- gratitude and thanksgiving, etc.
 let learners dramatise activities within festivals to show how
the moral lessons in festivals reflect in their lives.
 In groups, let learners write essays on moral lessons in
festivals and present their works for suggestions and
corrections.
51
Sub-Strand 4: Ministry and Latter Lives of Leaders of the Three Major Religions in Ghana

Discuss the latter lives of B6 3.4.1.1 Narrate the story of the latter lives of the leaders of Respect, Trust, Obedience,
the leaders of the three the major religions. Commitment, Responsibility,
major religions in Ghana  Guide learners to talk about the latter lives of the religious Personal Development and Leadership
leaders: Communication and Collaboration,
- Jesus Christ-triumphant entry to Jerusalem (Palm Creativity and Innovation
Sunday), Last Supper, Prayer at Gethsemane, arrest and Digital Literacy
trial, crucifixion, death and resurrection. Cultural Identity and Global Citizenship
- The Holy Prophet Muhammad (S.A.W.) - triumphant
entry into Makkah, farewell message, sickness and death.
- Traditional leader (e.g. OkomfoAnokye)-priesthood,
miracles and other activities and death.
 Show pictures or video clips on the latter lives of Jesus Christ
and a traditional leader to learners.
 Let learners dramatise the latter lives of the religious leaders.
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.
52
Strand 4: The Family and community
Sub- Strand 1: Commitment to the God

Discuss the need to be B6 4.1.1.1: Demonstrate ways they can commit themselves to
committed to the the community. Trust, Commitment, Loyalty, Respect,
community  Guide learners to explain commitment. Obedience, Humility, Unity,
 Through discussion, let learners identify ways they can show Responsibility, Togetherness
commitment to the society:
- communal labour, Personal Development and Leadership
- clean-up exercises, Communication and Collaboration,
- reporting crime, Cultural Identity and Global
- protecting public property, etc. Citizenship
 Let learners dramatise ways of showing commitment to the
society.
 Let learners write group essays on commitment to the society
for class discussions.
B6 4.1.1.2: Explain the need to be committed members of the

community.
 In groups, let learners talk about the need to be a committed
citizen.
 Let learners list the need to be committed to the society:
- It attracts material and spiritual blessings.
- It ensures peace and harmony.
- It leads to progress and development, etc.
 Through drama, let learners show how they can be committed
citizens.
53
5: The Family, Authority and Obedience
Sub- Strands 1: Authority and Obedience

Discuss the need to obey B6 5.1.1.1: Identify the role of children in promoting harmony Commitment, Loyalty, Respect,
and submit to authority with other family members. Obedience, Humility, Unity,
 Guide learners to talk about harmony. Responsibility, Togetherness,
 Let learners, in pairs, list roles they can play to promote harmony Tolerance.
in the family:
Children must be respectful, obedient, humble, etc. Personal Development and Leadership
 Let learners, in pairs or in groups, list roles other family members Communication and Collaboration,
can play to ensure harmony in the family: relatives must be Cultural Identity and Global
respectful, obedient, caring, protective, defensive, humble, etc.
 Ask learners to dramatise or role-play the duties of their
grandparents, uncles, cousins, aunts, etc., in moulding their
character.
B6 5.1.1.2: Explain the need for cordial relationships among

family members.
 Lead learners to explain cordial relationships.
 Let learners list behaviours that ensure cordial relationships in
the family.
 Have learners explain the need for cordial relationships in the
family:
- to ensure peace and unity,
- proper character formation,
- progress in the family,
- ensure provision of basic needs- shelter, food, school
fees, etc.
 Through group discussions, let learners write on the need for
cordial relationships among family members.
 Let groups read out their essays for class suggestions and
corrections.
54

Describe attitudes and B65.2.1.1: Identify attitudes and behaviours of a responsible Commitment, Loyalty, Respect,
behaviours of a responsible family member. Obedience, Humility, Unity,
family member  Let learners, in groups, discuss attitudes and behaviours of a Responsibility, Togetherness, Tolerance.
responsible family member:
- taking part in family activities, Personal Development and Leadership
- obedience to elders of the family, Communication and Collaboration,
- respect for family members, Cultural Identity and Global Citizenship
- accepting responsibility (performing assigned duties),
- taking initiatives,
- helping needy relatives, etc.
 Guide learners to discuss the importance of being committed to
the family:
- to promote unity,
- to gain respect,
- to be considered a trustworthy person,
- to uplift family image, etc.
 Put learners into two groups and have them debate on the
motion for or against the motion, “It is good to be committed
to one’s family”.
55
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
Dr Osei Owusu Religious & Human Values, UCC
Dr Charles Annobil Basic Education Dept, UEW
Dr Braimah Imurana Awaisu Dept of Political Science, UEW
Mr Owusu Afriyie Offinso College of Education
Mrs Georgina Afer Okuapemman SHS, Akropong
Alhaji Seidu Mahama NaCCA, Desk Officer
Expert Reviewers
Curriculum Adviser
Dr. Sam K. Awuku
Supervisor
56
57
REPUBLIC OF GHANA
PHYSICAL EDUCATION
(BASIC 1 - 6)
SEPTEMBER 2019

Physical Education Curriculum for Primary Schools

P. O. Box CT PM 77
Cantonments
Accra
Telephone: 0302909071, 0302909862
iii
FOREWORD
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.
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.
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!

iv
TABLE OF CONTENTS
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
v
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 4: PHYSICAL FITNESS CONCEPTS, PRINCIPLES AND STRATEGIES ................................................................................................26
BASIC THREE.........................................................................................................................................................................................................30
BASIC FOUR ..........................................................................................................................................................................................................44
BASIC FIVE .............................................................................................................................................................................................................57
vi
BASIC SIX...............................................................................................................................................................................................................69
SUB-STRAND: SPACE AWARENESS, DYNAMICS, RELATIONS, BODY MANAGEMENT AND STRATEGIES ...............................................75
APPENDIX: ............................................................................................................................................................................................................76
GLOSSARY.............................................................................................................................................................................................................82
SUGGESTED EQUIPMENT/MATERIALS ...............................................................................................................................................................89
READING LIST.......................................................................................................................................................................................................89
HISTORY SUBJECT PANEL MEMBERS AND REVIEWERS ...................................................................................................................................91
vii
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
viii
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.

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.
done by inculcating in learners a strong sense of social and economic awareness. Learners make use of the knowledge, skills, competences and attitudes
between right and wrong. The skill helps them to foster perseverance, resilience and self-confidence. PL helps them acquire the skill of leadership, self-
Digital Literacy develop learners to discover, acquire, and communicate through ICT to support their learning. It also makes them use digital media responsibly.
ix
- Process Skills

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 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”.
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.
x
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.
xi
These are specific activities or tasks that indicate performance or proficiency in a given learning area. They are useful benchmarks for planning lessons,
Catching: Refers to stopping or controlling a moving object using the hands.

Galloping: A step together in a forward direction with the same foot always leading.
Hopping: Propelling the body up and down on the same foot.
Jumping: Taking off with both feet and landing on both feet.
Kicking: Striking an object with foot to a target.
Leaping: A light transfer of weight from one foot to the other foot. To spring through the air from one point to another.
Running: Rapid movement which involves both feet off the ground at a time before contacting the ground in alternation from one place to another
Skipping: A series of step-hop on one foot and then the other.
Sliding: A step-together-step in a sideward direction with the same foot always leading.
Throwing: Propelling an object into space through the movement of the arm and the total coordination of the body.
Travelling: Movement of the body from one point to another.
Volleying: Strike a ball upward with the foot or hand whiles in air.

skills that will enable them participate in debates and take a stand on issues affecting them and others. The physical education curriculum thus focuses on the
development of attitudes and values.
xii
Attitudes
i. Curiosity:
ii. Perseverance:

Willingness to change opinion in the face of more plausible evidence

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.
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
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.
xiii
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
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 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
xiv
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.
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 integration of assessment for learning, as learnin g and of learning into the teaching and learning process and as an accountability strategy
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
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.
xv
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:
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
 Outcome
xvi
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.
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.
xvii
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.
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.
xviii
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:
Class/Year B1.1.1. 1.1

Learning/Performance Indicator number
Year/Class Content Standards Learning Indicator

Strand Sub-strand
Strand 1: Motor Skills and Movement Pattern

Sub-strand 2: Manipulative Skills
B1 B2 B3
B1.1.1.1: Demonstrate competence in the motor B2.1.1.1: Demonstrate competence in the motor B3.1.1.1: Demonstrate competence in the motor
skills and movement patterns needed to perform a skills and movement patterns needed to perform a skills and movement patterns needed to perform a
variety of physical activities (games, athletics variety of physical activities (games, athletics variety of physical activities (games, athletics
gymnastics and dance) gymnastics and dance) gymnastics and dance)
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
xix
referencing. The annotation is defined in figure 1: Content Standard number
Class

B1. 1. 2. 1. 1

The curriculum is organised under key headings and class as below:
Strands are the broad areas/sections of the history curriculum to be studied.
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
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
the standards and indicators for each grade level,
xx
CURRICULUM REFERENCE NUMBERS
Example: B1.2.3.4.1
B1. YEAR OR CLASS
1 STRAND NUMBER
2 SUB-STRAND NUMBER
3 CONTENT STANDARD NUMBER
4 LEARNING/ PERFORMANCE INDICATOR NUMBER
xxi
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      
Safety and injury      
Substances      
5. Value and Psycho-Social Self-responsibility      

Concepts, Principles, and Social Interaction      
Strategies Group Dynamics      
Critical thinking      
xxii
BASIC I
1
BASIC 1
Strand 1: MOTOR SKILL AND MOVEMENT PATTERNS
Sub- Strand: LOCOMOTOR, MANIPULATIVE AND RHYTHMIC SKILLS
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.
2
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
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
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
3
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.
CONT’D Let learners practice as individuals and in group at their own pace. Observe them practice, give
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.
4
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.
5
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.

B1.1.8.1.9: Throw and catch a self-tossed ball. Leadership, Skills: Learners
develop personal skills and core
Take learners through warm-ups (general and specifics). Demonstrate throw and catch self-
competencies through throwing and
tossed ball by throwing a ball with two hands up and catch the ball as it drops. Guide learners to
catching of self-tossed balls such as
practice throw and catch self-tossed ball as individuals. Let them throw for others to catch.
concentration, precision,
Organise mini handball/basketball or netball game for learners to apply the skills for fun and coordination strength, balance and
enjoyment. End lesson with cool/warm down. patience as well as teamwork,
tolerance, fair-play, communication,
creativity etc. as they practice skill.
6
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
(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)
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.
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,
Organise a mini football game for learners to apply the skills in real life for fun and enjoyment. coordination strength, balance and
creativity etc. as they practice the
activity as individuals and in a game
situation eg. Football game.
7
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.
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
to perform a feedback.
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

B1.1.10.1.13: Move the ball forward while dribbling with the hand and with the foot
Leadership, Skills:: Learners will
by varying the amount of force (push).
Arrange cones in a straight line after warm-ups. Place a ball about 50cm in front of the first cone. competencies such as agility,
Move the ball through the cones with the hands and later with the feet by making slow and concentration, precision,
continuous push in a serpentine movement. Guide learners to practices the skill as individuals coordination strength, balance and
and in a group with varying force while you supervise and give feedback. Vary the arrangements patience as well as teamwork,
of the cone for practice to cater for slow and fast push. tolerance, fair-play, communication,
Organise mini football game for learners to apply the skill in real life for fun, enjoyment and skill
bouncing and dribbling as individuals
mastery. Let learners cool down to end the lesson.
and in a game situation eg. Handball
. and basketball.
8
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.
B1.1.12.1.16: Demonstrate a smooth transition between even-beat and uneven-beat

Personal Development,
locomotor skills in response to music or an external beat.
After warm-ups, demonstrate walking to an even beat such as clapping, music (one-two, one- develop these skills such as
two..,etc.) and smooth transition to running when the beat changes to uneven beat coordination, reaction time,
(one,two,three.,etc,). flexibility, etc. through the practice
smooth transition between even-
Give learners enough time to practice with beat as individuals and as a group but allowed to
beat and uneven-beat as individual
progress at their own pace. Observe and give corrective feedback.
and as in a game situation.
Organise walking to jogging or walking to running game for learners to create fun and enjoyment.
9
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
10
Strand 2: MOVEMENT CONCEPTS, PRINCIPLES AND STRATEGIES
Sub-Strand: SPACE AWARENESS, DYNAMICS, RELATIONS, BODY MANAGEMENT AND STRATEGIES

B1.2.1.2 B1.2.1.2.1: Identify personal space Communication and Collaboration

Skills: Learners develop personal and
Demonstrate Give learners a photo copy of a field with a marked space to colour. Give the work to
communication skills such as speaking,
knowledge of them as project.
listening, etc., as the teacher demonstrates
movement
concepts, and explain the concepts to them.
principles, and Communication, Collaboration and
strategies that Critical Thinking Skills: Learners develop
apply to the B1.2.2.2.2: Distinguish between a jog and a run, a hop and a jump, and a communication skills such as speaking,
learning and gallop and a slide. listening, and acquisition of new concepts,
performance of
principles, strategies, etc., as the teacher
physical activities. Demonstrate the pair of movements and ask learners to distinguish them by their names.
demonstrates and explain the concepts to
For example, a jog and a run… Let them do this at the end of a related practical lesson.
them during practice.

B1.2.2.2.3: Explain the key differences and similarities in jog and a run, a hop Skills: Learners develop communication
and a jump, and a gallop and a slide. skills as speaking, listening, and acquisition of
new concepts, principles, strategies, etc., as
Demonstrate the movements (eg. hop and jump) and guide learners identify their
the teacher demonstrates and explain the
similarities during practical lesson as both involve take-off, landing, gaining height and
concepts to them during practice.
distance.
11
COMPETENCIES
Demonstrate B1.2.3.2.4: Identify body parts Communication and

knowledge of Collaboration Skills: Learners
Guide learners to identify the body parts. Point at the body part such as the head and let the
movement develop communication skills as
mention they are used in performing physical activities.
concepts, speaking, listening, and acquisition of
principles, and Project. Label the body parts with the following names (head, hand, leg, neck and chest). new concepts, principles, strategies,
strategies that etc., as the teacher demonstrates
apply to the and explain them to identify parts
learning and use in performing physical activities
B1.2.4.2.5: Identify the base of support of balanced objects.
performance of during practice.
physical activities. Guide learners to identify base of support by
Communication and
CONT’D 1. Standing up-legs as the base of support Collaboration Skills: Learners
2. Sitting on the chair – chair as the base of support develop communication skills as
3. Assume other shapes and lead learners to identify the base of support speaking, listening, and acquisition of
new concepts, principles, strategies,
B1.2.5.2.6 Identify different opportunities to use striking skills. etc., as the teacher demonstrates
and explain them to identify parts
Lead learners to identify different opportunities to use striking skills as in hockey, cricket,
use in performing physical activities
badminton, table tennis and tennis during activities.
during practice.
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.
12
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.
B1.3.3.3.3: Perform sit and reach. Personal Development and Problem-

solving: Learners develop personal skills
Learners sit with legs opened at shoulder width apart. Guide them to the toes of one leg and problem solving by performing sit and
with their hand and flex the trunk to touch the knee with their forehead. Learners flex reach flexibility test.
and end at their limit.
Personal Skills, Communication and
Learners perform sit and reach regularly to improve their flexibility. Creativity Skills: As learners observe the
pictures and draw the pictures, they develop
B1.3.3.3.4: Identify human body parts.
personal skills, communication and creativity
Use pictures and videos to help learners identify human body parts. Mention a body part skills.
and ask learners to point at it on the wall chart.
13
Strand 4: Physical Fitness Concepts, Principles and Strategies
Sub- Strands: Fitness Programme, Healthy Diet, Safety and Injuries, Substances/Drugs and Body Composition

B1.4.1.4 B1.4.1.4.1: Participate in enjoyable physical activities for increasing periods Personal Development and
of time. Leadership Skills: Learners develop
Demonstrate
personal skills such as physical fitness by
knowledge of Observe and record the activities learners enjoy doing. Find out why they enjoy doing
participation in enjoyable physical activities
physical fitness them through interviews.
concepts, for increasing periods of time.
principles, and B1.4.2.4.2: Recognise the need to drink water during and after physical
strategies to activity.
Communication Skills: Through
improve health
Through discussions, learners identify the need to drink water during water during discussion on the need to drink water
and performance.
physical activity as to prevent heat stroke, dehydration, to control the body during practical lessons, learners develop
temperature, etc. personal and communication skills such as
speaking, tolerance, value for health etc.
B1.4.3.4.3: Explain the purpose of warming up before physical activity and

cooling down after physical activity. Personal Development and
Communication Skills: As learners
Learners discuss that warm-ups when done well is to minimizes injuries and cool down listen to teacher and answer questions
helps the body to relax quickly or recover fast as well as reduce fatigue after physical warm-up and cool down, learners develop
activity. This should be treated during the warm-up and cool down phase of practical personal and communication skills such as
physical education lesson. speaking, listening, etc.
14
Strand 5: Values and Psycho-social Concepts, Principles and Strategies
Sub- Strands: Self-Responsibility, Social Interaction, Group Dynamics and Critical Thinking
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.
15
BASIC 2
16
BASIC 2
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.
17
Demonstrate Personal Development and

competence in Leadership Skills:: Learners develop
B2.1.4.1.4: Demonstrate balance on the ground and on objects, using bases
the motor skills personal skills and ledership such as
of support other than both feet.
and movement strength, balance, courage, patience,
patterns needed Learners warm up by doing knees boxing. Demonstrate balance on the etc. as they learn to walk with their
to perform a ground by sitting on the ground, raise your feet off the ground and support arms stretched by sides
variety of the trunk with your hands for learners to observe. Sit on a chair and lift your independently.
physical activities feet off the ground guide learners to identify the chair as the base of support.
(games, athletics Learners identify others and practice them as individuals as well as give
Leadership Skills: Learners develop
gymnastics and support to others.
personal skills and competencies
dance)
B2.1.5.1.5: Transfer weight from feet to hands and from hands to feet, such as accuracy, precision,
CONT’D landing with control. coordination strength, balance,
courage, patience, etc. as they
Learners stand shoulder width apart. Let them transfer weight from the feet transfer weight from feet to hands
to the hands sideways by bending the trunk laterally and placing the hand on and from hands to feet, landing with
the ground after warm-ups and demonstration. Transfer weight control.
momentarily from feet to one hand to the other in hand stand position. This
process is continuous rotational movement of the body through landing on Personal Development and
both feet and back to standing position with control (cartwheel). Learners Leadership Skills: Learners develop
practice with support and feedback. Allow learners to progress at their own personal skills and competencies
pace. End lesson with cool-down. such as accuracy, precision,
coordination strength, balance,
B2.1.6.1.6: Strike a ball continuously in an upward or forward motion, using courage, patience, teamwork, fair-
a hand and foot play, etc. as they practice how to
strike light balls upward with their
Learners go through warm up activities as usual. Stand at shoulder width
hands and feet.
apart with the foot opposite the striking hand slightly forward. Toss a ball up
and wing the arm forward to strike the ball at the bottom upward. Follow
the ball and strike it as it drops continuously until it drops. Guide learner s to
practice at their own pace. Put them in mini-teams to play a game. End
lesson to with cool down.
18
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.
CONT’D B2.1.8.1.8 Perform the overhand throw pattern.
After warm-ups pick up a ball and stand shoulder width apart. Extent the arm with the
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.
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
forward to throw the ball over the hand. Learners to practice the skill and give them
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.
19
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
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
the instep of the foot. Guide learners to practice the skill, observe and give
them corrective feedback. Ensure that learners progress at their own pace.
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
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,
creativity etc. as they practice the
skills.
20
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.
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.
B2.1.12.1.15: Clap and dance to beat (rhythm)
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.
21
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.
22

B2.2.2.2 B2.2.2.2.1: Explain open spaces Communication and Collaboration

Skills: Learners develop personal and
Demonstrate Learners explain open space by moving to free space within the demarcated working
communication skills as speaking, listening,
knowledge of area. From their personal space, ask them to move (jog, run at varied speed) to open
etc., as the teacher demonstrates and
movement space within the working boundaries.
concepts, explain the concepts of open space to them
principles, and during activity.
strategies that
apply to the
learning and B2.2.2.2.2: Distinguish between ‘a hop and a jump’. Communication and Collaboration
performance of Skills: Learners develop communication
physical activities Hopping involves taking off on one foot and land on the same foot. Jumping also skills as speaking, listening, and acquisition of
involves taking off with both feet and land on both feet. new concepts, principles, strategies, etc., as
the teacher demonstrates and explain the
Galloping involves moving one leg leading and the other is rapidly brought forward
difference between ‘a hop and a jump’, and
to it whiles sliding is one count movement to the side.
‘a gallop and a slide’ to them during practice.

B2.2.3.2.3: Compare the body parts. Skills: Learners develop communication
skills as speaking, listening, and acquisition of
Learners identify that apart from deformity all body parts are almost the same.
new terms as the teacher compares the
Learners compare right hand with the left hand, etc.
body part during practice skill.
23
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.
24

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,
B2.3.3.3.3: Perform two set of four continuous abdominal curls.

After warm-ups learners lie on the back with fit flat, knees bent and arms on the floor Leadership Skills: Learners develop
by side with palms down. personal skills such as perseverance,
Lift the head and shoulders forward to about 45 degrees angle with hand support and
cardiovascular endurance by performing
back to the floor on two counts rhythm. Learners perform the above activities and
record their base performance. Learners repeat another set of the number they four continuous abdominal curls as specific
perform after 6 minutes’ rest to test their abdominal muscular endurance and keep activities.
their record. Learners perform curl-up activities for maintenance and improvement of
abdominal muscular endurance. This should be done monthly to test learners’
abdominal muscles strength. This should be done at their regularly at their own pace.
Personal Development and Problem-

B2.3.4.3.4: Perform lower back stretch. solving: Learners develop personal skills
Learners lie face down with feet together and arm stretched sideways.
Learners lift their head and chest up without using the arms as support up to their and problem-solving such as commitment
limit. They should maintain the position as long as they can before they lie back flat on to duty, responsibility, hardworking,
the floor. Encourage them to work for further distance from the ground. enthusiasm etc. by performing Perform
lower back stretch test.
25
Strand 4: PHYSICAL FITNESS CONCEPTS, PRINCIPLES AND STRATEGIES
Sub- Strands: FITNESS PROGRAMME, HEALTHY DIET, SAFETY AND INJURIES,
SUBSTANCES/DRUGS AND BODY COMPOSITION
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.
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.
26
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.
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
Communication, Collaboration and

B2.4.5.4.6: Identify types of drugs commonly used by adolescents.
Critical Thinking Skills: As learners
Lead learners to understand the meaning of drug as anything we take in regularly for listen to teacher and answer questions,
purpose either than food such as drinking alcohol, taking medicine, smoking, etc. Guide learners develop personal and
them to mention common drugs used in their community and list them. This should be communication skills such as speaking,
given to them as project. listening, cooperation, and tolerance etc.
as learners identify types of drugs
commonly used by adolescents work in
groups.
27
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
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
Personal Development and Problem-

B2.5.4.5.4: Collect data and record progress toward mastery of a Solving Skills: Learners develop personal
motor skill in physical activity. and social skills such as cooperation, writing,
arithmetic skills and they Collect data and
Learners keep records of the progress in physical activity, appreciate their effort record progress toward mastery of a motor
and work extra for improvement skill in physical activity.
28
BASIC 3
29
BASIC THREE

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.
30
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
support.
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.
31
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.

B3.1.7.1.8: Strike a gently tossed ball with a bat, using a side orientation Leadership Skills: Learners develop
(movement). personal skills and competencies such as
throwing and catching, concentration,
Learners go through warm-ups. Learners in pairs with bats and tennis/table tennis
precision, coordination strength, balance
balls. Learners stand with the shoulder facing the partner. Guide them to bounce ball
and patience as well as creativity etc. as
and gently and strike sideways to the partner using inward and outward orientation.
strike a gently tossed ball with a bat, using
Support them to practice but at their pace. End lesson with cool down.
a side orientation as individuals and in a
game situation, eg. Table tennis.
32
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)
CONT’D Personal Development and Leadership

Skills: Through throwing and catching ball with
B3.1.8.1.10: Throw and catch a ball with a partner while both partners
are moving using underhand, overhand and sidearm throw patterns. a partner whiles moving, learners will develop
Learners go through general and specific warm-ups. Group learners in pairs with precision, coordination strength, balance and
a ball. Learners stand about 6m apart facing the direction of movement. Guide patience as well as teamwork, tolerance, fair-
them to perform throwing and catching as they move from one point to the play, communication, creativity etc. as they
other. Supervise them and give the feedback to improve their performance. practice the skill.
They play handball, netball or basketball game. End the lesson with cool down.

B3.1.8.1.11: Catch a flying ball away from the body. Skills: As learners catch a flying ball away from
the body, they develop personal skills and core
Learners to stand straight, shoulder width apart, with the foot opposite the
competencies such as accuracy, precision,
throwing hand slightly forward. Learners stretch their arms and hands fully
coordination strength, balance and patience as
sideways with fingers open catch the ball away from their body. They can step
well as teamwork, tolerance, fair-play,
sideways to get them closer to ball for easy catching. Give them corrective
communication, creativity etc. during practice.
feedback as the practice at their pace. End lessons after cool down with question
and answers.
33
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.
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.

B3.1.11.1.14: Foot-dribble a ball continuously while traveling and
Skills: Learners develop skills such as agility,
changing direction.
power, concentration, coordination strength
Arrange cones or skittles. Learners dribble a ball in a forward direction using the and balance through practice
inside of the foot. Learners practice. Observe and give them corrective feedback.
Organise a football game. End lesson with cool down.
34
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
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.
Personal development and

B3.1.13.1.17: Roll forward from standing position many time to a distance
leadership skills: Through practice,
in a round form.
learners develop skills like creativity,
Squat in front of a spread mat/safe floor. Place hands on the mat/floor and tuck the innovation, flexibility, endurance, etc. as
chin to touch the chest. From this position, push with the hands and roll forward in a they perform forward roll from standing
round form and back to the standing. Allow learner to progress at their own pace and position many time to a distance in a
always give support. round form.
Learners practice the skill, observe and give them corrective feedback. Ensure that
learners progress at their own pace.
35
SUB-STRAND: SPACE AWARENESS, DYNAMICS, RELATIONS, BODY MANAGEMENT AND STRATEGIES

B3.2.1.2 B3.2.1.2.1: Identify general space. Communication Skills and Critical

Thinking Skills: Learners develop
Demonstrate Learners identify general space by indicating the total working area. Learners move to
personal and critical thinking as they
knowledge of indicate the general space; Learners shade general space as a project.
brain storm and answer questions during
movement
concepts, practice.
principles, and
strategies that
apply to the B3.2.2.2.2: Compare and contrast locomotor movements conducted to even and Communication Skills and Critical
learning and uneven beats. Thinking Skills: Learners
performance of communication skills such as speaking,
physical activities. Learners identify locomotor movements conducted to listening, etc.as well as critical thinking
skills as brainstorming, critiquing as they
i. Even beats; jumping, jogging, hopping, dancing etc.
compare and contrast locomotor
ii. Uneven beat; running, dancing, sliding, galloping, trotting, etc.
movements conducted to even and
uneven beats.
B3.2.2.2.3: Identify steps and rhythm patterns for traditional and cultural
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.
36
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.
CONT’D Communication and Collaboration

B3.2.4.2.6: Identify the key elements for increasing accuracy in rolling a ball
and throwing a ball. Skills: Learners develop personal
like tolerance, as well as
Learners identify elements for increasing accuracy in rolling and throwing communication skills like listening,
as coordination, agility, strength, flexibility, timing, etc. speaking, etc. as they identify the
key elements for increasing
accuracy in rolling a ball and
throwing a ball.
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.
37

B3.3.1.3 B3.3.1.3. 1: Perform 10 minutes dance with music. Personal Development and
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.
B3.3.2.3.2: Perform continuous step-ups. Personal Development and

After warm-ups learners perform continuous step ups using stable platforms like personal skills such as perseverance,
block, bag of sand, etc. to test muscular strength in the legs. Put learners in pairs to muscular strength, muscular endurance,
count and record as the other performs. cardiovascular endurance by performing
8 continuous step-ups activities
B3.3.3.3.3: Perform three set of continuous step-ups.

After warm-ups learners perform continuous step ups using stable platforms like
block, bag of sand, etc. learners repeat three set after 5minutes rest to test muscular
endurance in the legs. Put learners in pairs to count and record as the other performs.
cardiovascular endurance by performing
three set of 8 continuous step-ups
activities.
38
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.
Communication and Digital

B3.3.5.3.5: Identify body composition using fat and fat free body mass. Literacy: As learners observe the
pictures, list and draw the pictures, they
Learners to understand that body composition is the relative percentage of fat muscles develop communication skills and digital
and fat free body. literacy.
39

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.
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.
40
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.
Communication and critical

B3.4.5.4 6: Recall why adolescents use drugs for physical activities.
thinking skills: As learners listen to
Brainstorm with learners that adolescents use drugs to reduce pains, to cure disease, teacher and answer questions, learners
to gain confidence, imitate others, etc. develop personal and communication
skills such as speaking, listening,
cooperation, and tolerance etc. as
learners identify types of drugs
commonly used by adolescents work in
groups.
B3.4.6.4.7: Explain the meaning of body composition using fat and fat free Communication and Digital
body mass. Literacy: As learners observe the
pictures, list and draw the pictures, they
Learners explain that body composition is the relative percentage of fat muscles and
fat free body. develop personal skills and digital
literacy.
41
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.

B3.5.3.5.3: Use verbal and nonverbal communication to improve practice.
Communication Skills: Learners
Learners improve on their practice as they receive positive verbal and non-verbal develop these skills such as tolerance,
feedback from their peers, teacher, etc. empathy, teamwork, etc., during
practical physical education lesson as
they encourage others by using verbal
and nonverbal communication.
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.
42
BASIC 4
43
BASIC 4

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:
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.
44
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.
Personal Development and Leadership Skills::

B4.1.6.1.6: Strike a bounce ball with the hands and feet. Learners develop personal and eadership skills such
as accuracy, precision, coordination, strength, and
In pairs, a partner tosses a lightweight ball to a colleague to hit over balance, as they strike a bounce ball with the hands
varying distances. Serve a lightweight ball to a partner, using the and feet as individual and as a team.
underhand movement pattern. Strike a gently tossed ball with feet, using a
side orientation.
Personal Development and Leadership Skills:

B4.1.7.1.7: Strike a self-tossed light weight ball with a paddle or Learners develop personal skills and competencies
such as accuracy, precision, coordination strength,
racket to a partner.
balance, courage, patience as they Strike a self-
In pairs, a partner tosses a lightweight ball to a colleague to hit over tossed light weight ball with a paddle or racket to a
partner.
varying distances. Serve a lightweight ball to a partner, using the
underhand movement pattern. Strike a gently tossed ball with a bat, using
a side orientation.
45
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.

B4.1.9.1.11: Kick a ball dropped from the hands.
Leadership Skills : Learners develop
Learners control a ball dropped by their pairs. They should control them from a
15-metre distance on the ground with the foot. Put them into groups to control
kicking, precision, coordination, balance and
their ball.
patience as they kick a ball dropped from
the hands.
46
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.
47

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.
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.
48
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.
49
B4.3.1.3 B4.3.1.3.1: Perform 15 minutes’ brisk walk with music. Personal Development and
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
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
Learner demonstrates the correct position by sitting on the floor, straightening the
legs and open to ‘v’ shape and keep palms flat on the floor by learners and try to lift
the body up for continuously three set with 4 mins’ rest after each set.
flexibility as three set of eight continuous
‘v’ push-ups.
B4.3.4.3.4: Perform groin flexibility Personal Development and

Learners in pairs facing each other. The one working uses the other as a support
with one hand while standing on one foot. Learner flexes the free leg and use the
other hand to the ankle and pull it backward. Learners can also do the exercise
flexibility as they p Perform groin
using a wall or any firm support.Give learners corrective feedback as they practice
flexibility.
for improvement. End the lesson with cool down.
50
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
51

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.
52
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.
53
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.
to the learning and
performance of
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.
54
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.
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
55
BASIC 5
56
BASIC 5

B5.1.2.1 B5.1.2.1.1: Walk on straight lines edges. Development of Personal and

Demonstrate Draw a straight line on the floor for learners to walk on it. Learners walk as
competence in the individually and in a groups under the watch of the teacher. Organise competition
accuracy, precision, coordination strength,
motor skills and for learners. End the lesson with cool down and use questions to end the lesson.
balance, courage, patience, teamwork,
movement patterns
fair-play, etc. as they practice how to walk
needed to perform a
on straight lines edges.
variety of physical
activities (games,
B5.1.3.1.2: Skip and leap continuously Development of Personal and
dance)
Learners bend their needs, push against the ground to skip and leap as many times personal skills and competencies such as
as they can at their own pace in a demarcated area. Learners practice the activities skipping and leaping, concentration,
as individuals and in groups at their own pace. precision, coordination strength,
cardiorespiratory endurance, balance and
Organise competition for learners in groups. End the lesson with cool down and
patience as well as creativity, innovation
use questions to summarise the lesson.
etc. as they perform the activity.
B5.1.4.1.3: Roll ball using a stick through obstacles (arranged cones)

Development of Personal and
Arrange ten cones in a straight form and zigzag. Learners roll balls through in turns. Leadership Skills: Learners personal
As learners move, the teacher checks their movements, control of the balls with skills and core competencies such as
the stick and gives corrective feedback for correct mastery of skill. Learners are concentration, precision, coordination
allowed to progress at their own pace during practice. Organise competition for strength, balance etc. as they roll ball
learners. End the lesson with cool down and use questions to summarise the using a stick through obstacles.
lesson.
57
Demonstrate B5.1.5.1.4: Perform simple small-group balance stunts by distributing

competence in the weight and base of support. Development of Personal and
motor skills and Leadership Skills: Learners will
Learner stands straight and hold on to another person. Stand slowly on tip toe and develop personal skills and core
movement patterns
move as high as possible and distribute body weight on toes. Organise competition competencies such as throwing,
needed to perform a
for learners and use time declare winners base on how long a member of the group coordination, strength and balance as they
variety of physical
loses a balance. End the lesson with cool down and use questions to summarise the perform simple small-group balance stunts
activities (games,
lesson. by distributing weight and base of support.
dance)
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.
B5.1.6.1.6: Striking a dropping light ball upward and forward to a

teammate using the hands or feet. Development of Personal and
Leadership Skills: Through striking a
After warm-ups as usual, learners are grouped in pairs with a ball. Learners toss
dropping light ball upward and forward to
balls and swing their feet from behind to strike the ball to a partner at appropriate
partner using the hand or feet, learners
distance. Partners strike the ball back to continue the rally. Group can be striking
will develop personal skills and
balls light ball like volleyballs with their hands and whiles strike heavy balls like
competencies such as precision,
football with their foot to prevent injuries.
Learners continue with the process when the ball drops. Supervise and give patience as well as teamwork.
support to learners. Organise mini football and volley competition. End lesson with
cool down.
58
CONTENT INDICATORS AND EXEMPLARS
STANDARD SUBJECT SPECIFIC PRACTICES
Demonstrate B5.1.7.1.7: Strike a dropped ball, with a racket or paddle, toward a

competence in the target by using the forehand and back hand movement pattern to a Development of Personal and
motor skills and partner. Leadership Skills: Through striking a
movement patterns dropping light ball upward and forward to
After warm-ups as usual, learners are put in pairs with a ball racket/paddle. partner using a racket or paddle, learners
needed to perform a
Learners toss a ball and swing the bat/paddle from behind to strike the ball to a will develop personal leadership skills such
variety of physical
partner about 6m away using a racquet or paddle. Let the part strike the ball. as precision, coordination, strength,
activities (games,
athletics gymnastics and balance and patience as well as teamwork.
dance)
B5.1.8.1.8: Throw a ball to a moving partner to catch while walking, Development of Personal and
CONT’D jogging and running. Leadership Skills: Learners will
develop personal skills and leadership
Learners go through general and specific warm-ups. Group learners in pairs with a
skills such as agility, concentration,
ball. Partners stand at appropriate distance facing the each other. Learners perform
coordination, creativity, agility, strength
throwing and catching whiles walking, jogging and running as in handball or
and balance.
basketball base on the balls available and learners’ ability. Supervise learners and
give the feedback to improve their performance. Let them play handball, or
basketball game. End the lesson with cool down.
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
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.
59
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.
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.
60
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,
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.
61
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
62
Strand 2: Movement Concepts, Principles and Strategies
Sub-Strand: Space Awareness, Dynamics, Relations, Body Management and Strategies
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.
63

B5.3.1.3 B5.3.1.3.1: Perform 10 minutes jogging with music. Personal Development and Leadership
Skills: Learners develop personal skills,
Assess and Choose music that can aid learners to jog. Learners jog at their own pace for 10
leadership and fitness such as coordination,
maintain a level minutes. Learners communicate with their teachers and peers signs and symptoms as
of physical they progress in the activity.
fitness to flexibility and aerobic capacity by perform 10
improve health B5.3.2.3.2: Perform continuous pull-ups. minutes jogging with music.
and
Learners after general and specific warm-ups, learners hung on a bar and perform Personal Development and Leadership
performance.
pull-ups at their own ability level and at their own pace. Learners work in groups and Skills: Learners develop personal skills such as
as individually at their own pace. perseverance, muscular strength, muscular
endurance, flexibility by perform five
B5.3.3.3.3: Perform two set of continuous push-ups. continuous pull-ups.
Learners after general and specific warm-ups, learners lie on the ground face down.
Skills: Learners develop personal skills such as
Learners with their palms flat on the ground by their side, extend their arms to move
perseverance, muscular strength, muscular
their trunk up and flex the arms again to move the body back to lying position.
endurance, flexibility by perform five
Learners continue the process for a number of base on their ability in a set. Learners
continuous push-ups.
repeat the second set after rest and progress at their own pace.
B5.3.4.3.4: Perform standing bend and reach the knee with the forehead.
Skills: Learners develop personal skills such as
Learners go through warm-up. Learners stand straight shoulder with apart. Arms by perseverance, muscular strength, muscular
their sides tilt to one side of their body till the hand reaches the knees. Same should endurance, flexibility as they perform standing
be done to the other side. Let them perform in pairs so that as one performs the bend and reach the knee with the forehead.
other gives support.
B5.3.5.3.5: Identify the capabilities of the various body types. Skills: As learners listen to teacher and
There are three main body types: Ectomorph, Endomorph and Mesomorph. answer questions, learners develop personal
Ectomorph: Learn and long with difficulty to build muscles and communication skills such as speaking,
Endomorph : Big, high body fats, round in shape and high tendency to store body fats listening, cooperation, and tolerance.
Mesomorph: Muscular and well built, high metabolism and responsive muscle cell.
64
Sub- Strands: FITNESS PROGRAMME, HEALTHY DIET, SAFETY AND INJURIES, SUBSTANCES/DRUGS
AND BODY COMPOSITION
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.
65
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.
66

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.
67
BASIC 6
68
BASIC 6

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.

B6.1.2.1.2: Jump for distance, landing on both feet and bending the hips, Leadership Skills: Learners develop
knees, and ankles to reduce the impact force. competencies and personal skills such as
critical thinking, collaboration,
After warm-up activities, learners perform long jump by
communication, body balance, power to
i. Practicing approach run take-off and land and leadership skills:
ii. Practicing approach run and single take off with a comfortable foot supporting and guiding one another as
iii. Practice landing on both feet with emphasis on bending the hips, jump for distance, landing on both feet and
knees, and ankles to reduce the impact force. bending the hips, knees, and ankles to
iv. Learners practice at their own pace base on their abilities reduce the impact force.
v. Learners end the lesson with cool down.
69
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.
(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.
B6.1.4.1.5: Perform simple small stunts while shifting base of support

from one body part to the other. Personal Development and Leadership
Learners go through warm ups to make the body flexible for performance. Skills: Learners develop personal and leadership
skills and competencies such as strength,
i. Learners move into simple steps in a rhythm over a rotatory rope
endurance, coordination,
performed by two peers at a spot. As they jump, the rope is
withdrawn from their feet. balance, patience, teamwork etc. as they perform
ii. Learners hop over obstacles and land with the other foot whiles in simple small stunts while shifting base of support
motion. from one body part to the other
iii. Learners practices using different strategies at their own pace and
ability.
70
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
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
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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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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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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Demonstrate B6.1.12.1.15: Organize aerobic dance. Personal Development and Leadership

competence in the Skills: Learners develop flexibility,
motor skills and Organize aerobic dance with local or foreign music. Learners perform
cardiovascular endurance, aerobic
movement patterns rhythmic exercise to develop and refine basic movements skills such as
capacity, and coordination etc. through
needed to perform a coordination, flexibility, muscular endurance, cardio-vascular
the practice of aerobic dance.
variety of physical endurance, etc. Learners perform and progress at their own pace.
activities (games, Learners use feedback to from peers and teacher to improve their
athletics gymnastics fitness skills.
and dance) Personal Development and Leadership
skills: Through practice, learners
CONT’D develop skills like creativity, innovation,
flexibility, endurance, etc. as they
B6.1.13.1.16: Roll (body) smoothly forward and backward perform forward roll from standing
(combination of forward and backward roll) position many time to a distance in a
round form.
After a warm-up, learners curve their bodies adequately, tuck their
head, push- off evenly with both feet, take the body weight on the
hands and arms. The head and body stay tucked in throughout the roll.
Learners keep the front and top of the head from touching the mat.
Learners roll back to their feet unaided at their own pace. Learners
adapt forward roll technique base on their capabilities.
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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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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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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.
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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Assess and flexibility as they perform trunk rotation.

maintain a level of
B6.3.5.3.5: Identify the capabilities of the various body types
physical fitness to
(mesomorph, ectomorph and endomorph).
improve health and Communication and Collaboration
performance. Learners identify the capabilities of each body types: skills: As learners observe the pictures of
body types, list and draw the pictures, they
CONT’D i. Mesomorph-Sprinter, player (all roles) Lifter, etc.
develop communication skills like, speaking,
ii. Ectomorph- Long distance runner, midfielder, basketball shooter, etc.
writing, and drawing through class discussion
iii. Endomorph- Good swimmer, thrower, hockey goalkeeper, etc.
and assignment.
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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.
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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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.
Communication and critical thinking

B6.4.5.4.6: Discuss with learners the effects of drug addiction.
skills: As learners listen to teacher and
Learners discuss effects of drug addiction as; madness, uneasiness, death, etc. answer questions, learners develop personal
and communication skills such as speaking,
listening, cooperation, and tolerance etc
B6.4.6.4.7: Discuss with learners the capabilities of the various body

Communication and Collaboration skills:
types (mesomorph and ectomorph).
As learners observe the pictures of body
Learners discuss the body types: Mesomorph- medium body type and types, list and draw the pictures, they develop
ectomorph-slim body type. Learners identify capabilities of various body types communication skills like, speaking, writing,
such as mesomorph-long distance runners’, endomorphs- good swimmers, and drawing through class discussion and
throwers, etc. assignment.
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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.
Circle dance: A dance performed in a circle.
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.
General space: Refers to the area surrounding personal space.
Group dynamics: The interactions and interrelationships of people in a group.
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.
Hop: To take off and land on the same foot.
Hyperextension: Greater-than-normal stretching or straightening of an extended limb.
Hyperflexion: Bending a joint beyond its normal range of motion.
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.
Intensity: A principle of training that establishes how hard to exercise.
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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.
Level: The position of the body or an apparatus relative to the floor.
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.
Movement patterns: An organized series of related movements.
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.
Open skills: Motor skills that are performed in a changing environment.
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 progression: A progressive increase in the level of exercise is more effective.

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Principle of regularity: Exercise must be performed on an ongoing basis to be effective.
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.
Travel: Movement of the body from one point to another.
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.
Volley: To strike a ball upward.
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
Mr. Munkaila Seibu-Secretary Dept. of HPERS, UEW
Mr. Paul Kofi Yesu Dadzie-Member Presby Boys SHS, Legon
Expert Reviewers
Prof. J. O. A. Ammah Dept. of HPERS, UEW
Dr. J. A. Baba Dept. of HPERS, UEW
Curriculum Adviser
Dr. Sam K. Awuku
Supervisor
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REPUBLIC OF GHANA
HISTORY OF GHANA
(BASIC 1 - 6)
SEPTEMBER 2019

History of Ghana Curriculum for Primary Schools

P. O. Box CT PM 77
Cantonments
Accra
Telephone: 0302909071, 0302909862

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!

© NaCCA, Ministry of Education 2019 i

TABLE OF CONTENTS
FOREWORD................................................................................................................................................................................ Error! Bookmark not defined.

RATIONALE.............................................................................................................................................................................................................................................. iv
PHILOSOPHY ........................................................................................................................................................................................................................................... iv
CORE COMPETENCIES ....................................................................................................................................................................................................................... vii
VALUES:..................................................................................................................................................................................................................................................... xii
INFORMATION AND COMMUNICATIONS TECHNOLOGY ............................................................................................................................................. xvii
ORGANISATION OF THE CURRICULUM ................................................................................................................................................................................. xviii
SCOPE AND SEQUENCE ................................................................................................................................................................................................................... xx
BASIC 1 ....................................................................................................................................................................................................1
HISTORY AS A SUBJECT ....................................................................................................................................................................................................................... 2
MY COUNTRY GHANA ........................................................................................................................................................................................................................ 4
EUROPEANS IN GHANA ...................................................................................................................................................................................................................... 7
INDEPENDENT GHANA ....................................................................................................................................................................................................................... 8
BASIC 2 ................................................................................................................................................................................................. 10
MY COUNTRY GHANA ..................................................................................................................................................................................................................... 10
THE PEOPLE OF GHANA .................................................................................................................................................................................................................. 10
MY COUNTRY GHANA ..................................................................................................................................................................................................................... 11
EUROPEANS IN GHANA ................................................................................................................................................................................................................... 13

BASIC 3 ................................................................................................................................................................................................. 15
MY COUNTRY GHANA ..................................................................................................................................................................................................................... 15
BASIC 4 ................................................................................................................................................................................................. 21
HISTORY AS A SUBJECT .................................................................................................................................................................................................................... 21
MY COUNTRY GHANA ..................................................................................................................................................................................................................... 22
COLONISATION AND DEVELOPMENTS UNDER COLONIAL RULE IN GHANA........................................................................................................ 26
INDEPENDENT GHANA .................................................................................................................................................................................................................... 28
BASIC 5 ................................................................................................................................................................................................. 30
MY COUNTRY GHANA ..................................................................................................................................................................................................................... 30
JOURNEY TO INDEPENDENCE ...................................................................................................................................................................................................... 35
BASIC 6 ................................................................................................................................................................................................. 40
JOURNEY TO INDEPENDENCE ...................................................................................................................................................................................................... 42
INDEPENDENT GHANA .................................................................................................................................................................................................................... 44
© NaCCA, Ministry of Education 2019 iii

RATIONALE
History is a subject that explores the past with the aim of understanding the factors that have shaped our world. History deals with important past activities of a people so that we
understand how we acquired our identity and culture. As an academic discipline, history helps to develop the imaginative abilities and critical thinking skills of learners because it
teaches learners to analyse, evaluate and interpret past events carefully in order to make informed decisions. The study of history also teaches important moral lessons and provides
clear guidelines for everyday life and interactions of people in the society.
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
© NaCCA, Ministry of Education 2019 iv

Learning Philosophy
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:
a. context and chronology;

b. significance;
c. cause and consequence;
d. continuity and change;,
e. similarity and difference,;
f. evidence; and
g. interpretation.
Therefore, through the teaching and learning of History, learners are to:
a. appreciate the history of themselves, their families and communities;

b. acquire the skill of gathering and objectively analysing historical data, using scientific methods, that will enable them interpret past actions and behaviours of the people of
Ghana from a Ghanaian perspective;
c. acquire more knowledge on the history of the people of Ghana;
d. apply historical concepts to the study of the history of Ghana;
e. develop a discerning approach to studying sources of historical evidence;
f. develop a sense of national consciousness and appreciate the factors that make for national unity;
g. acquire positive habits and attitudes, national identity as a Ghanaian and an African with a heritage worthy of pride, preservation and improvement; and
h. appreciate the relevance of the study of history in current and future development efforts of the nation.
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GENERAL AIM
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
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.
© NaCCA, Ministry of Education 2019 vi

The teacher should serve as a facilitator by adopting strategies that involve learners in:
1. observing and collecting historical evidence.
2. interpreting data as required.
3. model building
4. developing projects.
The following activities are recommended for the teacher:

1. Sessions considering different sources of historical evidence including discussions with people with historical knowledge (resource persons) and visit to historical sites.
2. Debates among groups on various topics relating to history.
3. Projects using modern technologies to communicate findings clearly and effectively in the form of papers, exhibits/posters, drama and documentaries.
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 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 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, competencies and attitudes acquired to contribute effectively towards the
socioeconomic development of the country and the world at large. Learners build skills to critically identify and analyse cultural and global trends that enable them to contribute to the
© NaCCA, Ministry of Education 2019 vii

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, and communicate through ICT to support their learning. It also makes them use digital media responsibly.
- Process Skills
© NaCCA, Ministry of Education 2019 viii

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 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.
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.
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.
© NaCCA, Ministry of Education 2019 ix

Synthesising: The ability to put parts together to form a new whole. It involves the ability to combine, compile, compose, devise, plan, revise, organise,
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.
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.
© NaCCA, Ministry of Education 2019 x

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,
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
© NaCCA, Ministry of Education 2019 xi

and take a stand on issues affecting them and others. The history 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 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.
© NaCCA, Ministry of Education 2019 xii

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 evaluating 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.
© NaCCA, Ministry of Education 2019 xiii

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.
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:
Theory: 2 periods per week (two 30-minute periods)

Practical: 2 periods per week (one double-period/1hour)
© NaCCA, Ministry of Education 2019 xiv

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 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 assumes the position of a facilitator or coach who helps learners to identify a problem suitable for investigation via project work.
 Subject-matter around the problem, not the discipline.
 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.
© NaCCA, Ministry of Education 2019 xv

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 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
 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.
© NaCCA, Ministry of Education 2019 xvi

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:

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 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
© NaCCA, Ministry of Education 2019 xvii

The curriculum is organised under key headings and class as below:
Strands are the broad areas/sections of the history curriculum to be studied.
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.
© NaCCA, Ministry of Education 2019 xviii

CURRICULUM REFERENCE NUMBERS
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
Year/Class Content Standard Learning Indicator
Strand 1: History as a subject

Sub-strands: 1-Why and how we study history
KG1 KG2 B1 B4
KG1.1.2.1: Demonstrate understanding KG2.1.2.1: Recount history about themselves B1.1.1.1Show understanding of B4.1.1.1 Show understanding of
of their own individual history and their families. history as part of everyday life. importance of studying history.
KG1.1.2.1.1 Share information about KG2.1.2.1.1 Share more detailed information B1.1.1.1.1 Explain that history deals B4.1.1.1.1 Explain how history
themselves and acknowledge that since about themselves e.g. where they were born with past human activities. defines our identity as
they are past, they qualify to be called and their hometowns Ghanaians - Akan, Ewe, Gonja
history. etc.,
© NaCCA, Ministry of Education 2019 xix

SCOPE AND SEQUENCE
STRAND SUB-STRAND B1 B2 B3 B4 B5 B6
HISTORY AS A SUBJECT Why and how we study history √

The learner’s own history
Family History
Community History
The People of Ghana √ √ √
Inter-Group Relations √
MY COUNTRY GHANA1 How Ghana got its name
Major Historical locations √
Some selected Individuals √ √ √
EUROPEANS IN GHANA Arrival of Europeans √

International trade including Slave Trade √
Missionary Activities √
Impact of European presence √
COLONISATION AND Establishing Colonial rule in Ghana √
DEVELOPMENTS UNDER Social Development √
COLONIAL RULE IN GHANA
Economic Development √
Political Development √
JOURNEY TO INDEPENDENCE Early Protest Movements √
Formation of Political Parties √
The 1948 riots √
Ghana gains independence √
The Republics √ √ √
INDEPENDENT GHANA
Military Rule √
© NaCCA, Ministry of Education 2019 xx

BASIC 1
1
Strand 1: History as a Subject
Sub-Strand 1: Why and How We Study History
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.
2. Sketch/show a video of a scene depicting a birthday, funeral, wedding and festival

celebration
3. Start a birthday partnership/register to make history alive in the classroom. Learners

write their date of birth chronologically on a manila card and this should be hanged in
the classroom. At the end of every history lesson, the class could refer to these
records for an upcoming birthday.
4. Build an album of themselves and family members, starting with earlier pictures and
photographs to resent ones
© NaCCA, Ministry of Education 2019 2

Sub-Strand 4: Community History

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
3. learners sketch what they have seen on their visit
4. Compare sketches drawn with pictures of historical sites from other

communities
5. Learners discuss their sketches bringing out similarities and differences in the
sites they visited

Strand 2: My Country Ghana
Sub-Strand 3: How Ghana Got Its Name
B1.2.3.1. Demonstrate B1.2.3.1.1 Explain why, in the past, Ghana was known as the Gold Learners develop digital literacy,
understanding of why Coast. national identity and national pride
Ghana used to be called as they explore the origin of the
Enquiry route: Why did the country change its name from the Gold Coast to Ghana?
the Gold Coast’ name Ghana
Who proposed the change of name? Why was the new name proposed?
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

Sub-Strand 3: How Ghana Got Its Name
B1.2.3.1. Demonstrate B1.2.3.1.2 Recall when the name Ghana came into formal use. Learners develop creative,
understanding of why innovative, national identity and
Enquiry route: How was the name changed? In which year was the name changed?
Ghana used to be called the national pride as they explore the
‘Gold Coast’. Cont’d 1. Discuss the sequence of events leading to the change of name origin of the name Ghana
2. Discuss the role of played by parliament and other individuals in the change of
name from Gold Coast to Ghana
3. Dramatise a scene in parliament in changing the name 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)

Sub-Strand 5: Some Selected Individuals
B1.2.5.1. Show B1.2.5.1.1 Identify Ghanaians of diverse fields who have contributed The use of evidence (Flag, coat of
understanding of significantly to national development including Theodosia Okoh – Arms etc.) to appreciate the
significant roles played by National flag. Amon Kotei – Coat of Arms. Baba Yara – Football significant contributions of some
Ghanaians from different for Ghana. Ephraim Amu – Music, Kofi Antubam – Art and craft, Ghanaians, learners become
walks of life Kow Ansah – Film etc. creative, innovative and digitally
literate
Enquiry route: which individuals have contributed to Ghana’s development? How have
they contributed to Ghana’s development?
.
1. Identify Ghanaians of diverse professions who have contributed significantly to
national development
2. Match individuals with their achievements e. g Theodosia Okoh – national flag.
Amon Kotei – coat of arms. Baba Yara – football for Ghana. Ephraim Amu-
music, Kofi Antubam- art and craft, Kow Ansah – Film etc.
3. Show and discuss a documentary of significant individuals
4. Guide learners to study about these individuals using the internet
5. Role play what learners want to be in future

Strand 3 Europeans in Ghana
Sub-Strand 1: Arrival of Europeans
B1.3.1.1 Show understanding B1.3.1.1.1 Explore which Europeans came to Ghana As learners use evidence to
of Europeans who came to explore the chronology of events,
Ghana Enquiry Route: Which Europeans came to Ghana? Which country came first? Where did
they enhance their global
they first settle?
citizenship, and digital literacy
1. Identify the European countries whose citizens came and settled in Ghana
- Portugal, Britain, France, Sweden, Germany, (Brandenburg) Denmark,
Norway, Netherlands
2. Arrange the Europeans which they came to Ghana in the order which they
came (starting with those who came first)
3. Locate each of these countries on the world map using the internet.
4. Find out where each country first settled in Ghana (From parents,
museums etc.)

Strand 6: Independent Ghana
Sub-Strand 1: The Republics
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

BASIC 2

Basic 2
Sub-Strand 1: The People Of Ghana
SUBJECT SPECIFIC
CONTENT
STANDARDS
COMPETENCIES
B2.2.1.1. Demonstrate B2.2.1.1.1 Identify the ethnic groups in each region in Ghana Learners enhance their cultural
knowledge of the ethnic Enquiry route: Which ethnic groups are there in your region? identity, critical thinking, and
groups in Ghana 1. Identify the administrative regions of Ghana digital literacy as they identify the
2. Locate the ethnic groups in each region on a map of Ghana various ethnic groups
3. With the aid of a slide/video/TV/internet, identify the regions and ethnic
groups in Ghana
4. Match the ethnic groups with their region
5. List the administrative regions in the order in which they created (starting
with the oldest region)
B2.2.1.1. Show B2.2.1.1.1 State the characteristics of the ethnic groups in Ghana As learners identify the
understanding of the Enquiry route: What are the characteristics of the ethnic groups? What differentiates one characteristics of the ethnic groups
characteristics of some of ethnic group from the other? in Ghana, they develop cultural
the ethnic groups in 1. Identify the characteristics (food, festivals, dressing, language, political identity, tolerance and collaborate
Ghana institutions, social and economic activities, taboos, oaths etc.) of some of the with others
ethnic groups in Ghana
2. Show documentary/pictures/ internet of a festival of one of the ethnic groups
3. Discuss what the documentary entails.

Sub-Strand 4: Major Historical Locations
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
4. Think pair-share-activity: Individual learners identify a woman who they admire

most in the community.
They choose partners and discuss the reasons for their choice.

Strand 3: Europeans in Ghana
Sub-Strand 2: International Trade Including Slave Trade

B2.3.2.1. Understand that B2.3.2.1.1 Describe how early trade was carried out between Ghanaians As learners describe how early
trade was the major reason and Europeans trade was carried out between
why the Europeans settled Enquiry route: How was trade with the Europeans first carried out? How did the method of Ghanaians and Europeans, it
in Ghana trade change with time? What items were traded? What towns emerged out of the enhances their communicative,
trade between Ghanaians and Europeans? creative and innovative skills.
1. Describe how early trade was carried out between Ghanaians and the International trade encourages
Europeans global citizenship.
2. Organise learning corners with real items or pictures of items brought by the
Europeans such as Gin, Gun, Gun Powder, Textiles, Tobacco, Iron Bars,
Elephant tusks, Ivory, Gold.
3. Role play the barter trade in those items.
4. Use internet to identify countries with the items they brought that remained
part of everyday Ghanaian life. e.g. the Dutch and wax prints.
5. Name the towns that emerged on the coast as a result of European trade with
Ghanaians.

BASIC 3

Basic 3
Sub-Strand 1: The People of Ghana
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

Sub-Strand 2: Inter-Group Relations

B3 2.2.1. Demonstrate B3 2.2.1.1 Discuss the nature of exchanges among the ethnic groups. Learners develop appreciation of
knowledge of how interdependence among ethnic
intergroup alliances, Enquiry route: What form did the exchanges take? How beneficial were these exchanges to groups and communicative skills
conflicts and other the ethnic groups? by discussing intergroup relations
exchanges 1. Identify the forms of exchanges including forms of trade, inter-marriage, conflict and
alliances.
2. Discuss the benefit of these exchanges
B3.2.2.1.2 Name some of the items exchanged among the various groups.
Enquiry route: What items were exchanged among the various ethnic groups? Why were
these items exchanged? How and why did cowrie shells (cedie) become the most
common medium of exchange? Discuss the transformation from barter system to the use
if cowry shells as a medium of exchange
1. Identify trade items that were exchanged among ethnic groups: salt. fish, gold, kola,
Shea butter, pottery and cloth and iron utensils
2. Match items with the areas / sources where the items were obtained. e.g. Shea
butter - savannah belt
3. Explain the medium of exchange
4. Trace the origin of the name ‘cedi’
B3.2.2.1.3 Describe the conflicts and alliances that existed among the ethnic groups in
Ghana
Enquiry route: Which ethnic groups were engaged in wars in the past? Which ethnic groups
came together to fight a war?
1. Discuss intergroup wars such as Battle of Feyiase and the Krepi war of 1833.
Discuss instances where alliances were formed between different groups to fight a
common enemy. E.g. The Battle of Akatamanso where the Asante army was
defeated by an alliance made up of the British, Ga, Fante, Akyem, Akwamu, Krepi
and Denkyira Anlo / Asante in the Ada War of 1869

B3.2.4.1. Demonstrate B3.2.4.1.1 Identify the forts and castles built along the coast of Ghana The use of evidence to appreciate
knowledge of the forts and the significance of historical
castle built in Ghana. Enquiry Route: what is the difference between a fort and castle? Where can we locate the locations help learners to become
forts and castles? Who built them? When were they built? Why were they built? How have critical thinkers and digital
the uses of forts and castles changed over time? literates
1. Explain the differences between forts and castles
2. With the use of internet, identify the major forts and castles on Ghana’s
coast on a map (where they are located, which Europeans built them and
when and why they were built).
3. Explain some of the uses to which these forts and castles have been put
since they were built. E.g. Seat of government, trading and education
4. Discuss the use to which these forts and castles were put since Ghana
gained independence
5. Match these forts and castles with where they can be located
6. Learners draw their favourite castle
7. Show and discuss a documentary/ slides on forts and castles in Ghana
** Visit any of these facilities to model any fort and castle


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
Enquiry route: Which Ghanaian entrepreneurs contributed to national

development? How did they contribute? Which entrepreneurs inspires you most
and why?
1.Name Ghanaian entrepreneurs of note e.g. George Grant – Businessman,

Winifred Tete-Ansa, Esther Ocloo – Nkulenu Industries, B.A. Mensah – Pioneer
Tobacco Ltd. Kwabena Pepra – Paramount Distilleries, J.K. Siaw – Tata Brewery,
Alhaji Adam Iddrisu – Global Haulage
2.Show pictures of some outstanding entrepreneurs in Ghana
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

Sub-Strand 1: Arrival of Europeans
B3.3.1.1. Show B3.3.1.1.1 Describe how the Europeans settled on the Gold Coast, As learners explore the cause and
understanding of the including forming alliances with the local chiefs consequences of the interaction
interactions between the between Europeans and the locals,
local people and early Enquiry route: Which Europeans were the first to come to the Gold Coast? When they enhance their communicative,
settlers did they come? Where did they first settled? collaborative and creativity skills
1. Dramatise the meeting between the Portuguese and Kwamina Ansah
2. Explain why other Europeans who came later also settled on the Gold
Coast
3. Investigate how the Europeans settled on the Gold Coast including
forming alliances with the local chiefs and marrying the local people

BASIC 4

Basic 4
Strand 1: History as a Subject
Sub-Strand 1: Why and How We Study HISTORY

B4.1.1.1. Show B4.1.1.1.1 Explain the importance of studying the history of Ghana. Learners develop their cultural
understanding of the identity creativity and innovative
importance of studying Enquiry route: How does history promote our identity as Ghanaians? How does skills as they identify the
history history promote the survival of the ethnic groups? How does history promote importance of studying history
national integration? How does history promote national pride and patriotism?
1. Engage learners to discuss how history defines our identity as
Ghanaians
2. Role-play to show how history teaches us customs, values,
traditions all of which ensure the survival of our nation.
3. Role play how history can promote national pride, patriotism and
integration
B4.1.1.2. Understand the B4.1.1.2.1 Identify the sources of history including archaeology, numismatics, Use of evidence in learning history
sources for oral tradition, wall paintings etc. helps learners develop their critical
writing history thinking skills
Enquiry route: What are the sources of history? What historical knowledge
are we likely to acquire from these sources?
1. List the sources of history including funeral brochures, oral tradition,
old photographs, old letters and diaries, arts and craft works, old
newspapers, dirges, appellation and books.
2. Classify these sources under primary and secondary sources.
3. Explain how relevant historical information can we obtain from old
newspapers and diaries? (E.g. Natural disasters – drought, bushfire etc.)


B4.2.1.1. Show B4.2.1.1.1 Describe how one major Kingdom was As learners reconstruct and
understanding some of the formed and the reasons behind its expansion. interpret the factors that led to
factors that led to the rise, the rise, expansion and decline of
expansion and decline of Enquiry route: Where was this major Kingdom formed? How was one major Kingdom, they develop
one major kingdom it formed? How did it expand? cultural identity and digital literacy
1. Identify the reasons for the rise, expansion and decline
of one Kingdom.
Eg Savanna Belt States-Mole-Dagbani and Gonja
Forest Belt States - Bono, Adansi, Asante, Denkyira and
Akwamui.
Coastal Belt States - The Anlo, The Fante, Ga-Adangme and
Effutu
2. Using the map of Ghana, locate where this major
Kingdom is found.
3. By animations, play games on location of major
Kingdoms.
B4.2.1.1.2 State the factors that led to decline of the
Kingdom you have studied.
Enquiry routes: What factors led to the decline of the Kingdom?

1. Give reasons why some of the Kingdoms declined. E.g.
Internal disputes (rebellions, succession disputes),
British interference, conquest by another kingdom,
desire to expand territories – Akwamu’s location to the
east of the Volta in 1733, Denkyira’s decline in 1701,
Asante’s decline in 1874.


B4.1.4.1. Demonstrate B4.1.4.1.1 Describe the history of Ghana’s major As learners explore change and
knowledge of historical locations, specifically, Flagstaff house, continuity in the study of historical
the history of some Burma camp, James Town light house, Gbewa locations, they enhance their
historical locations in Palace, Larabanga Mosque etc. personal development, become
Ghana creative, innovative ad digitally
Enquiry route: where could these historical locations be found? literate
When were they built? Who built them? Why were they
built? How have these historical locations changed overtime?
1. With the use of internet, identify the major historical
locations in Ghana (where they are located, who built
them when and why they were built)
2. Explain some of the uses to which these historical
locations have been put since they were built.
3. Match these historical locations to where they can be
located
4. Show and discuss a documentary/ slides on these
locations in Ghana
5. Retell the stories behind some of the historical location
including Flagstaff house, GBC, Burma camp, Kumasi
military museum, Komfo Anokye Sword in Kumasi etc.

SUB-STRAND 5: SOME SELECTED INDIVIDUALS

B4.2.5.1. Demonstrate B4.2.5.1.1 Identify the role played by some traditional The use of evidence to appreciate
understanding rulers in the national development including Dode the significant contributions of
of the role of Akaibi of Accra, Ndewura Jakpa of Gonja, Osei some traditional rulers, learners
significant traditional Tutu I of Asante, Gbewaa of Pusiga, Togbe Sri I., become creative, innovative and
rulers in Ghana’s history Sir Ofori Atta of Akim Abuakwa, Nana Kobina digitally literate
Nketsia I of Esikado etc.
Enquiry route: Who were the traditional rulers who contribute to

Ghana’s development? How did they contribute to Ghana’s
development? Which traditional rulers inspires you most and
why?
1. Name some traditional chiefs and queen-mothers from the
major ethnic groups and state the reasons why they are
considered significant in Ghana’s history. Dode Akaibi of
Accra, Ndewura Jakpa of Gonja, Osei Tutu I of Asante,
Gbewaa of Pusiga , Nana Kobina Nketsia I of Esikado etc.
2. Show photographs/ documentaries on the roles played by
these traditional rulers in national development
3. Retell the live story of any of these from a documentary
show
4. Identify the traditional rulers whose work inspires you
most and give reasons for your choice

Sub-Strand 3: Missionary Activities

B4.3.3.1. Demonstrate B4.3.3.1.1 Describe European missionary activities in Ghana As learners use evidence to
knowledge of Europeans’ interpret other European
engagement in other Enquiry Route: Which European missionary society was the first to come to activities in Ghana, they become
activities other than trade in the Gold Coast? In which areas did they operate? What was their critical thinkers, creative,
Ghana impact on the lives of Ghanaians? communicative learners
1. Identify the missionary societies that came to Ghana (starting
from the first to the last)
2. Locate places where they operated (e.g. Basel-Akuapem,
Bremen-Peki etc)
3. Discuss Christianity and formal education as some of the
major impacts of European presence in Ghana
4. Show and discuss video/documentary of European activities
in Ghana
5. Discuss other activities they engaged in (trade, vocational
training centres, health facilities, development of alphabets
for some local languages and translation of the Bible into
local languages)
6. Debate the effects of European activities in Ghana

Strand 4: Colonisation and Developments under Colonial Rule in Ghana
Sub-Strand 1: Establishing British Rule in Ghana

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?

Sub-Strands 1: Establishing British Rule in Ghana
SUBJECT SPECIFIC
PRACTICES AND
CORE
COMPETENCIES
B4.4.1.2. Show B4.4.1.2.1 Describe how the different areas – The Colony, Asante, The As learners appreciate
understanding of how the Northern Territories and The British Mandated Togoland– became how the British
various parts of the one territory known as the Gold Coast colonised the gold
country were coast, they develop
brought together. Enquiry route: What is colonisation? How different was a protectorate from a colony? their critical thinking,
how did Asante and the Northern Territories become protectorates of the British? communicative and
How did Britain acquire the mandated territories? collaborative skills and
1. Define the term colonialism understanding of
2. Role play on the role of George Ekem Ferguson in the acquisition of The continuity and change
Northern Territories.
3. Illustrate how the Asante and the Northern Territories became
protectorates with the aid of a map
4. Locate the areas classified as British Togoland on a map
5. Compare the map of the Gold Coast in 1955 and the map of Ghana,
today. Discuss your observations


B4.6.1.1. Understand that B4.6.1.1.1. Explain that Ghana up to June 1960, though As learners use evidence to
there have been four independent, had the Queen of The United Kingdom examine the causes and
Republics in Ghana (UK) as Head of State of the Ghana and made consequences of the four
limitations on Ghana’s independence. Republics, they enhance their
critical thinking and digital literacy
Enquiry route: What is a Republic? Who was the leader of Ghana’s first skills
Republic? What were the limitations to Ghana’s independence until
1960?
1. Define the term Republic?
2. Discuss the limitations on Ghana’s independence up to
June 1960
3. Use the internet identify the positions controlled by
British officials up to June 1960
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

BASIC 5

Basic 5
B5.2.1.1. Demonstrate B5.2.1.1.1 Describe how our ancestors lived in ancient times Learners become creative and
understanding of how life (before the 15th century) and compare it with how we live innovative as they compare and
in ancient time was today. analyse life in ancient time and
different from life today today
Enquiry route: How did our ancestors live? Compare how our ancestors
lived and how we live today? What things have changed? What
things remain similar?
1. Identify the kinds of food they ate, the clothes they wore and how
they travelled etc.
2. Compare life today to life in ancient days. E.g. Food eaten, Clothes
worn, Mode of travel, buildings Communication, Trading,
Professions and Technology.
3. Produce a photo album (Tactile photo album for visually impaired)
of family members including learners
4. Visit ancient sites and museums
5. Use videos/ documentaries/internet to highlight how life today has
changed from the past
B5.2.1.1.2 Describe some ancient towns in Ghana.
:
Which were the ancient towns in Ghana? Where were they located? Who
founded them?
1. List some ancient towns and places in Ghana (Begho, Bono-
Manso, Dawhenya, Eguafo, Kintampo, Salaga, Daboya)
2. Locate some of these towns and places on a map of Ghana
3. Use the internet to learn about these places and share in class
4. Show and discuss a documentary/pictures of some of these
towns and places

B5.2.5.1. Demonstrate B5.2.5.1.1 Name Ghanaians who have made significant With the use of evidence to
knowledge of Ghanaians Contribution locally and internationally including Dr R.E.G appreciate the significant
who made significant Armattoe (Science and Medicine), Kofi Annan-international contributions of some Ghanaians
contributions locally and diplomacy, Osibisa- popular music, El Anatsui – sculptor, locally and internationally,
internationally David Adjaye -architect, Ozwald Boateng-fashion, learners become creative,
Efua Sutherland- playwright, Prof Francis Allotey- science and innovative and digitally literate
History, Prof Akua Kuenyehia- law, Prof. Frimpong Boateng –
Surgeon, Abedi Ayew ‘Pele’ – Football, Azumah Nelson –
Boxing etc.
Enquiry Route: which individuals have contributed locally and internationally?

What were their contributions? Which among them inspires you most and
why?
1. Use pictures, posters or the internet to identify Ghanaian who

have made important contributions locally and internationally.
2. Match these personalities with areas of specialty e.g. Dr R.E.G
Armattoe (Science and Medicine), Kofi Annan-international
diplomacy, Osibisa- popular music, El Anatsui – sculptor, David
Adjaye- Architect, Ozwald Boateng-fashion, Efua Sutherland-
playwright, Prof Francis Allotey- science and History, Prof Akua
Kuenyehia- law, Prof. Frimpong Boateng – Surgeon, Abedi
Ayew ‘Pele’ – Football, Azumah Nelson -Boxing etc.
3. 3. Show photographs/ documentary of significant individuals
4. Retell the live stories of any of these from a documentary
show
5. With the aid of the internet learners are to develop a
documentary/poster of individuals who have contributed
significantly in this field
6. Identify the traditional rulers whose work inspires you most
and give reasons for your choice

Sub-Strands 2: International Trade Including the Slave Trade
B5.3.2.1. Understand that B5.3.2.1.1 Investigate why the Europeans began trading in As learners use evidence to
what began as trade in humans by the 16th century. interpret and examine European
goods from 1471 soon activities in Ghana, they become
included trade in humans Enquiry Route: Which Europeans took part in the trade in humans? creative, critical and innovative
by the 16thcentury. Why did the Europeans begin trading in humans? thinkers
1. Use a map to explain the concept of Trans-Atlantic slave trade
2. Role play/show documentary on how the slave trade was
conducted.
3. Brainstorm the reasons why the Europeans began trading in
humans
4. Visit/show pictures of some forts and castles
5. In small groups learners develop a poster on the Trans-
Atlantic Slave Trade
6. Groups present their work to the whole class

Sub-Strand 2: Social Developments Under Colonial Rule
B5.4.2.1. Demonstrate B5.4.2.1.1 Identify the developments in education during the As learners use evidence to
understanding of the social colonial era (1874-1957). analyse and reconstruct the
developments that took : developments during the colonial
place during the colonial Enquiry routes: Which schools were built during the colonial period? period, they develop critical
period (1874-1957). Where were they located? What did the British do to promote thinking skills
education?
1. Identify schools that existed by 1930, where they are
located and state some facts about these schools
2. List some of the measures the British took to promote
education in the Gold Coast. E.g. Ordinances to make sure
all teachers were registered
3. Discuss the role of the churches in Ghana’s education
sector
4. Recall the role of the important people in (a) the community
and (b) the country who played key role in the educational
sector. e.g. Dr Kwegyir Aggrey.
NB: Display pictures of such people in the class.
B5.4.2.1.2 Identify some of the health facilities and housing
projects in the colonial period.
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

Sub-Strand 3: Economic Developments Under Colonial Rule
B5.4.3.2. Show B5.4.3.2.1 Describe the economic measures introduced during As learners use evidence to
understanding of the the colonial period including transport and communication analyse and reconstruct the
Economic policies and projects. developments during the colonial
projects during the period, they develop critical
colonial period (1874- Enquiry routes: What were these economic development under colonial thinking and problem-solving
1957) rule? How do sources of evidence help you to understand these skills
developments under colonial rule?
1. Identify the economic policies and projects during the
colonial era.
2. Enumerate contributions in the agricultural sector (e.g.
setting up of agricultural station at Bunso, botanical garden
at Aburi and Agricultural College at Kwadaso, promotion
and marketing of cocoa farming), The construction of the
Takoradi Harbour, construction of roads and railways and
introduction of vehicles to link their main centres to
evacuate and export items and facilitate movement.
3. Discuss the role of Tetteh Quarshie in the introduction of
cocoa into Ghana and how important cocoa has become.
4. Visit/show pictures of any of these facilities e.g. Tetteh
Quarshie farm.
5. Enumerate contributions of the colonial government to
mining sector.

Strand 5: Journey to Independence
Sub-Strand 1: Early Protest Movements
B5.5.1.1. Show understanding of B5.5.1.1.1 Identify the early protest movements in As learners use evidence to retell
the factors that led to the Ghana before 1945. the role of the leaders of these
formation of early protest : early protest movements, they
movements in Ghana Enquiry routes: what do we mean by early protest develop critical thinking,
before1945 movements? What were some of these early protest creativity, personal development
movements? Who were the leaders of these early and leadership skills
protest movements? What factors led to the formation
of these movements
1. What is a protest movement?
2. List the main protest movements in Ghana before 1945:
-Aborigines Rights Protection Society-ARPS- 1897
- National Congress of British West Africa-NCBWA- 1917
- The Gold Coast Youth Conference- 1929
3. Discus the sequence of events that led to the formation of
these movements (refer to subsequent indicators)
B5.5.1.1.2 Examine sources of evidence about the role
of Joseph Mensah Sarbah in the Aborigines Rights
Protection Society-ARPS- 1897
:
Enquiry routes: Who was Joseph Mensah-Sarbah? Where
was he born? What was his role in the ARPS?
1. Identify the key leaders of the ARPS by
pictures/documentary
2. Find out from the internet how the ARPS got the
land bill withdrawn
3. Present report as a poster

Sub-Strand 1: Early Protest Movements
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

Sub-Strands 3: The 1948 Riots And After
SUBJECT SPECIFIC
CONTENT STANDARDS
CORE
COMPETENCIES
B5.5.3.1. Show understanding B5.5.3.1.1 Explain why people were unhappy in the country after the By using evidence to
of the sequence of events Second World War explore the causes and
leading to the 1948 riots in consequences of the
Ghana Enquiry routes: When was the Second World War fought? What promises were made 1948 riots, learners
to the Gold Coast soldiers who fought in the war? Why were people unhappy develop their
after the war? communicative,
1. Show and discuss a documentary on the general state of affairs after the collaborative, creative
Second World War –failure to honour the promises to the ex-servicemen, skills and national
lack of adequate housing and high cost of imported goods etc. identity
2. Discuss how government handled their grievances at the time.
3. Role play the scene for learners to offer the opinions on the situation
(whether the riot was justified or not)
4. Guide learners to develop a poster that illustrates the link between the
boycott of European goods, the shootings of 28th February and the riots of
1948
B4.5.3.1.2 Examine sources of evidence about what happened during
the 1948 riots.
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)

BASIC 6

Basic 6
Sub-Strand 4: Impact Of European Presence
INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
CONTENT STANDARDS
B6.3.4.1. Demonstrate B6.3.4.1.1 Assess the changes that the European By evaluating and analysing the
knowledge of the impact presence brought to Ghana. impact of European presence,
of European presence on learners enhance their personal
Ghana Enquiry route: What was the effect of formal education in Ghana? How development and become good
did it affect the lives of the people? What health facilities were communicators
introduced by the Europeans? What negative effects did European
presence have on Ghanaians?
1. Show and discuss a documentary of European presence in
Ghana
2. Discuss the activities the Europeans engaged in (trade,
vocational training centres, health facilities, development of
local alphabet, translation of the Bible)
3. Debate the impacts of European presence on Ghana

Sub-Strand 4: Political Developments Under Colonial Rule
B6 3.4.1. Show B6.4.4.1.1 Describe the features of British colonial rule As learners use evidence to
understanding of Political in Ghana including ‘direct’ and ‘indirect’ rule, 1874- analyse and reconstruct political
developments under 1957. developments during the colonial
colonial rule, 1874-1957. period, they become creativity
Enquiry route: how different is ‘direct’ rule from ‘indirect’ rule? How and innovation
many provinces were created?
1. Explain the concepts of ‘direct’ and ‘indirect’ rule
2. Discuss the features of ‘direct’ and ‘indirect’ rule
3. Discuss the division of the colony into provinces
4. Discuss the advantages and disadvantages of ‘direct’ and
‘indirect’ rule.
5. Role play indirect rule in the Gold Coast

Sub-Strand 2: Formation of Political Parties
B6.5.2.1. Appreciate the B6.5.2.1.1 Describe the role played by the leaders of Using evidence to appreciate the
role played by the the two major political parties (UGCC and CPP) in role played by the leadership of
leadership of political the independence struggle in the Gold Coast after political parties in the struggle for
parties in the struggle for the Second World War. independence, learners develop a
independence from 1947 to sense of national identity,
1957 Enquiry route: What is a political party? Which people formed leadership, communication,
the first political party in the Gold Coast? Who were the leading collaboration and creative skills
members of the UGCC and the CPP? Why were some of the
leaders referred to as the ‘Big Six’?
1. Define a political party
2. Discuss the formation of the United Gold Coast
Convention (UGCC) in 1947
3. Discuss the formation of the Convention People
Party (CPP) in 1949
4. Discuss the role played by the leaders of the
UGCC and CPP in the struggle for independence
5. Learners map out specific roles by leaders such as
Kwame Nkrumah, J.B. Danquah, Obetsebi
Lamptey, Ako Adjei, William Ofori Atta and
Edward Akuffo Addo.
6. Learners explain how these leaders became known
as ‘the Big Six’
7. Show and discuss a documentary on the
independence eve rally by the CPP
8. Learners recount an Independence Day celebration
in their community
9. Enact the declaration of independence by Kwame
Nkrumah

Sub-Strand 4: Ghana Gains Independence
B6.5.4.1. Demonstrate an B6.5.4.1.1 Explain post World War II developments in As learners use evidence to explore
understanding of the course the Gold Coast the chronology and significance of
of events leading to events leading to independence,
independence from 1948 to Enquiry routes: Why was the Watson Commission formed? they sharpen their communicative,
1957 Who were its members? Why was the Coussey creative, and collaborative skills
Committee established? and develop national identity
1. Discuss the establishment of the Watson
Commission
2. Report on the findings of the Commission in the
form of a paper or performance/poster/role play
etc
3. Recount lessons learnt from the Watson
Commission’s report- e.g. recommendation to set
up the Coussey Committee to review the
constitution of the Gold Coast
4. Discuss the main recommendation in the Coussey
committee report
B6.5.4.1.2 Explain how Ghana gained independence through

constitutional means.
:
Enquiry routes: Which political parties took part in the 1951
general elections? What was the outcome of that
election?
1. Discuss the first general elections held in 1951.
2. Use a resource person (retired educationalist,
veteran soldier, retired police officer, senior
citizens etc.) to discuss the sequence of events
leading to the 1956 elections
3. Discuss the outcome of the 1956 elections
4. Enact a scene of an election at a polling station

B6.6.1.1. Demonstrate B6.6.1.1.1 Describe the events leading to the As learners use evidence to
understanding of the Fourth emergence of the Fourth Republic. examine the causes and
Republic (1992 to date). consequences of the four Republics,
Enquiry route: What events led to the emergence of the fourth it enhances their communicative,
Republic? Who were the former presidents of the fourth Republic? creative and leadership skills.
Who were other key figures in the fourth Republic?
1. Describe the process leading to the emergence of the
Fourth Republic (e.g. drawing of a new constitution,
referendum, lifting of the ban on political parties, general
elections of 1992 etc.)
2. List the names of all the Presidents of the Fourth Republics
and their dates of tenure.
3. Learners use internet to find out some biographical details
(name, date of birth, place of birth, family, educational
backgrounds, hobbies etc.) about presidents of the Fourth
Republic of Ghana.
4. Show and discuss a documentary on the inauguration of a
new President of Ghana.
5. Learners recount an inauguration they have witnessed or
seen on Television.
6. Discuss other key figures in the fourth Republic (e.g. Chief
Justices, Speakers of Parliament, Vice Presidents etc.)

B6.6.1.1. Demonstrate B6.6.1.1.2 Identify the political parties that have As learners use evidence to
understanding of the Fourth governed the country under the Fourth Republic examine the causes and
Republic (1992 to date). consequences of the four Republics,
Enquiry Route: Which political parties have governed Ghana it enhances their communicative,
CONT’D creative and leadership skills.
under the Fourth Republic?
1. Identify the governments that have so far handed over
power peacefully through an election.
2. List the parties and their dates of tenure in office in
the Fourth Republic
3. Use the internet/resource
persons/documentaries/visits to district/municipal assemblies to
identify achievements of various governments within their
respective districts
Learners discuss their findings in class

STRAND 6: INDEPENDENT GHANA
SUB-STRAND 2: MILITARY RULE
COMPETENCES
1. Understand that B6.6.2.1.1 Identify the leaders of the coup d’états and names of their regimes. Learners enhance their
military takeovers Exemplification: personal development,
interrupted Enquiry routes: How many coup d’états have Ghana experienced? Who was the leaders of the coup d’états? creativity and innovative
constitutional rule 1. List the military regimes since 1966 and their leaders. skills by
on four occasions 2. Show and discuss a documentary on any of the military take overs. watching documentaries
since 1966, with and assessing evidence.
some consequences. B6.6.2.2.2 Assess the consequences of military takeovers on Ghana’s development
Exemplification
Enquiry route: How did the military takeovers affect Ghana’s development? Were the takeovers positive or
negative?
1. Show and discuss a documentary of any military takeover
2. Brainstorm the effects of the coup d’états and military rule on Ghana’s development (e.g.
human right abuse, overthrow of constitutions and imposition of harsh rules).
3. Debate the effects of military takeovers on Ghana’s development

GLOSSARY
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.
Interpretation he meaning people attach to past human activities
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.
Significance the importance assigned to past events or human activities.
Source place where information about the past can be acquired.

HISTORY SUBJECT PANEL MEMBERS AND REVIEWERS
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.

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FULL TEXT: GES Introduces New Curriculum For Primary Schools

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MINISTRY OF EDUCATION

Enquiries and comments on this Curriculum should be addressed to:

© NaCCA, Ministry of Education 2019 ii

Dr. Matthew Opoku Prempeh (MP)

FOREWORD...................................................................................................................................................... Error! Bookmark not defined.

3. Communicate scientific ideas effectively.

5. Live a healthy and quality life.

9. Develop skills for using technology to enhance learning.

10. Use materials in their environment in a sustainable manner.

Critical Thinking and Problem Solving (CP)

Creativity and Innovation (CI)

Communication and Collaboration (CC)

Cultural Identity and Global Citizenship (CG)

Personal Development and Leadership (PL)

Digital Literacy (DL)

LEARNING DOMAINS (EXPECTED LEARNING BEHAVIOURS)

- Attitudes and Values

KNOWLEDGE, UNDERSTANDING AND APPLICATION

SKILLS AND PROCESSES

Equipment and apparatus handling

This is the skill of grouping objects or events based on common characteristics.

ATTITUDES AND VALUES

iii. Flexibility in ideas:

iv. Respect for Evidence:

SUGGESTED TIME ALLOCATION

DIFFERENTIATION AND SCAFFOLDING

INFORMATION AND COMMUNICATION TECHNOLOGY

 improved teaching and learning processes.

1 Content Standard Number

Strands are the broad areas/sections of the science content to be studied.

Class Content Standards Learning Indicators

Strand 1: DIVERSITY OF MATTER

Earth Science Earth Science Earth Science

Ecosystems Ecosystems Ecosystems

Forces and Movement Forces and Movement Forces and Movement

HUMANS AND THE Diseases Diseases Diseases

Climate Change Climate Change

SUB-STRAND 1: LIVING AND NON-LIVING THINGS

CONTENT SUBJECT SPECIFIC PRACTICES

SUB-STRAND 1: THE HUMAN BODY SYSTEMS

CONTENT SUBJECT SPECIFIC

SUB-STRAND 2: THE SOLAR SYSTEM

B4.4.2.1 Demonstrate B4.4.2.1.1 Identify the uses of electricity Core Competencies

B4.4.2.1 Demonstrate B4.4.2.1.2 Describe ways of conserving electricity Core Competencies

CONTENT SUBJECT SPECIFIC

CONTENT SUBJECT SPECIFIC

B4.5.2.1.2. Demonstrate understanding of the causes, symptoms and Core Competencies

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES

Project: Separation of solid- liquid mixture

B5.2.1.3.1 Demonstrate evaporation and condensation as important processes

B5.2.1.3 Show B5.2.1.3.2 Know how clouds are formed

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC

B1.4.1.2.2 Measure and record temperature using thermometer

Project: Investigating the effect of friction

SUB STRAND 3: SCIENCE AND INDUSTRY

STRAND 1: DIVERSITY OF MATTER

SUB-STRAND 2: THE SOLAR SYSTEM

SUB STRAND 3: FORCES AND MOVEMENT

Project: Design and Make Simple Machines

Project; Designing litterbins

CONTENT SUBJECT SPECIFIC

SUB-STRAND 3: SCIENCE AND INDUSTRY

Prof Leonard Amekudzi Dept of Physics, KNUST

Mercy Nyamekye NaCCA

Olivia Opare Science Education Unit, GES

Saddik A. Mohammed Ga South Municipal Education Office