GES JHS-GHANAIAN-LANGUAGE-CCP-CURRICULUM-B7-B10

CONTENT STANDARDS INDICATORS AND EXEMPLARS CORE COMPETENCIES/
SUBJECT SPECIFIC
B8.1.2.1.6 Explore and discuss appellations that go with PRACTISES
names.
Exemplars: Communication and
1. Explain appellation. Collaboration
2. Give examples of day names and their appellations. (Demonstrate behaviour and
E.g. MaleFemale skills of working towards
Akan: Kwadwo-Okoto, Adwoa- Badwo group goals)
Nzema: Kodwo-Asɛla, Adwoba- Mɔlɛsa Cultural Identity
Dangme: N/A Ajoyo- Ajo (Adjustment to the demands of
customs, traditions, values and
Ga: Kojo-Okuŋtswa Ajoa-Ajo attitudes of society)
Ewe: Kɔmla- Dzamfosu Akua- Sabea(Peki)
3. Identify and discuss appellations that go with family and
other names where applicable.
E.g. NameAppellation
Akan: Asante: Korɔbea
Dangme: Tɛtɛ Ogbetee
Ewe: XɔɖasiMenyeametɔ o
Gonja: AwariJanjina

Ga: LanteOkuŋka
Dagbani: AndaniDandani

Nzema: AwɔkɛƐkyelebenle

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SUB STRAND 2: B8.1.3 The Clan System

CONTENT STANDARDS INDICATORS AND EXEMPLARS CORE COMPETENCIES/
B8.1.3.1: Exhibit knowledge of B8.1.3.1.1 Discuss the importance and threats to the clan SUBJECT SPECIFIC
the clan system in their locality system. PRACTISES
by discussing the importance Exemplars:
and threats to the clan Communication and
systems. 1. Read and discuss a passage on clan system of your culture. Collaboration
2. Discuss and write the importance of the clan system of your (Demonstrate behaviour and
skills of working towards
culture. group goals)
3. Discuss the threats to the clan system. Cultural Identity
(Develop and exhibit the sense
of cultural identity)

SUB STRAND 3: B8.1.4 Chieftaincy: Distoolment

CONTENT STANDARDS INDICATORS AND EXEMPLARS CORE COMPETENCIES/
B8.1.4.1.1 Discuss the B8.1.4.1.1 Examine some behaviours that can lead to the SUBJECT SPECIFIC
processes involved in the destoolment/deskinment of chiefs and queenmothers. PRACTISES
destooling/deskinning of a chief Exemplars:
or queenmother. Communication and
᷉ 1. Read and discuss a text on destoolment/deskinment in your Collaboration
traditional area. (Demonstrate behaviour and
skills of working towards
2. Examine and write behaviours that lead to the group goals)
destoolment/deskinment of a chief or queenmother among Cultural Identity
your people. (Develop and exhibit the sense
E.g. i. Misuse of property of the people. of cultural identity)
ii. Disrespect for kingmakers and subjects.
iii. Neglect/abuse of tradition.

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CONTENT STANDARDS INDICATORS AND EXEMPLARS CORE COMPETENCIES/
B8.1.4.1.1 Discuss the processes B8.1.4.1.2 Discuss the processes involved in the SUBJECT SPECIFIC
involved in the destoolment/deskinment of a chief or a queenmother. PRACTISES
destooling/deskinning of a chief Exemplar:
or queenmother. Communication and
1. Examine and write the process of destooling/deskinning a chief Collaboration
and queenmother among your people. (Demonstrate behaviour and skills
E.g. i. Complain by subjects of working towards group goals)
ii. Cautioning by kingmaker Cultural Identity
iii. Summoning the chief/queenmother for arbitration, etc. (Adjustment to the demands of
NB: The processes involved differ from culture to culture. customs, traditions, values and
attitudes of society)
2. Write the advantages and disadvantages of
destoolment/deskinment. Communication and
Collaboration
3. Role play destoolment/deskinment of a chief among their
people. (Identify underlying themes,
implications and issues when
B8.1.4.1.3 Compare and contrast the
destoolment/deskinment processes among his/her people listening)
and other cultures of Ghana. Cultural Identity
Exemplars: (Develop and express respect,
recognition and appreciation of
1. Discuss and write the similarities and differences of the others' culture)
destoolment/deskinment process of your people and that of
other Ghanaian cultures.

2. Write the similarities and differences

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STRAND 2: B8.2 LISTENING AND SPEAKING
Sub-Strand1: B8.2.1: Conversation/Everyday Discourse

CONTENT STANDARDS INDICATORS AND EXEMPLARS CORE
COMPETENCIES/
B8.2.5.1 B8.2.5.1.1 Develop and modify his/her language in narrating some SUBJECT SPECIFIC
Demonstrate knowledge of selected daily activities.
presentational skills in Exemplars: PRACTISES
listening, following daily Communication and
conversation, speaking clearly 1. Narrate what you do at home every Saturday.
and explaining ideas. 2. Describe what you saw on your last visit to a market. collaboration
3. Draw and discuss a scenery on a given topic (e.g.: fishing, (Speak clearly and explain
ideas. Share a narrative or
farming, weaving, etc.). extended answer while
4. Describe a visit to the hospital. speaking to a group)
5. Describe a scene at a lorry station.

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CONTENT STANDARDS STRAND 3: B8.3 READING CORE COMPETENCIES/
B8.3.1.1 Understand the main SUB STRAND 1: B8.3.1 Reading SUBJECT SPECIFIC
ideas and supporting points in PRACTISES
texts INDICATORS AND EXEMPLARS
B8.3.1.1.1 Understand main ideas and supporting points in a Communication and
range of extended texts on familiar and unfamiliar topics’ Collaboration
Exemplar: (Apply appropriate diction
and structure sentences
1. Read a three-paragraph passage and answer questions to correctly for narrative,
identify specific information and details. persuasive, imaginative and
expository purposes)
B8.3.1.1.2 Summarize long passages read. Communication and
Exemplar: Collaboration
(Can vary the level of detail
1. Read a longer text and summarize the main ideas and and the language use when
supporting points. presenting to make it
appropriate to the audience.)

SUB STRAND 2: B8.3.2 Translation

CONTENT STANDARDS INDICATORS AND EXEMPLARS CORE COMPETENCIES/
SUBJECT SPECIFIC
B8.3.2.1 Demonstrate B8.3.2.1.1 Establish the meaning of words, phrases and PRACTISES
knowledge of translating sentences in their various languages. Communication and
words, phrases and sentences. Exemplars: Collaboration

1. Translate given words, phrases and sentences from source (Apply appropriate diction
language to target language. and structure sentences
correctly for narrative,
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expository purposes)

53

STRAND 4: B8.4 LANGUAGE AND USAGE

SUB STRAND 1: B8.4.1 Integrating grammar in written language (Use of nouns, pronouns and adjectives)

CONTENT STANDARDS INDICATORS AND EXEMPLARS CORE COMPETENCIES/
B8.4.1.1 Demonstrate B8.4.1.1.1 Classify nouns under various types (abstract, SUBJECT SPECIFIC
knowledge and understanding concrete, countable and uncountable nouns.) PRACTISES
of nouns, pronouns and Exemplars: Communication and
adjectives. Collaboration
1. Write down different types of nouns in his/her language.
2. Classify nouns under the various types (abstract, (Explain ideas in a clear order
with relevant detail, using
concrete, countable and uncountable).
3. Construct simple and compound sentences with the conjunctions to structure and
speech.)
nouns.
B8.4.1.1.2 Determine the types of pronouns in his/her Communication and
language. Collaboration
Exemplars:
(Explain ideas in a clear order
1. Identify pronouns in sentences in his/her language. with relevant detail, using
2. Replace the nouns with the appropriate pronouns in a
conjunctions to structure and
given text. speech.)
3. Use the pronouns of his/her language to form complex

sentences.

B8.4.1.1.3 Determine and categorise adjectives under Communication and
size, colour, shape, quantity, etc in his/her language. Collaboration
Exemplars:
(Explain ideas in a clear order
1. Determine the role of an adjective in a sentence. with relevant detail, using
2. Identify and classify adjectives in a given text.
conjunctions to structure and
speech.)

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SUB STRAND 2: B8.4.2 Integrating grammar in written language (verbs, adverbs, conjunctions)

CONTENT STANDARDS INDICATORS AND EXEMPLARS CORE COMPETENCIES/
B8.4.2.1 Demonstrate B8.4.2.1.1 Recognise and use the tense and aspectual SUBJECT SPECIFIC
knowledge and understanding (habitual, progressive, future) forms of verbs in sentences. PRACTISES
of verbs, adverb, conjunctions. Exemplars: Communication and
Collaboration
1. Identify the types of tense and aspectual forms in his/her (Explain ideas in a clear
language.
order with relevant detail,
2. Form sentences with the various types of tense and aspectual using conjunctions to
forms. structure and speech.)
Communication and
B8.4.2.1.2 Identify and use adverbs appropriately in Collaboration
sentences. (Explain ideas in a clear
Exemplars:
order with relevant detail,
1. Determine the functions of adverb in sentences. using conjunctions to
2. Identify and classify adverbs in a given text. structure and speech.)
3. Construct compound sentences using adverbs. Communication and
B8.4.2.1.3 Identify and usean increasing range of Collaboration
conjunctions appropriately and correctly in a given text. (Explain ideas in a clear
Exemplars:
1. Use appropriate conjunctions to link simple to complex order with relevant detail,
using conjunctions to
sentences in a text. structure and speech.)

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STRAND 5:B8.5 COMPOSITION WRITING

SUB STRAND: B8.5.1 Structure and Organise Ideas in Composition Writing

CONTENT STANDARDS INDICATORS AND EXEMPLARS CORE COMPETENCIES/
SUBJECT SPECIFIC
B8.5.1.1 Demonstrate B8.5.1.1.1 Develop coherent essay using the features of PRACTISES
knowledge and understanding of given text types. Communication and
the ability to write meaningful Exemplar: Collaboration
compositions on the various text
types (persuasive/argumentative 1 Discuss the features of persuasive/argumentative writing, (Apply appropriate diction
writing, informative/academic/expository and letter writing. and structure sentences
informative/academic/expository correctly for narrative,
and letter writing). 2 Write a composition on a topic on the text types above. persuasive, imaginative and

expository purposes)

STRAND 6:B8.6 LITERATURE
SUB STRAND 1: B8.6.1 proverbs, idioms, prose, drama, poetry

CONTENT STANDARDS INDICATORS AND EXEMPLARS CORE COMPETENCIES/
SUBJECT SPECIFIC
B8.6.1.1 Demonstrate B8.6.1.1.1 Discuss the features of proverbs and idioms PRACTISES
knowledge and understanding Exemplars:
of proverbs and idioms. Communication and
1. Describe the features of proverbs and idioms and give Collaboration
examples of each. (Demonstrate behaviour and
skills of working towards
2. Identify and interpret proverbs and idioms in your language. group goals)
3. State the occasions/situation on/in which the given proverbs Cultural Identity
(Adjustment to the demands
and idioms are used. of customs, traditions, values
4. State the importance of proverbs and idioms.
and attitudes of society)

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CONTENT STANDARDS INDICATORS AND EXEMPLARS CORE COMPETENCIES/
SUBJECT SPECIFIC
B8.6.1.2 Demonstrate B8.6.1.2.1Discuss how writers use language to create effect PRACTISES
knowledge and understanding in prose, poetry and drama.
on the writer’s use of language Exemplars: Communication and
in a prose, poetry and drama 1. Discuss how writers use language to create character in prose, Collaboration
texts. (Demonstrate behaviour and
poetry and drama texts, giving examples from the text. skills of working towards
2. Explore ways that writers use a wide range of literary devices group goals)
Cultural Identity
(simile, metaphor, repetition, idioms and proverbs) in a range of (Adjustment to the demands
prose, poetry and drama texts. of customs, traditions, values
3. Discuss the ways writers use language to create settings for and attitudes of society)
different effects in prose, poetry and drama.
4. Discuss how writers use language to create mood and tone in
prose, poetry and drama
5. Discuss the ways writers structure texts in prose, poetry and
drama.

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BASIC 9

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STRAND 1: B9.1 CUSTOMS AND INSTITUTIONS

SUB STRAND 1: B9.1.1 Rites of Passage: marriage

CONTENT STANDARDS INDICATORS AND EXEMPLARS CORE COMPETENCIES/
B9.1.1.1 B9.1.1.1.1 Discuss the processes involved in performing SUBJECT SPECIFIC
Demonstrate marriage rites in his/her culture. PRACTISES
understanding of marriage Exemplars:
of his/her culture and Communication and
compare with other 1. Explain what marriage is. Collaboration
cultures of Ghana. 2. Read and discuss a text on marriage. (Provide feedback in areas of
3. Identify types of marriage. ideas, organisation, voice, word
4. Identify some of the marriage rites in his/her culture and write choice and sentence fluency in
communication)
them. Cultural Identity
5. Discuss marriage rites performance. (Develop and exhibit the sense
6. Explore the significance of the processes involved in performing of cultural identity)
Communication and
marriage rites. Collaboration
B9.1.1.1.2 Compare and contrast the marriage rites in his/her (Provide feedback in areas of
culture to other cultures of Ghana. ideas, organisation, voice, word
Exemplar: choice and sentence fluency in
communication)
1. Present marriage rites among your people. Cultural Identity
2. Relate the marriage rites of your culture to that of other (Adjustment to the demands of
customs, traditions, values and
Ghanaian cultures. attitudes of society)

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CONTENT STANDARDS INDICATORS AND EXEMPLARS CORE COMPETENCIES/
SUBJECT SPECIFIC
B9.1.1.1 B9.1.1.1.3 Compare and contrast the traditional marriage PRACTISES
Demonstrate rites to the contemporary marriage rites and dramatise.
understanding of marriage Exemplars: Communication and
of his/her culture and Collaboration
compare with other 1. Explain some of the contemporary marriage rites in his/her (Provide feedback in areas of
cultures of Ghana. culture. ideas, organisation, voice, word
choice and sentence fluency in
2. Compare and contrast the traditional to the contemporary communication)
marriage rites. Cultural Identity
(Adjustment to thedemands of
3. Dramatise marriage rites session of their culture. customs, traditions, values and
attitudes of society)

SUB STRAND 2: B9.1.2 Naming Systems: circumstantial, reincarnation, deity names

CONTENT STANDARDS INDICATORS AND EXEMPLARS CORE COMPETENCIES/
B9.1.2.1. B9.1.2.1.1 Identify and discuss circumstances that result in naming SUBJECT SPECIFIC
Exhibit knowledge of the children in their community. PRACTISES
understanding and Exemplar:
application circumstantial, Communication and
reincarnation and deity 1 Explain circumstances that lead to circumstantial names. Collaboration
names. 2 Write some of the names and relate them to the circumstances. (Provide feedback in areas of
3 Discuss the significance of circumstantial names. ideas, organisation, voice, word
choice and sentence fluency in
communication)
Cultural Identity
(Adjustment to the demands of
customs, traditions, values and
attitudes of society)

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CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES/
STANDARDS B9.1.2.1.2 Discuss reincarnation names and their meanings. SUBJECT SPECIFIC
B9.1.2.1. Exemplars: PRACTISES
Exhibit knowledge of
the understanding and 1 Identify reincarnation names and discuss their meanings. Communication and
application 2 Discuss the significance of reincarnation names. Collaboration
circumstantial, (Provide feedback in areas of
reincarnation and deity ideas, organisation, voice, word
names. choice and sentence fluency in
communication)
B9.1.2.1.7 Identify and discuss deity names. Cultural Identity
Exemplars: (Adjustment to the demands of
customs, traditions, values and
1. Explain circumstances that lead to deity names. attitudes of society)
E.g. Communication and
Akan: Tutu, Antoa, etc Collaboration
Dagaare: Gyebuni, Kala
Dagbani: Yabdoo, Tidoo (Provide feedback in areas of
Dangme: Agbee, Nadu ideas, organisation, voice, word
Ewe: Afram, Klu choice and sentence fluency in
Ga: Nai, Dzan communication)
Gonja: Kipo, Lansa Cultural Identity
Nzema: Tanoɛ, Botokule (Adjustment to the demands of
Kasem: Kukula customs, traditions, values and
attitudes of society)
2. Discuss the significance of deity names

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SUB STRAND 3: B9.1.3 The Clan System

CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES/
STANDARDS B9.1.3.1.1 Discuss the trends affecting the clan system. SUBJECT SPECIFIC
B9.1.3.1 Exemplars: PRACTISES
Demonstrate
understanding and 1 Identify and discuss the trends affecting the clan system. Communication and
knowledge of the 2 Discuss ways by which the clan system can be strengthened. Collaboration
factors that militate 3 Discuss the similarities and differences between the various clan (Provide feedback in areas of
against the clan system. ideas, organisation, voice, word
systems in their locality. choice and sentence fluency in
communication)
Cultural Identity
(Adjustment to the demands of
customs, traditions, values and
attitudes of society)

SUB STRAND 4: B9.1.4 Chieftaincy: Traditional Government

CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES/
STANDARDS SUBJECT SPECIFIC
PRACTISES
B9.1.4.1 Exhibit B9.1.4.1.1 Explore the traditional governing structure of your
knowledge and community and discuss the duties of the functionaries. Communication and
understanding of the Exemplars: Collaboration
traditional governing (Provide feedback in areas of
structure 1 Read and discuss a text on traditional governance. ideas, organisation, voice, word
(chief/queenmother, 2 Identify the traditional governing structure of your community. choice and sentence fluency in
chief priest, traditional 3 Discuss and write down the duties of the functionaries. communication)
military, sub chiefs, king 4 Discuss and write the importance of the functionaries Cultural Identity
makers) of their society (Adjustment to the demands of
and their duties. customs, traditions, values and
attitudes of society)

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CONTENT STRAND 2: B9.2 LISTENING AND SPEAKING CORE COMPETENCIES/
STANDARDS SUB STRAND 1: B9.2.1: Conversation/Everyday discourse SUBJECT SPECIFIC
B9.2.1.1: Demonstrate PRACTISES
use of appropriate INDICATORS AND EXEMPLARS
language orally in B9.2.1.1.1. Use appropriate register in everyday communication Communication and
specific situations (informal and formal) with diverse partners on grade-level Collaboration
topics/texts/issue (Identify underlying themes,
Exemplars: implications and issues when
listening)
1. Identify some slang words and jargons accepted locally and
internationally.

2. Use everyday, informal topics and situations that are more
appropriate for the use of slang and jargon e.g. going out with
friends, talking about music, hobbies, sport

3. Create and act scenes on texts/issues/topics using both formal and
informal register to distinguish characters.

B9.2.1.1: Demonstrate B9.2.1.1.2. Ask questions that link the ideas of several speakers Communication and
use of appropriate and respond to others’ questions in a discussion Collaboration
language orally in Exemplars: (Identify underlying themes,
specific situations implications and issues when
1. Use open ended questions to enable speaker link ideas of other listening)
speakers on topics/issues e.g. In your opinion what are the views of
people on bush fires, corruption, sanitation, energy conservation,
gallamsay, etc.?

2. Listen attentively to view points on topics/issues in a conversation
and respond appropriately.

3. Engage in conversations on topics/issues with several speakers and
respond to different views.

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CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES/
STANDARDS B9.2.1.1.3. Use appropriate language orally to discuss grade-level SUBJECT SPECIFIC
B9.2.1.1: Demonstrate national issues fluently PRACTISES
use of appropriate Exemplars:
language orally in Communication and
specific situations 1. Identify grade-level national issues (the youth in agriculture, Collaboration
sanitation, life style diseases, free SHS, Youth in Agriculture) (Identify underlying themes,
implications and issues when
2. Discuss grade-level national issues in detail using appropriate listening)
register.

B9.2.1.1.4. Express opinions and advice on a range of everyday Communication and
issues and situations clearly. Collaboration
Exemplars: (Identify underlying themes,
implications and issues when
1. Identify a range of everyday issues e.g. road/domestic accidents, listening)
domestic violence, child abuse. Communication and
Collaboration
2. Engage in conversations on these issues giving your opinions and (Identify underlying themes,
advice. implications and issues when
listening)
B9.2.1.1.5. Demonstrate appropriate turn taking and use
techniques for effective argument (debate).
Exemplars:

1. Identify interesting topic/issues appropriate for argument and
debate e.g. ‘Children should be allowed to take decisions on
matters concerning them.’

2. Observe and use the skills of turn taking in arguments and debates.

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SUB STRAND 2: B9.2.2: Listening Comprehension

CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES/
STANDARDS SUBJECT SPECIFIC
PRACTISES
B9.2.2.1: Demonstrate B9.2.2.1.1. Listen to a more natural level-appropriate
the ability to listen to interactions with multiple speakers for example, TV shows, Communication and
extended reading and dramas, films, etc. Collaboration
identify key Exemplars: (Identify underlying themes,
information implications and issues when
1. Discuss and write key information e.g. message, theme, tone, listening)
mood in level appropriate texts/speeches.
Communication and
2. Listen to and compare information written from Collaboration
texts/speeches. (Identify underlying themes,
implications and issues when
B9.2.2.1.2. Initiate and participate in meaningful and listening)
collaborative discussion with texts and related materials
building on others’ ideas and expressing their own clearly and
persuasively

Exemplars:

1. Listen to and identify key issues in level appropriate
texts/speeches/dialogues e.g. argumentative texts, news,
presentations.

2. Initiate discussions on ideas and share opinions on level
appropriate texts/ speeches/dialogues

3. Engage in conferences to discuss ideas noted from
texts/speeches/dialogues and express their own clearly and
persuasively

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CONTENT SUB STRAND 4: B9.2.4 Tones CORE COMPETENCIES/
STANDARDS SUBJECT SPECIFIC
B9.2.4.1 Demonstrate INDICATORS AND EXEMPLARS PRACTISES
knowledge and B9.2.4.1.1 Apply the idea of tones correctly when speaking and Communication and
understanding in the reading in contexts. Collaboration
use of the basic tones Exemplar:
correctly in speaking (Identify underlying themes,
and reading. 1. Engage in a conversation on a given topic using the basic tones implications and issues when
correctly.
listening)
2. Read sentences using the correct tones.
3. Read a passage using the correct tone patterns to depict the right

context.

SUB STRAND 5:B9.2.5 PRESENTATION: Everyday Experiences

CONTENT CORE COMPETENCIES/
STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
B9.2.5.1 Describe their PRACTISES
everyday experiences B9.2.5.1.1 Discuss complex topics related to everyday activities. Communication and
on more complex Exemplars: Collaboration
topics using 1. Read a text on a deforestation in Ghana, same sex marriage,
appropriate insecurity, etc. (Identify underlying themes,
presentational skills. 2. Discuss some of the everyday activities in the factory, traditional implications and issues when
occupational shops, settlement of cases at the palace, etc. listening)

B9.2.5.1.2 Compose their own group report on some topical Communication and
issues. Collaboration
Exemplar:
(Identify underlying themes,
1. Develop their own report on a range of suitable familiar and implications and issues when
unfamiliar, concrete and abstract topics example, pollution in
Ghana, food production in Ghana, main industries in Ghana. listening)

2. Make a presentation on the topics above to the class for 66
discussion.

© NaCCA, Ministry of Education 2020

STRAND 3: B9.3 READING
SUB STRAND 1: B9.3.1 Reading

CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES/
STANDARDS B9.3.1.1.1 Locate the main and subsidiary points in a range of SUBJECT SPECIFIC
B9.3.1.1 Read longer texts and rewrite logically with accuracy in his/her own words. PRACTISES
passages silently, Exemplars: Communication and
identify main ideas, Collaboration
answer questions and 1 Read and understand a passage of between (200-250 words)
summarise the passage. silently. (Identify underlying themes,
implications and issues when
2 Identify the main ideas in the passage.
3 Rewrite the ideas logically in his/her own words. listening)
4 Answer questions based on the passage. (Interpret correctly and respond
to non- verbal communication
B9.3.1.1.2 Summarise passages read in given number of such as facial expressions, cues
sentences.
Exemplars: and gestures)
Communication and
1 Arrange the main ideas in a passage logically and coherently.
2 Summarise the passage. Collaboration
(Identify underlying themes,
implications and issues when

listening)
(Interpret correctly and respond
to non- verbal communication
such as facial expressions, cues

and gestures)

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SUB STRAND 2: B9.3.2 Translation

CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES/
STANDARDS B9.3.2.1.1 Decode the meaning of texts and translate from source to SUBJECT SPECIFIC
B9.3.2.1 Demonstrate target language. PRACTISES
knowledge of Exemplars: Communication and
translating texts from Collaboration
source language to the 1. Translate texts of about one hundred words from source to a
target language. target language. (Apply appropriate diction and
structure sentences correctly for
2. Read and discuss the translated text. narrative, persuasive, imaginative

and expository purposes)

STRAND 4: B9.4 LANGUAGE AND USAGE
SUB STRAND 1: B9.4.1 Integrating grammar in written language (nouns, adjectives)

CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES/
STANDARDS B9.4.1.1.1 Discuss nouns under singular and plural. SUBJECT SPECIFIC
B9.4.1.1 Demonstrate Exemplars: PRACTISES
knowledge of the use of Communication and
singular and plural 1 Identify nouns in a passage. Collaboration
nouns in sentences and 2 Classify the nouns according to singular and plural.
passages. 3 Construct simple and compound sentences with the singular and (Identify underlying themes,
implications and issues when
B9.4.1.2 Demonstrate plural nouns.
knowledge of how B9.4.1.2.1 Discuss how adjectives follow each other in a listening)
adjectives are combined sentence. Communication and
in a sentence. Exemplars:
Collaboration
1. Identify adjectives in texts. (Identify words or sentences in
2. Form sentences with more than one adjective.
context or appropriately)

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SUB STRAND 2: B9.4.2 Integrating grammar in written language (verbs, adverbs)

CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES/
STANDARDS B9.4.2.1.1 Discuss auxiliary verbs in sentences. SUBJECT SPECIFIC
B9.4.2.1 Exhibit Exemplars: PRACTISES
knowledge and Communication and
understanding of the 1. Identify types of verbs in a recorded/read passage. Collaboration
use of auxiliary verbs. 2. Discuss auxiliary verbs (where applicable).
3. Construct sentences with auxiliary verbs. (Identify underlying themes,
B9.4.2.2 Demonstrate B9.4.2.1.3 Discuss how adverbs follow each other in a sentence. implications and issues when
knowledge of how Exemplars:
adverbs are combined 1. Identify adverbs in texts. listening)
in a sentence. 2. Construct sentences with more than one adverb correctly. Communication and

STRAND 5: B9.5 COMPOSITION WRITING Collaboration
(Identify words or sentences in

context or appropriately)

SUB STRAND 1: B9.5.1 Structure and Organise Ideas in Composition Writing

CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES/
STANDARDS B9.5.1.1.1 Plan and structure a range of extended texts using SUBJECT SPECIFIC
B9.5.1.1 paragraphs to show progression from one idea to the next and PRACTISES
Demonstrate linking paragraphs using cohesive language. Communication and
knowledge and Exemplar: Collaboration
understanding of the
features of the various 1. Write a coherent essay on any of the text types (e.g. narrative, (Identify underlying themes,
text types discussed and descriptive, creative, academic, argumentative and letter writing) on implications and issues when
use the knowledge to a given topic.
write a coherent essay listening)
on the text types. 2. Identify and write the topic and supporting sentences in the Critical thinking and Problem
paragraphs.
solving
(Analyse and make distinct
judgment about viewpoints
expressed in an argument)

]

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STRAND 6: B9.6 LITERATURE

SUB STRAND 1: B9.6.1:drum/horn/xylophone language, prose, poetry and drama

CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES/
STANDARDS B9.6.1.1.1 Explore drum language/appellations and war songs SUBJECT SPECIFIC
B9.6.1.1 Demonstrate respectively. PRACTISES
an understanding of Exemplars: Cultural identity and
drum language, Global citizenship
appellations and war 1. Describe the features of drum language/appellation. (Show a strong sense of
songs. 2. Discuss drum language/appellation.
3. Discuss the occasions/situation on/in which drum belongingness to one’s culture)
B9.6.1.2 Demonstrate (Understanding of influences of
knowledge and language/appellation is used.
understanding on the 4. State the importance of drum language/appellation. globalisation on traditions,
writer’s use of language 5. Appreciate war songs in your language. languages and cultures)
in a prose, poetry and 6. Discuss the importance of war songs Communication and
drama texts. B9.6.1.2.1Discuss how writers use language to create effect in an Collaboration
increasing range of prose, poetry and drama.
Exemplars: (Identify underlying themes,
1. Discuss characterisation in relation to prose, poetry and drama texts implications and issues when
and give examples from texts.
2. Explore ways that writers use a wide range of literary devices listening)
(personification, alliteration, assonance) in a range of prose, poetry and
drama texts.
3. Discuss how writers use settings to create different effects in a range
of prose, poetry and drama.
4. Discuss how writers use language to create mood and tone in an
increasing range of prose, poetry and drama
5. Discuss the ways writers structure texts in a range of prose, poetry
and drama texts.

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BASIC 10

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STRAND 1: B10.1 CUSTOMS AND INSTITUTIONS

SUB STRAND 1: B10.1.1 Rites of Passage: death and funeral rites

CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES/
STANDARDS SUBJECT SPECIFIC
PRACTISES
B10.1.1.1 B10.1.1.1.1 Discuss the types and causes of death in your
Demonstrate culture. Cultural identity and Global
understanding of issues Exemplars: citizenship
relating to death and
funeral rites of his/her 1 Read and discuss a text on death. (Show a strong sense of
culture and compare with 2 Discuss and write the types of death belongingness to one’s culture)
other cultures of Ghana. 3 Explore the causes of the different types of death. Cultural identity and Global
4 Examine the effects of unnatural death in his/her culture.
5 Compose a piece on ways of curbing unnatural death. citizenship
B10.1.1.1.2 Discuss how natural and unnatural death funeral (Show a strong sense of
rites are performed in your culture. belongingness to one’s culture)
Exemplars:
1 Examine the funeral rites of a natural and unnatural death in

his/her culture.

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CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES/
STANDARDS B10.1.1.1.3 Compare and contrast the funeral rites of an SUBJECT SPECIFIC
B10.1.1.1 ordinary citizen and that of the chief/queenmother in your PRACTISES
Demonstrate culture. Cultural identity and
understanding of issues Exemplars: Global citizenship
relating to death and (Show a strong sense of
funeral rites of his/her 1 Discuss the funeral rites of the ordinary citizen in your culture. belongingness to one’s
culture and compare 2 Discuss the burial and funeral rites of the chief/queenmother in culture)
with other cultures of
Ghana. your culture. (Understanding of influences
3 Discuss and write the similarities and differences between the of globalisation on traditions,

burial and funeral rites of an ordinary citizen and that of the languages and cultures)
chief/queenmother.

B10.1.1.1.4 Discuss the modern influence on funeral rites. Cultural identity and
Exemplars: Global citizenship

1 Discuss how modernity has influenced funeral rites are (Show a strong sense of
performed in your culture. belongingness to one’s

2 Write out a comparison of how funeral rites were performed in culture)
the past and how they are performed currently. (Understanding of influences
of globalisation on traditions,
languages and cultures)

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SUB STRAND 2: B10.1.2 Naming Systems: nicknames names

CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES/
STANDARDS B10.1.2.1.1 Discuss the origin of nicknames. SUBJECT SPECIFIC
B10.1.2.1 Exemplars: PRACTISES
Exhibit knowledge and
understanding of the 1. Explore how nicknames originated in your culture. Cultural identity and Global
origin and importance of 2. Discuss and write the effects of nicknames. citizenship
nicknames.
(Show a strong sense of
belongingness to one’s culture)

(Understanding of influences of
globalisation on traditions,
languages and cultures)

SUB STRAND 4: B10.1.4 Chieftaincy: Judicial Systems (traditional and contemporary)

CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES/
STANDARDS B10.1.4.1.1 Enumerate the processes that are involved in SUBJECT SPECIFIC
B10.1.4.1 settling disputes in the traditional judiciary system. PRACTISES
Demonstrate knowledge Exemplars:
in the traditional judicial Cultural identity and Global
system in settling 1 Discuss a video or a passage on traditional dispute resolution at a citizenship
disputes in their chief’s court.
communities. (Show a strong sense of
2 Discuss when and where disputes are settled in the traditional belongingness to one’s culture)
judiciary system. (Understanding of influences of

3 Discuss the procedure for settling disputes in the traditional globalisation on traditions,
judiciary system. languages and cultures)

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CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES/
STANDARDS B10.1.4.1.2 Examine the contemporary judiciary system. SUBJECT SPECIFIC
B10.1.4.1 Exemplars: PRACTISES
Demonstrate knowledge
in the traditional judicial 1 Discuss the types of courts in the contemporary judiciary Cultural identity and Global
system in settling system. citizenship
disputes in their
communities. 2 Discuss the processes involved in the contemporary judiciary (Show a strong sense of
system. belongingness to one’s culture)
(Understanding of influences of
B10.1.4.1.3 Analyse the interconnection between
contemporary and traditional judiciary systems. globalisation on traditions,
Exemplar: languages and cultures)

1. Compare and contrast the functions of the contemporary and Cultural identity and Global
the traditional judiciary system. citizenship

(Show a strong sense of
belongingness to one’s culture)
(Understanding of influences of

globalisation on traditions,
languages and cultures)

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STRAND 2: B10.2 LISTENING AND SPEAKING
SUB STRAND 1: B10.2.1 Conversation/Everyday discourse

CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES/
STANDARDS B10.2.1.1.1. Use appropriate register in everyday SUBJECT SPECIFIC
B10.2.1.1: Demonstrate communication (informal and formal) with diverse partners on PRACTISES
use of appropriate grade-level topics/texts/issues
language orally in specific Exemplars: Communication and
situations Collaboration
1. Listen to a range of level appropriate texts/speeches /issues and (Demonstrate behaviour and
identify the register (formal and informal) used in them. skills of working towards
group goals)
2. Create texts/ dialogues/ skits using a combination of formal and
informal register.

3. Present or act texts/ dialogues /skits containing appropriate
register.

4. Use natural Ghanaian Language accurately and appropriately in
spontaneous conversation.

CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES/
STANDARDS B10.2.1.1.2. Ask questions that link the ideas of several speakers SUBJECT SPECIFIC
B10.2.1.1: Demonstrate and respond to others’ questions and comments in a discussion PRACTISES
use of appropriate Exemplars: Cultural identity and
language orally in specific Global citizenship
situations 1. Use range of open-ended question types to conduct oral (Show a strong sense of
interviews on level appropriate topics/issues. belongingness to one’s
© NaCCA, Ministry of Education 2020 culture)
2. Initiate and use increasingly complex questions to get people
respond to and comment on level-appropriate issues/topics (Understanding of influences
accurately and appropriately. of globalisation on traditions,
languages and cultures)
B10.2.1.1.3. Use appropriate language orally to discuss current
Cultural identity and

76

grade-level global issues fluently. Global citizenship
Exemplars: (Show a strong sense of
belongingness to one’s
1. Identify grade-level global issues e.g. violence, kidnapping
2. Discuss orally grade-level global issues/ topics using appropriate culture)
(Understanding of influences
language e.g. of globalisation on traditions,
vocabulary, phrasal verbs, idioms languages and cultures)

CONTENT STANDARDS SUB STRAND 2: B10.2.2 Listening Comprehension CORE
INDICATORS AND EXEMPLARS COMPETENCIES/
SUBJECT SPECIFIC
B10.2.2.1: Demonstrate B10.2.2.2.1 Listen to and discuss a level appropriate text attentively
the ability to listen to and share opinions on key information. PRACTISES
extended reading and Exemplars: Communication and
identify key information Collaboration
1. Listen to recorded texts /speeches/ news / announcements and write (Can vary the level of detail
the important ideas. and the language use when
presenting to make it
2. Initiate a discussion and share opinions ideas from texts/ speeches/ appropriate to the audience)
news/ announcements relating them to personal experiences.

3. Compare ideas written to texts/ speeches/ news/announcements and
add details.

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CONTENT STANDARDS SUB STRAND 3: B10.2.3 Speech Sounds: vowel, consonants CORE
INDICATORS AND EXEMPLARS COMPETENCIES/
SUBJECT SPECIFIC
B10.2.3.1 Demonstrate B10.2.3.1.1 Discuss the description of vowels.
knowledge and Exemplars: PRACTISES
understanding of vowels Communication and
and consonant 1 Discuss the four-term label of vowels (tongue height, part of the
description. tongue, lip posture and ATR-Advance Tongue Root). Collaboration
(Demonstrate behaviour and
2 Describe vowels using the four-term label.
skills of working towards
CONTENT STANDARDS INDICATORS AND EXEMPLARS group goals)

B10.3.1.1.2 Discuss the description of consonants. Personal Development
Exemplars: and Leadership

1 Discuss the three-term label of consonants (voicing, place and (Division of task into
manner). solvable units and assign
group members to task units
2 Describe consonants using the three-term label. )

© NaCCA, Ministry of Education 2020 CORE
COMPETENCIES/
SUBJECT SPECIFIC

PRACTISES
Communication and

Collaboration
(Demonstrate behaviour and

skills of working towards
group goals)

Personal Development
and Leadership

(Division of task into
solvable units and assign
group members to task

units)

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SUB STRAND 5:B10.1.5 PRESENTATION: Everyday Experience

CONTENT STANDARDS INDICATORS AND EXEMPLARS CORE
COMPETENCIES/
B10.1.5.2 Describe their B10.1.5.1.1 Discuss abstract and unfamiliar topics related to SUBJECT SPECIFIC
everyday experiences on everyday activities.
abstract and unfamiliar Exemplars: PRACTISES
topics using appropriate Communication and
presentational skills. 1. Read a text on a disability in Ghana, inclusivity in education,
greenhouse farming, etc. Collaboration
(Identify underlying themes,
2. Discuss some of the everyday activities, E.g. the issue of the implications and issues when
coronavirus, impeachment of presidents worldwide e.g. USA, Boko listening)
Haram, ISIS, etc.

CONTENT STANDARDS INDICATORS AND EXEMPLARS CORE
COMPETENCIES/
B10.1.5.2 Describe their B10.1.5.1.2 Compose individual report on an assigned daily activity SUBJECT SPECIFIC
everyday experiences on and make a presentation on it.
abstract and unfamiliar Exemplar: PRACTISES
topics using appropriate Communication and
presentational skills. 1 Narrate a daily activity performed to the class.
2 Write a report on a daily activity and read it to the class. Collaboration
(Identify underlying themes,
implications and issues when

listening)

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CONTENT STANDARDS STRAND 3: B10.3 READING CORE
SUB STRAND 1: B10.3.1 Reading COMPETENCIES/
INDICATORS AND EXEMPLARS SUBJECT SPECIFIC

B10.3.1.1 Demonstrate B10.3.1.1.1 Explore skimming and scanning for ideas in a text. PRACTISES
knowledge and Exemplars: Communication and
understanding of
skimming and scanning 1. Skim and scan for main ideas in a text. Collaboration
for information in a text. 2. Discuss the main ideas in the text. (Identify underlying
themes, implications and
issues when listening)

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CONTENT STANDARDS SUB STRAND 2:B10.3.2 Translation CORE
INDICATORS AND EXEMPLARS COMPETENCIES/
SUBJECT SPECIFIC
B10.3.4.1 Demonstrate B10.3.2.1.1 Determine the core ideas in a passage.
knowledge of identifying Exemplars: PRACTISES
the core ideas in a Communication and
passage and use the basic 1 Identify core ideas in a passage.
rules of translation 2 Arrange core ideas in the passage sequentially. Collaboration
(appropriate register, B10.3.2.1.2 Establish the meaning of passages in his/her language. (Identify underlying themes,
appropriate structure and Exemplar: implications and issues when
understanding of the text) 1. Determine the meaning of the core ideas in a passage in his/her
to translate passages. listening)
language. Communication and
2. Apply the basic rules in translation to translate texts from English
Collaboration
Language to Ghanaian Language. (Identify underlying themes,
3. Apply the basic rules in translation to translate texts from Ghanaian implications and issues when

Language to English Language. listening)

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STRAND 4:B10.4 LANGUAGE AND USAGE
SUB STRAND 1: B10.4.1 Integrating grammar in written language (affixes)
CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES/
STANDARDS B10.4.1.1.1 Indicator: Explore the use of affixes in the language. SUBJECT SPECIFIC
B10.4.1.1 Demonstrate Exemplars:
knowledge and 1. 1. Discuss affixation and how affixes are used in the formation of new PRACTISESCommunication
understanding of affixes words in the language. and Collaboration
2. 2. Form new words with the affixes.
3. 3. Use the new words formed correctly in texts. (Demonstrate behaviour and
skills of working towards group

goals)
Cultural Identity
(Develop and exhibit the sense
of cultural identity)

CONTENT SUB STRAND 2: B10.4.2 Integrating grammar in written language (serial verbs)
INDICATORS AND EXEMPLARS CORE COMPETENCIES/
STANDARDS SUBJECT SPECIFIC
PRACTISES
B10.4.1.1 Demonstrate B10.4.2.1.1 Determine and discuss what serial verb construction is. Communication and
understanding of serial Exemplars: Collaboration
verb constructions and 4. Discuss serial verb construction.
identify the 5. Examine the characteristics of serial verb construction. Demonstrate behaviour and
characteristics of serial 6. Identify serial verbs in sentences. skills of working towards group
verb constructions in 7. Construct sentences using serial verbs. goals
his/her language and use
them in sentences.

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STRAND 5: B10.5 COMPOSITION WRITING
SUB STRAND 1: B10.5.1 Structure and Organise Ideas in Composition Writing
Writing Dialogue
CONTENT STANDARDS INDICATORS AND EXEMPLARS CORE COMPETENCES/
SUBJECT SPECIFIC
PRACTISES
B10.5.1.1 Exhibit B10.5.1.1.1 Explore the features of the various text types (dialogue, Communication and
knowledge and speech, report and articles). Collaboration
understanding of writing Exemplars:
dialogue, speech, report 1 Discuss the features of the various text types. Demonstrate behaviour and
and articles 2 Develop a dialogue on a given topic (e.g. energy conservation, skills of working towards
inclusivity in education, etc). group goals
3 Develop a speech on a given topic (climate change, teenage pregnancy,
misuse of social media, etc.).
4 Write a report on a given topic (a visit to a tourist site, demonstration,
traditional adjudication, etc.),
5 Write an article on a given topic (coronavirus, Ebola, Boko Haram,
etc.).

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STRAND 6: B10.6 LITERATURE
SUB STRAND: B10.6.1 oral and written (libation and dirges, prose, poetry and drama)
CONTENT STANDARDS INDICATORS AND EXEMPLARS CORE COMPETENCES/
SUBJECT SPECIFIC
PRACTISES
B10.6.1.1 Demonstrate an B10.6.1.1.1 Explore the structure and significance of libation and Communication and
understanding of oral and dirges. Collaboration
written literature Exemplars:
(libation, dirges, prose, 1. Appreciate a text on libation and dirges. Demonstrate behaviour and
poetry and drama). 2. Examine the structure of libation and dirges. skills of working towards
3. Discuss the performance of libation and dirges. group goals
4. Discuss the significance of libation and dirges. CULTURAL IDENTITY
Develop and exhibit ability
to defend one's cultural
beliefs, practices and norms
B10.6.1.1.2 1Discuss how to appreciate literary work in relation to Communication and
meaning. Collaboration
Exemplars:
1. Discuss how writers create meaning using literary devices. Demonstrate behaviour and
2. Explore ways of extracting meaning through the use of literary devices in skills of working towards
a range of prose, poetry and drama texts. group goals
3. Analyse language effect in a range of prose, poetry and drama.
4. Discuss how writers use language to create characters, mood, setting and
tone in an increasing range of prose, poetry and drama

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