OWOP Textbook Basic 6 Teachers Guide

ESSENTIAL

Our World and Our People

Primary 6

Teacher’s Guide



NNF Esquire Limited
P.O. Box AN 8644, Accra - North, Ghana.
024 4608 305
020 2113 117

University Printing House, Cambridge cb2 8bs, United Kingdom
One Liberty Plaza, 20th Floor, New York, ny 10006, USA
477 Williamstown Road, Port Melbourne, vic 3207, Australia
314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India
79 Anson Road, #06–04/06, Singapore 079906
The Water Club, Beach Road, Granger Bay, Cape Town, 8005, South Africa
Cambridge University Press is part of the University of Cambridge.
It furthers the University’s mission by disseminating knowledge in the pursuit of
education, learning and research at the highest international levels of excellence.
www.cambridge.org
© Cambridge University Press and NNF Esquire Limited 2020
This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press and NNF Esquire Limited.
First published 2020
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

isbn 978-9988-8974-7-5
Authors: Jacob Agbedam, Dorothy Glover

Every effort has been made to trace copyright holders. Should infringements occurr,
please inform the publishers who will correct these in the event of a reprint.

Cambridge University Press and NNF Esquire Limited have no responsibility for the persistence
or accuracy of URLs for external or third-party internet websites referred to in this publication,
and does not guarantee that any content on such websites is, or will remain, accurate or
appropriate.

If you want to know more about this book or any other NNF Esquire Limited publication, phone
us at +233 20 211 3117, +233 24 460 8305 or send an e-mail to [email protected]

CONTENTS

Structure of the Teacher’s Guide _____________________________________________ 4
Organisation and Structure of the Learner’s Book ______________________________ 7
Introduction _____________________________________________________________ 9

General aim ____________________________________________________________________ 9
Organisation of the curriculum ______________________________________________________ 10
Time allocation _________________________________________________________________ 10
Classroom management __________________________________________________________ 11
Learning domain (Expected learning behaviours) ________________________________________ 12
Pedagogical approach __________________________________________________________ 14
Core competencies ______________________________________________________________ 16
Teaching instructions ____________________________________________________________ 16
Use of ICT ____________________________________________________________________ 17
Assessment ___________________________________________________________________ 18
Scope and Sequence ______________________________________________________21
Sample Yearly Scheme of Learning ____________________________________________ 23
Sample Lesson ____________________________________________________________ 24

Strand 1: All about us _____________________________________________________ 27
Sub-strand 1: Nature of God ______________________________________________________ 28
Sub-strand 2: Myself ____________________________________________________________ 31
Sub-strand 3: My Family and the Community _________________________________________ 39
Sub-strand 4: Home and School ___________________________________________________ 41

Strand 2: All around us ____________________________________________________ 45
Sub-strand 1: The Environment and the Weather ______________________________________ 46
Sub-strand 2: Plants and Animals __________________________________________________ 49
Sub-strand 3: Map Making and Landmarks __________________________________________ 52
Sub-strand 4: Population and Settlement ____________________________________________ 55

Strand 3: Our beliefs and values ____________________________________________ 59
Sub-strand 1: Worship ___________________________________________________________ 60
Sub-strand 2: Festivals __________________________________________________________ 63
Sub-strand 3: Basic Human Rights _________________________________________________ 66
Sub-strand 4: Being a Leader _____________________________________________________ 69

Strand 4: Our nation Ghana ________________________________________________ 73
Sub-strand 1: Being a Citizen ____________________________________________________ 74
Sub-strand 2: Authority and Power ________________________________________________ 82
Sub-strand 3: Responsible use of Resources ________________________________________ 88
Sub-strand 4: Farming in Ghana _________________________________________________ 91

Strand 5: My global community _____________________________________________ 93
Sub-strand 1: Our Neighbouring countries ___________________________________________ 94

Glossary ________________________________________________________________ 103

Introduction

Structure of the Teacher's Guide

The concise Teacher’s Guide is organized under the following headings and features.

Sub-Strand Strand
NaCCA, Ministry of Education 2019 The relevant NaCCA, Ministry of
Education 2019 curriculum Strand
curriculum Sub-strand covered. covered is in the top bar.

Page reference
You will find the Learner’s
Book page references on
the top right/left for each
sub-strand.

Resources
Helps to aid preparation.
The series identifies all the
relevant resources necessary
to deliver a successful
lesson. Resources identified
are mostly “NO COST” or
“LOW COST” materials that
teachers can easily acquire
to make their lessons more
meaningful and enjoyable.

Key words
Every lesson in the series
identifies key words that
learners are expected to
know and use appropriately.
These are relevant to the
lesson.

Helpful links
Comprehensive site of helpful links for
educational or teaching tips and ideas.

4

Introduction

Indicator Content Standard
This feature indicates the specific This feature indicates the
things that learners need to know broad expectations under
and be able to demonstrate in order the strands that learners are
to achieve the content standards. expected to achieve in the
Modules (lessons) are generated course of completing that
from these indicators. grade level.

Core competencies
The universal core
competencies as stated
under each sub-strand in the
curriculum is outlined here.

Subject specific practices
This is the specific methods
or practices which are used to
teach a particular lesson under
the sub-strand.

Introduction
This gives the teacher an overview of what the
particular sub-strand entails.
Some have introductory activities prior to a lesson.

5

Introduction

Activities to support learners
This section offers the facilitator extra
activities to do with learners after the
main activities under each sub-strand.
Role-play activities are also captured
here.

Suggested Homework
In every sub-strand, an exploration
of the concepts learned in the
classroom is further extended to the
home. The series suggests relevant
home activities that help learners to
augment and consolidate what has
been learnt in the classroom and its
real life application where neccesary.

Reflections
After every lesson, the facilitator is
expected to engage learners to reflect
on 3 key outcomes. This will help the
teacher plan well for the next lesson.

Answers
Expected answers are provided for all exercises
under every sub-strand. Where answers are
to vary from one learner to the other, it is
mentioned.

6

Introduction

Organisation and structure of the Learner's Book

The user-friendly Learner’s Book tackles the new standard-based Mathematics curiculum features
and criteria with a clear and logical structure that incorporates the following features.

Strand starter
There are five “strands” in the
Learner’s Book – one for each of the
Our World Our People curriculum.
This precedes the beginning of
contents under each strand.

Header labels Key words
Strand: This feature indicates the mental illnesses
particular strand from which the domestic violence
lessons are developed. aggressive

Sub-strand: These are larger ICT
groups of related owop topics to be Watch a video on:
studied under each strand. 1. creation of God
2. do more search on the
Indicator: This feature specifies
the indicator that the lessons were internet about attribute
developed from. of God

Key words
• build subject-specific vocabulary

gradually, giving learners the
confidence to understand it
clearly and apply it in context
and through different exercises.

ICT boxes
• include research activities
• emphasise the core

competencies

7

Introduction

Exercise
• learners practice and consolidate

what they have been taught.
This provides an opportunity for
all learners to strengthen their
newly acquired knowledge.

Activities and exercise
• incorporate accurate and current

individual, pair and group work
activities that help learners to
explore and practise what they
have learnt
• incorporate exercises that allow
learners to answer questions
about what they have learnt and
consolidate learning
• address the syllabus
content standards and core
competencies
• are representative of the
indicators and exemplars
• have instructions and text
that are consistent and clearly
presented to learners
• promote problem-solving and
subject understanding
Text and content
• use language that is appropriate
to the level, age, knowledge and
background of the learners
• are representative of Ghana’s
diversity
• have a good gender balance and
portray no gender stereotypes

Illustrations and photos
• are high-quality and

representative of Ghana’s
diversity
• balance the text on every
page and add to learners’
understanding of the content
• have captions and labels that
are simple, relevant, appropriate,
and clear
• reflect a variety of learners
(including learners with special
needs)
• show no gender stereotypes

8

Introduction

INTRODUCTION these important areas in the day-to-day learning
as they are aimed at promoting higher order
The Our World and Our People (OWOP) is thinking among learners.
an integrated subject that brings together facts,
ideas and concepts or generalization from Philosophy of Learning Our World and Our
interrelated subjects of the Social Sciences. People
The discipline, Our World and Our People, Through the learning of Our World and Our
aims at producing a morally upright Ghanaian, People learners will specifically acquire:
who is responsible and capable of maintaining 1. critical thinking and problem-solving
a healthy lifestyle and preserving their
environment for sustainable development. skills to be able to compare and contrast,
analyse, evaluate and apply geographical
The subject being the first of its kind in the knowledge with little or no supervision
history of Ghana’s education seeks to explore 2. creative thinking skills to be able to
social, cultural/religious, geographical, and the reconstruct important information confidently
technological space to develop the cognitive, 3. digital literacy skills to be able to use
affective and psychomotor domains of the IT tools and resources efficiently for
learner. investigations and project works
4. effective communication skills to be able
The subject was specifically designed to focus to share information at various levels of
on standards-based assessment of the learner interaction
that applies learner-centered approach to 5. values to live as global citizens capable of
provide opportunity for the learner to develop learning about other peoples and cultures of
their knowledge and skills in the 4Rs of the world.
Reading, cReativity, wRiting and aRithmetic.
General Aim
The objective of this Teacher’s Guide is to
make teaching and learning more interactive, The curriculum, Our World and Our People,
practical, useful and to bring out the ingenuity
of teacher professionalism in the teacher to aims at producing a morally upright Ghanaian,
produce well equipped learners for national who is responsible and capable of maintaining
development. a healthy lifestyle and preserving their
environment for sustainability.
Philosophy of Teaching Our World and Our
People Subject Specific Aims
OWOP provides opportunity for teachers The aims of the Our World and Our People
to adopt thematic and creative pedagogic curriculum are to enable learners to:
approaches such as talk for learning, project- 1. Develop awareness of their creator and the
based learning, games, modelling, questioning,
songs, storytelling and role-play necessary for purpose of their very existence.
achieving conducive learning environment and 2. Appreciate themselves as unique
developing learners into creative, honest and
responsible citizens. The OWOP classrooms individuals.
should be learning-centred where the teacher, 3. Exhibit sense of belonging to the family and
acting as a facilitator, introduces the topics for
the day and assists learners to describe and community.
analyse issues raised. In addition, the teacher 4. Demonstrate responsible citizenship.
helps learners to interact and share ideas 5. Explore and show appreciation of the
among themselves based on their knowledge
of Ghana and the world. The class will be interaction between plants, animals and
encouraged to explore topics through enquiry- their physical environment;
based questions. The OWOP curriculum is 6. Show love and care for the environment.
underpinned by five themes broken into specific 7. Develop attitudes for a healthy and peaceful
learning areas. The teacher should emphasise lifestyle.
8. Appreciate use ICT as a tool for learning.

9

Introduction

Instructional Expectations Content Standards indicate what all learners
Our World and Our People provides opportunity should know, understand and be able to do.
for teachers to: Indicators are clear statements of specific
• adopt thematic and creative pedagogic things learners should know and be able to do
within each content standard.
approaches such as talk for learning, Exemplars refer to support and guidance,
project-based learning, games, modelling, which clearly explain the expected outcomes
questioning, songs, storytelling and role- of an indicator and suggest what teaching
play necessary for achieving learner-centred and learning activities could take to support
classrooms; the facilitators/teachers in the delivery of the
• nurture and develop learners into creative, curriculum.
honest and responsible citizens;
• provide opportunity for learners to develop The curriculum for Basic 6 is organised under
their skills in the 4Rs of Reading, cReativity, five strands with twenty sub-strands:
wRiting and aRithmetic through thematic Strand 1: ALL ABOUT US
and creative approaches to learning. Sub-strand 1: Nature of God
Learning and learning progression are Sub-strand 2: Myself
central to the OWOP curriculum; Sub-strand 3: My Family and the Community
• adopt collaborative approaches to lesson Sub-strand 4: Home and School
preparation within and across disciplines
and grade levels to develop communities of Strand 2: ALL AROUND US
OWOP learners; Sub-strand 1: The Environment and the
• use multiple methods to systematically
gather data about learners’ understanding Weather
and ability in order to guide the teaching and Sub-strand 2: Plants and Animals
learning of OWOP; Sub-strand 3: Map Making and Land Marks
• put necessary arrangements in place to Sub-strand 4: Population and Settlement
provide feedback to both learners and
parents. Strand 3: OUR BELIEFS AND VALUES
Sub-strand 1: Worship
Organisation of the Curriculum Sub-strand 2: Festivals
Sub-strand 3: Basic Human Rights
There are four integrated learning areas Sub-strand 4: Being a Leader
organised under five themes. The learning
areas are: Strand 4: OUR NATION GHANA
1. Religious and Moral Education Sub-strand 1: Being a Citizen
2. Citizenship Education Sub-strand 2: Authority and Power
3. Geography Sub-strand 3: Responsible use of Resources
4. Agricultural Science Sub-strand 4: Farming in Ghana

The thematic areas are organised under five Strand 5: MY GLOBAL COMMUNITY
strands: Sub-strand 1: Our Neighbouring Countries
1. First Theme: All About Us
2. Second Theme: All Around Us Time allocation
3. Third Theme: Our Beliefs and Values
4. Fourth Theme: Our Nation Ghana For effective learning to take place within
5. Fifth Theme: My Global Community specified timeframe, 30 minutes as on time table
be adhered to for lesson for the day. Remember
Interpretation of key words in the Curriculum that other lessons will be taught the same day
Strands are the broad areas/sections of Our with OWOP. Two periods of 60 minutes could
World and Our People curriculum to be studied. be allocated for practical lessons, revision and
Sub-strands are larger groups of related demonstrations where needed due to time
indicators. Indicators from sub-strands may consuming factor during class activity lessons. If
sometimes be closely related. possible, there should be internal arrangements
for more time for activities outside the classroom
10

Introduction

such as excursions and other educational visits. furniture. In most of our classrooms we still see
This will make learners have enough time for rows of desks with several children to each
practical lessons. desk. The classrooms are also often crowded
so that it not easy to move the desks around.
Class management Whatever the situation some kind of group can
be organized. At its most basic the group will
Most teachers in Ghana teach large classes. have to be learners at one desk. It might be
Such classes are in the range of 40 to 100 possible for those at one desk to turn around to
learners or more. The teachers, based on their face those at the desk behind.
professional experience over the years have
developed skills in classroom methodology. There are many advantages in allowing a
Here are a few reminders about whole class, number of children to consider a topic, work
group, pair and individual work that could be jointly and bring their findings back to the whole
helpful with large classes. class: each group will think in a slightly different
way and have different experiences to share.
Whole class teaching Sometimes learners are better able to discuss
Much of your teaching, especially when your sensitive areas in same - sex groups. Such work
class is large, will involve you standing at the encourages co-operation and mutual support.
front of the class explaining and listening to your Individual groups can study a picture together,
learners. You can set out facts and concepts or write a poem or discuss a topic like pollution
which everyone can understand. However, in their village. You need to ensure that there is
your class will vary in ability. More able learners follow-up to group work so that work is not done
should be given additional tasks to stretch their in isolation but is instead considered by the
capabilities while those who find understanding class as a whole.
more difficult should be given the time and
attention they need. Pair work
Learners are often instructed to work in pairs
When you introduce a topic make sure you – either with their desk mate, or with a partner.
use learners’ existing knowledge and build This is an ideal opportunity for learners to assist
upon it. The basic information for your lesson each other, and for them to assess each other.
is in the text. If you are going to ask learners Working with a desk mate offers the least
to read for themselves (at home or in class or classroom disturbance. The learners are already
to read out loud), work out during your lesson seated side-by-side. They ask and answer
planning which words will be difficult for them questions during Picture talk, and they discuss
to understand and explain these first. Make the readings before they write comprehension
sure that all your learners have understood answers individually.
your explanation and give time to those having
difficulty as well as talking and listening you will Working with a partner that you have allocated
find other activities can be very valuable during to the learner means that you can pair a slower
whole-class teaching, for example: learner with a faster learner, so that they can
help one another. You may also choose to pair
Group work learners of similar abilities together, so that they
Class teaching is large group work but can proceed more quickly with the work, while
sometimes there are advantages in working you assist the slower pairs.
in pairs or groups of four to six learners: some
children make more progress when working in Learner self-study
a group of the same ability. On other occasions There will be times when you want the class to
more able learners can help those who are work as individuals to allow them to become
not quite so quick at understanding. Groups of familiar with material you have given them and
friends and groups working on different topics to allow you to work with Learners of different
are other possible divisions that you could abilities. It is worth bearing in mind that while
make. there is a need for Learners to learn how to read
For group work to be successful some thought and study on their own; there are also dangers
must be given to the organization of class in this approach. It is essential that the material
they read is understandable to them, and that

11

Introduction

your attention is still focused on the class to For example, ‘The learner will be able to
ensure that all learners are using the time to describe something’. Being able to “describe”
read and not misbehave. Use additional material something after teaching and learning has been
at different levels to ensure that some learners completed means that the learner has acquired
do not finish more quickly than others. “knowledge”. Being able to explain, summarise,
and give examples etc. means that the learner
Teaching tip has understood the concept taught.
One of the most important skills in classroom
management is the ability to ensure your Similarly, being able to develop, defend,
learners are occupied for the whole lesson. If etc. means that the learner can “apply” the
a group has finished its task and has nothing knowledge acquired in some new context.
else to do it is likely to become disruptive. Break You will note that each of the indicators in
up your lesson and make sure it has several the curriculum contains an “action verb” that
different parts: describes the behaviour the learner will be able
• full class work to demonstrate after teaching and learning
• individual work has taken place. “Knowledge, Understanding
• practical activities and application” is a domain that should be
the prime focus of teaching and learning in
Learning domains (expected schools. Teaching in most cases tends to stress
learning behaviours) knowledge acquisition to the detriment of other
higher-level behaviours such as application,
In order to achieve Standards-based analysis etc.
Assessment, teaching and learning should be
measured in line with three integrated learning Each action verb in any indicator indicates
domains. These are discussed in the following the underlying expected outcome. Read each
text. indicator carefully to know the learning domain
towards which you have to teach. The focus
Knowledge, Understanding and Application of the new form of teaching and learning, as
Under this domain, learners acquire knowledge indicated in this curriculum, is to move teaching
through learning experiences. They may also and learning from the didactic acquisition of
show understanding of concepts by comparing, “knowledge” where there is memorisation,
summarising, re-writing etc. in their own words heavy reliance on formulae, remembering facts
and constructing meaning from instruction. without critiquing them or relating them to real
The learner may also apply the knowledge world – surface learning – to a new position
acquired in some new context. At a higher called – deep learning. Learners are expected
level of learning behaviour, the learner may to deepen their knowledge through activities
be required to analyse an issue or a problem. that involve critical thinking to generate creative
At a much higher level, the learner may be ideas to solve real life problems in their school
required to synthesize knowledge by integrating lives and later in their adult lives. This is the
a number of ideas to formulate a plan, solve a position where learning becomes beneficial to
problem, compose a story, or a piece of music. the learner.
Further, the learner may be required to evaluate,
estimate and interpret a concept. At the last The explanation and key words involved in each
level, which is the highest, learners may be of the learning domains are as follows:
required to create, invent, compose, design Knowing: This is the ability to remember, recall,
and construct. These learning behaviours identify, define, describe, list, name, match,
“knowledge”, ‘’application’’ “understanding”, state principles, facts and concepts. Knowledge
“analysis”, “synthesis”, ‘evaluation’ and is the ability to remember or recall material
‘creation’, fall under the integral domain already learnt and this constitutes the lowest
“Knowledge, Understanding and Application”. level of learning.

In this curriculum, the learning indicators Understanding: The ability to explain,
are stated with action verbs to show what summarise, translate, rewrite, paraphrase,
the learner should know and be able to do. give examples, generalise, estimate or
predict consequences based upon a trend.
12

Introduction

Understanding is generally the ability to grasp and make decisions; morally accountable for
the meaning of some concept that may be one’s action; capable of rational conduct.
verbal, pictorial or symbolic. Environmental Awareness: the ability to be
conscious of one’s physical and socio-economic
Applying: This dimension is also referred surroundings.
to as “Use of Knowledge”. The ability to use Respect for the Rule of Law: the ability to
knowledge or apply knowledge, apply rules, obey the rules and regulations of the land.
methods, principles, theories, etc. to situations
that are new and unfamiliar. It also involves the Values
ability to produce, solve, plan, demonstrate, and At the heart of this curriculum is the belief in
discover among others. nurturing honest, creative and responsible
citizens. As such, every part of this curriculum,
Skills and processes including the related pedagogy should be
These are specific activities or tasks that consistent with the following set of values.
indicate performance or proficiency in Respect: This includes respect for the nation
a given learning area. These skills and of Ghana, its institutions, laws, the culture and
processes include Observing, Classifying, respect among its citizens and friends of Ghana.
Comparing, Communicating/Reporting, Diversity: Ghana is a multicultural society in
Predicting, Analysing, Generating possibilities, which every citizen enjoys fundamental rights
Evaluating, Designing, Interpreting, Recording, and responsibilities. Learners must be taught
Generalising. to respect the views of all persons and to see
. national diversity as a powerful force for nation
Attitudes development. The curriculum promotes social
To be effective, competent and reflective cohesion.
citizens, who will be willing and capable of Equity: The socio-economic development
solving personal and societal problems, learners across the country is uneven. Consequently, it
should be exposed to situations that challenge is necessary to ensure an equitable distribution
them to raise questions and attempt to solve of resources based on the unique needs of
problems. Learners therefore need to acquire learners and schools. Ghana’s learners are
positive attitudes, values and psychosocial skills from diverse backgrounds, which require the
that will enable them participate in debates provision of equal opportunities to all, and that
and take a stand on issues affecting them all strive to care for each other both personally
and others. The Our World and Our People and professionally.
curriculum thus focuses on the development of Commitment to achieving excellence:
these attitudes, values and skills: Learners must be taught to appreciate the
Commitment: the determination to contribute to opportunities provided through the curriculum
national development and persist in doing their best in whatever
Tolerance: the willingness to respect the views field of endeavour as global citizens. The
of others curriculum encourages innovativeness through
Patriotism: the readiness to defend the nation. creative and critical thinking and the use of
Flexibility in ideas: the willingness to change contemporary technology.
opinion in the face of more plausible evidence. Teamwork/Collaboration: Learners are
Respect for evidence: the willingness to collect encouraged to become committed to team-
and use data on one’s investigation and also oriented working and learning environments.
have respect for data collected by others. This also means that learners should have an
Reflection: the habit of critically reviewing ways attitude of tolerance to be able to live peacefully
in which an investigation or observation has with all persons.
been carried out to see possible faults and other Truth and Integrity: The curriculum aims
ways in which the investigation or observation to develop learners into individuals who will
can be improved upon. consistently tell the truth irrespective of the
Comportment: the ability to conform to consequences. In addition, it aims to make
acceptable societal norms. them become morally upright with the attitude
Co-operation: the ability to work effectively with of doing the right thing even when no one is
others. watching be true to themselves and be willing
Responsibility: the ability to act independently to live the values of honesty and compassion.

13

Introduction

Equally important, the ethos or culture of the activities that bring home to the learner what
work place, including integrity and perseverance they are learning in school and what they know
must underpin the learning processes to from outside of school. The learning centered
allow learners to see and apply skills and classroom is a place for the learners to discuss
competencies in the world of work. ideas through the inspiration of the teacher.
The learners then become actively engaged in
Pedagogical Approaches looking for answers, working in groups to solve
problems. They also research for information,
These include the approaches, methods, analyse and evaluate information. The aim of
strategies, appropriate relevant teaching and the learning-centered classroom is to enable
learning resources for ensuring that every learners to take ownership of their learning. It
learner benefits from teaching and learning provides the opportunity for deep and profound
process. learning to take place.

The curriculum emphasises the: The teacher as a facilitator needs to create a
creation of learning-centred classrooms learning environment that:
through the use of creative approaches to • makes learners feel safe and accepted;
ensure learner empowerment and independent • helps learners to interact with varied sources
learning; positioning of inclusion and equity at
the centre of quality teaching and learning; use of information in a variety of ways;
of differentiation and scaffolding as teaching and • helps learners to identify a problem suitable
learning strategies for ensuring that no learner is
left behind; use of Information Communications for investigation through project work;
Technology (ICT) as a pedagogical tool; • connects the problem with the context of the
identification of subject specific instructional
expectations needed for making learning in learners’ world so that it presents realistic
the subject relevant to learners; integration opportunities for learning;
of assessment as learning, for learning and • organises the subject matter around the
of learning into the teaching and learning problem, not the subject;
processes and as an accountability strategy; • gives learners responsibility for defining their
and questioning techniques that promote deep learning experience and planning to solve
learning. the problem;
• encourages learners to collaborate in
Learning-Centered Pedagogy learning; and
The learner is at the centre of learning. At the • expects all learners to demonstrate the
heart of the national curriculum for change results of their learning through a product or
and sustainable development is the learning performance.
progression and improvement of learning
outcomes for Ghana’s young people with a It is more productive for learners to find answers
focus on the 4Rs – Reading, wRiting, aRithmetic to their own questions rather than teachers
and cReativity. It is expected that at each providing the answers and their opinions in a
curriculum phase, learners would be offered learning-centered classroom.
the essential learning experiences to progress
seamlessly to the next phase. Where there are The content with reference to learner’s activities
indications that a learner is not sufficiently ready in class and outside classroom focusses on
for the next phase, a compensatory provision learner-centered pedagogy, which emphasizes
through differentiation should be provided to active participation in class activities, making
ensure that such a learner is ready to progress teaching and learning more practical and toward
with his/her cohort. At the primary school, the achieving positive learning outcomes that
progression phases are B1 to B2 and B1 to B6. largely benefit the learner.

The Curriculum encourages the creation of a Effective teaching and learning in Our World and
learning centered classroom with the opportunity Our People depends upon the use of actively
for learners to engage in meaningful “hands-on” participatory methods including the following:
• Discussion
14 • Drama, role play and simulation
• Song and dance
• Case studies and interviews

Introduction

• Research each learner benefits adequately from the
• Miming delivery of the curriculum can be achieved in the
• e-Learning classroom through:
• Group work i) task
• Question and answer ii) support from the Guidance and Counselling
• Games.
Unit and
Inclusion iii) learning outcomes.
Inclusion is ensuring access and learning for
all learners especially those disadvantaged. All Differentiation by task involves teachers
learners are entitled to a broad and balanced setting different tasks for learners of different
curriculum in every school in Ghana. The abilities. Example in sketching the plan and
daily learning activities to which learners are shape of their classroom some learners could
exposed should ensure that the learners’ right be made to sketch with free hand while others
to equal access and accessibility to quality would be made to trace the outline of the plan.
education is met. The Curriculum suggests a Differentiation by support involves the teacher
variety of approaches that address learners’ giving the needed support and referring weak
diversity and their special needs in the learning learners to the Guidance and Counselling Unit
process. When these approaches are effectively for academic support.
used in lessons, they will contribute to the full Differentiation by outcome involves the
development of the learning potential of every teacher allowing learners to respond at different
learner. Learners have individual needs and levels. Weaker learners are allowed more time
learning experiences and different levels of for complicated tasks.
motivation for learning. Planning, delivery and
reflection on daily learning experiences should Scaffolding in education refers to the use
take these differences into consideration. of variety of instructional techniques aimed
at moving learners progressively towards
The curriculum therefore promotes: stronger understanding and ultimately greater
learning that is linked to the learner’s independence in the learning process. It
background and to their prior experiences, involves breaking up the learning task,
interests, potential and capacities learning experience or concepts into smaller parts and
that is meaningful because it aligns with then providing learners with the support they
learners’ ability (e.g. learning that is oriented need to learn each part. The process may
towards developing general capabilities and require a teacher assigning an excerpt of a
solving the practical problems of everyday longer text to learners to read and engaging
life); and the active involvement of the learners them to discuss the excerpt to improve
in the selection and organisation of learning comprehension. The teacher goes ahead to
experiences, making them aware of their guide them through the key words/vocabulary
importance and also enabling them to assess to ensure learners have developed a thorough
their own learning outcomes. understanding of the text before engaging them
to read the full text.
Differentiation and scaffolding
This curriculum is to be delivered through the Common scaffolding strategies available to the
use of creative approaches. Differentiation teacher are:
and scaffolding are pedagogical approaches • giving learners a simplified version of a
to be used within the context of the creative
approaches: lesson, assignment, or reading, and then
gradually increases the complexity, difficulty,
Differentiation is a process by which or sophistication over time;
differences (learning styles, interest and • describing or illustrating a concept, problem,
readiness to learn) between learners are or process in multiple ways to ensure
accommodated so that all learners in a group understanding;
have the best possible chance of learning. • giving learners an exemplar or a model of an
Differentiation could be by task, support and assignment, they will be asked to complete;
outcome. Differentiation as a way of ensuring • giving learners a vocabulary lesson before
they read a difficult text;
• describing the purpose of a learning activity

15

Introduction

clearly and the learning goals they are attitudes acquired to contribute meaningfully
expected to achieve; and towards the socio-economic development of
• describing explicitly how the new lesson the country. They build skills to critically analyse
builds on the knowledge and skills learners cultural trends, identify and contribute to the
were taught in a previous lesson. global community.

Core competencies Personal development and leadership (PL)
This means improving self-awareness,
Through the pedagogy and learning areas self-knowledge, skills and health; building
envisaged for our OWOP as a body of and renewing self-esteem; identifying and
knowledge in the school curriculum, it is developing talents, fulfilling dreams and
expected that as is the case for other subjects in aspirations and developing other people or
the school curriculum learners will demonstrate meeting other people’s needs. It involves
the following universal and core competencies: recognising the importance of values such as
honesty and empathy; seeking the well-being of
Critical thinking and problem solving (CP) others; distinguishing between right and wrong;
Develop learners’ cognitive and reasoning fostering perseverance, resilience and self-
abilities to enable them to analyse issues and confidence; exploring leadership, self-regulation
situations, leading to the resolution of problems. and responsibility, and developing a love for
This skill enables learners to draw on and lifelong learning.
demonstrate what they have learned and from
their own experiences analyse situations and Digital literacy (DL)
choose the most appropriate out of a number It involves developing learners to discover,
of possible solutions. It requires that learners acquire skills in, and communicate through ICT
embrace the problem at hand, persevere and to support their learning and using digital media
take responsibility for their own learning. responsibly.

Creativity and Innovation (CI) Teaching instructions
Learners acquire entrepreneurial skills through
their ability to think about new ways of solving The teaching instructions provide guidelines or
problems and developing technologies for suggestions for each of three phases (Phase 1,
addressing the problem at hand. It requires Phase 2 and Phase 3) in the lesson plan as to
ingenuity of ideas, arts, technology and how the teacher should go about handling the
enterprise. Learners that possess this lesson of the day. They indicate what to teach,
competency are also able to think independently how to teach, when to teach, where to teach as
and creatively. well as responses from learners to a particular
strand or by extension, sub-strand taught in
Communication and collaboration (CC) the class or outside the classroom. Several
This competency aims to promote in learners suggestions are provided for each phase, so
the ability to make use of languages, symbols that there are sufficient options to cover all
and texts to exchange information about of the required lesson plan for the relevant
themselves and their live experiences. Learners exemplar(s) in that section of content.
actively participate in sharing their ideas and
engage in dialogue with others by listening to Learner activities
and learning from others in ways that respect The types of activities used to ensure on-level,
and value the multiple perspectives of all age-appropriate and multi-ability learning
persons involved. include:
• true or false activities
Cultural identity and global citizenship (CG) • cloze activities
This competency aims to develop learners who • role play
put country and service as foremost through • songs and games
an understanding of what it means to be active • crosswords and word searches
citizens, by inculcating in them a strong sense • matching activities
of environmental, and economic awareness. • case studies (for the higher grades) and
Learners make use of the knowledge, skills,
interviews
16

Introduction

• diary entries, newspaper articles, brochures, might be the writing and performing of a play
posters and timelines. based upon a traditional story.

Activities included in the text are intended to All practical activities need careful organization
serve several purposes: but they can add a good deal of fun to the
• They break up the lesson to aid learning process. Learning needs to be made
enjoyable if children are to grow up wishing to
concentration and increase learner carry on developing their knowledge and skills.
participation. Playing team games, reading stories to each
• They extend the knowledge gained from the other and making up and acting simple plays
text. can all contribute to the promotion of learning.
• They develop academic skills such as
reading with understanding, writing, Practicing skills
presenting and organising information, Acquisition of study skills and knowledge has by
map drawing and map reading, interpreting and large been through practical lessons. Oral
pictures and diagrams, problem solving. lesson cannot necessarily and abundantly give
• Some activities will develop communication the learner the required skills and knowledge.
skills: discussing, co-operating, and Learners need to practice:
reporting. Reading: Learners need to be able to read
In later primary years the activities should also easily. In Ghana, as we grow older, we need to
help learners to look beyond the material easily be able to speak and read in English and our
available to them by encouraging them to ask Ghanaian languages to develop our studies
other adults, visit libraries (if there are any) and further.
use the internet if it is available. Writing: Learners need to develop writing skills
through activity-based lessons so their writings
The Learners’ Book aims to use a variety of will look legible to themselves and others for
approaches in order to offer as many ways of correct interpretation of what they have written.
learning as possible. No one way suits every Listening: Learners need to know how to
learner. As an example, there are many ways listen carefully, especially when someone is not
to teach reading. The best teachers use every speaking clearly. This is a matter of practising
method they know so as to suit each individual concentration.
in their class. Some people learn quickly by Research skills are important too. You can
reading with understanding. Others need to encourage learners to go beyond the Learner’s
learn through practical experience. You will have Book in these later years of their primary
all types of learners in your class. schooling to look for additional materials, and to
store only those facts which will be of long-term
Each theme in the Learner’s Book contains use and lifelong learning.
activities that will help your learners achieve
the objectives of that theme. They are designed Use of ICT
to develop a range of skills and you can adapt
individual tasks to the needs of each learner. Some schools in urban areas have access
You will need additional activities to broaden the to computers in school or in libraries. Rural
learning experience, some tailored to the needs areas will become linked in the future. You
of more or less able learners and others to add should learn how to use a computer as soon
variety and depth to various topics. as you are able. They open up the world as
your resource. The internet can provide as
Practical activities much additional material as you will ever need.
When we talk about practical activities we Once your learners have the chance to use a
tend to think of working with our hands but in computer they too will have access to a world of
this context the term covers all activities which information. This can be done through effective
include a practical skill. The obvious ones use of the following ICT tools:
are writing and drawing related to the factual • Laptop or desktop computers
material of the lesson but an equally valuable • Smartphones
practical activity might be the making of a model • Tablets
of some aspect of the learners’ surroundings, • CD players
such as a house or the local market. Another
17

Introduction

• Projectors • Attend to the diversity or learning needs of
• Calculators students, using the copious offer of interactie
• Radios exercises available on the web.
• Cameras
• Television sets Assessment
• Computer and related software, such
Making sure that learners have actually
as Microsoft Office packages (Word, absorbed the lessons taught and not just
PowerPoint and Excel). had fun through the entire lesson is equally
important. There are assessments at the end
ICTs are a useful communication technology of each lesson in the Learner’s Book that are
that can by and large be used to enhance the useful tools for reinforcement of lessons taught.
quality of teaching and learning in schools. You can also adopt other forms of assessment
Internet systems have made the world a during the lessons to ensure learners are on
globalized one. It is for this that Professor the same level of understanding. Some of these
Ali Mazrui describes globalization as “the assessments include the following:
villagization of the world” hence, the world
being a “global village” (Marshall McLuhan and Diagnostic assessment
Quentin Fiore, 1968). This means all parts of This examines learners’ prior knowledge and is
the world are being brought together by the used to establish links to the new lesson:
internet and other electronic communication Test learners’ prior knowledge by asking them to
interconnections. That is more information respond to key words, names and dates related
has become accessible anywhere in the to the next topic
world by way of interconnectedness and Ask learners to define key words and terms
interdependency. You can communicate to
anybody anywhere in the world from the comfort Formative assessment
of your room, car and many more places. In Formative assessment is the methods that
working towards the rationale of the OWOP teachers use to evaluate and assess a learner’s
curriculum, there is the urgent need for the ability to understand and apply what they have
teacher to display professionalism through learnt during a lesson. This also gives teachers
effective use of ICTs in teaching and learning. the opportunity to continually assess learners
and to use this assessment to address their
The teacher should try as much as possible learning needs, the progress they have made,
use whatever technological resources available and to address any barriers to learning or
such as any of those stated above to assist learning difficulties that they may have.
in teaching and learning. The use of ICTs in
teaching and learning activities promotes a Formative assessment in the form of teacher
paradigm shift to learner-centered environment. observations and assessments, as well as self-
Here are some useful ideas on how to go about assessment and peer-assessment done by the
this: learners, will help to identify areas of difficulty
Integrate ICT’s in the learning process, as a key so that these areas can be targeted and any
competence and contributing to the acquisition problems addressed immediately before moving
of skills and knowledge; on to the next section of work.
• Use ICT’s in the classroom to work
Formative assessment is an important step in
on information processing, authentic the teaching and learning process. It allows you
communication, and on the learner as the teacher to observe your learners in a
autonomy, as the builder of his or her own wide variety of learning situations and to collect,
learning process; record and use this information, which you can
• Give ICT’s a role to help young people then use to inform further teaching and learning.
be able to arrange, evaluate, synthesize,
analyze and decide on the information that You should use different types of formative
comes to them; assessment to address the different learning
• Challenge students with different types of abilities of the learners in your class. These
supports and formats and, therefore, a great assessments could take the form of formal
variety of activities in which they pass from
receivers to makers;

18

Introduction

and informal observations during whole class Reflection and self-evaluation
and individual, pair and group work activities, Reflective thinking is the ability to look at the
through the assessing of written work, projects, past and develop understanding and insights
tasks and tests. about what happened and using this information
to develop a deeper understanding or to choose
You can record your assessments as short a course of action. It provides teachers and
notes in a record book or as a simple checklist learners with the skills to mentally process
on a class list of learners’ names. learning experiences, identify what they learned,
modify their understanding based on new
Summative assessment information and experiences, and transfer their
Summative assessment is used to test whether learning to other situations. Never be too critical
the learners have achieved the objectives of of yourself; teaching large classes with limited
the whole unit or series of topics, or a whole resources is a difficult task. No lesson is perfect
semester, term or year’s work. but given a little time you can learn from every
one of them.
To guarantee adequate time for the course 1. What went well?
coverage and assessment, lessons must be 2. What went badly?
planned in advance for the week or the month. 3. What would you improve next time?
The best advice is to be well informed about
the lesson content and teach with passion. When you mark your tests (oral or written) you
The facilitator is always the best determinant need to assess the results quite formally:
of the time frame to adapt and diverge lessons
based on the capability of the class. Irrespective What proportion of the learners showed real
of the time frame, each lesson should be as understanding of the themes and has achieved
interactive and enjoyable as possible to ensure the specific indicators?
attentiveness and involvement of every learner.
For those who you think need extra help you
Be positive, confident about the subject matter must find time by giving others some extra
and explicit in your directions on what learners reading or research work to allow you time with
need to do. Remember: Your attitude in the less successful. When there are so many
delivering the lessons will definitely determine lessons in a day it is difficult to reflect on every
the attitude of the learners towards the lesson! one of them. If you can think about the best
and the worst in order to compare them, you
Methods of assessment might gain some insight into how you are doing.
Some type of assessment is going on all the Do not be afraid to share your thoughts with
time during a lesson. Throughout every lesson a colleagues. If you work in a caring school, you
good teacher is always watching his or her class should be helping each other.
for their reactions. Are they bored or restive? Is
it because the work is too difficult, is it because When considering a particular lesson, you might
I’m speaking too quietly? If the learners are ask yourself these questions:
giving you their full attention the lesson is going • Did the learners understand what I was
well and the learners are learning.
trying to explain?
At the end of every lesson some form of • Did they pay attention?
assessment is necessary. It could be a question • Was there a quiet, hardworking atmosphere
and answer session; it could be a class quiz or a
short test. You need to know if the learners have or was it too noisy?
achieved the lesson’s indicators. • Did my learners enjoy my lesson, did we

Written tests marked after the class is over are work well together?
useful tools but be wary of over testing and • Were there smiles and some fun?
never put the results in a class order. Slower • Did the lesson achieve its indicators?
learners should not be made to feel failures, but Evaluation of your lessons should help you to
helped to catch up. work out which parts of your course need to be
repeated in some form.

19

Introduction

Reinforcement and revision following this course, therefore, they will be
Sometimes you will need to revise parts of the helped to develop skills and attitudes benefiting
theme with the whole class. You will certainly themselves, community and the nation when
need to start the next lesson by asking learners they are adult.
what they remember of the last one. Children
need reinforcement. A few revision notes on The Learner’s Book
the board to cover earlier work will be a very Within each theme/strand and sub-strand of the
valuable start to every lesson. Learner’s Book there are different types of text,
illustrations and activities. These are designed
Marking work to be used in a variety of ways to make lessons
When you have a large class the marking of interesting, to increase learners’ knowledge
learners’ work can become a burden. If it is and motivation and to encourage them to be
postponed the burden can become unbearable. inquisitive, skilled, confident and mutually
Learners need to have their work marked and supportive.
returned promptly with constructive criticism and
as much encouragement as you can give them. Other resources
You can use a variety of resources in your
Teaching tips lessons. Below are some of them.
Some marking of work can be done by learners
themselves, swapping papers so that there is a Equipment: weather stations, gardening tools,
check. You can mark work in class while you are craft tools, and computers
going round supervising and encouraging the Buildings: churches, workshops, shops,
learners as they work. This has the advantage houses, memorials
of offering instant praise and correction. Sound resources: radio, audio tape, musical
Do not let your marking pile up from one day or instruments
one week to another. Places to visit: farms, offices, forest and
woodland, rivers, factories, museums, national
It is important to create an atmosphere of trust parks, game reserves
in which learners feel confident enough to ask Living resources: plants, seedlings, animals,
you questions without feeling embarrassed. local people
Personal treasures: photos, diaries,
Learners should never be allowed to make fun possessions, memories
of a learner who asks a question to which other Print resources: magazines and newspapers,
learners already know the answer. Make it clear books, atlases, workbooks
that such a response is not acceptable. Pictures: photographs, maps, drawings,
diagrams, cartoons, illustrations
Using resources effectively
In order to help learners, gain the most benefit Using the local environment
from this Our World Our People course you will The study of Our World Our People is about
need to draw on as many resources as possible the whole of your learners’ physical, social and
and use them imaginatively. This section cultural surroundings. Your resources lie all
contains some suggestions on how best to use around you, in the classroom and outside. Do
the resources in the Learner’s Book and how not just rely on the written word or pictures; use
to make use of other resources that may be your own knowledge, and that of your learners,
available. The factual material in the Learner’s of the world around you.
Book is useful but it should be used alongside
other information that the learners find out for Go outside and look with new eyes at your
themselves. It is important that learners learn surroundings. Take the learners out into their
techniques for finding out additional information. environment (farms, rivers, lakes, the sea shore,
offices, workshops, factories) and encourage
Education is not just about learning facts; them to do the same.
it is about learning how and where to find
information. Learners may forget individual Bring people into the school to talk about
facts but they will remember how to find their roles in the community (farmers, nurses,
the information when they need it again. By engineers, councilors)

20

Introduction

Make the most of local examples. You could by encouraging learners to look into the sky
look outside when it is raining to see how when they are in the playground. Learn about
miniature streams are created, for example. the economics of running a business from the
Learn about the different types of cloud and local shop owner or from local market traders.
what they might indicate about future weather

SCOPE AND SEQUENCE

STRAND SUB-STRAND Basic 6
ALL ABOUT US Nature of God
ALL AROUND US Myself
OUR BELIEFS AND VALUES My Family and the Community
OUR NATION GHANA Home and School
MY GLOBAL COMMUNITY The Environment and the Weather
Plants and Animals
Map Making and Land Marks
Population and Settlement
Worship
Festivals
Basic Human Rights
Being a Leader
Being a Citizen
Authority and Power
Responsible use of Resources
Farming in Ghana
Our Neighbouring Countries
Introduction to Computing
Sources of Information
Technology in Communication

Source: NaCCA, Ministry of Education 2019

21

Introduction

Scheme of learning available when you want them. Before you start
Never go into a class unprepared even if you on any theme, check on your aims and work out
have taught a lesson many times before. Have how you can find out if you have achieved them.
your ideas, plans and materials ready. You This is called evaluation.
should make sure you are confident with your When preparing materials and activities, take
material. Classes are easier to manage and into account the different abilities of your
behaviour is better when a lesson is tightly Learners. Try to organise additional activities
organized. for the quicker learners to give you time to help
those who are finding the lesson difficult. This
You might want to develop a regular pattern Teacher’s Resource Pack will help you to plan
such as: further activities.
• A brief period of revision. What did we do
Sample scheme of learning for Year 5
last time? The aim of this section is to set out in a simple
• The introduction of new material given in the form the way you might look at each theme
comprising strands and sub-strands as a
form of a class lesson. progression, from an introduction to a finale.
• Activities, undertaken in pairs, groups or Remember as you read the Teacher’s Guide
that it is not telling you what you must do. It is
singly. making suggestions which you might find useful.
• Whole class discussion of what everyone Your teaching style is individual. There is no
‘best’ way to teach any topic. You will work out
has done. your own way.

When Learners are used to being occupied In the new curriculum, teachers are expected
for the whole time they tend to be more co- to make connections across standards
operative and to value the lesson more. within a given strand, and that is why in the
Scheme of Learning (SOL) related standards
Points to remember in preparing scheme of are “clustered” (i.e. grouped together) under
learning a key idea. The use of clustered standards
Here are some points to remember when for planning and delivery of lessons allows
developing a scheme of learning: teachers to quickly recognize the different
Know your syllabus. related understandings or skills learners need to
Make a preliminary plan based on the time you develop in order to achieve full understanding
think you will need to cover each unit. of a key idea. Teachers are therefore required
Be prepared to change that plan as you learn to carefully read the standards they plan
how much time each theme really takes. developing in their learners each week and
Take into account school events which take identify the group of indicators the learners have
up time (example, examinations and special to demonstrate for achieving these standards.
occasions). Leave some spare time in your It is also important for teachers to note that
planning. Very few timetables work out the strands themselves, and the standards for
absolutely perfectly. Learners, especially at the a given strand, are not necessarily organized
higher levels, can be very critical if they think a sequentially. For example, just because
syllabus has not been covered or if it is rushed standard A comes before standard B does not
and they cannot keep up. mean that standard A should be addressed
Remember all the time that facts are only before standard B. Teachers might want to
part of education. Keep in your mind the skills address standard B before standard A or
you wish to develop, particularly those of address the two standards at the same time.
easy communication, of co-operation and the
development of mutual tolerance and respect.
Make sure you have all the materials ready at
hand for each lesson. If classes are sharing
resources make sure the ones you want are

22

Introduction

SAMPLE YEARLY SCHEME OF LEARNING – BASIC 6

Weeks Term 1 Term 2 Term 3

(List term 1 Sub-strands) (List term 2 Sub-strands) (List term 3 Sub-strands)

1 Nature of God The Environment and the Being a Leader
2 Nature of God Weather Being a Citizen

The Environment and the
Weather

3 Myself Plants and Animals Being a Citizen

4 Myself Plants and Animals Being a Citizen

5 Myself Plants and Animals Authority and Power

6 My Family and the Map Making and Land Authority and Power
Community Marks

7 My Family and the Map Making and Land Responsible use of
Community Marks Resources

8 My Family and the Population and Settlement Responsible use of
Community Resources

9 Home and School Worship Farming in Ghana

10 Home and School Festivals Farming in Ghana
Our Neighbouring Countries
11 The Environment and the Festivals Our Neighbouring Countries
Weather

12 The Environment and the Basic Human Rights
Weather

Source: NaCCA, Teacher Resource Pack - 2019

23

Introduction

Learning planning how many lessons each theme/strand needs
Planning lessons within a theme/strand and then plan individual lessons.
Once you have allocated the time available for
You can use a table like the one below as a
each part of the term’s strands and sub-strands planning format:

you can begin on that lesson planning. Work out

SAMPLE LESSON – BASIC 6

Date: 14-09-2020 Period: 3 Subject: OWOP
Duration: 60 Minutes size: 45 Strand 2: ALL AROUND US
Class: B6 Class Sub-Strand 4: Population and settlement

Content Standard: Indicator: Lesson 1
Show understanding of internal Describe internal migration in Ghana

migration in Ghana

Performance Indicator: Core Competencies: Critical Thinking and

Leaners can demonstrate understanding Problem solving, Communication and Collaboration

of internal migration in Ghana Digital literacy, Cultural identity and Global Citizenship

Subject specific practices: Observation,
Applying

Values: Tolerance, Teamwork

Key words: Rural, urban, farming, trading, slums

Phase/Duration Learners activities Resources

Phase1: Starter Guide learners to tell you where they
(preparing the travelled to from their homes. Ask them if
brain for learning) they spent the last christmas holidays in
5 minutes another place.

Phase 2: Main Show pictures/videos of the map of Pictures, Charts, Videos,
(new learning Ghana for learners to talk about them. Map of Ghana
including In a whole class discussion describe the
assessment) internal migration in Ghana.
30 minutes
Use think-pair-share to have learners talk
about internal migration in Ghana.

Learners brainstorm the reasons for
migration in Ghana.

Assessment Question 1: Write two
reasons why people migrate.

Question 2: State five challenges
associated with migration..

Phase 3: Let the learners perform these activities to review their
Plenary/Reflections understanding of the lesson
(Learner and 1. Have learners read the key words written on the board
teacher) 2. Have a learner to talk about what he/she has learnt in
10 minutes
the lesson

End of the lesson

Source: NaCCA, Teacher Resource Pack - 2019

24

Introduction

Planning an individual lesson Decide on the methods you will use. Plan your
The two most important steps in your planning lesson in such a way that your Learners can
are as follows: learn the factual material while developing
skills like participation, co-operation and
Choose your topic communication. Content and skills are equally
Know your objectives important. We tend to concentrate on facts but
we need to keep the skills content of a lesson in
What factual knowledge do you want to pass on, our minds all the time.
and what skills do you want to develop? What Decide how you will measure whether the
attitudes and values do you want to emphasize? lesson has been successful or not (evaluation).
Read through the material in the Learner’s This can be by class discussion, marking work
Book and make sure you know the facts and or giving tests.
understand that material and any other material
which you are planning to introduce. A good Remember the following four elements when
maxim is ‘Teach from knowledge.’ planning your lesson:
Knowing
There are certain general rules to keep in Understanding
mind when planning your lesson. Check the Applying
reading level of the material you are using. Values and attitudes
The language levels in each of the six books
are carefully chosen but your learners will
have different levels of reading ability. Check
first for words which might pose difficulties for
some of your learners and decide how you
will help those who might have problems of
understanding.

25



Strand: 1

All about us

Strand 1: ALL ABOUT US

Sub-strand 1: Nature of God LB: pages 6 - 13

CONTENT STANDARD with learners that God is spirit and can’t be
Demonstrate understanding of the Nature of seen so the most ideal approach to portray His
God as the Creator inclination is through His qualities that we have
perused in the Scriptures, His indications in our
INDICATOR lives and things He made when Adam and Eve
Describe the attributes of God were created on this planet. For instance, His
leniency could be found in our lives when we
CORE COMPETENCIES submit sin against Him by state harming another
Communication and Collaboration individual to the point of death despite the fact
Cultural Identity and Global Citizenship that the injured individual might be correct, if
the guilty party really feels sorry and continually
SUBJECT SPECIFIC PRACTICES go to God for absolution, He is pardoned. Then
Respect, Responsibility, Stewardship, Love again, if the guilty party feels pleased and don’t
do what is anticipated from him, retribution
SUGGESTED RESOURCES comes legitimately from God in numerous
Mobilise the following resources to make the structures to the wrongdoer.
lesson practical:
Pictures, posters, Videos Guide students to talk about the characteristics
of God in English and in nearby dialects. In
OTHER USEFUL MATERIALS gatherings, solicit students to recognize the
English dictionary qualities from God that are available in mankind:

KEY WORDS Love
Creator, Holy, merciful, patience, love, “Adored, let us love each other, for affection
omniscient, omnipresent, just, nature, spirit, is from God, and whoever cherishes has
omnipotent, eternal, sovereignty been conceived of God and knows God.
Any individual who doesn’t adore doesn’t
HELPFUL LINKS know God, since God is love.” - 1 John 4:7-
https://www.google.com/search, https:// 8. Likewise, with all traits, we can just start to
www.biblword.net/what-is-the-character-of- grasp God’s affection considering his different
god/?gclid characteristics. The adoration for God is
everlasting, sovereign, constant, and vast. God
https://www.godonthe.net/evidence/atribute. importunes us to adore our neighbor as we love
htm ourselves. Over the entirety of God’s affection
is more noteworthy than that of mankind. Urge
Introduction students to adore themselves in class and at
Guide learners through questions and answers some other spot and some other individual.
to talk about who God is and what He can do. They should realize that in the event that we
Portray the idea of God through His qualities. love each other as we love ourselves there
would be harmony and disarray and war may
Describe the nature of God through His not be vital in the life of mankind.
attributes.
Guide students to above all else list the qualities Patience
of God: love, tolerance, lenient, Omniscient- The Lord isn’t generally being delayed about his
All-knowing, and sovereign among others. Talk guarantee, as certain individuals might suspect.
No, he is showing restraint for the good of you.
28 He doesn’t need anybody to be pulverized, yet
needs everybody to atone, 2 Peter 3:9.

Sub-strand 1: Nature of God

Persistence is maybe one of the most any individual who affronts them on the grounds
troublesome characteristics for us to create right that nobody is dependable with the exception of
now, touchy world, yet it is one that receives God and once you excuse your sibling or sister
incredible benefits of harmony and expectation. you are likewise pardoned in paradise. Learners
God is a patient God, holding on for us through should attempt to rehearse pardoning in life as it
the entirety of our transgressions. How honored would one day assist them with trip of difficulty.
we are that God doesn’t become upset with
us, as we do with others. He doesn’t annihilate Let learners comprehend that not all qualities
us as our deeds request, yet in delicate of God can be found in man, for example,
continuing on, He filters us (Malachi 3:3). We Omniscient – All knowing, thoughtful, loyal, and
ought to express gratitude toward God day by blessed among others and these by themselves
day for his understanding with us since one disclose to us that God can be depicted through
day his judgment will go to the wicked world. His attributes, subsequently a spirit.
Tell leaners that numerous life circumstances
have bore witness to the way that tolerance Other attributes of God
creates truly necessary outcomes in the lives of Omniscient – God is all knowing
humankind. Omnipresent –God is every where
Omnipotent- God is all powerful
Kind God is Holy
“I will show kindness toward whom I show God is just
leniency, and I will have empathy on whom I God is Spirit
have sympathy.” So then it doesn’t rely upon God is faithful
the man who wills or the man who runs, God is Good
however on God who shows benevolence. God is Eternal
- Romans 9:15-16. As noted over, God’s God is Self –existent
leniency is indistinguishable from his justness. God is Immutable – God does not change
He is unendingly, unchangeably, unfailingly God is Immortal – God lives forever, He does
benevolent - pardoning, affectionately kind not die
toward us. He is boundlessly, effectively caring. God is all wise
His benevolence is additionally undeserved by God is Incorruptible
us. There is no privilege on the miscreant’s part. God is righteous
Without the benevolence of God, we would have God is Invisible –God cannot be seen with our
no expectation of paradise. Due to our defiant naked eyes
hearts, we merit passing. Students be urged God is sovereign
to show leniency toward individuals, who insult
them since God is kind and can show kindness Activities to support learners
toward anybody. i. Learners state and explain the attributes of

Forgiveness God
“On the off chance that we admit our ii. Learners role-play scenarios to reflect the
transgressions, he is reliable and just and
will excuse us our wrongdoings and clean us attributes of God in their lives
from all indecency” (1 John 1:9). At the point iii. Learners role –play the woman caught in
when God pardons, it is finished without the
remainders of blame or disgrace. His pardoning adultery to depict the attribute of God
is uninhibitedly given to the individuals who iv. Learners write an essay on the attributes of
are happy to admit their wrongdoings. The
absolution of the Lord depends on the penance God in relations to themselves.
of Jesus Christ which covers the transgressions v. Define the following terms
of the entire world. No other god can excuse
so altogether to permit individuals to stroll a. Omnipresent
in the opportunity of Christ for this life and b. Omniscient
interminably. Students be encouraged to pardon c. Omnipotent
vi Explain the trinity of God
vii. Learners answer the question: Who is

God?
viii. What is God like?

29

Strand 1

Evaluation Exercise • What went well?
Expected Answers • What went badly?
(Refer to Learners Book 6, pages 12 and 13 a • What would you improve next time?
for exercises and Activities) In thinking about or answering the above
Exercise 1 questions, the teacher should make use of
1. attributes of God those cognitive skills or strategies that increase
2. God is omniscient the probability of a desirable outcome. Use
3. God is without sin thinking that is purposeful, reasoned and goal
directed; the kind of thinking involved in solving
Exercise 2 problems, formulating inferences, calculating
Learners to explain in own words attributes of likelihoods, and making decisions when the
God. teacher is using skills that are thoughtful and
Omniscient – God is all knowing effective for the particular context and type of
Omnipresent –God is every where thinking task. The teacher should also analyze
Omnipotent- God is all powerful and make judgments about what has happened
God is Holy or been taught.

Exercise 3 Also, learners should be aware of and control
Similar response their learning by actively participating in
Learners are to briefly explain how they will reflective thinking - assessing what they know,
apply three attributes of God in their daily life. what they need to know, and how they bridge
that gap during learning situations.
Focusing on attributes such as merciful, Ask learners to do the following as a way of
forgiveness, kindness, love reflection
1. Tell the class what you have learnt from the
SUGGESTED HOME WORK
State and explain five attributes of God lesson.
Explain the term trinity 2. Tell the class how you are going to apply
Write an essay on the attributes of God
the knowledge you have gained.
Reflections 3. What aspect of the lesson you didn’t
Teacher reflects on the following in relation to
the indicator and makes informed decision in the understand?
next lessons:

30

Strand 1: ALL ABOUT US

Sub-strand 2: Myself LB: pages 14 - 32

CONTENT STANDARD: Introduction
Demonstrate the understanding of the Learners brainstorm on the meaning of
challenges that occur during adolescence adolescence.
The following points should be considered
INDICATOR Adolescence is the period of psychological
i) Explain problems associated with and social transition between childhood and
adolescence adulthood. It is derived from the Latin verb,
ii) Explain how to manage the problems ‘adore’ meaning ‘to grow up’. It starts from
that occur during adolescence thirteen to nineteen years. The ages of the
adolescence vary from culture to culture. The
CORE COMPETENCIES world Health Organization (WHO) defines
Personal Development and Leadership adolescence as the period of life between 10
Communication and Collaboration and 19 years of age.
Cultural Identity and Global Citizenship
Guide learners in their groups to discuss the
SUBJECT SPECIFIC PRACTICES changes that take place in their own sex during
Respect, Trust, Obedience Commitment, adolescence and present to class. Let learners
Responsibility understand that as we grow as human beings
our body features or organs also grow for
SUGGESTED RESOURCES changes to occur. These changes occur mostly
Mobilise the following resources to make the as one is in transition from a young person to an
lesson practical: adult. Let them know that these changes with
Pictures, Videos, Posters, Water, Soap, boys and girls are not necessarily the same with
Tooth brush, Tooth paste, Nail cutter, the two sexes and that these changes mainly
Chewing stick, Brooms, Pressing iron, chart, come about as a result of biological factors.
computer, projector, paper, pencils, pen, Some of these changes are as follows:
blackboard/marker board and chalk/marker
Through a whole class discussion Learners
OTHER USEFUL MATERIALS talk about and list changes that occur during
English dictionary adolescence with the help of the posters or
pictures.
KEY WORDS The following points should be considered:
Counselling, peer pressure, abuse, poverty, Physical Changes in boys and girls
pregnancy, adolescent, adolescence,
parenthood, acquiring, streetism, Physical changes in boys Physical
transmitted, infections, challenges, changes in
associated, clothes, bath, diet, teeth, trim, girls
toilet, tooth brush, tooth paste, nail cutter,
chewing stick Breaking of voice Development of
breast
HELPFUL LINKS
https://www.google.com/search,https:www. Broadening of chest Broadening of
Momjunction.com/article/ personal –hygiene- the hips
tips-for-kids
Growth in the armpit: facial Growth of armpit
www.theschoolrun.com/personal-hy-
giene-learning-children and pubic hairs and pubic hairs

Enlargement of testes and Onset of
penis ovulation and
menstruation

31

Strand 1

Acquisition of excess energy Acquisition of iv. engaging in exercise as physical activity to
excess energy help keep the serotonin level up

Acne on the face Acne on the v. being assertive (self-confidence to say ‘NO’
faces to sex and other actions which may destroy
your future plans)
Growth in height Growth in height
vi. respecting the sexual rights of others
Emotional Changes vii. not forcing to have sex with learners,
The following points should be considered: viii. participation in creative activities
i. Strong feeling and intense emotions at ix. Mutual understanding

different time Activities to support learners
ii. Physical attraction towards the opposite Write five physical changes in the adolescent.
Write three emotional changes in the
sex adolescent. State and explain two challenges
iii. Self-conscious and feeling shy that the adolescent goes through.
iv. Easily irritated over trivial things Let learners share some of the challenges
v. Feeling of inferiority and superiority facing the adolescent.
Let learners in groups discuss how to manage
Psychological changes the challenges that come with adolescence
i. The following points should be considered: What is adolescence?
ii. Eating disorder State five challenges facing adolescence.
iii. Depression State five ways to manage the challenges that
iv. Poor self –image come with changes during adolescence.
v. Self –esteem or confidence issues
Evaluation Exercise
Through pair-share guide learners to talk Expected Answers
about problems associated with adolescence. (Refer to Learner’s Book 6, pages 24 to 32
Learners should understand that as the changes exercises and Activities)
occur in them, they come with challenges and Exercise 1
we are expected to deal with those challenges. 1. Adolescence is the period of psychological
Some are moral and social problems. These
include the following: and social transition between childhood and
i. engaging in sexual activity can result in adulthood.
2.
acquiring sexually transmitted infections i. Breaking of the voice
(STIs) including HIV ii. Broadening of the chest
ii. teenage pregnancy and parenthood iii. Enlargement of the penis and testes
iii. streetism and poverty iv. Growth of hair in the armpit
iv. drug use and abuse v. Acquisition of excess energy
v. negative peer pressure leading to criminal
activities Exercise 2
vi. Bullying i. engaging in sexual activity can result in
vii. Cyber addiction
viii. Depression acquiring sexually transmitted infections
(STIs) including HIV
Learners in groups discuss how to manage ii. teenage pregnancy and parenthood
the challenges that come with changes during iii. streetism and poverty
adolescence. iv. drug use and abuse
Groups to present reports for class discussion. v. negative peer pressure leading to criminal
The following points should be considered: activities
vi. Bullying
i. counselling from a responsible adult vii. Cyber addiction
ii. discussing problems with peers and siblings viii. Depression
iii. dressing in a modest way to avoid enticing

the opposite sex

32

Sub-strand 2: Myself

Exercise 3 iv. Growth of hair in the armpit
1. Guidance and counselling, regular exercise of v. Acquisition of excess energy
the body.
Note: Learners are to explain the themselves on Reflections
exercises 1,2, and 3. Teacher reflects on the following in relation to
the indicator and makes informed decision in the
Exercise 4 next lessons:
i. Adolescence • What went well?
ii. World Health Organization • What went badly?
iii. Sexually Transmitted Diseases STDs. • What would you improve next time?
iv. Premarital sex, unprotected sex In thinking about or answering the above
v. Drop out from school questions, the teacher should make use of
those cognitive skills or strategies that increase
SUGGESTED HOME WORK the probability of a desirable outcome. Use
1. What is adolescence? thinking that is purposeful, reasoned and goal
2. State four problems of the adolescence directed; the kind of thinking involved in solving
3. State and explain four ways to manage the problems, formulating inferences, calculating
likelihoods, and making decisions when the
challenges that come with changes during teacher is using skills that are thoughtful and
adolescence effective for the particular context and type of
4. Write five physical changes that takes place thinking task. The teacher should also analyze
during adolescence and make judgments about what has happened
Answers or been taught.
1. Adolescence is the period of psychological
and social transition between childhood and Also, learners should be aware of and control
adulthood. their learning by actively participating in
2. reflective thinking - assessing what they know,
i. engaging in sexual activity can result in what they need to know, and how they bridge
that gap during learning situations.
acquiring sexually transmitted infections
(STIs) including HIV Ask learners to do the following as a way of
ii. teenage pregnancy and parenthood reflection:
iii. streetism and poverty Tell the class what you have learnt from the
iv. drug use and abuse lesson.
Tell the class how you manage the challenges
3. adolescence face.
Guidance and counselling, regular exercise of Tell the class your personal experience as an
the body. adolescent.
4.
i. Breaking of the voice
ii. Broadening of the chest
iii. Enlargement of the penis and testes

33

Strand 1: ALL ABOUT US

Sub-strand 2: Myself LB: pages 33 - 40

CONTENT STANDARD Items Needed to Show Personal Hygiene
Demonstrate understanding of personal 1. Soap
hygiene during adolescence 2. Tooth brush and paste
3. Nail cutter
INDICATOR 4. Water
Explain how to maintain personal hygiene 5. Facial tissues
during adolescence 6. Shaving brushes

CORE COMPETENCIES Other examples are comb, chewing stick,
Personal Development and Leadership pressing iron etc.
Communication and Collaboration
Cultural Identity and Global Citizenship Learners think-pair-share on how to maintain
personal hygiene
SUBJECT SPECIFIC PRACTICES The following points should be considered:
Respect, Trust,
Obedience Commitment, 1. Bathing twice a day
Responsibility 2. Washing of clothes regularly.
3. Bath at least ones a day
SUGGESTED RESOURCES 4. Keep rooms and environment clean
Pictures, chart, computer, projector, paper, 5. Clean your teeth
pencils, pen, blackboard/marker board and 6. Trim and comb your hair every day after
chalk/marker
taking bath
OTHER USEFUL MATERIALS 7. Wash your hands properly after visiting the
English dictionary
toilet, before eating, after eating and before
Introduction cooking
Assist learners through questions and answers 8. Cover the mouth when coughing, sneezing
to talk about keeping themselves clean all the or yawning
time. 9. Take good care of their genital organs
10. Changing their pads regularly during
Personal hygiene is maintaining cleanliness of menstruation
one’s body, clothing and the person’s immediate 11. Keep themselves healthy and happy
surroundings to prevent sickness. It also means
the act of taking good care of our health and Learners discuss how adolescent problems
wellbeing by keeping ourselves clean. Personal affect national development e.g.
hygiene is an individual’s responsibility. Children
are guided by their parents, teachers, and other i. The most active segment of the population
adults to have this experience. (between 15-45 years) can be affected by
STIs such as HIV/AIDS
Group learners to talk about things they need to
promote personal hygiene. ii. Productivity decreases
The groups should present their findings to the iii. Increase in cost of health care
class. iv. Increases the number of people in the

poverty bracket
v. Increase in crime wave due to drug abuse

resulting in insecurity in community
Educate the young people to be responsible

34

Sub-strand 2: Myself

Activities to support learners Exercise 4
i. Draw two items used to maintain personal Learners are to briefly describe how they can
effectively practice personal hygiene.
hygiene
ii. List five items we can use to maintain Exercise 5
Drug abuser: involved in criminal activities.
personal hygiene
iii. Explain how you will help your family and SUGGESTED HOME WORK
1. Compose a song on promotion of personal
the community with the knowledge on
personal hygiene hygiene
iv. Compose a song on personal hygiene Learners answer
v. What is personal hygiene? 2. State and explain four ways of maintaining
vi. State five ways to maintain personal
hygiene personal hygiene
vii. State and explain five ways adolescence a. Keeping their teeth clean to prevents tooth
problems affect national development
viii. Explain how you will help your family and cavity, gum diseases and tooth decay.
community with the knowledge on personal b. Bathing regularly to prevent bad body odour.
hygiene c. Keeping their clothes clean to always look

Evaluation Exercise neat.
Expected Answers d. Keeping our rooms and environment clean to
(Refer to Learner’s Book 6, pages 38 to 40
for exercises and Activities) prevent the spread of diseases and germs in
Exercise 1 our environment.
a. Keeping their teeth clean to prevents tooth
Reflections
cavity, gum diseases and tooth decay. Teacher reflects on the following in relation to
b. Bathing regularly to prevent bad body odour. the indicator and makes informed decision in the
c. Keeping their clothes clean to always look next lessons:

neat. • What went well?
d. Keeping our rooms and environment clean to • What went badly?
• What would you improve next time?
prevent the spread of diseases and germs in In thinking about or answering the above
our environment. questions, the teacher should make use of
e. Trimming our nails and hair short to avoid those cognitive skills or strategies that increase
germs from hiding in them. the probability of a desirable outcome. Use
f. Taking care of genital organs of the body such thinking that is purposeful, reasoned and goal
as under our armpits by regularly shaving directed; the kind of thinking involved in solving
them to keep us fresh and healthy. problems, formulating inferences, calculating
g. Ladies must change pad regularly during likelihoods, and making decisions when the
menstruation. This prevents possible teacher is using skills that are thoughtful and
infections. effective for the particular context and type of
thinking task. The teacher should also analyze
Exercise 2 and make judgments about what has happened
When many of the active people in the country or been taught.
are affected by Sexually Transmitted Infections
(STIs) like HIV/AIDS they become less Also, learners should be aware of and control
productive and decrease national productivity. their learning by actively participating in
reflective thinking -assessing what they know,
When people are involved in unprotected sex what they need to know, and how they bridge
they are pregnant at teen ages. They become a that gap during learning situations.
burden on the nation.
Ask the learners to do the following as a way of
Exercise 3 reflection:
it makes us healthy, we do not easly get germs, 1. Tell the class how you will help your family
it make us feel confident, it helps us to mingle
with others. and community with the knowledge on
personal hygiene
2. Tell the class what you have learnt from the
lesson
3. Tell the class which aspect of the lesson
you didn’t understand

35

Strand 1: ALL ABOUT US

Sub-strand 2: Myself

CONTENT STANDARD LB: pages 41 - 50
Demonstrate how adolescents can harness
their potentials to achieve their goals in life. learners or people opportunity to equip oneself
with significant knowledge and skill so that
INDICATORS the leaner becomes responsible person in the
Explain how to prepare and accomplish home, school and the community. Some of the
aspiration in life views include the following:

CORE COMPETENCIES i. Reflect with the child
Personal Development and Leadership Perhaps a child in your class has done a
Communication and Collaboration task really well. Sit down with the child and
Cultural Identity and Global Citizenship reflect together on what went so well with
this task. Talk about how it made them feel
SUBJECT SPECIFIC PRACTICES and what steps they made to achieve this
Respect, Trust, Obedience Commitment, task. Brainstorm and write the points down.
Responsibility This is a great start at helping the child set
goals.
Introduction
If we come to see adolescence as a period of ii. Help children set realistic goals
time, and adolescent as individual, filled with It is important to make sure that when
untapped potential, we are much more likely to children start setting goals for the first time
see the realization of that possibility and power that they start off with smaller goals.
in positive directions. Completing small goals sets them up
properly to set larger goals and be able to
Identify what they want to become in life work towards them in the right way.
Let learners understand that everyone has
aspirations he or she wants to achieve in iii. Teach children the art of not giving up
life and discuss why they chose particular Just as with adults, people can become
vocations. Learners be encouraged that in deterred from their goals when things go
as much as we have aspirations, we have to wrong or get too hard. It is important to
work hard towards meeting or achieving those remind children that having perseverance
goals or aspirations so we can become the very is very important when setting goals and to
persons we want to be in future. Let them know teach them in a ‘solution-focused’ way so it
that one way is through Education. Some of sets them up to be successful in achieving
them include the following: their goals and aspirations.

Driver Doctor Carpenter iv. Let children choose their own goals
A child will most likely choose a goal that is
Police officer Engineer
important and relevant to them. It helps the
Pilot Chief Teacher process of goal setting by sitting down with
the child and asking them what they are
Nurse Banker interested in or what they want to be when
they grow up. If, for example, they say ‘a
Etc. veterinarian’, then perhaps they work on
a goal now that has something to do with
animals.

Let learners understand that it is good to
prepare oneself towards achieving their
aspirations. They should know that, it affords

36

Sub-strand 2: Myself

Discuss why they chose particular acquisition of skills, training and re-training of
vocations. oneself to open up chances or opportunities.
Let learners in whole class discussion Learners role play scenarios on how to
understand that there are lots of vocations but overcome challenges that could prevent them
depending on your willingness to study and from accomplishing their aspirations.
acquire knowledge and skills in a particular
vocation is what matters. Learners should be Identify skills necessary for achieving
encouraged to take their study seriously so they aspirations in life.
can identify their God-given talents/vocation Guide learners in discussion/brainstorming to
through counselling sessions or units in the identify skills necessary for achieving aspirations
school. Let them know that each of us has his in life. Let learners understand that in achieving
or her reasons for choosing a particular vocation aspirations in life, skills are much needed. It is
and it is basically through education they can important to acquire skills through education,
take very good decisions as to which vocation informal or non-formal education. Learners
to choose. Let learners have very good reasons for that matter should diligently identify their
towards choosing vocations for future. They individual skills and develop them so they can
should also know that other reasons could be achieve their aspirations in life. Let them know
social, economic or cultural. that practical skills are as good as knowledge so
theory and practice must go together so as to
Through whole class discussion, let learners equip learners very well for the job market.
share their views about how they intend to
prepare themselves towards achieving their Some of the skills are as follows:
aspirations. i. Critical thinking and problem-solving.

Learners in groups discuss things that could “Schools need to teach children to ask
prevent them from achieving their goals. questions and think for themselves.”
Learners present their findings to the class. ii. Collaboration and leading by influence.
iii. Agility and adaptability.
The following points should be considered: iv. Initiative and entrepreneurialism.
i. HIV/AIDS, v. Good oral and written communication.
ii. early pregnancy and motherhood or vi. Accessing and analysing information.
vii. Curiosity and imagination.
fatherhood,
iii. loss of a parent Activities to support learners
iv. Accident i. Learners describe one career that is of
v. Drug abuse
vi. Peer pressure interest to them
vii. Broken homes ii. Write down any five jobs they aspire to do
viii. Financial iii. Write an essay what they desire to become
ix. Relationship
in the future and why
Discuss how to overcome challenges that iv. State and explain three challenges to their
could prevent them from accomplishing their
aspirations. aspirations in life
Guide learners to discuss how to overcome v. State and explain four skills needed for
challenges that could prevent them from
accomplishing their aspirations. Let learners them to achieve their aspirations in life
understand that the challenges that could vi. Describe how you intend to prepare in order
prevent them from accomplishing their
aspirations can be surmounted. One surest to achieve your aspirations in life
way is through acquisition of quality education vii. Learners in groups discuss things that could
and hard work to produce good academic
performance for a brighter future. Others are prevent them from achieving their goal e.g.
HIV/AIDS, early pregnancy and motherhood
or fatherhood, loss of a parent etc.
viii. Learners role play scenarios on how to
overcome challenges that could prevent
them from accomplishing their aspirations.
ix. Learners write essay on skills necessary for
achieving aspirations.

37

Strand 1

Evaluation Exercise Reflections
Expected Answers Teacher reflects on the following in relation to
(Refer to Learner’s Book 6, pages 49 and 50 the indicator and makes informed decision in the
exercises and Activities) next lessons:
EXERCISE 1
1. • What went well?
a. Avoid pre-marital or early sex. • What went badly?
b. We should focus on education as we • What would you improve next time?
c. Parental advice is very important in In thinking about or answering the above
questions, the teacher should make use of
overcoming challenges that could those cognitive skills or strategies that increase
prevent one from achieving their the probability of a desirable outcome. Use
aspirations in life. thinking that is purposeful, reasoned and goal
directed; the kind of thinking involved in solving
Exercise 2 problems, formulating inferences, calculating
Financial management skills likelihoods, and making decisions when the
Time management skills teacher is using skills that are thoughtful and
Entrepreneurial Skills effective for the particular context and type of
Good decision making Skills thinking task. The teacher should also analyze
and make judgments about what has happened
Exercise 3 or been taught.
Learners are to describe one career that is of
interest to them. Also, learners should be aware of and control
their learning by actively participating in
SUGGESTED HOME WORK reflective thinking - assessing what they know,
1. Write an essay how you intend to achieve what they need to know, and how they bridge
that gap during learning situations.
your aspirations in life. in life
Learner’s answer Ask learners to do the following as a way of
reflection
2. Explain any four skills needed to achieve 1. Tell the class how you intend to achieve
your aspirations
your aspirations in life
a. Financial management skills 2. Tell the class what you want to become in
b. Time management skills
c. Entrepreneurial Skills future and why
d. Good decision making Skills 3. Tell the class what you have learnt from the

lesson
4. Tell the class how you intend to use the

knowledge gained from the lesson

38

Strand 1: ALL ABOUT US

Sub-strand 3: My Family and the Community

CONTENT STANDARD LB: pages 51 - 56
Demonstrate understanding of attitudes and
behaviours of a responsible family member Assist learners through role-play/questions
and answers to explain who a committed
INDICATOR person is and to mention behaviours that
Explain the need for cordial relationships show that a person is committed. A committed
among family members person is simply one who regularly keeps their
commitments, what he or she has signed up to
CORE COMPETENCIES do or not do.
Personal Development and Leadership
Communication and Collaboration Guide Learners in groups to discuss attitudes
Cultural Identity and Global Citizenship and behaviours of a responsible family
member. Let learners understand that family
SUBJECT SPECIFIC PRACTICES members, who are committed to helping others
Commitment, Loyalty, Respect Obedience, involuntarily do so. They show obedience to the
Humility, Unity Responsibility, Togetherness elders of the family, respect for family members,
Tolerance accepting responsibility (performing assigned
duties), taking initiatives, helping needy
SUGGESTED RESOURCES relatives, take part in family activities, support
mobilise resources to make the lesson family members in need, and many more.
practical:
Pictures, Video, chart, computer, projector, Guide learners through questions and answers
paper, pencils, pen, blackboard/marker board to discuss the importance of being a committed
and chalk/marker family member. Learners should be encouraged
to be committed to their respective families
OTHER USEFUL MATERIALS to show love to the family they come from.
English dictionary Learners need to know the importance of being
a committed member of a family. These include
KEY WORDS the following:
Family, respect, trustworthy, obedience, i. to promote unity
togetherness, commitment, humility, unity, ii. to gain respect
loyalty, leadership, tolerance iii. to be considered a trustworthy person
iv. to uplift family image
Introduction v. to enable the weak and the poor ones to
What is a Family? A family refers to people who
are related to one another through marriage, ask for assistance in any form from those
child birth or adoption or by blood. Traditional who can help.
family consists of a father, mother and children.
There are two main family systems, the nuclear Guide learners in role-play such as drama,
family and extend family. The nuclear family is demonstration or discussion so that learners
made up of the father, the mother and children will get to know what it takes to be a committed
while the extended family is made up of father, family member. Tell learners in discussion
mother, children, aunties, uncles, nephews, that family members have to take whole or full
grandfather, grandmother and nieces. responsibility of other members of the family
even though it might be challenging. Let them
know that it is this same family one looks up
to especially in times of funerals in the home
so there is no need turning back on that same
family when anyone of them is in need of
something. At least, as a committed family
member, do let the others know that you have
done your best to save a situation. Learners

39

Strand 1

engage in role-play and other activities that will Evaluation Exercise
teach them to become family members who are Expected Answers
committed e.g. mock family meetings, naming
ceremonies SUGGESTED HOMEWORK
1. to promote unity
Activities to support learner 2. to gain respect
i. Draw members of your family 3. to be considered a trustworthy person
ii. Draw the family tree 4. to uplift family image
iii. Name members of your family 5. to enable the weak and the poor ones to
iv. Learners role-play activities that will teach
ask for assistance in any form from those
them to become family members who are who can help.
committed such as naming ceremony
v. State and explain three importance of being Reflections
committed to the family Teacher reflects on the following in relation to
vi. State any four attitudes and behaviours of the indicator and makes informed decision in the
responsible family member next lessons:
vii. Write an essay on why it is important to be
committed to the family • What went well?
• What went badly?
Evaluation Exercise • What would you improve next time?
Expected Answers In thinking about or answering the above
(Refer to Learner’s Book 6, pages 56 questions, the teacher should make use of
exercises and Activities) those cognitive skills or strategies that increase
Exercise 1 the probability of a desirable outcome. Use
1. thinking that is purposeful, reasoned and goal
a. Learners are to name members of their directed; the kind of thinking involved in solving
problems, formulating inferences, calculating
families. likelihoods, and making decisions when the
2. teacher is using skills that are thoughtful and
a. To promote unity, peace, progress and effective for the particular context and type of
thinking task. The teacher should also analyze
happiness in the family. and make judgments about what has happened
b. To gain respect from other family members. or been taught.
c. To be considered a trustworthy person in
Also, learners should be aware of and control
the family. their learning by actively participating in
Note: Learners are to explain two of the above reflective thinking -assessing what they know,
answers. what they need to know, and how they bridge
3. that gap during learning situations.
i. taking part in family activities responsibly
ii. obedience to elders of the family Ask learners to do the following as a way of
iii. respect for family members reflection:
iv. accepting responsibility (performing assigned i. Tell the class how you will improve your

duties) relationship with the family
v. taking initiatives ii. Tell the class why you think it is important
vi. helping needy relatives
to be committed to your family
SUGGESTED HOME WORK iii. Tell the class the aspect of the lesson you
1. Draw the family tree of your family
didn’t understand
Leaner’s to answer
2. Explain four attitudes and behaviours of

responsible family member
i. taking part in family activities responsibly
ii. obedience to elders of the family
iii. respect for family members
iv. accepting responsibility (performing assigned

duties)

40

Strand 1: ALL ABOUT US

Sub-strand 4: Home and School LB: pages 57 - 64

CONTENT STANDARD of individual becoming sick from food borne
Demonstrate the knowledge of food safety illnesses. The principle of food safety is to
practices prevent food from becoming contaminated and
causing food poisoning. Food is important to
INDICATOR a person’s growth and survival; however, food
Identify ways of promoting food safety can also hurt people. Therefore, without using
proper food safety and hygiene, your food can
CORE COMPETENCIES do more harm than good.
Personal Development and Leadership
Communication and Collaboration Guide learners to discuss ways of ensuring
Cultural Identity and Global Citizenship food safety in their homes and in the school.
Let learners understand that food that is not
SUBJECT SPECIFIC PRACTICES kept safe is not good for consumption. Let them
Trust, Commitment, Loyalty Respect, know that such food will develop fungi and may
Obedience, Humility Unity, Responsibility act as poison and when taken one may be sick
Togetherness for which you will spend money to treat yourself.
Leaners should know that food stuff must be
SUGGESTED RESOURCES cleaned or washed, kept in a safe place that
mobilise the following resources to make the is in freezers, good containers, wrappers, and
lesson practical: other places under good hygienic conditions.
Food chart, samples of various food stuffs
Pictures, Videos, Posters, Plates, Cooking Others are:
utensils, Cutlery, Stove, Table clothes, Table 1. Serving food in a clean plate
mat, Cups, chart, computer, projector, paper, 2. When serving food at a buffet, keep food
pencils, pen, blackboard/marker board and
chalk/marker hot within chafing dishes, slow cookers and
warming trays.
OTHER USEFUL MATERIALS 3. Storing perishable foods in the refrigerator
English dictionary 4. Covering of food well

KEY WORDS Guide learners in a practical demonstration of
Proper, safety, bacteria, hygiene, harm, clean, how to cook and serve food safely. Let learners
etiquette, manners, table, hot. bring to school some food stuff and cooking
utensils and other items to partake in this
HELPFUL LINK exercise. Learners will learn the skills involved
in cooking and how to serve food safely to their
https://www.teacherlink.ed.usu.edu, families, community and strangers alike. This
will develop in them good cooks and chefs for
https://www.study.com>academy>food... future.

Introduction Each group after cooking show case the food for
Guide learners through whole class discussion inspection.
talk about how they prepare and keep food Through class discussion learners discuss the
before, during and after cooking. requirements for table setting.
Food safety refers to handling, preparing and
storing food in a way to best reduce the risk 41

Strand 1

The following points should be considered: Evaluation Exercise
Expected Answers
1. Table covering including table clothes and (Refer to Learner’s Book 6, pages 62 to 64
napkins, place mats, oil clothes should be exercises and Activities)
spotless and smoothly ironed. Exercise 1
1. Food safety refers to handling, preparing
2. Flatware – includes fork, knives and spoons and storing food in a way to best reduce the
3. Dinners ware- Plates, cup, saucers and risk of individual becoming sick from food bone
illnesses.
bowls
4. Glassware –all types of drinking glasses 2.
a. Store perishable foods in the refrigerator at
Through whole class discussion learners
discuss table manners an acceptable temperature.
b. Cover of food well to avoid germs from flies
The following points should be considered:
1. Be on time for meals and dust.
2. Wait until everyone is seated before you c. Wash all utensils, plates, platters, and cutlery

start to eat as soon as used.
3. Pass food to others or ask politely for it d. Cook food thoroughly, to the appropriate
4. Eat slowly and quietly. Chew with your
temperature.
mouth closed
5. Take small bites especially when eating 3.
i. Banku
with others in the same bowl ii. Rice and stew
6. Lift food to your mouth when you eat, do iii. Gari and bean

not lower your head Exercise 3.
7. Use cutlery correctly when eating and place 1. Learners answer (practical work)
2. Write any four proper table etiquettes.
them back correctly at the end of the meal i. Be on time for meals
8. Do not play with cutlery ii. Wait until everyone is seated before you
9. Do not talk when your mouth is full.
start to eat
Through role-play learners demonstrate table iii. Pass food to others or ask politely for it
manners. iv. Eat slowly and quietly. Chew with your

Activities for slow learners mouth closed
i. Draw a chart of the six food groups v. Take small bites especially when eating
ii. Cook a simple meal in groups
iii. Demonstrate the proper used of the cutlery with others in the same bowl
vi. Lift food to your mouth when you eat, do
set
iv. Learners name two equipment needed for not lower your head
vii. Use cutlery correctly when eating and
setting a table.
v. What is food safety? place them back correctly at the end of the
vi. State and explain three ways of handling meal
viii. Do not play with cutlery
food safely ix. Don not talk when your mouth is full
vii. What is table manners?
viii. Learners give any four proper table 3. cutlery, plates

etiquettes. Exercise 4
ix. Let learners demonstrate how to set a Learners are to briefly describe how to set a
table for lunch or dinner.
table.

42

Sub-strand 4: Home and School

SUGGESTED HOME WORK In thinking about or answering the above
1. State three importance of table manners questions, the teacher should make use of
2. What is food safety those cognitive skills or strategies that increase
3. State and explain four importance food the probability of a desirable outcome. Use
thinking that is purposeful, reasoned and goal
safety directed; the kind of thinking involved in solving
4. Write four table etiquettes problems, formulating inferences, calculating
likelihoods, and making decisions when the
Evaluation Exercise teacher is using skills that are thoughtful and
Expected Answers effective for the particular context and type of
Exercise 1 thinking task. The teacher should also analyze
and make judgments about what has happened
SUGGESTED HOME WORK or been taught.

i. Be on time for meals Also, learners should be aware of and control
ii. Wait until everyone is seated before you their learning by actively participating in
reflective thinking - assessing what they know,
start to eat what they need to know, and how they bridge
iii. Pass food to others or ask politely for it that gap during learning situations.
iv. Eat slowly and quietly. Chew with your
Ask learner to do the following as a way of
mouth closed reflection:
v. Take small bites especially when eating i. Tell the class how you will to use the

with others in the same bowl knowledge gained to educate the family on
vi. Lift food to your mouth when you eat, do food safety.
ii. Tell the class how you behave at a table.
not lower your head
vii. Use cutlery correctly when eating and

place them back correctly at the end of the
meal
viii. Do not play with cutlery
ix. Do not talk when your mouth is full.

Reflections
Teacher reflects on the following in relation to
the indicator and makes informed decision in the
next lessons:

• What went well?
• What went badly?
• What would you improve next time?

43



Strand: 2

All around us

Strand 2: ALL AROUND US

Sub-strand 1: The environment and the weather

CONTENT STANDARD LB: pages 66 - 69
Demonstrate understanding of the
importance of trees in our environment involve learners in planting trees in their
communities as their civic duty.
INDICATOR Introduce the lesson by asking questions on the
Plant trees in their communities as a civic importance of tree planting. After listening to
duty. various answers, engage the whole class in
discussing the importance of tree planting.
CORE COMPETENCIES
Communication and Collaboration, Plant trees in their communities as a civic
Cultural Identity and Global Citizenship duty
Tree planting gives us a lot of benefits. Trees
SUBJECT SPECIFIC PRACTICES may provide us with shade, trees check
Respect, Responsibility, Stewardship, Love erosion, and they may provide us with fruits, or
medicine as well as remove carbon dioxide from
SUGGESTED RESOURCES the atmosphere and provide us with oxygen.
mobilise resources to make the lesson more Harvested trees give us fuelwood, timber or
practical: charcoal. Thus anytime we embark on tree
Seedlings, Agricultural tools, video, Pictures, planting we create favourable conditions for our
chart, computer, projector, paper, pencils, future benefits.
pen, blackboard/marker board and chalk/
marker Which trees will you like to plant? It could
be an economic tree such as mango tree or
OTHER USEFUL MATERIALS shea tree. It could be flowers or hedging tree.
English dictionary Whatever tree you decide on could be obtained
from Forestry Commission or from your nursed
KEY WORDS seedlings in the school garden.
Seedlings, daily, watering can, forestry, Select erosion prone areas around the school.
erosion, planting, important Plant sufficient selected trees to check soil
erosion. Such trees may also give you shade in
HELPFUL LINKS the near future as they prevent erosion of the
top soil.
https://www.savatree.com>why
Monitor and care for these trees by watering
https//www.klientsolutech.com>important them regularly and take data on its growth. The
data would help you to compare the growth
Introduction rates of various trees. Select areas within the
Trees are living things and a perennial plant with community to plant trees and maintain them
an elongated stem, or trunk, with supporting some of the trees grown will serve as windbreak
branches and leaves in most species. for the school and the community.
Tree planting and afforestation is a good effort
towards ecological balance. Day in day out Windbreak
human activities tend to pollute the atmosphere. Windbreaks serve as a check on strong winds
But the trees we plant absorb the pollutants for that may cause havoc in the community by
a cleaner environment. This unit will therefore taking of roofs of buildings or cause any other
destruction during wind storms.
46
Benefits of planting trees
Understanding the environmental, economic,
and social/community benefits of nature, in

Sub-strand 1: The environment and the weather

particular trees and forests, can lead to better services and costs provided by vegetation and
vegetation management and designs to optimize their management affect human health. Thus,
environmental quality and human health for designing nature and management to maximize
current and future generations. Computer these benefits and minimize the costs can help
models have been developed to assess forest improve human health.
composition and its associated effects on
environmental quality and human health. While Care and maintenance
research is still needed regarding many of Tree planting should not be taken for granted.
the environmental services that trees provide, Scheduled time should be planned to water,
resource managers can utilize existing models maintain and care for the trees to give maximum
to better understand the role of vegetation in returns. It is important to take data on the trees
improving human health and environmental planted at the school in monitoring its growth
quality, lower costs of maintenance, and rate and foliage.
increase resource stewardship as an effective
means to provide substantial economic savings Project Work
to society. Understanding the myriad of potential After the whole class discussion embark on a
services and costs associated with forests are project work by acquiring seedlings from the
critical to estimating net benefits of vegetation nearest Forestry Commission. Let the learners
and for guiding appropriate vegetation plant the seedlings and take care of them at a
management plans. designated school site.
Let the learners monitor and document the
However, while many of the ecosystem entire process of the project on daily watering,
services and costs of vegetation cannot be measuring the height of trees weekly, number of
adequately quantified or valued at this time, it is leaves, etc.
important to understand within decision -making
processes that these services or costs do exist. Project
Discounting nature or vegetation as having no Learners undertake a tree planting project in the
value leads to uninformed decisions regarding school to check erosion or provide shade
nature. Trees provide numerous economic and 1. Project activities procedures:
ecosystem services that produce benefits to a 2. A visit to the Forestry Commission for
community, but also incur various economic or
environmental costs. Through proper planning, seedlings and planting the seedlings,
design, and management, trees can improve 3. Taking care of the seedlings in the school.
human health and well-being in urban areas by
moderating climate, reducing building energy Guide learners to plant trees and do
use and atmospheric carbon dioxide (CO2), documentation on the trees.
improving air quality, providing an aesthetic Documentation process for the project should
environment and recreational opportunities, include:
mitigating rainfall runoff and flooding, lowering Daily watering of the seedlings
noise levels and producing other social/ Measuring the height of the trees weekly
environmental services, provide shade, Counting and recording the number of leaves
conserving water, preserving soil, supporting
wildlife. During the process of photosynthesis, Activities to support learners
trees take in carbon dioxide and produce we the i. Undertake a project of tree planting in the
oxygen we breathe.
Assessing the benefits and economic values of school to check erosion or to provide a
trees. These potential costs must be weighed shade
against the environmental benefits in developing ii. Learners document the process of the
natural resource management programmes. project
Specific attributes of the vegetation resource iii. Learners write down the processes about
structure such as abundance, size, species, their project
health and location affect the amount of services iv. State five importance of trees in the
and costs provided by vegetation. Many of the environment

47

Strand 2

Evaluation Exercise iii. climate amelioration,
Expected Answers iv. conserving water,
(Refer to Learner’s Book 6, pages 68 to 69 v. preserving soil,
exercises and Activities) vi. supporting wildlife.
Exercise 1
i. providing oxygen, Reflections
ii. improving air quality, Teacher reflects on the following in relation to
iii. climate amelioration, the indicator and makes informed decision in the
iv. conserving water, next lessons:
v. preserving soil,
vi. supporting wildlife. • What went well?
• What went badly?
Exercise 2 • What would you improve next time?
1. In thinking about or answering the above
i. A visit to the Forestry Commission for questions, the teacher should make use of
those cognitive skills or strategies that increase
seedlings the probability of a desirable outcome. Use
ii. Planting the seedlings thinking that is purposeful, reasoned and goal
iii. Taking care of the seedlings in the school. directed; the kind of thinking involved in solving
problems, formulating inferences, calculating
2. likelihoods, and making decisions when the
i. Daily watering of the seedlings teacher is using skills that are thoughtful and
ii. Measuring the height of the trees weekly effective for the particular context and type of
iii. Counting and recording the number of thinking task. The teacher should also analyze
and make judgments about what has happened
leaves or been taught.

SUGGESTED HOME WORK Also, learners should be aware of and control
1. State five importance of trees to the their learning by actively participating in
reflective thinking - assessing what they know,
environment what they need to know, and how they bridge
2. Learners undertake a tree planting project that gap during learning situations.
3. Learners write down the processes about
Ask learners do the following as a way of
the project reflection:
1. Tell the class what you have learnt from the
Evaluation Exercise
Expected Answers lesson
Suggested Home work 2. Tell the class how you would help to protect
1.
i. providing oxygen, trees in your community.
ii. improving air quality,

48

Strand 2: ALL AROUND US

Sub-strand 1: The environment and the weather

CONTENT STANDARD LB: pages 70 - 73
Demonstrate understanding of the importance
of animals to plants in the environment manure, which can be used as organic fertilizer
in agriculture.
INDICATOR Through group discussion learners discuss the
Explain the importance of animal’s waste to importance of manure
plants
Explain the importance of animal waste to
CORE COMPETENCIES plants.
Communication and Collaboration Animal wastes have been applied as
Critical Thinking and Problem Solving organic manure in traditional farming. These
Creativity and Innovation wastes remain relatively large source of
Personal Development and Leadership recyclable phosphorus in modern agriculture.
Only the phosphorus in confined animal
SUGGESTED RESOURCES wastes is considered to be recyclable for
mobilise resources to make the lesson more croplands, while unconfined animal wastes
practical: mainly return to pastures. Assuming that
Manure, Dry leaves, Fertilizer, Pictures, chart, animal biomass remains relatively constant, the
computer, projector, paper, pencils, pen, amount of phosphorus in animal wastes is equal
blackboard/marker board and chalk/marker to the consumption of phosphorus contained in
all kinds of feeds. Some part of crop residues is
OTHER USEFUL MATERIALS used as animal fodder. However, the reuse ratio
English dictionary of crop residues as fodder considerably varies
globally.
KEY WORDS
Manure, Compost, Organic matter, plant, Plants and animals have a unique relationship in
animal waste, pit, heap, straw, the eco system. Knowledge of this relationship
helps us to improve upon this ecological
Introduction balance for a successful living. This unit tries
Introduce this lesson by drawing the attention to explore this relationship and adapt ways by
of learners to loamy soils and plant growth. which the relationship is improved for human
Engage the whole class to explore the comfort and living.
relationship between phosphorus and animal
biomass. Manure is comparable to commercial fertilizer
as a plant food. If it is applied correctly it
Animals depend on plants for survival directly has environmental benefits over commercial
or indirectly. Plant are the only organisms that fertilizer. It contains most elements required
trap sun’s energy to make their food. Animals for plant growth including nitrogen, potassium
take plants food in order to survive. But when and micronutrients. Manure organic matter
animals die their remains also benefit the plants. contributes to improved soil structure. This
Their droppings are also used as manure for results in improved water infiltration and greater
plants. water-holding capacity leading to decreased
crop water stress, soil erosion, and increased
Manure is organic matter, mostly derived from nutrient retention. The ability of manure to
animal faeces except in the case of green maintain or build soil organic matter levels
has a direct impact on enhancing the amount
of carbon removal from the atmosphere that
is readily available in cropped soils. We can
therefore summarize the advantages of using
manure over other commercial fertilizers as
follows:

49