ESSENTIAL
Our World and Our People
Primary 2
Teacher’s Guide
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First published 2020
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
ISBN 978-9988-8973-9-0
Authors: Jacob Agbedam • Dorothy Glover
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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 Termly Scheme of Learning __________________________________________________ 24
Sample Weekly Learning Plan _______________________________________________________ 26
Sample Lesson __________________________________________________________________ 28
Strand 1: All about us _____________________________________________________________ 31
Sub-strand 1: Nature of God ______________________________________________________ 32
Sub-strand 2: Myself ____________________________________________________________ 36
Sub-strand 3: My Family and the Community _________________________________________ 40
Sub-strand 4: Home and School ______________________________________________________44
Strand 2: All around us ____________________________________________________________ 47
Sub-strand 1: The Environment and the Weather ______________________________________ 48
Sub-strand 2: Plants and Animals __________________________________________________ 52
Sub-strand 3: Map Making and Land Marks __________________________________________ 58
Sub-strand 4: Population and Settlement ______________________________________________ 60
Strand 3: Our beliefs and values ____________________________________________________ 63
Sub-strand 1: Worship ___________________________________________________________ 64
Sub-strand 2: Festivals __________________________________________________________ 68
Sub-strand 3: Basic Human Rights _________________________________________________ 72
Sub-strand 4: Being a Leader _______________________________________________________ 75
Strand 4: Our nation Ghana _________________________________________________________ 79
Sub-strand 1: Being a Citizen ____________________________________________________ 80
Sub-strand 2: Authority and Power ________________________________________________ 83
Sub-strand 3: Responsible use of Resources ________________________________________ 86
Sub-strand 4: Farming in Ghana __________________________________________________ __ 88
Strand 5: My global community _____________________________________________________ 91
Sub-strand 1: Our Neighbouring countries ___________________________________________ 92
Sub-strand 2: Introduction to Computing ____________________________________________ 94
Sub-strand 3: Sources of Information ______________________________________________ 96
Sub-strand 4: Technology in Communication ___________________________________________ 98
Glossary ________________________________________________________________________ 100
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.
Strand 1: ALL ABOUT US
Sub-strand 1: Nature of God LB: pages 6 - 11 Page reference
You will find the Learner’s
CONTENT STANDARD God, the creator also has qualities and Book page references on
B2.1.1.1. Demonstrate knowledge of the attributes which are manifested in His creation the top right/left for each
attributes of God and the way He deals with mankind. In groups, sub-strand.
let learners talk about the attributes of God and
INDICATOR their relevance to their daily lives. Resources
B2.1.1.1.1. Mention the attributes of Helps to aid preparation.
God that reveal His nature as Sustainer of life Points to note The series identifies all the
An attribute is a quality or characteristic given to relevant resources necessary
CORE COMPETENCIES a person, group, or some other thing. to deliver a successful
Communication and Collaboration Critical lesson. Resources identified
Thinking and Problem Solving 1. God Is Infinite – He is Self-Existing, are mostly “NO COST” or
Without Origin. “LOW COST” materials that
SUBJECT SPECIFIC PRACTICES teachers can easily acquire
Appreciation, Truth, Faith, Caring, Love 2. God is Immutable – He never changes. to make their lessons more
3. God is Self-Sufficient – He has no needs. meaningful and enjoyable.
SUGGESTED RESOURCES
Plants, pictures or videos showing the Sun 4. God is Omnipotent – He is all powerful. Keywords
or rain, paper, pencils, charts, computer, 5. God is Omniscient – He is all-knowing. Every lesson in the series
projector, blackboard/marker board and 6. God is Omnipresent – He is always identifies key words that
chalk/marker. learners are expected to
everywhere. know and use appropriately.
OTHER USEFUL MATERIALS 7. God is Wise – He is full of perfect, These are relevant to the
English dictionary lesson.
unchanging wisdom.
KEYWORDS 8. God is Faithful – He is infinitely,
Sustainer, attribute, conscious, freezing,
property, reveal, supplier unchangingly true.
HELPFUL LINKS 9. God is Good – He is infinitely,
https://www.biblestudytools.com/bible-study/ unchangingly kind and full of good will.
topical-studies/15-amazing-attributes-of-god-
what-they-mean-and-why-they-matter.html 10. God is Just – He is infinitely,
http://www.uip.org/article/the-attributes-of- unchangeably
god-what-are-the-attributes-of-god/
https://www.ligonier.org/learn/devotionals/ 11. God is Merciful – He is infinitely,
great-sustainer/ unchangeably compassionate and kind.
https://www.newlife-ct.org/sermons/
sermon/2009-10-04/god-is-creator-and- 12. God is Gracious – God Is infinitely
sustainer inclined to spare the guilty.
Introduction 13. God is Loving – God infinitely,
unchangingly loves us.
God is the creator of all things around us.
Some of them are living things and other non- 14. God is Holy – He is infinitely, unchangingly
living things. Mankind uses some of the things perfect.
created by God to make life meaningful and
comfortable. 15. God is Glorious – He is infinitely beautiful
and great.
32
In groups, ask learners to mention the attributes
of God that make Him a sustainer of life.
Some of the attributes of God as sustainer of life
include:
● God provides air in abundance for all
living things
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.
Strand 1: ALL ABOUT US
Core competencies Sub-strand 1: Nature of God LB: pages 6 - 11
The universal core
competencies as stated CONTENT STANDARD God, the creator also has qualities and
under each sub-strand in the B2.1.1.1. Demonstrate knowledge of the attributes which are manifested in His creation
curriculum is outlined here. attributes of God and the way He deals with mankind. In groups,
let learners talk about the attributes of God and
Subject specific practices INDICATOR their relevance to their daily lives.
This is the specific methods B2.1.1.1.1. Mention the attributes of
or practices which are used to God that reveal His nature as Sustainer of life Points to note
teach a particular lesson under An attribute is a quality or characteristic given to
the sub-strand. CORE COMPETENCIES a person, group, or some other thing.
Communication and Collaboration Critical
Other useful materials Thinking and Problem Solving 1. God Is Infinite – He is Self-Existing,
This states additional Without Origin.
resources that the facilitator SUBJECT SPECIFIC PRACTICES
will need to help teach. Appreciation, Truth, Faith, Caring, Love 2. God is Immutable – He never changes.
3. God is Self-Sufficient – He has no needs.
SUGGESTED RESOURCES
Plants, pictures or videos showing the Sun 4. God is Omnipotent – He is all powerful.
or rain, paper, pencils, charts, computer, 5. God is Omniscient – He is all-knowing.
projector, blackboard/marker board and 6. God is Omnipresent – He is always
chalk/marker.
everywhere.
OTHER USEFUL MATERIALS 7. God is Wise – He is full of perfect,
English dictionary
unchanging wisdom.
KEYWORDS 8. God is Faithful – He is infinitely,
Sustainer, attribute, conscious, freezing,
property, reveal, supplier unchangingly true.
HELPFUL LINKS 9. God is Good – He is infinitely,
https://www.biblestudytools.com/bible-study/ unchangingly kind and full of good will.
topical-studies/15-amazing-attributes-of-god-
what-they-mean-and-why-they-matter.html 10. God is Just – He is infinitely,
http://www.uip.org/article/the-attributes-of- unchangeably
god-what-are-the-attributes-of-god/
https://www.ligonier.org/learn/devotionals/ 11. God is Merciful – He is infinitely,
great-sustainer/ unchangeably compassionate and kind.
https://www.newlife-ct.org/sermons/
sermon/2009-10-04/god-is-creator-and- 12. God is Gracious – God Is infinitely
sustainer inclined to spare the guilty.
Introduction 13. God is Loving – God infinitely,
unchangingly loves us.
God is the creator of all things around us.
Some of them are living things and other non- 14. God is Holy – He is infinitely, unchangingly
living things. Mankind uses some of the things perfect.
created by God to make life meaningful and
comfortable. 15. God is Glorious – He is infinitely beautiful
and great.
32
In groups, ask learners to mention the attributes
of God that make Him a sustainer of life.
Some of the attributes of God as sustainer of life
include:
● God provides air in abundance for all
living things
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.
Sub-strand 1: The environment and the weather Suggested Homework
In every sub-strand, an exploration
8. Reduce the usage of your wooden stove • What went well? of the concepts learned in the
9. Maintain a healthy eco system classroom is further extended to the
10. Recycle the waste products • What went badly? home. The series suggests relevant
11. Grow your food locally home activities that help learners to
12. Hand hygiene, such as washing your hands. • What would you improve next time? augment and consolidate what has
13. Covering your nose and mouth when been learnt in the classroom and its
In thinking about or answering the above real life application where neccesary.
coughing or sneezing questions, the teacher should make use of
14. Having good personal hygiene, yourself. those cognitive skills or strategies that increase Answers
15. Making sure you provide the older adult with the probability of a desirable outcome. Use Expected answers are provided for
thinking that is purposeful, reasoned and goal all exercises under every sub-strand.
good personal hygiene. directed; the kind of thinking involved in solving Where answers are to vary from one
16. Using proper food preparation and storing problems, formulating inferences, calculating learner to the other, it is mentioned.
likelihoods, and making decisions when the
food teacher is using skills that are thoughtful and
17. Keeping dishes and utensils clean effective for the particular context and type of
thinking task. The teacher should also analyze
1 and make judgments about what has happened
or been taught.
Activities to support learners
Also, learners should be aware of and control
1. Using pictures assist learners to identify their learning by actively participating in
man- made and natural things in their reflective thinking - assessing what they know,
environment what they need to know, and how they bridge
that gap during learning situations.
2. Guide learners to draw school boy and girl
sweeping the school compound Ask learners to do the following by way of
reflecting on the lesson:
3. Ask learners to tell the things they do to
keep the environment clean 1. Tell the class what you learnt during the
lesson.
4. Assist learners to draw and colour a clean
environment. 2. Tell the class how you will use the
knowledge acquired during the lesson.
5. Guide learners to draw a police officer on
duty in the community 3. Which aspect of the lesson did you not
understand?
6. Guide learners demonstrate safe practices
in the community. Suggested homework
7. Ask learners to identify four ways of 1. Draw two man-made things and two natural
protecting the land. things found in your school compound
8. Guide learners to draw and colour any two Learners answer
man- made things and two natural things.
2. Identify four ways of protecting the
Evaluation Exercise environment
Expected Answers
(Refer to Learners Book 2, pages 46 and 49 a. do not defecate in the open
for exercises and Activities)
Exercise 1 b. plant more trees
Q1. Tree, fish, sun flower, air
c. do not throw rubbish anyhow especialy near
Q2. Bus, chairs, books, ships, spoon. water bodies
Reflections d. avoid bush burning
Teacher reflects on the following in relation to 3. Name two people that make our community
the indicator and makes informed decision in the safe
next lessons:
a. the police
b. fire service
c. nurse
49
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.
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
particular strand from which the role
lessons are developed. responsibilities
duties
Sub-strand: These are larger
groups of related owop topics to be ICT
studied under each strand.
Watch videos and pictures on
Indicator: This feature specifies different weather conditions on
the indicator that the lessons were the internet.
developed from.
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
Exercise
• learners practice and consolidate
what they have been taught.
This provides an opportunity for
all learners to strengthen their
newly acquired knowledge.
7
Introduction
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
Homework
• Another opportunity is provided
for learners to practice and
consolidate what they have
been taught. This provides an
opportunity for all learners to
relate the knowledge acquired to
their environment.
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 2 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 five 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
5. Computing
Strand 5: MY GLOBAL COMMUNITY
The thematic areas are organised under five Sub-strand 1: Our Neighbouring Countries
strands: Sub-strand 2: Introduction to Computing
1. First Theme: All About Us Sub-strand 3: Sources of Information
2. Second Theme: All Around Us Sub-strand 4: Technology in Communication
3. Third Theme: Our Beliefs and Values
4. Fourth Theme: Our Nation Ghana Time allocation
5. Fifth Theme: My Global Community
For effective learning to take place within
Interpretation of key words in the Curriculum specified timeframe, 30 minutes as on time table
Strands are the broad areas/sections of Our be adhered to for lesson for the day. Remember
World and Our People curriculum to be studied. that other lessons will be taught the same day
Sub-strands are larger groups of related with OWOP. Two periods of 60 minutes could
indicators. Indicators from sub-strands may be allocated for practical lessons, revision and
sometimes be closely related. demonstrations where needed due to time
consuming factor during class activity lessons. If
10
Introduction
possible, there should be internal arrangements For group work to be successful some thought
for more time for activities outside the classroom must be given to the organization of class
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
and study on their own; there are also dangers
11
Introduction
in this approach. It is essential that the material In this curriculum, the learning indicators
they read is understandable to them, and that are stated with action verbs to show what
your attention is still focused on the class to the learner should know and be able to do.
ensure that all learners are using the time to For example, ‘The learner will be able to
read and not misbehave. Use additional material describe something’. Being able to “describe”
at different levels to ensure that some learners something after teaching and learning has been
do not finish more quickly than others. completed means that the learner has acquired
“knowledge”. Being able to explain, summarise,
Teaching tip and give examples etc. means that the learner
One of the most important skills in classroom has understood the concept taught.
management is the ability to ensure your
learners are occupied for the whole lesson. If Similarly, being able to develop, defend,
a group has finished its task and has nothing etc. means that the learner can “apply” the
else to do it is likely to become disruptive. Break knowledge acquired in some new context.
up your lesson and make sure it has several You will note that each of the indicators in
different parts: the curriculum contains an “action verb” that
• full class work describes the behaviour the learner will be able
• individual work to demonstrate after teaching and learning
• practical activities has taken place. “Knowledge, Understanding
and application” is a domain that should be
Learning domains (expected the prime focus of teaching and learning in
learning behaviours) schools. Teaching in most cases tends to stress
knowledge acquisition to the detriment of other
In order to achieve Standards-based higher-level behaviours such as application,
Assessment, teaching and learning should be analysis etc.
measured in line with three integrated learning
domains. These are discussed in the following Each action verb in any indicator indicates
text. the underlying expected outcome. Read each
indicator carefully to know the learning domain
Knowledge, Understanding and Application towards which you have to teach. The focus
Under this domain, learners acquire knowledge of the new form of teaching and learning, as
through learning experiences. They may also indicated in this curriculum, is to move teaching
show understanding of concepts by comparing, and learning from the didactic acquisition of
summarising, re-writing etc. in their own words “knowledge” where there is memorisation,
and constructing meaning from instruction. heavy reliance on formulae, remembering facts
The learner may also apply the knowledge without critiquing them or relating them to real
acquired in some new context. At a higher world – surface learning – to a new position
level of learning behaviour, the learner may called – deep learning. Learners are expected
be required to analyse an issue or a problem. to deepen their knowledge through activities
At a much higher level, the learner may be that involve critical thinking to generate creative
required to synthesize knowledge by integrating ideas to solve real life problems in their school
a number of ideas to formulate a plan, solve a lives and later in their adult lives. This is the
problem, compose a story, or a piece of music. position where learning becomes beneficial to
Further, the learner may be required to evaluate, the learner.
estimate and interpret a concept. At the last
level, which is the highest, learners may be The explanation and key words involved in each
required to create, invent, compose, design of the learning domains are as follows:
and construct. These learning behaviours Knowing: This is the ability to remember, recall,
“knowledge”, ‘’application’’ “understanding”, identify, define, describe, list, name, match,
“analysis”, “synthesis”, ‘evaluation’ and state principles, facts and concepts. Knowledge
‘creation’, fall under the integral domain is the ability to remember or recall material
“Knowledge, Understanding and Application”. already learnt and this constitutes the lowest
level of learning.
12
Introduction
Understanding: The ability to explain, acceptable societal norms.
summarise, translate, rewrite, paraphrase, Co-operation: the ability to work effectively with
give examples, generalise, estimate or others.
predict consequences based upon a trend. Responsibility: the ability to act independently
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
13
Introduction
them become morally upright with the attitude The Curriculum encourages the creation of a
of doing the right thing even when no one is learning centered classroom with the opportunity
watching be true to themselves and be willing for learners to engage in meaningful “hands-on”
to live the values of honesty and compassion. activities that bring home to the learner what
Equally important, the ethos or culture of the they are learning in school and what they know
work place, including integrity and perseverance from outside of school. The learning centered
must underpin the learning processes to classroom is a place for the learners to discuss
allow learners to see and apply skills and ideas through the inspiration of the teacher.
competencies in the world of work. The learners then become actively engaged in
looking for answers, working in groups to solve
Pedagogical Approaches problems. They also research for information,
analyse and evaluate information. The aim of
These include the approaches, methods, the learning-centered classroom is to enable
strategies, appropriate relevant teaching and learners to take ownership of their learning. It
learning resources for ensuring that every provides the opportunity for deep and profound
learner benefits from teaching and learning learning to take place.
process.
The teacher as a facilitator needs to create a
The curriculum emphasises the: learning environment that:
creation of learning-centred classrooms • makes learners feel safe and accepted;
through the use of creative approaches to • helps learners to interact with varied sources
ensure learner empowerment and independent
learning; positioning of inclusion and equity at of information in a variety of ways;
the centre of quality teaching and learning; use • helps learners to identify a problem suitable
of differentiation and scaffolding as teaching and
learning strategies for ensuring that no learner is for investigation through project work;
left behind; use of Information Communications • connects the problem with the context of the
Technology (ICT) as a pedagogical tool;
identification of subject specific instructional learners’ world so that it presents realistic
expectations needed for making learning in opportunities for learning;
the subject relevant to learners; integration • organises the subject matter around the
of assessment as learning, for learning and problem, not the subject;
of learning into the teaching and learning • gives learners responsibility for defining their
processes and as an accountability strategy; learning experience and planning to solve
and questioning techniques that promote deep the problem;
learning. • encourages learners to collaborate in
learning; and
Learning-Centered Pedagogy • expects all learners to demonstrate the
The learner is at the centre of learning. At the results of their learning through a product or
heart of the national curriculum for change performance.
and sustainable development is the learning
progression and improvement of learning It is more productive for learners to find answers
outcomes for Ghana’s young people with a to their own questions rather than teachers
focus on the 4Rs – Reading, wRiting, aRithmetic providing the answers and their opinions in a
and cReativity. It is expected that at each learning-centered classroom.
curriculum phase, learners would be offered
the essential learning experiences to progress The content with reference to learner’s activities
seamlessly to the next phase. Where there are in class and outside classroom focusses on
indications that a learner is not sufficiently ready learner-centered pedagogy, which emphasizes
for the next phase, a compensatory provision active participation in class activities, making
through differentiation should be provided to teaching and learning more practical and toward
ensure that such a learner is ready to progress achieving positive learning outcomes that
with his/her cohort. At the primary school, the largely benefit the learner.
progression phases are B1 to B2 and B1 to B6.
Effective teaching and learning in Our World and
14 Our People depends upon the use of actively
participatory methods including the following:
• Discussion
Introduction
• Drama, role play and simulation have the best possible chance of learning.
• Song and dance Differentiation could be by task, support and
• Case studies and interviews outcome. Differentiation as a way of ensuring
• 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;
• giving learners an exemplar or a model of an
assignment, they will be asked to complete;
15
Introduction
• giving learners a vocabulary lesson before citizens, by inculcating in them a strong sense
they read a difficult text; of environmental, and economic awareness.
Learners make use of the knowledge, skills,
• describing the purpose of a learning activity attitudes acquired to contribute meaningfully
clearly and the learning goals they are towards the socio-economic development of
expected to achieve; and the country. They build skills to critically analyse
cultural trends, identify and contribute to the
• describing explicitly how the new lesson global community.
builds on the knowledge and skills learners
were taught in a previous lesson. Personal development and leadership (PL)
This means improving self-awareness,
Core competencies self-knowledge, skills and health; building
and renewing self-esteem; identifying and
Through the pedagogy and learning areas developing talents, fulfilling dreams and
envisaged for our OWOP as a body of aspirations and developing other people or
knowledge in the school curriculum, it is meeting other people’s needs. It involves
expected that as is the case for other subjects in recognising the importance of values such as
the school curriculum learners will demonstrate honesty and empathy; seeking the well-being of
the following universal and core competencies: others; distinguishing between right and wrong;
fostering perseverance, resilience and self-
Critical thinking and problem solving (CP) confidence; exploring leadership, self-regulation
Develop learners’ cognitive and reasoning and responsibility, and developing a love for
abilities to enable them to analyse issues and lifelong learning.
situations, leading to the resolution of problems.
This skill enables learners to draw on and Digital literacy (DL)
demonstrate what they have learned and from It involves developing learners to discover,
their own experiences analyse situations and acquire skills in, and communicate through ICT
choose the most appropriate out of a number to support their learning and using digital media
of possible solutions. It requires that learners responsibly.
embrace the problem at hand, persevere and
take responsibility for their own learning. Teaching instructions
Creativity and Innovation (CI) The teaching instructions provide guidelines or
Learners acquire entrepreneurial skills through suggestions for each of three phases (Phase 1,
their ability to think about new ways of solving Phase 2 and Phase 3) in the lesson plan as to
problems and developing technologies for how the teacher should go about handling the
addressing the problem at hand. It requires lesson of the day. They indicate what to teach,
ingenuity of ideas, arts, technology and how to teach, when to teach, where to teach as
enterprise. Learners that possess this well as responses from learners to a particular
competency are also able to think independently strand or by extension, sub-strand taught in
and creatively. the class or outside the classroom. Several
suggestions are provided for each phase, so
Communication and collaboration (CC) that there are sufficient options to cover all
This competency aims to promote in learners of the required lesson plan for the relevant
the ability to make use of languages, symbols exemplar(s) in that section of content.
and texts to exchange information about
themselves and their live experiences. Learners Learner activities
actively participate in sharing their ideas and The types of activities used to ensure on-level,
engage in dialogue with others by listening to age-appropriate and multi-ability learning
and learning from others in ways that respect include:
and value the multiple perspectives of all • true or false activities
persons involved. • cloze activities
• role play
Cultural identity and global citizenship (CG) • songs and games
This competency aims to develop learners who • crosswords and word searches
put country and service as foremost through
an understanding of what it means to be active
16
Introduction
• matching activities practical activity might be the making of a model
• case studies (for the higher grades) and of some aspect of the learners’ surroundings,
such as a house or the local market. Another
interviews might be the writing and performing of a play
• diary entries, newspaper articles, brochures, based upon a traditional story.
posters and timelines. All practical activities need careful organization
but they can add a good deal of fun to the
Activities included in the text are intended to learning process. Learning needs to be made
serve several purposes: enjoyable if children are to grow up wishing to
• They break up the lesson to aid carry on developing their knowledge and skills.
Playing team games, reading stories to each
concentration and increase learner other and making up and acting simple plays
participation. can all contribute to the promotion of learning.
• They extend the knowledge gained from the
text. Practicing skills
• They develop academic skills such as Acquisition of study skills and knowledge has by
reading with understanding, writing, and large been through practical lessons. Oral
presenting and organising information, lesson cannot necessarily and abundantly give
map drawing and map reading, interpreting the learner the required skills and knowledge.
pictures and diagrams, problem solving. Learners need to practice:
• Some activities will develop communication Reading: Learners need to be able to read
skills: discussing, co-operating, and easily. In Ghana, as we grow older, we need to
reporting. be able to speak and read in English and our
In later primary years the activities should also Ghanaian languages to develop our studies
help learners to look beyond the material easily further.
available to them by encouraging them to ask Writing: Learners need to develop writing skills
other adults, visit libraries (if there are any) and through activity-based lessons so their writings
use the internet if it is available. will look legible to themselves and others for
correct interpretation of what they have written.
The Learners’ Book aims to use a variety of Listening: Learners need to know how to
approaches in order to offer as many ways of listen carefully, especially when someone is not
learning as possible. No one way suits every speaking clearly. This is a matter of practising
learner. As an example, there are many ways concentration.
to teach reading. The best teachers use every Research skills are important too. You can
method they know so as to suit each individual encourage learners to go beyond the Learner’s
in their class. Some people learn quickly by Book in these later years of their primary
reading with understanding. Others need to schooling to look for additional materials, and to
learn through practical experience. You will have store only those facts which will be of long-term
all types of learners in your class. use and lifelong learning.
Each theme in the Learner’s Book contains Use of ICT
activities that will help your learners achieve
the objectives of that theme. They are designed Some schools in urban areas have access
to develop a range of skills and you can adapt to computers in school or in libraries. Rural
individual tasks to the needs of each learner. areas will become linked in the future. You
You will need additional activities to broaden the should learn how to use a computer as soon
learning experience, some tailored to the needs as you are able. They open up the world as
of more or less able learners and others to add your resource. The internet can provide as
variety and depth to various topics. much additional material as you will ever need.
Once your learners have the chance to use a
Practical activities computer they too will have access to a world of
When we talk about practical activities we information. This can be done through effective
tend to think of working with our hands but in use of the following ICT tools:
this context the term covers all activities which • Laptop or desktop computers
include a practical skill. The obvious ones
are writing and drawing related to the factual 17
material of the lesson but an equally valuable
Introduction
• Smartphones supports and formats and, therefore, a great
• Tablets variety of activities in which they pass from
• CD players receivers to makers;
• 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;
• Challenge students with different types of
18
Introduction
assessment to address the different learning learners should not be made to feel failures, but
abilities of the learners in your class. These helped to catch up.
assessments could take the form of formal
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?
Evaluation of your lessons should help you to
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 2
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 When preparing materials and activities, take
Never go into a class unprepared even if you into account the different abilities of your
have taught a lesson many times before. Have Learners. Try to organise additional activities
your ideas, plans and materials ready. You for the quicker learners to give you time to help
should make sure you are confident with your those who are finding the lesson difficult. This
material. Classes are easier to manage and Teacher’s Resource Pack will help you to plan
behaviour is better when a lesson is tightly further activities.
organized.
Sample scheme of learning for Year 1
You might want to develop a regular pattern The aim of this section is to set out in a simple
such as: form the way you might look at each theme
• A brief period of revision. What did we do comprising strands and sub-strands as a
progression, from an introduction to a finale.
last time? Remember as you read the Teacher’s Resource
• The introduction of new material given in the Pack that it is not telling you what you must do.
It is making suggestions which you might find
form of a class lesson. useful. Your teaching style is individual. There
• Activities, undertaken in pairs, groups or is no ‘best’ way to teach any topic. You will work
out your own way.
singly.
• Whole class discussion of what everyone In the new curriculum, teachers are expected
to make connections across standards
has done. within a given strand, and that is why in the
Scheme of Learning (SOL) related standards
When Learners are used to being occupied are “clustered” (i.e. grouped together) under
for the whole time they tend to be more co- a key idea. The use of clustered standards
operative and to value the lesson more. for planning and delivery of lessons allows
teachers to quickly recognize the different
Points to remember in preparing scheme of related understandings or skills learners need to
learning develop in order to achieve full understanding
Here are some points to remember when of a key idea. Teachers are therefore required
developing a scheme of learning: to carefully read the standards they plan
Know your syllabus. developing in their learners each week and
Make a preliminary plan based on the time you identify the group of indicators the learners have
think you will need to cover each unit. to demonstrate for achieving these standards.
Be prepared to change that plan as you learn It is also important for teachers to note that
how much time each theme really takes. the strands themselves, and the standards for
Take into account school events which take a given strand, are not necessarily organized
up time (example, examinations and special sequentially. For example, just because
occasions). Leave some spare time in your standard A comes before standard B does not
planning. Very few timetables work out mean that standard A should be addressed
absolutely perfectly. Learners, especially at the before standard B. Teachers might want to
higher levels, can be very critical if they think a address standard B before standard A or
syllabus has not been covered or if it is rushed address the two standards at the same time.
and they cannot keep up.
Remember all the time that facts are only
part of education. Keep in your mind the skills
you wish to develop, particularly those of
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
available when you want them. Before you start
on any theme, check on your aims and work out
how you can find out if you have achieved them.
This is called evaluation.
22
Introduction
SAMPLE YEARLY SCHEME OF LEARNING – BASIC 2
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 Map Making and Land Responsible use of
2 Nature of God Marks Resources
Population and Settlement Responsible use of
Resources
3 Myself Worship Farming in Ghana
4 Myself Worship Farming in Ghana
Festivals Our Neighbouring Countries
5 My Family and the Basic Human Rights Our Neighbouring Countries
Community Being a Leader Introduction to Computing
6 My Family and the
Community
7 Home and School
8 Home and School Being a Leader Introduction to Computing
9 The Environment and the Being a Citizen Sources of Information
Weather
Sources of Information
10 The Environment and the Being a Citizen
Weather Technology in
Communication
11 Plants and Animals Authority and Power Technology in
Communication
12 Plants and Animals Authority and Power
Source: NaCCA, Teacher Resource Pack - 2019
23
Introduction
SAMPLE TERMLY SCHEME OF LEARNING – TERM 1
Suggested format for writing Scheme of Learning (SOW) for P2 Term 1
Week STRAND SUB-STRAND CONTENT INDICATORS RESOURCES
1 ALL ABOUT US Nature of God STANDARDS
B2.1.1.1.1. Pictures, Charts,
B2.1.1.1. Mention the Video Clips
Demonstrate attributes of
knowledge of the God that reveal
attributes of God His nature as
Sustainer of life
B2.1.1.1. B2.1.1.1.1. Pictures, Charts,
ALL ABOUT US Nature of God Demonstrate Mention the Video Clips
knowledge of the attributes of
2 attributes of God God that reveal
His nature as
Sustainer of life
B2.1.2.1 B2.1.2.1. I Pictures, Charts,
Demonstrate Identify things Video Clips
understanding to do to develop
3 ALL ABOUT US Myself of self as unique a sense of self
individual identity and self-
worth
4 ALL ABOUT US Myself B2.1.2.1 B2.1.2.1. I Real objects,
Demonstrate Identify things Pictures, Charts,
understanding to do to develop Video Clips
of self as unique a sense of self
individual identity and self-
worth
B2.1.3.1 B2.1.3.1.1 Pictures, Charts,
Show appreciation Identify the Video Clips
My Family of the roles of role and
5 ALL ABOUT US and the members of the responsibilities
Community family in their daily of the individual
lives members of the
family
B2.1.3.1 B2.1.3.1.1 Pictures, Charts,
Show appreciation Identify the Video Clips
My Family of the roles of role and
6 ALL ABOUT US and the members of the responsibilities
Community family in their daily of the individual
lives members of the
family
B2.1.4.1 B2.1.4.1. 1 Pictures, Charts,
Demonstrate Explain the need Video Clips
7 ALL ABOUT US Home and Demonstrate for obeying rules
School
understanding of in the home and
the need to obey school
rules
24
Introduction
B2.1.4.1 B2.1.4.1. 1 Pictures, Charts,
Demonstrate Explain the need Video Clips
8 ALL ABOUT US Home and Demonstrate for obeying rules
School
understanding of in the home and
the need to obey school
rules
B2.2.1.1 B2.2.1.1.1 Pictures, Charts,
The Demonstrate Describe ways Video Clips
9 ALL ABOUT US Environment knowledge of of making the
and the keeping the environment
Weather environment clean clean and safe
and safe
B2.2.1.1 B2.2.1.1.1 Pictures, Charts,
Demonstrate Describe ways Video Clips
knowledge of of making the
keeping the environment
The environment clean clean and safe
10 ALL ROUND Environment and safe
US and the
Weather B2.2.1.2 B2.2.1.2.1
Demonstrate Explain the
understanding of elements of
elements of the weather
weather
B2.2.2.1 B2.2.2.1.1 Pictures, Charts,
Recognise Explore the Video Clips
important plants important plants
11 ALL ROUND Plants and and animals in the in the community
US Animals community
12 ALL ROUND Plants and B2.2.2.1 B2.2.2.1.2 Real objects
US Animals Recognise Explore the Pictures, Charts,
important plants important Video Clips
and animals in the animals in the
community community
Adapted from - Source: NaCCA, Teacher Resource Pack - 2019
25
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 WEEKLY LEARNING PLAN FOR P2 OWOP, WEEK 1
Learning Indicator (s) (Ref. No.) B2.1.1.1.1
Performance indicators Learners can demonstrate knowledge of the
attributes of God
Week Ending 18th September, 2020
Reference Our World and Our People Curriculum page, 19
Teaching/Learning Materials: Wall charts, videos on creation of God
DAY Phase1: Starter Phase 2: Main (new Phase 3: Plenary/
Monday (preparing learning including Reflections (Learner
the brain for assessment) and teacher)
learning) 40 minutes 10 minutes
10 minutes Take a nature walk with Ask the learners the
Learners to sing learners around the school following questions
a song about
Gods creation. to observe things in the to review their
environment. understanding of the
Leaners watch pictures/ lesson:
posters of some of the things 1. What have we learnt
created by God. today?
Through questions and 2. Have learners read
answers have learners talk the key words written on
about some of the things the board?
they observed.
3. What did you find
Let learners talk about the difficult in the lesson?
attributes of God and their
relevance to their daily lives.
Assessment:
What makes God different
from man.
Tuesday Learners say Learners watch a short video Ask the learners the
a rhyme about
Gods attributes. about creation. following questions
Leaners talk about what they to review their
saw in the video on creation. understanding of the
lesson:
Learners mention some of the 1. What have we learnt
things they like in the video. today?
Learners watch pictures of
some of the things found in
the creation story.
Assessment:
Draw and colour the sun as
a source of light.
26
Introduction
Friday Learners to sing Learners watch a pictures/ Ask the learners the
a song about
creation. short video on animals following questions
created by God. to review their
Leaners talk about the things understanding of the
they saw in the video. lesson:
Learners talk about the sun, 1. Ask learners to talk
moon in the pictures/video. about what they enjoyed
most during the lesson?
Assessment: 2. Have learners read
Write three attributes of God. and spell the key words
written on the board.
3. How will you put what
you learnt in to practice?
Source: NaCCA, Teacher Resource Pack - 2019
27
Introduction
SAMPLE LESSON – BASIC 2
Date: 14-09-2020 Period: 1 Subject: OWOP
Duration: 60 Minutes size: 45 Strand 1: ALL ABOUT US
Class: B2 Class Sub-Strand 1: Nature of God
Content Standard: Demonstrate Indicator: Mention the attributes of God Lesson 1
knowledge of the attributes of God that reveal His nature as Sustainer of life
Performance Indicator: Learners can Core Competencies: Communication and
demonstrate their knowledge of the attributes Collaboration, Critical Thinking and
of God Problem Solving
Subject specific practices:
Appreciation, Truth, Faith, Caring, Love
Values: Tolerance, Teamwork, Respect
Key words: God, creator, environment, creation
Phase/Duration L earners activities Resources
Phase1: Starter Learners to sing a song
(preparing the about Gods creation
brain for learning)
5 minutes
Phase 2: Main Take a nature walk with Pictures
(new learning learners around the school
including to observe things in the Posters of different
assessment) environment. Pictures
30 minutes
Leaners watch pictures/
posters of some of the things
created by God.
Through questions and
answers have learners talk
about some of the things they
observed.
Let learners talk about the
attributes of God and their
relevance to their daily lives.
Phase 3: Assessment:
Plenary/Reflections What makes God different
(Learner and from man.
teacher)
10 minutes Ask the learners the following questions to review
their understanding of the lesson:
1. What have we learnt today?
2. Have learners read the key words written on the
board
3. What did you find difficult in the lesson?
End of the lesson
Source: NaCCA, Teacher Resource Pack - 2019
28
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.
29
Strand: 1
All about us
Strand 1: ALL ABOUT US
Sub-strand 1: Nature of God LB: pages 6 - 11
CONTENT STANDARD God, the creator also has qualities and
B2.1.1.1. Demonstrate knowledge of the attributes which are manifested in His creation
attributes of God and the way He deals with mankind. In groups,
let learners talk about the attributes of God and
INDICATOR their relevance to their daily lives.
B2.1.1.1.1. Mention the attributes of
God that reveal His nature as Sustainer of life Points to note
An attribute is a quality or characteristic given to
CORE COMPETENCIES a person, group, or some other thing.
Communication and Collaboration Critical
Thinking and Problem Solving 1. God Is Infinite – He is Self-Existing,
Without Origin.
SUBJECT SPECIFIC PRACTICES
Appreciation, Truth, Faith, Caring, Love 2. God is Immutable – He never changes.
3. God is Self-Sufficient – He has no needs.
SUGGESTED RESOURCES
Plants, pictures or videos showing the Sun 4. God is Omnipotent – He is all powerful.
or rain, paper, pencils, charts, computer, 5. God is Omniscient – He is all-knowing.
projector, blackboard/marker board and 6. God is Omnipresent – He is always
chalk/marker.
everywhere.
OTHER USEFUL MATERIALS 7. God is Wise – He is full of perfect,
English dictionary
unchanging wisdom.
KEYWORDS 8. God is Faithful – He is infinitely,
Sustainer, attribute, conscious, freezing,
property, reveal, supplier unchangingly true.
HELPFUL LINKS 9. God is Good – He is infinitely,
https://www.biblestudytools.com/bible-study/ unchangingly kind and full of good will.
topical-studies/15-amazing-attributes-of-god-
what-they-mean-and-why-they-matter.html 10. God is Just – He is infinitely,
http://www.uip.org/article/the-attributes-of- unchangeably
god-what-are-the-attributes-of-god/
https://www.ligonier.org/learn/devotionals/ 11. God is Merciful – He is infinitely,
great-sustainer/ unchangeably compassionate and kind.
https://www.newlife-ct.org/sermons/
sermon/2009-10-04/god-is-creator-and- 12. God is Gracious – God Is infinitely
sustainer inclined to spare the guilty.
Introduction 13. God is Loving – God infinitely,
unchangingly loves us.
God is the creator of all things around us.
Some of them are living things and other non- 14. God is Holy – He is infinitely, unchangingly
living things. Mankind uses some of the things perfect.
created by God to make life meaningful and
comfortable. 15. God is Glorious – He is infinitely beautiful
and great.
32
In groups, ask learners to mention the attributes
of God that make Him a sustainer of life.
Some of the attributes of God as sustainer of life
include:
● God provides air in abundance for all
living things
Sub-strand 1: Nature of God
● God the protector of life Love therefore, promotes peaceful co-existence
and development among people.
● God the giver of light
● God the giver of food for all living things God is good: Our God is a good God who gives
● He provides water for all living things good gifts to His children. When we look for
● God protects us from all evils His goodness in the world around us, we will
find it. These include the skies, rains, sunshine,
● He holds us together right and perfect in moon light, the land and air among others. Let
all He does. learners know that His goodness is appreciated
in our lives by accepting His creation and
Discussion with learners to understand that God protecting them forever.
per the things He created and the life He put in
all living things, humans, plants and animals, is Friend: God loves us so much and He wants
the sustainer of life on earth. to be in relationship with us. He wants to be
our friend, walking closely with us every day of
Mention the attributes of God as our lives. We should therefore, constantly be in
sustainer of life friendship with one another to give meaning to
how God wants us to be on this earth. Let them
Assist learners to understand the meaning of understand that being in friendship pays a lot as
attribute and sustenance. Let them know that needs of friends are easily provided by the one
it also means features or characteristics and who has.
sustenance also means keeping one for a long
time. Learners should be aware that God has Learners should know that it is only God, who
attributes that reveal or show His nature as sustains our lives until He calls us back into His
sustainer or keeper of life of every living thing kingdom.
on earth. Some of these attributes of God in
sustaining our lives are: Mention these attributes of God in their local
languages.
The Giver of rain, sunshine and light from the
moon and stars. Assist learners to demonstrate the attributes
of God in humankind in their local languages
The One who makes plants grow. so they can understand better. Facilitator may
The One who makes animals to grow employ the services of another Facilitator, who
The One who makes humankind to grow teaches Ghanaian language of the locality
The Giver of air or can speak other languages relevant to the
The Giver of the land lesson.
The Giver of water Discuss the attributes of God relevant to
their daily lives.
Besides the above, God shows the following
attributes to humankind: Guide learners to understand that it is not all
the attributes of God that is in humankind that
Love: Let learners know that the greatest love humankind can exhibit, however, it does not
comes from God and that if He did not love us mean that they are not relevant to humankind.
He would not have created humankind. His Some of them are that God is Holy, Everlasting,
love is expressed on earth through humankind and Spirit among others. The others that can
to another humankind and other living and be seen in humankind example, love, forgiving,
non-living things. Learners should understand merciful, kind, and sympathetic among others
that we should love one another as we love must be shown by humankind towards his or
ourselves. They should also know that they are her fellow man. Encourage learners to show
at peace with one another, their communities as much as possible the attributes of God that
are at peace and the whole world is at peace are relevant to their daily lives and God will be
because of love. happy with them.
33
Strand 1
Guide learners to demonstrate how each of the Suggested homework
things listed above portray God as a sustainer of i. Write three attributes of God as sustainer of
life. These should be done first by the teacher.
life.
Examples of activities that could be Answer:
demonstrated in the class include feeding, 1
cleaning the environment, showing the a. God is a giver of live.
importance of sunlight to living things, the use b. God is the giver of rain
of rains for plants to grow, the role air plays in c. He is the giver of sunshine
living things. d. He is the giver of air
2. Draw and colour the sun as a source of light
Other ways to sustain life. Learners answer
3. Draw and colour the moon as a source of
i. To get enough rest.
light
ii. To exercise the body. Learners answer
4. Compose and write a rhyme or song about
iii. Keeping our environment clean.
God’s attributes as sustainer of life.
iv. Washing of clothes regularly and iron
them. Learners answer
v. Attend hospital for treatment when sick. Evaluation Exercise 1
Expected Answers
vi. Keep our bodies clean.
(Refer to Learners Book 2, pages 9 to 11 for
Activities to support learners exercises and Activities)
1. Ask learners to describe three attributes Exercise 1
of God as a sustainer of life. Q1.
a. God the giver of air
2. Through whole class discussions, state b. God the provider of food
these attributes of God in their local c. God the protector
languages.
Q2.We should thank God because He gives us
3. Guide learners to tell short stories about Q3. Air is important to our lives. It makes us
God’s creation and His attributes breathe well. Without it, we will die. We also
need air to dry clothing, food crops. Our animals
4. Assist the learners to draw and colour also need air to breathe. It is needed on our
the sun as a source of light using pic body so we cannot sweat. Plants also need air
tures as guide to grow. Our machines also need air to work.
5. Assist learner to brainstorm what will Q4.
happen to living things in general when a. fetch water into cup to brush your teeth and
there is no sunlight, air or rain. not brush under runing water.
6. Guide the learners to tell the importance
of keeping the environment clean.
7. Ask learners to state and explain any of
the attributes of God in their own local
languages.
8. Through class discussion guide the
learners to come out with a rhyme or
simple song. Songs about God’s cre
ation and His attributes.
34
Sub-strand 1: Nature of God
b. wash all clothing at the same time and not Also, learners should be aware of and control
differently on different days. their learning by actively participating in
reflective thinking - assessing what they know,
Reflections what they need to know, and how they bridge
that gap during learning situations.
Teacher reflects on the following in relation to
the indicator and makes informed decision in the Ask learners to perform the following by way
next lessons:
of reflecting deep on the lesson:
• What went well?
1. Narrate brief what you learned during the
• What went badly? lesson
• What would you improve next time? 2. In a few sentences tell the class how you will
apply the knowledge you acquire during the
In thinking about or answering the above lesson in your daily life
questions, the teacher should make use of
those cognitive skills or strategies that increase 3. Which part of the lesson did you find
the probability of a desirable outcome. Use
thinking that is purposeful, reasoned and goal interesting
directed; the kind of thinking involved in solving
problems, formulating inferences, calculating 4. Which aspect of the lesson did you not
likelihoods, and making decisions when the understand?
teacher is using skills that are thoughtful and
effective for the particular context and type of
thinking task. The teacher should also analyze
and make judgments about what has happened
or been taught.
35
Strand 1: ALL ABOUT US
Sub-strand 2: Myself LB: pages 12 - 17
CONTENT STANDARD Introduction
B2.1.2.1. Demonstrate understanding of self
as unique individual. There are over seven billion people living on
the surface of the planet earth. All these human
INDICATOR beings look differently from one another. No two
B2.1.2.1.1. Identify things to do to persons are found to be the same. Everybody is
develop a sense of self identity and self-worth different from the other, even identical twins are
different in many ways.
CORE COMPETENCIES
Communication and Collaboration The differences among the people demonstrate
Creativity and Innovation that every human being is an individual. Being
Personal Development and Leadership an individual simply means everyone has
Critical Thinking and Problem Solving unique identity that makes him or her special.
In your family you look different from your
SUBJECT SPECIFIC PRACTICES siblings and your parents, in your school and in
Respect, Responsibility Stewardship, Love, the community you are different from all other
(Responsible Dominion) people.
RESOURCES Some of the things that make us unique
Tape measure, pictures of persons with individual are both physical and abstract. The
different features example, height, hair physical on one hand includes name, size,
colour, Paper, pencils, charts, computer, height, complexion etc. The abstract which
projector, blackboard/marker board and is internal and cannot be easily noticed also
chalk/marker. includes talents, weaknesses, strengths, likes
and dislikes.
OTHER USEFUL MATERIALS
English dictionary Knowing more about myself
KEY WORDS Learners think-pair-share on how to know
Character, Unique, Identify, Talent, the ‘self’.
Qualities, Abilities, Weakness, Individual,
Physical Knowing yourself means understanding your
HELPFULLINKS strengths and weaknesses, your passions
https://www.google.com/search?q=know-ing+ and fears, your desires and dreams. It
my+self+identity&oq=knowing+my+- means being aware of your likes and
self+identity&aqs=chrome.69i57.19516j0j7&- dislikes, and your tolerance and limitations.
sourceid=chrome&ie=UTF-8 Knowing yourself means knowing your purpose
https://www.psychologytoday.com/us/blog/ in life.
changepower/201603/know-yourself-6-specif-
ic-ways-know-who-you-are 1. Learn to be honest with yourself. Knowing
https://www.prolifcliving.com/the-greatest-dis- yourself means recognizing different parts of
covery-of-all-getting-to-know-yourself/ your identity, personality, and being
36 2. Ask yourself thoughtful questions
3. Pay attention to your inner voice
4. Write in a journal every day
5. Incorporate mindfulness into your day
6. Identify your body image.
Sub-strand 2: Myself
The Benefits of Self-Knowledge • Name of the individual
Learners discuss in pairs why they must know • Complexion of the individual
themselves. Guide learners to do presentations.
• Favourite subject
Maybe it’s obvious, but here are a few reasons
why learners might want to know your own • Taste for goods and services
nature:
• Strength and weaknesses of the individual
● Happiness. You will be happier when you Other examples are likes and dislikes,
can express who you are. Expressing your talents of the individual etc.
desires will make it more likely that you get
what you want. Discuss and appreciate how God created
them
● Less inner conflict. When your outside
actions are in line with your inside feelings Guide learners in discussion/brainstorming to
and values, you will experience less inner discover how unique or different they are from
conflict. others in class and elsewhere in the world. Let
them know or understand that no two or more
● Better decision-making. When you know people are the same even twins or triplets, who
yourself, you are able to make better may look the same are different on the basis
choices about everything, from small of their thumbprints. God has unique way of
decisions like which shirt you will buy to identifying us on earth. Let them know that on
big decisions like Knowing yourself means the basis of our uniqueness created by God that
knowing your purpose in life. says, when one commits crime another cannot
be arrested for the person’s crime because they
Resistance to social pressure: When you may look alike is one thing we must appreciate
apply your values and preferences, you are less God for. Let learners be encouraged and all
likely to say “yes” when you want to say “no.” the time appreciate God by accepting how
He created them and should not under any
Tolerance and understanding of others: compelling circumstance attempt to change their
Your awareness of your own weaknesses and God-giving nature or body or skin. God hates
strengths and struggles can help you empathize that.
with others.
Role-play scenario about importance of
Vitality and pleasure: Being who you truly developing strong self-identity.
are helps you feel more alive and makes your
experience of life richer, larger, and more Assist learners to role-play the importance of
exciting. developing strong self-identity. Let learners
understand what is meant by self-identity: the
The fact remains that we are unique individuals; perception or recognition of one’s characteristics
it is therefore paramount to know ourselves. as a particular individual, especially in relation to
Knowing ourselves enables us take good social context. It is also understanding a person
decisions about our lives that is what we are has of themselves. Self-Identity is composed of
capable of doing and our weaknesses. relatively permanent self-assessments, such as
personality attributes, knowledge of one’s skills
Things needed to do to develop a sense of self- and abilities, one’s occupation and hobbies, and
worth. awareness of one’s physical attributes.
For learners to develop sense of self identity
they must accept who they are and not to be like
others.
Learners to talk about themselves individually
and appreciate the way God created them.
Things to consider to show self-identity:
37
Strand 1
Importance of developing strong self-identity Parents and Facilitators can help children
includes develop a strong sense of self by
encouragement.
i. Confident in showing our knowledge and
skills God gave to us. Develop self confidence in them
ii. We feel proud about the talents we Guide learners to understand what is meant by
have and how we develop them through self-confidence: Self-confidence is a feeling
education. of trust in one’s abilities, qualities, and the way
he or she thinks. Let learners understand that
iii. Our self-identity motivates us to work hard self-confidence must be developed in oneself so
to do well in school. you can always be proud of yourself. Let them
know that it goes with what you are capable of
iv. We also feel special, more worthy and doing and that they must learn hard to justify the
valued among people in our communities. knowledge and skills they are getting in school.
Encourage learners to learn hard so they can be
v. And in life, we feel good because we know proud of themselves anywhere they go.
our future is very bright.
vi. A positive sense of identity is good for
the development of self-esteem and
confidence.
vii. Self-identity also helps children to be
more open to people and feel happy about
themselves.
Evaluation Exercise 1
Expected Answers
(Refer to Learners Book 2, pages 16 and 17 for exercises and Activities)
Exercise 1.0
Q1.
Name My best friend is Kweku
Age The food I like best is kokonte
Complexion My favourite sports activity is football
My favourite food I am dark in complexion
My favourite subject I am seven years old
Favourite sports activity My name is Oblitey
Best friend The subject I like best is Our World and Our People
38
Sub-strand 2: Myself
Q2. In thinking about or answering the above
a. learners to answer questions, the teacher should make use of
b. learners to answer those cognitive skills or strategies that increase
c. learners to answer the probability of a desirable outcome. Use
Q3. thinking that is purposeful, reasoned and goal
a. it makes us confident. directed; the kind of thinking involved in solving
b. we feel proud about our talent problems, formulating inferences, calculating
c. it makes us work hard likelihoods, and making decisions when the
teacher is using skills that are thoughtful and
d. it makes us feel special and valued. effective for the particular context and type of
i. Learning from others. thinking task. The teacher should also analyze
ii. Through further education and make judgments about what has happened
or been taught.
Reflections
Teacher reflects on the following in relation to Also, learners should be aware of and control
the indicator and makes informed decision in the their learning by actively participating in
next lessons: reflective thinking - assessing what they know,
• What went well? what they need to know, and how they bridge
• What went badly? that gap during learning situations.
• What would you improve next time?
39
Strand 1: ALL ABOUT US
Sub-strand 3: My family and the community
LB: pages 18 - 28
CONTENT STANDARD https://www.google.com
B2.1.3.1. Show appreciation of the roles of search?q=roles+of+chil-
members of the family in their daily lives. dren+at+home&oq=roles+of+chil-en+a
t+home&aqs=chrome.69i57.8632j0j7&-
INDICATOR sourceid=chrome&ie=UTF-8
B2.1.3.1.1. Identify the role and
responsibilities of the individual members of Introduction
the family.
Every man or woman born of a woman belongs
CORE COMPETENCIES to a particular family. A family is the basic unit of
Personal Development and Leadership the society. We have two main types of family
Creativity and Innovation systems in Ghana: Nuclear family and Extended
Communication and Collaboration. family.
SUBJECT SPECIFIC PRACTICES Every member in the family plays certain roles
Responsibility, Togetherness, Caring, to maintain the family as a whole. Nuclear family
Love, Sharing, Co-operation, Commitment, consists of the father, mother and the siblings.
Respect, Obedience, Honesty, Kindness, The parents have the responsibility to provide
Reliable, Discipline, Cultural Identity, shelter, food, pay school fees, medical bills of
their children.
RESOURCES
Pictures, videos and drawings showing The children also perform certain responsibilities
the various members of the family, Paper, assigned them. For example, the children are
pencils, pictures, charts, computer, projector, supposed to run errands for their parents, help
blackboard/marker board and chalk/marker. them in cooking, sweep the compound, take
care of the young siblings etc. In a home where
OTHER USEFUL MATERIALS there is discipline the children perform their
English dictionary duties without being told or commanded. It is a
routine work and must be observed as such.
KEY WORDS
Role, chores, security, routine, prompted, The roles played by members of the family
functions, commanded, errands, various in both nuclear and extended family, family
members have certain roles to play and
HELPFULLINK ensure survival of the group. Group learners
https://www.google.com/search?q=roles+of+- to talk about the roles of their parents in the
fathers+at+home&oq=roles+of+fa-thers+at family.
+home&aqs=chrome.69i57.10804j0j7&-
sourceid=chrome&ie=UTF-8 Roles played by parents and children in the
https://www.google.com/search?q=roles+of+- home.
fathers+at+home&oq=roles+of+fa-thers+at+ Parents:
home&aqs=chrome.69i57.10804j0j7&-
sourceid=chrome&ie=UTF-8 1. Provide shelter.
http://www
honorgracecelebratecom/2016/05/08/the-top 2. Provide food.
12-duties-of-a-moth-er/#targetText=They%20
heal%20broken%20 3. Provide training in moral values.
40 4. Pay school fees and other bills.
5. Provide security and education.
Sub-strand 3: My family and the community
Special Roles of the father appointments to school events to after school
Fathers must: activities to vacations to any number of other
1. spend time with your child events.
2. discipline with love and positive parenting
3. be your child’s role model 5. Teacher: Mothers teach their children
4. earn the right to be heard everything
5. be your child’s teacher
6. eat together as a family 6. When cooking they not only teach their
7. read to your child children how to cook, but some basic math.
8. respect the other parent of your child They teach their children about relationships,
9. listen to their children problem resolution, and dating skills.
10. be interested in their children’s interests. ...
11. show they care deeply 6. Chauffeur: Mothers take their children to
12. help their kids find the answers to their school, the doctor, and the dentist. They take
their children to sporting activities, dance,
questions. ... gymnastics, and music lessons.
13. let their children’s imagination thrive. ...
14. read, and read to their children. 8. Laundry: Mothers do laundry. They get out
15. handle the dirty work the stains and keep the bright colors. Life
needs a clean start!
Group learners to talk about the roles of their
parents in the family. 9. Counselor: Children come to their mothers
when they fail a test and when their heart is
Roles played by parents and children in their in broken. Mothers comfort and advise.
the home.
10. Finance Manager: Mothers often help to
Special roles of mothers manage the finances, teaching their children
A good mother is obligated to care for her family to do so as well.
and put them before any other thing. The ideal
living environment that a mother can provide for 10. Health Care Provider: As previously
her children is a warm caring home. The mother noted, mother’s kiss skinned knees. They
plays the most vital role in a child’s life because also check their children’s fevers, cook
them chicken noodle soup, make them
she is the most important role model for the comfortable, and many other “doctoring”
child. duties.
1. Chef: A mother cooks 2-3 meals a day 12. Activities Director: When children are
2. Housekeeper: As a mother you will have the bored, mothers come up with ideas. They
opportunity to clean all kinds of mess encourage their children to play. They teach
their children nursery rhymes, games, and
3. Resolve conflict Children have conflict fun activities like cooking.
with friends, siblings, and even their parents.
Roles of Children in the family
4. Event Planner: Mothers schedule. What Children are to:
else can I say? From play dates to doctor’s 1. run errands
2. perform house chores
3. show respect to parents
4. do their homework
5. pick up unused toys and put at appropriate
place
6. put books and magazines at the right place
7. sweep the floor or rooms
41
Strand 1
8. wash plates and silverware after use 6. Through role play learners demonstrate the
9. clean up what they drop after eating functions of the various members in the
10. clear dining table family
11. give a choice of two foods for breakfast
12. toilet training 7. Explain why members of a family should
13. practice simple hygiene -brush teeth, wash undertake their routine responsibilities
without being commanded
and dry hands and brush hair.
Evaluation Exercise
Learners role play the functions of the various
members in the family. Learners to show the Expected Answers
following in the role play:
(Refer to Learners Book 2, pages 19 and 29
● Provision of security for exercises and Activities)
● Shelter Exercise 1
● Food Q1. Parents.
● Payment of fees and utility bills Q2. Providing our basic needs
● Training of children in moral values Q3. Good children.
● Cook food for the family Q4. Respect them.
Guide learners to demonstrate roles played Q5. Prepares food for the children.
by parents in the family. Examples of activities
to role play by learners in class are provision Q6. Running errands for them.
of shelter, food, security, payment of fees and
cooking for the family. Exercise 2 Roles and
1 Responsibilities
Other roles play by parents in the family Pay school fees.
Parents Electricity bill Pay.
1. Showing love for the children Children Respect elderly ones.
Wash plates and
2. Conduct themselves well for the children to 2 clothing.
follow Bath us.
Fetch water.
3. Bath children Take us to hospital.
Give us advice.
4. Take children to school Go to school.
Sweep the house.
5. Teach children how to do some house Go on errand.
chores
a. support parents at home.
6. Nurture the children when they are babies
b. go on errands for parents.
Activities to support learners
c. do their homework on time.
1. Guide learners to draw a parent giving
money to his child for school. 3 Learners to draw.
2. Learners to mention three things their
parents do for them.
3. Using pictures, show learners a man
shopping with his children.
4. Guide the learners to tell the importance of
performing chores as members of a family.
42
Sub-strand 3: My family and the community
Suggested homework · What would you improve next time?
1. Draw a man paying utility bills at the bank or In thinking about or answering the above
any sales outlet questions, the teacher should make use of
those cognitive skills or strategies that increase
Learners answer the probability of a desirable outcome. Use
thinking that is purposeful, reasoned and goal
2. Draw a man with the children shopping in a directed; the kind of thinking involved in solving
busy market problems, formulating inferences, calculating
likelihoods, and making decisions when the
Learners answer teacher is using skills that are thoughtful and
effective for the particular context and type of
3. Explain why every member of the family thinking task. The teacher should also analyze
should do his or her duties without being and make judgments about what has happened
told. or been taught.
a. it makes you responsible Also, learners should be aware of and control
their learning by actively participating in
b. parents are happy with kids reflective thinking - assessing what they know,
what they need to know, and how they bridge
c. you become a role model that gap during learning situations.
4. Mention five responsibities each children Ask learners to do the following by way of
performed in the family reflecting on the lesson:
a. run errands for parents ● Tell the class what you learnt during the
lesson.
b. show respect to parents and others
● Tell the class how you would use the
c. do home work knowledge you acquired during the lesson.
d. do house chores. ● Which aspect of the lesson did you not
understand?
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?
43
Strand 1: ALL ABOUT US
Sub-strand 4: Home and school LB: pages 29 - 35
CONTENT STANDARD Introduction
B2.1.4.1. Demonstrate
understanding of the need to obey rules. Every home, school and community in Ghana
has rules that govern the people to maintain
INDICATOR peace. When members observe rules and
B2.1.4.1.1. Explain the need for regulations at home or in school it ensures
obeying rules in the home and school. peace and accelerates development. Ask
learners some of the rules they observe at home
CORE COMPETENCIES and in school.
Communication and Collaboration,
Creativity and Innovation Rules at home
Digital Literacy
Through group work, guide learners to talk
SUBJECT SPECIFC PRACTICES about rules in the home. The rules may include
Appreciation, Truth, Faith, caring, Love, the following:
Honesty
• Treat other people and their property with
RESOURCES respect. ...
Pictures or videos of people who set rules,
Posters of rules at home. School and • Knock on closed doors before entering. ...
community, Paper, pencils, charts, computer,
projector, blackboard/marker board and • Electronics curfew
chalk/marker.
• Make amends when you hurt someone
OTHER USEFUL MATERIALS
English dictionary • Tell the truth
KEY WORDS • Apologize for the wrong doing
Suffer, apologies, encourage, safety,
courteous, appreciate, opinion. • Cleaning your teeth every morning and
bathing everyday
HELPFUL LINKS
https://www.express.co.uk/news/ • No video games past 9pm
uk/584908/50-rules-every-household-follow-
parents-children • No drawing or painting in the bedroom/
https://www.fatherly.com/ love-money/relation- lounge
ships/parenting-strate-gies-advice/9-house-
rules-to-enforce-actually-produc-tive/ • No talking with your mouth full
https://www.verywellfamily.com/examples-of-
household-rules-for-the-entire-family-1094879 • No shoes on the sofa
https://www.thetoptens.com/common-rules-
school/ • Always flush the toilet
https://go.magoosh.com/schools-blog/top-10-
classroom-rules-for-elementary-school-stu- • Put clothes in the wash basket
dents
• Turn out the lights when you are not using a
44 room
• Turn off the TV when you are not watching it
• Put your shoes away when you take them
off
• Always lock the door when you leave
• No slamming doors
• Don’t eat messy food on the sofa
• Last one out locks the door
Sub-strand 4: Home and school
• No looking at phones at the dinner table Rules in the community
• Placing keys back in their designated spot/
• As members of a community, we must:
hook Group learners to demonstrate how to make
• Always put something back where you found rules for a community using the fish bowl
discussion method.
it
• Complete homework before playing • Take part in communal labour
• No shouting
• All food eaten at the table/ no food in living • Take part in activities that protect the
environment
room
• No going to bed angry with each other • Not to throw rubbish into gutters or rivers
• No leaving dishes ‘to soak’ overnight
• Not to be jealous of what other family
because you’re too lazy to wash members have
• No running in the house
Rules in School • Use common sense
1. Through group work, guide learners to
• Communicate often and clearly
talk about rules in school. The rules may
include the following: • Keep language and rules simple
2. Being kind and polite • Practice moderation
3. Keep the classroom clean • Conduct a regular rule review
4. Raise your hand before you speak • Be careful of anonymous complaints
5. Be on task • Be fair when enforcing violations
6. No eating in class • Know that there will be exceptions
7. Keep your hands and feet to yourself Guide learners in groups, to tell how to maintain
rules and regulations at home, school and
8. Be respectful to other students community. Examples of activities that are
helpful to maintain rules are observances
9. No talking when the teacher is talking of rules, care for one another, perform our
assigned duties and obedience to rules.
10. All assignments must be done on time
Other ways to keep or be obedient to rules
11. Get to school on time
• Show honesty
12. No running around in class or compound
13. Pay attention • Show love
Things needed to maintain peace. • Support for one another
• Obedience to the rules
• Show respect for others • To be patriotic and hardworking
• Perform our duties as required Activities to support learners
• Show honesty
• Care for one another 1. Guide learners in groups to talk about their
roles and of their parents.
2. Ask learners to give importance of obeying
rules.
3. Guide learners to draw children clean their
classroom.
4. Guide learners to compose rhymes on
obeying rules in the home and school.
5. Draw children cleaning their classroom to
keep the place neat.
45
Strand 1
Suggested homework c. Treat the property of people with respect.
1. Draw a child doing homework Yours will also be treated with respect.
Learners answer
2. Draw people in a family meeting Q2.
Learners answer
a. Class exercise should be done on time.
3. Compose and write a rhyme to educate the b. Being kind and polite
society about importance of obeying rules c. Keep the classroom clean.
Q3.
Learners answer Learners are to create posters for five (5) rules
in their home.
4. Explain why they should obey rules at home,
school and community. Q4.
Learners are to create posters for five (5) rules
a. It shows respect in their classroom.
b. it gives honour to parents Reflections
c. it makes people help you
d. it makes your teacher proud about you Teacher reflects on the following in relation to
e. it makes us get position in school the indicator and makes informed decision in the
next lessons:
Role-play scenarios on obeying rules in the
home, school and community. • What went well?
• What went badly?
Guide learners to role-play scenarios of a family • What would you improve next time?
which parents setting rules for the children to
obey, those of the school and community to also In thinking about or answering the above
obey by learners. Let learners understand that questions, the teacher should make use of
in every human institution even in the church those cognitive skills or strategies that increase
and mosques there are rules governing the the probability of a desirable outcome. Use
conduct of every member of the organization. thinking that is purposeful, reasoned and goal
Rules make people obedient and humble, directed; the kind of thinking involved in solving
disciplined and law abiding. Learners should problems, formulating inferences, calculating
be encouraged to abide by rules established likelihoods, and making decisions when the
by their parents, community elders and the teacher is using skills that are thoughtful and
school authorities. Let learners understand effective for the particular context and type of
that they must do everything possible to thinking task. The teacher should also analyze
sustain especially the rules set for classroom and make judgments about what has happened
management or control in order to give respect or been taught.
to the leadership and entire class members.
Also, learners should be aware of and control
Evaluation Exercise their learning by actively participating in
Expected Answers reflective thinking - assessing what they know,
what they need to know, and how they bridge
(Refer to Learners Book 2, pages 36 for that gap during learning situations.
exercise and Activities)
Learners are asked to do the following by way of
Exercise 1 reflecting on the lesson:
Q1.
• Tell the class what you learnt.
a. Knock on a closed door before entering.
• Tell the class how you will use the
b. Tell the Truth. I will always tell the truth. knowledge you acquired during the lesson.
Everybody must tell the truth.
• Which aspect of the lesson did you not
46 understand?
Strand: 2
All around us
Strand 2: ALL AROUND US
Sub-strand 1: The environment and the weather
CONTENT STANDARDS LB: pages 38 - 49
B2.2.1.1. Demonstrate knowledge of keeping Introduction
the environment clean and safe.
Our environment is made up of both natural and
INDICATORS man-made things. Our immediate environment
B2.2.1.1.1. Describe ways of making the refers to the place in which we live. A clean
environment clean and safe.
CORE COMPETENCIES environment is very important to keep us
Communication and Collaboration healthy.
Critical Thinking and Problem
Solving. Ask learners to discuss the things they do to
SUBJECT SPECIFIC PRACTICES make the environment clean and safe. We rely
Appreciation, Truth, Caring, Protection, Love, on our environment to lead a healthy life and
Cleanliness, Responsibility. avoid getting sick.
RESOURCES
Pictures and videos of activities that A clean environment is one that is devoid of any
promote clean environment, Cleaning tools form of pollution and its effect. Hence it could be
like cutlasses, hoes, brushes, brooms, an environment that has clean air, clean water,
Spade, Shovel, Rake, Waste disposal bins, and clean energy.
Wheelbarrow or their pictures could also be
of help, Paper, pencils, charts, computer, It is important that we protect our environment
projector, blackboard/marker board and chalk/ from degradation. Learners in a group identify
marker. ways of protecting the land from degradation.
OTHER USEFUL MATERIALS
English dictionary Items needed to keep our environment clean:
KEY WORDS
rules, home, knock, door, a pologise, hurt. 1. Spade
HELPFUL LINKS
2. Shovel
https://www.google.com/search?q=keep-
ing+the+environment+clean&oq=keep- 3. Rake
ing+the+environment+clean&aqs=-
chrome..69i57.20369j0j7&sourceid=- 4. Waste disposal bins
chrome&ie=UTF-8
5. Brooms
https://www.greenchildmagazine.com/7-eco-
friendly-tips-to-keep-the-environment-safe- 6. Cutlasses
and-clean/
7. Wheelbarrow
48 8. Water
Other examples are baskets, long brooms, pick
axe etc.
Through nature walk around the school
compound, ask learners to talk about things
they do to protect the environment. The things
should include the following:
1. Planting more tree
2. Proper waste disposal
3. Avoid bush burning
4. Surface mining
5. Sand winning
6. Chemicals must be properly disposed off
7. Reduce the usage of your electrical
appliances
Sub-strand 1: The environment and the weather
8. Reduce the usage of your wooden stove • What went well?
9. Maintain a healthy eco system
10. Recycle the waste products • What went badly?
11. Grow your food locally
12. Hand hygiene, such as washing your hands. • What would you improve next time?
13. Covering your nose and mouth when
In thinking about or answering the above
coughing or sneezing questions, the teacher should make use of
14. Having good personal hygiene, yourself. those cognitive skills or strategies that increase
15. Making sure you provide the older adult with the probability of a desirable outcome. Use
thinking that is purposeful, reasoned and goal
good personal hygiene. directed; the kind of thinking involved in solving
16. Using proper food preparation and storing problems, formulating inferences, calculating
likelihoods, and making decisions when the
food teacher is using skills that are thoughtful and
17. Keeping dishes and utensils clean effective for the particular context and type of
thinking task. The teacher should also analyze
1 and make judgments about what has happened
or been taught.
Activities to support learners
Also, learners should be aware of and control
1. Using pictures assist learners to identify their learning by actively participating in
man- made and natural things in their reflective thinking - assessing what they know,
environment what they need to know, and how they bridge
that gap during learning situations.
2. Guide learners to draw school boy and girl
sweeping the school compound Ask learners to do the following by way of
reflecting on the lesson:
3. Ask learners to tell the things they do to
keep the environment clean 1. Tell the class what you learnt during the
lesson.
4. Assist learners to draw and colour a clean
environment. 2. Tell the class how you will use the
knowledge acquired during the lesson.
5. Guide learners to draw a police officer on
duty in the community 3. Which aspect of the lesson did you not
understand?
6. Guide learners demonstrate safe practices
in the community. Suggested homework
7. Ask learners to identify four ways of 1. Draw two man-made things and two natural
protecting the land. things found in your school compound
8. Guide learners to draw and colour any two Learners answer
man- made things and two natural things.
2. Identify four ways of protecting the
Evaluation Exercise environment
Expected Answers
(Refer to Learners Book 2, pages 46 and 49 a. do not defecate in the open
for exercises and Activities)
Exercise 1 b. plant more trees
Q1. Tree, fish, sun flower, air
c. do not throw rubbish anyhow especialy near
Q2. Bus, chairs, books, ships, spoon. water bodies
Reflections d. avoid bush burning
Teacher reflects on the following in relation to 3. Name two people that make our community
the indicator and makes informed decision in the safe
next lessons:
a. the police
b. fire service
c. nurse
49
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