G3N
GES · 85 topics

Our World, Our People

G3N tutors you through the full GES Our World, Our People syllabus offline — from STRAND 1: ALL ABOUT US — God, His Creation and Attributes, STRAND 1: ALL ABOUT US — My Unique identity, STRAND 1: ALL ABOUT US — My Relationship with others and more — with adaptive lessons, instant quizzes, flashcards and exam-ready summaries.

Study Our World, Our People now All GES subjects
Syllabus

What you’ll cover in Our World, Our People.

The complete topic outline G3N teaches, mapped to the GES curriculum.

Basic 1

20 topics
STRAND 1: ALL ABOUT US — God, His Creation and Attributes
  • Appreciate
    • Examine our relationship with the Creator Learners talk about God's creation using pictures and charts and real things from the environment. Learners listen to creation stories/watch videos from the internet about creation. Learners role-play to retell the creation story Learners draw, colour, make models, recite rhymes, sing songs about God's creation: human beings, animals, trees, rivers, moon, stars, sea and mountains. Learners to talk about the attributes of God. Engage learners with pictures, charts, video clips, role-play and songs to demonstrate attributes of God: showing love to one another, being truthful, kind, patient, merciful, loving etc. (at home, school and community). Note: As learners use the internet to browse creation stories, teacher helps learners learn about parts of a computer e.g. mouse
STRAND 1: ALL ABOUT US — My Unique identity
  • I
    • E.g I am tall and beautiful. I am short and strong, I am black and proud
STRAND 1: ALL ABOUT US — My Relationship with others
  • Demonstrate
    • Identify persons closely related to learners and the need to relate well with others Learners mention the names of those who are closely related to them, e.g. parents, brothers, sisters, friends and teachers. Learners in groups, talk about the importance of inter- personal relationships and the need to accept everyone, irrespective of where the person comes from. Learners role play healthy relationship with family and friends
STRAND 1: ALL ABOUT US — Obeying rules in the Home and school
  • Appreciate the need to obey rules
    • Explain the need for obeying rules in the home and school Learners work in groups to talk about rules in the home, school and community. Learners role play scenarios on obeying rules in the home, school and community
STRAND 1: ALL ABOUT US — Relating with People in the Community
  • Recognise and
    • Identify people in the community Learners talk about various people in the community e.g. Parents, Teachers, Pastors, Imams, Chiefs, Queens, Police, Traders, Drivers Learners role play to bring out the characteristics of different people in the community, e.g. strangers, drug addicts, drunkards and people with questionable character and talk about people who are likely to help or harm people. Learners draw and colour different people in the community. Honesty Trustworthiness
STRAND 1: ALL ABOUT US — Responsible Citizenship
  • Understand the
    • Mention the characteristics of a responsible citizen Through questions and answers learners talk about who a responsible citizen is, e.g. obeying parents and school rules, respecting people, taking care of school property, keeping the environment tidy, being polite, keeping the environment tidy, loving your country etc. Learners role-play on some of the characteristics of a responsible citizen. Communication skills Collaboration Tolerance Compromise Teamwork Confidence Respect
Strand 2: All Around Us — Exploring the Environment
  • Appreciate
    • Explore the uses of things in the environment Engage learners in a look at pictures or a short video (or look outside from a window with a grown-up) and observe, identify, locate and talk about things in the environment and their uses e.g. Furniture: chairs, tables, cupboards, Plants, Animals, Computers and sort them into living, non-living, man made and natural Learners browse the internet, draw or look at pictures or posters of things in the environment and talk about caring for them in environment as responsible citizens Note: As learners use the internet to browse pictures of things in the environment, teacher helps learners learn about the use of parts of the computer e.g. the mouse, keyboard, monitor or system unit and how they are connected Creativity Communication Collaboration
Strand 2: All Around Us — Describing Population Structure
  • Demonstrate
    • Describe the population structure of their class and the need to respect one another Leaners in groups describe the structure of population in their class by sex and age Learners group the population in their class by age and by sex in their class NB: Teacher to represent each age by sex on the chalk/white board with a rectangular block, starting with the youngest age at three bottom and building on with older boys and girls. Size of box will be determined in each case by number of learners in each age group. Example of the Age Structure 8 years 7 years 6 years Guide learners to talk about the need to respect one another regardless of age and sex as responsible citizens. Boys Girls Boys Girls Boys Girls Communication skills Cooperation Collaboration Tolerance Compromise Teamwork solving Applying Respect for one another Teamwork Comportment
Strand 2: All Around Us — Plants and Animals
  • Recognise
    • Identify different plants in different environments and their uses Learners look at pictures or a short video (or look outside from a window with a grown-up) and observe and talk about different plants in the environment. Learner watch films/pictures of plants in the environment to show forest trees, grassland, maize, cocoa, shea butter trees, rubber, mangoes, to enable learners understand that different plants live in different environments. Learners talk about uses of plants and share the information with the whole class. The uses of plants include food, clothing, shelter, medicine, decoration and shades. Learners take care of plants on the school compound by watering, picking of weeds, etc. Learners bring different types of plants to school for planting Communication Specific Practices
  • Recognise
    • Identify different animals in different environments and their uses Use school and community environments, pictures, films from the internet, etc. to show fish, birds and monkeys to enable learners to understand that different animals live in different environments. Learners draw fishes in rivers, birds in their nests, pets in their sleeping places in learners' homes. Guide learners through questions and answers to talk about ways of taking care of pets in their homes and communities. Do not throw stones at birds and animals. Do not throw refuse into water bodies. Protect and care for animals in their environments, as responsible citizens Note Guide learners to collect and share information about animals from the internet, parents, books Communication Applying
Strand 3: OUR Beliefs, Religious and Moral Values
  • Appreciate the
    • Describe the main types of worship in Ghana Show pictures, video clips, etc. of people worshipping, among the three main religions in Ghana
    • Christian worship
    • Islamic worship
    • Traditional worship Learners role-play/dramatise the act of worship in the three main religions in Ghana. Show pictures, video clips, etc. of songs and recitations from the three main religions. Learners sing and recite texts from the three main religions
    • The Lord's Prayer, Psalm 23 (Christian)
    • Al-Fathiha (Islamic)
    • Any recital from the traditional religion-sacred myths, riddle, proverbs, etc. (Traditional) Learners show respect for people with different religions e.g. they should not laugh or tease at people with different religious practices. Commitment, Dedication Reconciliation, Togetherness, Unity Respect, Love, Tolerance
STRAND 3: OUR BELIEFS, RELIGIOUS AND MORAL VALUES — The Family
  • Show
    • Identify the role and responsibilities of the individual members of the family Learners, in groups, talk about their roles and roles of their parents in the family:
    • Parents: Provision of shelter food, security and education
    • Children: running errands performing house chores, etc. Learners role-play the functions of the various members in the family, e.g. learners play the role of a father, mother, etc. Teacher encourages learners to undertake their routine responsibilities without being commanded or prompt. Responsibility, Togetherness Caring, Love, Sharing Cooperation, Commitment Respect, Obedience Honesty, Kindness Reliable, Discipline
STRAND 3: OUR BELIEFS, RELIGIOUS AND MORAL VALUES — Values and Responsibilities
  • Recognise
    • Explain values cherished by individuals in society Guide learners through questions and answers to explain/tell the meaning of values, e.g. values are behaviours which are cherished by individuals or a group of people. Learners work in groups/pairs to identify their individual values, e.g. respect, teamwork, honesty, hard work, obedience, tolerance Learners role-play/dramatise the roles of members of the community in the upbringing of its members: education, discipline, counselling, etc. Learners role-play the following: i. Patriotism ii. Tolerance iii. Volunteerism iv. Love Responsibility, Togetherness Caring, Love, Sharing Cooperation, Commitment Respect, Obedience Honesty, Kindness Reliability, Discipline
STRAND 3: OUR BELIEFS, RELIGIOUS AND MORAL VALUES — Responsible use of Energy
  • Appreciate the
    • Explore the importance of energy in the home, school and community Through questions and answers, learners mention the types of energy sources available in their homes and communities, e.g. Sun, wind, firewood, charcoal, kerosene and gas (LPG) (Whole class /small group discussion). Guide learners to talk about uses of energy, e.g. cooking, smoking and drying of food items. Let learners indicate who is using these sources and where they are getting them from (Group work). Draw any one type of equipment/tool which uses the energy source available in their homes (Individual project). Share their drawings with peers in the class in order to appreciate the sources of energy in the home and community. and/or Create a fan using A-4 sheets of paper and fix a broomstick in the middle with teacher's facilitation Run with their fans on a school park to turn it under teacher's supervision (Individual Project 2). Guide learners through question and answers/dramatisation to come out with proper ways of using energy e.g. put off fire after cooking, put off light after use, etc
  • Demonstrate
    • Describe animals in their environments Learners draw animals that are used for food and as pets in their environments. Pictures can be taken from books and the internet for learners to draw. Show films of animals grazing, birds perching on trees, domestic animals resting under shade to engage learners to talk about their uses. Communication Drawing skills Applying
  • Investigate the
    • Identify the uses of animals Learners, through small group, think-pair-share/talk about the uses of animals and share the information with the whole class. The uses of animals include food, clothing, leisure, pets and transportation. Note: Ask learners to collect different animal feed from their homes for use in the next lesson. Let learners ask their parents/guardians why we feed animals. Communication Self-confidence
  • Investigate how
    • Describe how animals are fed Group the feed according to the types of animals. Guide learners through questions and answers to talk about the importance of water and animal feed. look at pictures or a short video (or look outside from a window with a grown-up) to places where animals are reared and let learners observe what the animals are being fed with and ask questions. Learners observe pets being fed at home and ask Communication Citizenship Self-confidence
    • Explain the need to protect animals as a responsible citizen parents/guardians to tell them what feed is being given to their pets and share their information in class. Learners explain the need to protect animals e.g. animals serve as food, pets etc
STRAND 4: OUR NATION GHANA — Power and Authority
  • Appreciate
    • Explore sources of power and authority Learners identify the national symbols through questions and answers and appreciate them: i. National Flag ii. National Anthem iii. National Pledge iv. Coat of Arms, etc. Learners, in groups/pairs, tell how these national symbols can be preserved, e.g. pay attention to the National Anthem, do not destroy the national symbols, report people who destroy the national symbols
    • Identify people who have power and authority and respect them, as a responsible citizen Learners talk about the people who have power and authority: i. at Home father, mother, older siblings ii. in class/school- head teacher, class teacher, school prefects, class prefects iii. in the community- chiefs, parliamentarians, assembly member iv. in the nation- president, vice president, speaker of parliament Learners give examples of persons occupying such positions
STRAND 4: OUR NATION GHANA — Weather
  • Demonstrate
    • Identify and describe different weather conditions Show pictures/films of different weather conditions. Guide learners, through the use of rhymes, e.g. "rain, rain go away", to tell the types of weather e.g. i) Sunny weather, ii) Windy weather, iii) Rainy weather, iv) Cloudy weather Sunny weather Windy weather Rainy weather Learners in groups: Describe the weather type from their pictures to the class Mention the weather of the day from what they can observe outside their classroom with guiding questions. Match pictures of weather types with their descriptions, on Manila cards which teacher provides to each group; and Share their group findings with class in a presentation (Group leader). Guide learners through role-play/dramatisation to do their class/homework, regardless of the weather conditions. Creativity Applying Send to basic 2
STRAND 4: OUR NATION GHANA — Agricultural Enterprises (Livestock)
  • Investigate the
    • Identify types of livestock
    • Identify livestock enterprises that are found in their localities Teacher guides learners to observe/watch pictures/ films on types of livestock in Ghana, e.g. goats, sheep, pigs, cattle, etc. Learners observe/watch pictures /films on livestock production and marketing. Through look at pictures or a short video (or look outside from a window with a grown-up) to learners look at pictures or a video of some livestock production enterprises in their communities. Teacher engages learners in a discussion of their observations. Communication Communication
STRAND 5: MY GLOBAL COMMUNITY — Religious Leaders
  • Appreciate the birth
    • Narrate the stories of the birth of religious leaders Show pictures and video clips depicting the birth of the religious leaders: Christian, Islam and African Traditional Religion (ATR). Learners tell stories about the birth of the Citizenship
    • Gather and record dates of birth, as a responsible citizen religious leaders. Learners dramatise the birth of the religious leaders. Guide learners to record their dates of birth and other members of their family
    • E.g. father, mother, grandparents, etc Patience, Commitment Chastity, Caring Responsibility
STRAND 5: MY GLOBAL COMMUNITY — Basic Human Rights
  • Recognise the basic
    • Explain basic human needs and rights of self and others Guide learners, through games/story telling poem recitals, to talk about human needs and link them to the meaning of Human Rights. Human needs: food, shelter. clothing Human rights: right to life, freedom of association, right to movement, personal liberty, right to fair trial, etc. Citizenship, Patience, Commitment Chastity, Caring Responsibility
STRAND 5: MY GLOBAL COMMUNITY — Location
  • Appreciate the
    • Sketch and locate things in the classroom Observe the shape of the classroom. Observe, sketch and colour the shape of the classroom
    • E.g. Square, Rectangle, Round. (Whole-class discussion) Learners share their work for appreciation Learners observe things in and outside their classroom and describe them. Learners with pictures/videos to sketch houses, school buildings and other facilities in the community. Note using a video camera Solving
STRAND 5: MY GLOBAL COMMUNITY — Agricultural Tools
  • Recognise
    • Recognise simple agricultural tools used in Ghana and other countries in Africa
    • Identify simple agricultural tools, their uses and how to care for them Collect simple agricultural tools used in the school garden, school farm and farms in the community for learners to observe the use of simple agricultural tools and talk about them. Tools such as cutlass, hoe, watering cans, hand trowels, spade can be used. Watch pictures/films of simple agricultural tools. Learners observe real objects, pictures and watch films on agricultural tools in Ghana e.g. cutlass, hoe, mattock, rake, hand fork, axe Let learners talk about their observations. Draw some of the agricultural tools used in Ghana, e.g. cutlass, hoe, mattock, rake, hand fork, axe, watering can, etc. Guide learners to clean simple agricultural tools after use to avoid unnecessary spending Communication Creativity Motor skills Solving
  • Demonstrate
    • Identify technology tools for responsible communication Learners in groups talk about technology tools used for communication e.g. gong gong, drums, bells, mobile vans, and community information centres. Learners use drums, bells, gong gong to assemble people. Learners draw and colour types of technology tools used in communication

Basic 2

24 topics
STRAND 1: ALL ABOUT US — God, His Creation and Attributes
  • Appreciate
    • Mention the attributes of God that reveal His nature as Sustainer of life In groups, guide learners to tell the attributes of God as: i. the Sustainer of life: ii. Giver of rain and sunshine iii. The one who makes plants grow iv. The Giver of air Learners mention these attributes of God's in their local languages. Learners talk about the attributes of God relevant to their daily lives
    • E.g. God gives life, rain and air
  • Appreciate things created by God
    • Explain the usefulness of plants and animals to human beings Group learners to talk about the usefulness of plants to human beings. With pictures, guide learners to identify uses of plants. Learners draw and colour plants. Group learners to talk about the usefulness of animals to humankind. With pictures, guide learners to identify uses of animals. Learners draw and colour animals
STRAND 1: ALL ABOUT US — Understanding One's Self
  • Demonstrate
    • Explain ways of promoting personal hygiene and safety as a responsible citizen Learners identify ways of caring for the body Learners talk about things they need to promote personal hygiene: water, soap, tooth brush and tooth paste, nail cutter, etc. Learners talk about things they do to show personal hygiene, through think-pair-share, e.g. bathing twice a day, brushing of the teeth, at least, twice daily, washing of clothes regularly, washing of hands regularly, etc. Learners demonstrate personal hygiene practices, e.g. washing of hands under running water. Learners draw items used in keeping our bodies clean. Learners sing and tell stories about the importance of keeping personal hygiene
  • Appreciate
    • Identify one's strengths and weaknesses and how to promote interpersonal relations Learners reflect, write down and talk about their abilities and weaknesses, e.g. of strengths: friendliness, kindness, confidence
    • E.g. of weaknesses: selfishness, shyness, timidity, lack of confidence. Learners, through think-pair-share, talk about ways of initiating good interpersonal relationships, e.g. greetings, respect, tolerance, caring, showing appreciation, etc
  • Demonstrate
    • Explain one's role in sustaining rules
    • Identify the right ways of correcting wrong doing
    • Appreciate the need to obey rules and regulations, as a responsible Ghanaian Guide learners, through questions and answers, to talk about rules used in governing their communities, e.g. do not steal, do not fight, do not disturb others, do not tell lies, etc. Through role-play/demonstration, learners talk about the roles they should play for rules to work
    • E.g. obeying of rules, appreciate one another protect property and report wrong doings. Through role play/dramatisation, learners talk about ways of correcting wrong doing e.g. picking litter, sweep the class rooms, exercise, fetching water to water plants Through questions and answers, learners talk about the importance of obeying rules and regulations. It brings orderliness, gets respect from people, peaceful, co-existence
Strand 3: Introduction to Computing — Parts of a Computer and other Technology Tools
  • Demonstrate
    • Identify the parts of a computer
    • Identify the left, right mouse buttons, holding of mouse, performing single, and double clicking
    • Identify the ways of protecting the computer as a responsible citizen Bring real objects or pictures of the mouse, keyboard, monitor, system unit, speakers and accessories to class and mix them up. Learners are guided through questions and answers to list some activities related to the use of a computer. Guide learner, through questions and answers, to match which tool will be used for what activity. Bring real mouse or pictures to class and guide learners to use the left mouse button, right mouse button, performing single, and double clicks. Guide learners through demonstration to type a, b, c.... z and 1, 2, 3.... 30, type five and six letter words. Guide learners to type the English alphabet and numbers using hunt-and-peck method and encourage the learners to type (5) five and (6) six letter words that have been written on the board. Note: Learners can be grouped where there are few computers. Let learners use computer to type their names Through demonstration, guide learners to clean the various parts of the computer before and after use, cover computers when they are not in use, do not eat and litter computer rooms, use the computer with care
Strand 4: Human Activities and the Environment — Activities that destroy the Environment
  • Demonstrate appreciation of the environment as God's creation
    • Explain the importance of the environment
    • Watch a short video showing how heating water turns it into steam. Any real heating is done by a grown-up, never by the child
  • Demonstrate appreciation of the environment as God's creation
    • Mention ways of protecting the environment as a responsible citizen Guide learners, through role-play/dramatisation, to show ways of protecting the environment, e.g. do not cut trees, do not set bushes on fire, do not burn rubbish, do not engage in illegal mining activities (galamsey), do not throw rubbish into water bodies, do not wash or bath in water bodies, do not defecate in the open and in water bodies, etc. Solving Appreciation Truth Caring Protection Love Cleanliness Responsibility
  • Investigate
    • Identify ways of promoting safety in the community Guide learners through roleplay to talk about ways of promoting safety in the community. Safety in the Community i. Through questions and answers, learners mention things they need to promote safety in the community: brooms, scrubbing brushes, rakes, cutlasses, street lights, etc. ii. Through role play/dramatization, learners talk about things that must be done to ensure safety in the community: clearing of surroundings, de-silting choked gutters, creating watchdog groups and reporting crimes or criminals (bad people or bad behaviours), etc. iii. Learners draw items used in keeping our communities clean. iv. Learners draw people who keep our communities safe e.g. the police, fire service personnel. Guide learners to demonstrate safe practices in the community, e.g. sweeping school compound, picking litter Solving Appreciation Truth Caring Protection Love Cleanliness Responsibility
Strand 5: Responsible Citizens — Exhibiting the Character of a Responsible Citizen
  • Demonstrate
    • Describe the types of citizens
    • Identify the characteristics of a responsible citizen Discuss with learners the types of citizens
    • E.g i. active citizen An active citizen is an individual who contributes to the well-being of his or her community ii. passive citizen A passive citizen is an individual who does not contribute to the well-being of his or her community Guide learners through think-pair-share to talk about the characteristics of a responsible citizen, e.g. i. obey rules and regulations ii. diligence iii. patriotism iv. honesty v. respect vi. hard work vii. commitment viii. listening/tolerance to other view points Learners, in groups, identify the characteristics of a good citizen. Case study Teacher uses case study approach to raise a variety of issues, e.g. A pupil finds money in the classroom and keeps it instead of finding the owner. Pupils to react and state their views on this issue. Solving Appreciation, Truth Caring, Protection Love, Cleanliness, Responsibility
  • Show understanding of
    • Describe the skills needed for effective citizenship
    • Dramatise / roleplay the importance of living in harmony with others as a responsible citizen Guide learners through questions and answers to identify skills needed to for effective citizenship, e.g. compromise, tolerance, collaboration, dialogue, teamwork, etc. Through role play/dramatisation, guide learners to talk about the importance of living in harmony with others, e.g. peaceful coexistence, unity, love, respect. Solving Values Appreciation, Truth Caring, Protection Love, Responsibility
Strand 6: Exploring the Environment — Uses of things in the Environment
  • Exhibit
    • Describe the uses of land
    • Recognise the importance of protecting land, as a responsible citizen Guide learners to explain the uses of land Shows pictures, films and/or charts to learners about uses of land Learners describe how land is used in their community Land is used for (e.g. farming, building, and road construction). Guide learners, through questions and answers, to identify the importance of protecting land, e.g. do not throw polythene bags, water sachet, empty cans on the land, etc. Plant trees to protect the land. Remove polythene bags, water sachet, and empty cans from the land. Communication Application Generating new ideas solving Applying
  • Exhibit
    • Describe the uses of water
    • Explain the importance of protecting water Guide learners to explain the uses of water Learners watch pictures, films and/or charts on a use of water in the community. i. Learners mention how water is used in their homes Water is used for i) Domestic (drinking, washing, bathing, cooking ii. Learners mention how water is used (water is used for industrial and agricultural purpose. Suggest any other way they think water should be used. Guide learners, through questions and answers, to Communication Application Generating new ideas solving Applying Responsible Patriotism bodies, as a responsible citizen identify the importance of protecting water bodies, e.g. Do not throw refuse into water bodies, do not defecate in or around water bodies, do not bath, wash in and around water bodies
Strand 7: Population Structure — Describing Population Structure
  • Demonstrate basic
    • Explain what constitutes population growth
    • Recognise the need to develop acceptance and adjustment skills, adapt to a change in the total number of people, as a responsible citizen Guide learners through role play/ dramatisation to explain what happens to the total number of people in a family when parents give birth. Represent the number of family members in your house with a bar chart. Explain what happens to the class size when a new learner joins or leaves your class. Guide learners, through questions and answers, to talk about skills needed to accept and adjust to a change in the total number of people in a place, e.g. respect the rights of others, tolerance, sharing. Application
Strand 8: Plants — Using and protecting Plants
  • Show
    • Describe parts of plants
    • Describe the uses of plant parts and differentiate among the plants Guide learners to uproot different plants from the school compound and use such plants to show parts of a plant
    • E.g. roots, stem, leaves, flowers and fruits Guide learners through questions and answers to talk about the uses of these plant parts, e.g. Root: food, medicine, chewing stick Stem: medicine, dye, food, housing, fuel wood Flowers: beautification, food, medicine, perfume Leaves: food, medicine, wrapper, animal feed, manure. Use pictures/films paintings that show the uses of plant parts for housing, food, beddings for livestock and engage learners to talk about the importance of plant parts to human beings and animals. Creativity Communication and Tolerance Commitment solving Applying
  • Show
    • Describe the differences between young and old plants
    • Investigate how plants produce new ones
    • Explain how to protect and care for plants as a responsible citizen Use seedlings in the nursery in school garden, plantain suckers, orange, mango, cocoa seedlings, cocoa trees, mango trees, maize plants in the garden or films of the above to show learners the differences between young and old plants. Talk about the differences in the care of young plants to be able to grow to maturity. Guide learners to collect different seeds, suckers, stem cuttings, leaves to show how different plants produce new plants. Through experiment, learners are guided to conduct germination test for different seeds to show the need of water, air and sun light for germination. Through questions and answers, learners identify ways of protecting plants, e.g. watering young plants, pick weeds around plants, hedging of plants. Project work Through group work, learners plant trees on the school compound and take care of them Creativity Communication and Tolerance Commitment
Strand 9: Plants and Soils — Knowing Plants, Animals, Agricultural Tools and Using them
  • Demonstrate
    • Describe the process of getting new plants Use relevant pictures/ films to show seeds, seedlings, suckers and leaves used for propagation. Guide learners through demonstration to sketch the parts of plants used for propagation e.g. seeds, seedlings, suckers, stem, fruits and leaves Let learners sketch old and young plants to show the differences in height, sizes and parts (fruits, flowers) Creativity solving
  • Demonstrating
    • Identify domestic animals in the community
    • Describe how feed is prepared for some domestic animals Guide learners through questions and answers to mention some domestic animals in the community
    • E.g. sheep, goats, cats, poultry, and cattle Let learners talk about what such animals eat. Guide learners through demonstration to prepare feed for some domestic animals Home work Collect samples of animal feed and give them to some domestic animals and observe how the animals behave. Learners mention the various foods that different domestic animals eat. Protect work Leaners ask parents and people in their communities for the importance of feed to animals and share their information in class. The teacher should enrich the discussion with information from the internet and his/her own experience. Communication
  • Demonstrate
    • Describe the shapes and sizes of basic agricultural tools
    • Identify the types of basic agricultural tools and what they are used for
    • Describe caring for agricultural tools as a responsible citizen Gather simple agricultural tools and observe differences in shape, sizes. look at pictures or a short video (or look outside from a window with a grown-up) to the school garden/ farms or gardens close to the school and let learners observe and talk about tools used for digging, pruning, harvesting, weeding, watering Show pictures/ videos of different types of agricultural tools from books, and let learners talk about their differences and draw. Guide learners to sketch different agricultural tools. Guide learners through group work / think- pair- share to talk about ways of caring for agricultural tools e.g. clean the tools after use, oil metallic agricultural tools, keep the tools in appropriate place, use the tool for the appropriate work Collaboration Cooperation Communication Responsibility Cleanliness Patriotism
Strand 9: Plants and Soils — Making use of Information
  • Show understanding of
    • Explain the sources of information
    • Describe how information is gathered and used
    • Recognise the need to record and keep data, as a responsible citizen Through questions and answers, learners mention various ways of getting information in the community
    • E.g. Internet, conversation, television radio, newspaper, community, gong gong information centre, mobile phones. Learners list numbers of some items in the community/school and record them in a book and talk about them
    • E.g. number of trees, houses, teachers In small groups, learners talk about the need for recording and keeping information, e.g. for future use, accurate information, easy access
STRAND 3: OUR BELIEFS, RELIGIOUS AND MORAL VALUES — Religious Worship
  • Demonstrate
    • Explain the importance of worship
    • Sing and recite simple texts from the three main religions in Ghana
    • Describe ways of promoting religious tolerance, as a responsible citizen Take learners to a place of worship such the church, mosque or the shrine to observe the mode of worship or show pictures videos of the various modes of worship Learners role play/ demonstrate/talk about the importance of worship at home, school, church/mosque/shrine Learners sing/recite popular religious songs/creed in the three main religions in Ghana. Learners to sing or recite some simple verses from the Bible or Quran and some sayings from oral tradition
    • E.g. (i) The Lord's Prayer (Christian) (ii) Al-Fathila (Islam) (iii) Traditional prayer (ATR) Learners write simple texts from the religious songs and recitations. Learners role play/dramatisation, to talk about the importance of religious tolerance, e.g. peaceful coexistence, love, humility, sharing, caring, respect, unity. and Global Citizenship Faithfulness, Obedience Respect, Commitment, Humility, Togetherness
Strand 12: Values and Responsibilities — Cherishing Values and Responsibilities
  • Demonstrate
    • Identify acceptable values cherished in our communities
    • Demonstrate ways by which societal values guide his/her decisions and actions
    • Recognise the need to live the acceptable values, as a responsible Ghanaian Learners work in groups to identify acceptable values in the home, school and community e.g. Obedience, Love, Peace, Honesty, Tolerance, Respect for others, High achievement, Patriotism and Hard work. NOTE: Teacher to observe the various values pupils portray and discuss with class. Our values guide whatever we do, e.g. If you value hard work, you will always do your best to every task assigned to you. If you value peace, you will always do things that will promote peace Guide learners to role play/dramatise some of the acceptable values: i. Patriotism/nationalism ii. Tolerance iii. Volunteerism iv. Love and Global Citizenship Faithfulness, Obedience Respect, Commitment, Humility, Togetherness Integrity
Strand 13: Conserving Energy — Using Energy Properly
  • Develop
    • Describe strategies for energy conservation
    • Ways of conserving energy
    • Describe ways of energy conservation
    • Develop positive attitudes towards energy conservation, as a responsible citizen Guide learners, through questions and answers, to explain energy conservation e.g. the prevention of the wasteful usage of energy. Guide learners, through think-pair-share, to talk about strategies for energy conservation, e.g. using solar or wind energy instead of petroleum, making efforts to reduce the consumption of energy (e.g. turning off lights when leaving the room and recycling plastics or paper, using more natural light from the sun). Guide learners, through questions and answers, to talk about energy conservation. Describe conserving energy in their homes or in the community, using small group drama. Guide learners, through think-pair-share, to talk about ways of conserving energy, e.g. turning off the light, television, iron and fan after use. Guide leaners to compose a song on how energy can be conserved in the community. Creativity Solving
Strand 15: Use of Technology — Effective use of Technology
  • Investigate the
    • Describe how water supports the movement of roots in soil
    • Identify ways of protecting sources of water, as a responsible citizen Guide learners, through experiments/visits to the school garden and them push sticks through wet soils and dry soils and let them talk about their experiences. The discussion should focus on which soil will allow roots to move through easily. Materials needed for the experiment: Milo can, milk can, car tyres, flower pot, types of soils, water Guide learners, through think-pair-share, to talk about ways of protecting sources of water for plant use e.g. do not throw refuse into water bodies, do not waste tap water, do not cut trees along water bodies, Communication Creativity
  • Demonstrate
    • Describe ways of communicating with others
    • Identify the importance of technology in communication
    • Describe ways of protecting technology tools, as a responsible citizen Guide learners through group work to talk about ways of communicating with others e.g. storytelling, conversations, gesturing etc. Guide learners, through questions and answers, to talk about the importance of technology in communication
    • E.g. it is faster, it is saves money, it makes us contact people easily. Guide learners, through role play/dramatisation, to talk about how to protect technology tools in communication
    • E.g. handling with care, not leaving them in the Sun cleaning them regularly citizenship Communication skills FOURTH THEME: OUR NATION GHANA
Strand 16: Religious Festivals — Identifying Religious Festivals and Commitment
  • Investigate the roles
    • Identify things that families do to show their commitment to God Guide learners, through questions and answers to mention the religious activities their families perform to show commitment to God: morning devotion, going to church, mosque or the shrine. Learners, in groups, identify the number of times religious activities are performed during the day, week and occasionally. Guide learners to role-play what their families do to show commitment to God
    • E.g. worship, offertory, Sadaqah, Zakat prayer and fasting. Responsibility, Love, Sharing, Commitment, Obedience, Respect, Humility, Honesty, Trust
  • Investigate the roles
    • Identify the importance of commitment to God
    • Explain the factors that promote good relationships between children and their parents
    • Identify the reasons for promoting good relationship, as a responsible citizen Guide learners, through questions and answers, to explain the meaning of commitment. Guide learners, through think-pair-share, to talk about the need to be committed to God, e.g. It is a command from God. It attracts blessings from God Guide learners, through think-pair-share, to talk about their personal experiences about things they do at home, school, church or mosque and community to show their commitment to God. Guide learners through questions and answers to talk about good relationship. In groups, guide learners to talk about things that promote good relationship, e.g. comportment, respect, love, obedience, humility, friendliness, honesty. Guide learners to role-play/dramatise behaviours that show good relationship Through group work, guide learners to talk about the need to promote good relationship e.g. it promotes, peace, unity, development, friendliness, Responsibility, Love, Sharing, Commitment, Obedience, Respect, Humility, Honesty, Trust, unity
Strand 17: Power and Authority — Respecting authority
  • Demonstrate understanding and appreciation of national symbols
    • Sing/recite the National Anthem and National Pledge
    • Analyse critically issues in given situations
    • Describe how the community is organised
    • Identify ways to help protect and appreciate national symbols, as a responsible citizen Through group work, guide learners to correctly sing/recite the National Anthem and Pledge, which will help develop in them the spirit of patriotism In groups, guide learners to analyse announcements at assembly and news items on radio and TV on filth in the community to tell their understanding of the issues involved. Each group should make a presentation to the class. Guide learners, through questions and answers, to describe how their Community is organised (structure)
    • E.g. the school, village, town, country, etc Guide learners, through role play/dramatisation, to talk about ways they can help to protect national symbols, e.g. obedience, reporting people who destroy the national symbols, respect for the symbols
Strand 18: Weather Conditions — Describing Weather Conditions
  • Demonstrate understanding of elements of the weather
    • Explain the elements of weather
    • Develop some awareness of weather patterns and their relationships with plants, animals and humans
    • Identify reasons why the environment should be protected, as a responsible citizen Guide learners, through questions and answers, to explain the elements of weather, e.g. temperature, rainfall / precipitation, humidity, wind and cloud cover. Guide learners in groups to perform the following experiment: i. experiment the evidence of humidity (water vapour) in the atmosphere ii. experiment in class to demonstrate that rainfall comes from water vapour that cools in the atmosphere. Through demonstration and using sources of heat such as coal pot, candle, etc., guide learners to explain how they feel when they are closer and farther from the source of heat. Through demonstration and using sources of coldness such as fridge or ice, explain how they feel when they are closer and farther from the source. Guide learners through a whole-class discussion to explain what they observe with: i) animals like goats, dogs and chickens do when the weather is very hot, or cold or rainy ii) what they observe with plants, when the weather is very hot, dry, rainy or cold. iii) themselves and others, when the weather is very hot, dry, rainy or cold. Guide learners, through questions and answers, to talk about reasons for protecting the environment, e.g. we get food, air and water from the environment Collaboration Cooperation solving Experimenting Classifying Demonstration Values Patriotism Responsibility
Strand19: Livestock Enterprises — Sale of Agricultural Products
  • Investigate
    • Talk about agricultural input distribution
    • Talk about agricultural input distribution found in Ghana and the people involved in such activities
    • Identify the reasons why the work of agricultural input distributors should be appreciated, as a responsible citizen Guide learners to watch pictures/films or videos on agricultural input distribution enterprises in Ghana and engage them in a group discussion on their Through a look at pictures or a short video (or look outside from a window with a grown-up) to look at pictures or a video of some input distribution enterprises in the community and encourage learners to ask the entrepreneurs what they sell and who their main customers are, e.g. chemical fertilizer distributor has vegetable farmer as his/her main customer. Through a group work guide learner to talk about the reasons why the work of agricultural input distributors in Ghana should be appreciated e.g. they help us to get food Communication Communication
Strand 20: Technology Tools — Using Technology Tools
  • Demonstrate understanding of the parts of a computer and technology tools
    • Identify more technology tools
    • Identify ways of protecting technology tools, as a responsible citizen Bring real items or pictures of telephone, mobile phone, radio etc. to class. Through questions and answers, encourage learners to discuss the use of these technological tools. Guide learners, through role play/dramatisation, to talk about how to protect technology tools in communication e.g. handling with care, not leaving them in the Sun, cleaning them regularly. Mouse and keyboarding Skills Phonics (identifying and pronouncing such as mouse, keyboard, etc.) Counting skills FIFTH THEME: OUR AFRICA AND THE GLOBAL COMMUNITY
Strand 21: Religious Leaders — Lessons from the Birth of Religious Leaders
  • Narrate the
    • Narrate the story of the early life of the religious leaders in the three religions in Ghana
    • Mention the moral lessons in the early lives of religious leaders
    • Demonstrate the moral lessons learnt from the lives of the religious leaders. Through questions and answers, learners mention the names of the religious leaders: Jesus Christ, the Holy Prophet (Sallahu Alaihi Wasallam- S.A.W (Peace be upon him), Okomfo Anokye, Toha Zie, Egya Ahor, etc. Guide learners to talk about the early lives of these religious leaders. The Lord Jesus Christ; The Holy Prophet Muhammad S.A.W. A Traditional Leader Let learners role-play some important aspects of the early life of a religious leader. Guide learners, through questions and answers, to talk about the moral lessons they have learnt from early lives of the religious leaders of the three main religions in Ghana. Guide learners to explain how they will apply the moral lessons from the religious leaders in their daily lives. Guide learners to dramatise the moral lives of the religious leaders. Guide learners to talk about the need to emulate the good moral values of these religious leaders, so that they can be good citizens
Strand 22: Basic Human Needs and Rights — Benefiting from Basic Human Needs
  • Develop the
    • Demonstrate the need to respect the rights of others Through questions and answers, guide learners to talk about the need to allow others enjoy their rights, e.g. the right to education
Strand 24: Simple Agricultural Tools — Taking good care of simple agricultural tools
  • Investigate
    • Talk about agricultural input distribution outside Ghana
    • Identify the reasons why the work of agricultural input distributors should be appreciated as a responsible global citizen Guide learners to watch pictures/films or videos on agricultural input distribution enterprises outside Ghana and engage them in a group discussion on their Through a group work, guide learners to talk about the reasons why the work of agricultural input distributors outside Ghana should be appreciated e.g. they help us to get inputs, food, meat, clothes in Ghana, Communication Collaboration Cooperation solving
Strand 25: Technology in Communication — Using technology tools for communication
  • Demonstrate
    • Demonstrate sending and receiving information from other gadgets
    • Demonstrate how to collect data
    • Identify at least two types of information a responsible citizen should pay attention to Guide learners through demonstration to talk about where one can send and receive information in a discussion e.g. Poster, road signs, newspapers, telephones calls, SMS, etc. Bring sources of data e.g. newspapers or class registers to class Guide learners, through demonstration, to identify data and record them in their books, e.g. listening to radio, newspaper, talking to people, etc. Through group work, guide learners to talk about the type of information they should pay attention to e.g. information on their education, parents
Strand 3: Basic Skills in Map Making — Sketching My Classroom
  • Demonstrate
    • Mention reasons why records should be taken regularly, as a responsible citizen Guide learners through a demonstration to sketch the shape of the classroom. Through questions and answers, guide learners to indicate where they sit in the classroom, on their sketches with a small round shape. Learners show on their sketches the location of the following: i) Chalk/White board (Bb/Wb) ii) Cupboard (C) iii) Teacher's table (Tt) Guide learners to label their objects with abbreviations as in the list of objects. Leaners describe the shape of the cupboard. Through think-pair-share, learners talk about the need to take records regularly, e.g. for future use, for accuracy Creativity Map making solving Record keeping C Tt Me Bb/Wb

Basic 3

26 topics
Strand 1: God, His Creation and Attributes — God the Creator and His Creation
  • Investigate
    • Explain the purpose of God's creation of humankind
    • Mention reasons for protecting God's creation Through questions and answers guide learners to talk about the creation of humankind. i. Who were the first people God created? ii. Who was created first? Learners tell creation stories. iii. Explain why God created human beings e.g. to take care of other creatures, to worship and serve Him, etc. Guide learners through think-pair-share to talk about why we should protect God's creation: i. to maintain creation for generations ii. it is a command from God iii. our survival depends on other creation: food, medicine, shelter, air, etc. iv. it is service to God and humankind
  • Investigate
    • Mention ways to care for the environment Use questions and answers for learners to explain the environment. Using Think-Pair-Share, learners talk about ways of caring for the environment through: tree planting, proper disposal of wastes, legal mining, clean-up exercises, avoiding environmental pollution, etc. Learners draw and colour ways of caring for the environment. Learners organise and do clean-up exercises in the school environment. Guide learners, in groups, to do a project on clearing a rubbish dump, planting trees, checking erosion, clearing choked gutters, etc. Let learners present their work in class for discussion
  • Appreciate
    • Explain God's promises to humankind
    • Identify benefits of responding to God's call Through questions and answers, guide learners to identify the promises God made to humankind: the call of Abraham (Ibrahim) God promised him with eternal life, the call of Moses (Musa), etc. In groups, let learners discuss the call of Abraham (Ibrahim) and Moses (Musa). Let learners present their work to class for discussion. Let learners role-play the call of Moses (Musa). Let learners mention the ways we respond to God's call: i. prayer ii. service to humankind iii. caring for the environment iv. helping the needy (charity), etc. In groups, guide learners to mention the benefits of responding to God's call: i. drawing closer to God ii. long life iii. prosperity iv. eternal life, etc. Guide learners to talk about the benefits of responding to God's call. Group work Let learners, in their groups, write the benefits of responding to God's call and present their works for class discussion. Collaboration cooperation Citizenship Applying Values Trust, Commitment, Loyalty, Respect, Obedience, Humility, Unity, Responsibility, Togetherness
  • Appreciate
    • Identify moral lessons learnt from responding to God's call, as a responsible citizen Guide learners through questions and answers to mention the moral lessons they learnt from responding to God's call: i. obedience ii. respect iii. sacrifice iv. commitment v. reverence for God vi. humility etc. Guide learners, through questions and answers, to talk about moral lessons derived from responding to God's call. Using the sacred scriptures, learners dramatise moral activities such as humility, obedience, reverence, commitment, respect, honouring promises, etc. Citizenship Creativity Values Trust, Commitment, Loyalty, Respect, Obedience, Humility, Unity, Responsibility, Togetherness Strand 2Understanding One's Self
Strand 1: God, His Creation and Attributes — One's individuality
  • Demonstrate
    • Explain how individuals can improve on their strengths and talents Through questions and answers guide learners to talk about ways of improving their abilities and overcoming their weaknesses e.g. i. education ii. constant practice iii. training iv. counselling Citizenship
Strand 1: God, His Creation and Attributes — Close Relations and Interpersonal Relationship
  • Demonstrate
    • Express his/her feelings on issues that disturb him/her Learners role-play a scenario depicting good inter-personal relationships. Through questions and answers guide learners on how to use their assertive skills to express their feelings about what disturbs / hurts them. i. being polite to people. ii. being respectful iii. being firm Citizenship Creativity Values Trust, Commitment, Loyalty, Respect, Obedience, Humility, Unity, Responsibility, Togetherness
Strand 4: Introduction to Computing — Parts of a computer and other technology tools
  • Demonstrate
    • Recognise and identify the hard disk, processor, power supply unit and memory as parts of the system unit
    • Identify the bottom row key, Caps Lock and Tab keys
    • Demonstrate the insertion and removal of DVD/CD-ROM into and out of the DVD/CD-ROM drive as well as insertion and removal of a pen drive
    • Type four letter words and simple sentences on the key pad with proper positioning of fingers on the keyboard
    • Mention at least two ways to play computer games responsibly Bring items (i.e. hard disk, power supply and memory cards) or pictures of the computer parts to class, ask learners to pick one item in turns and differentiate selected items. Guide learners to identify the bottom row, Caps Lock and Tab keys on the real keyboard or by the use of pictures. Guide learners to explore the insertion and ejection of DVD/CD-ROM as well as connecting of a pen drive. Guide learners to type alphabets such as (a, s, d, f,.... j, k, l; using Word Processor or typing tutorial on the computer of any electronic device with keypad. NB: Learners can practice with the keyboard only in the absence of the applications. Leaners should be guided to play computer games to re- enforce keyboard and mouse skills. Through demonstration guide leaners to play computer games to re-enforce keyboard and mouse skills
Strand 4: Character Formation — Relating well with people
  • Investigate the role of
    • Mention at least two reasons to live in harmony with one another
    • Demonstrate good citizenship behaviours, as a responsible Ghanaian Through questions and answers, guide learners to mention ways of living in harmony with one another
    • E.g. to promote peace and unity, law and order, growth and development, etc. In a think-pair-share session, learners talk about attitudes and behaviours that promote harmonious living at home, school, community, etc. Learners role-play good citizen behaviours, e.g. picking litter and dropping it at the appropriate place. NOTE: Teacher observes to see if characteristics of good citizenship are depicted in the activities. Citizenship Trust, Commitment, Loyalty, Respect, Obedience, Humility, Unity, Truthfulness, Responsibility, Togetherness
Strand 5: RESPONSIBLE CITIZENS — Exhibiting Character of a Responsible Citizen
  • Demonstrate
    • Demonstrate skills for sustaining good inter-personal relationships Guide learners through think-pair-share to talk about skills which help to sustain good inter-personal relationships e.g. i. good communication. i.e. exchanging greetings ii. making new friends iii. helping people iv. being respectful v. respecting the views of other people Learners role-play a scenario depicting good inter-personal relationships. Citizenship Trust, Commitment, Loyalty, Respect, Obedience, Humility, Unity, Responsibility, Togetherness
Strand 6: Exploring things found in the Environment — Uses of Living and Non-Living things found in the Environment
  • Appreciate
    • Appreciate the problems associated with the use of land and water
    • Mention problems with the use of land
    • Mention problems associated with the use of water
    • Look at pictures and learn how to stay safe: water like rivers, ponds and the sea is dangerous to go near alone
Strand 7: Landmarks — Describing Land Marks
  • Demonstrate
    • Make a sketch of the school compound and show locations of some landmarks Guide learners to explore the school compound through a study tour and do the following: i. Identify the position of buildings in relation to one another. ii. Draw the outline of the classroom on the chalk/white board. Call learners to come up to mark out their sitting positions on the outline. Creativity Planning, Application
Strand 8: Plants — Using and Protecting Plants
  • Investigate
    • Mention at least two uses of non-living things
    • Describe how plants use water, soil nutrients, sunshine and air to make their food Use school gardens, pictures / and films of streams, forest, and farms to show types of non-living things that are used by living things as a medium and or habitat. Guide learners through questions and answers to talk about the uses of non-living things by plants and animals
    • E.g. plants use soil as rooting medium, fish use water as habitat, rats and mice use holes in soil as habitat. Collect samples of different soils, different rocks, water, stones and engage learners to talk about the differences in their uses to animals and plants Cover a potted plant with dark plastic sheet for some days and engage learners in a discussion on how the plant look like. Do not apply water to a potted plant for one week and engage learners in a discussion on how the plant look like. Use the two experiments to encourage learners to understand the importance of water and sunshine to plants. Talk about how plants are also affected by excess water and sunshine Communication Communication solving
  • Investigate the
    • Mention how human beings use non-living things
    • Mention how human beings use non-living things as a responsible citizen Guide learners through pictures/films of buildings, storage structures, flower pots in the community and the school to talk about how human beings use non-living things such as rocks, soils, clay and water to build housing, storage structures, flower pots and school buildings. Use the school gardens to illustrate the use of soil to make nursery beds, flower pots to grow crops. Guide learners through think-pair-share to talk about how human beings use non-living things responsibly e.g. minimal use of agro-chemicals Creativity Communication
Strand 9: Plants, Animals, Soils and Agricultural Tools — Knowing Plants, Animals, Soils, Agricultural Tools and Using Them
  • Demonstrate
    • Mention at least two different types of animals that destroy crops Guide learners to look at pictures or a short video (or look outside from a window with a grown-up) to the school garden, watch pictures/films and observe insects on vegetables and talk about their effects. Use weevil-infested grains and vegetables infested with insects to show the harmful effects of insects on food items. Show pictures of domestic animals destroying crops and the reasons why gardens are usually fenced. Locate lice, ticks, intestinal worms, mosquitoes, etc. on the farm to facilitate the discussion. Show films from the internet on how insects destroy grains in storage. Let learners understand and experience the benefits and the harmful effects of animals to human beings. Observe weevil infestation on grains. Use pictures from the internet. Communication B3.9.1.2.: Investigate and describe Soil formation
    • Describe how soil is formed, observe different rocks and talk about how compact or loose the particles are Collect different rocks in groups from the community, construction sites, school garden, and school farms and let learners touch them and comment on how compact they are. Guide learners, through demonstration, to crush some of the loose rocks and compare the particles with soils in the garden. Let learners experience that some components of soils are formed from rocks. Communication Collaboration
  • Demonstrate
    • Classify basic agricultural tools according to their uses, sizes, etc
    • Mention at least two importance of storing simple agricultural tools, as a responsible citizen Gather as many simple agricultural tools as possible, show pictures of basic agricultural tools and let learners group the tools into their uses; examples digging tools, pruning tools, harvesting tools, weeding tools, and watering tools. Guide learners through pictures/films and samples of tools in storage to talk about the importance of good storage of simple agricultural tools, e.g. the tools are used for a long time, we can easily pick them and use Communication
Strand 10: Sources of Information — Making use of information
  • Demonstrate understanding of data and sources of data
    • Identify data in conversation and newspapers
    • Identify more sources of information
    • Demonstrate sending and sharing information Guide learners to collect and list various items in the environment, as well as count and record them from the newspapers by working in groups. Guide learners, through questions and answers, to talk about where one can get data within the community. Put the class into small groups. Ask the groups to go around the school compound and list where they can gather data from, e.g. conversations, radios, newspapers, etc. Guide learners, through questions and answers, to talk about where one can receive or send information, e.g. letter writing or text messaging, posters, newspapers, telephones calls, SMS etc. Ask learners to role-play a telephone conversation. NB: recall content in B2 and add to it
  • Demonstrate understanding of data collection tools and usage
    • Demonstrate more data collection methods
    • Identify more tools for collecting data Bring sources of data to class and guide learners to identify data from these sources of data by recording, for example, the number of days some boys and girls were present, absent or punctual and discuss in class, e.g. newspapers or class registers, pencil and paper used to collect data through interviews, listening to radio, newspaper, talking to people, questionnaire). Bring tools or pictures of the tools for collecting data, e.g. pen, pencil and paper or books and ask learners to use these tools to collect sample data, e.g. collecting data of number of bulbs in the school. Guide learners, through demonstration, to use the tools stated above to store data in a list format according to their similarities on an electronic device (i.e. Tablets, computers, phones etc.) or in a book
  • Demonstrate
    • Identify the features of desktop background (e.g. image, icons and taskbar)
    • Demonstrate the use of the background area of the desktop (changing wallpaper with different pictures and themes)
    • Explain the basic use of the taskbar and its features (start button, pinned programmes and notification area)
    • Demonstrate how to personalise the desktop background; this includes the proficient use of change colours, set lock screen, and change themes of the desktop Guide learners to explore features on the desktop by clicking on the features and demonstrated what they can be used for. Guide learners to change the background of their desktop, with different pictures. Guide learners to demonstrate the various use of the task bar. Guide learners to demonstrate how to change colours, change themes of the desktop, etc. New words pronunciation. e.g. Wallpaper Operating System Manipulation Skills
  • Demonstrate a basic
    • Identify presentation software and its use
    • Outline the importance of MS-PowerPoint
    • Demonstrate how to launch MS-PowerPoint Guide learners to list presentation software they know and discuss their uses. Guide learners to investigate the importance of presentation software. Bring pictures of a step by step procedure to display text in MS- PowerPoint and walk the leaners through, e.g. Learners should demonstrate how to access MS- PowerPoint on any computer or gadget and display text in MS- PowerPoint.) Citizenship Presentation Skill Communication Skills THIRD THEME: OUR RELIGIOUS AND OUR MORAL VALUES
Strand 11: RELIGIOUS WORSHIP — Tolerating Religious Worship and Family Involvement
  • investigate and
    • Name the sacred scriptures of the three major religions
    • Identify the reasons for studying the sacred scriptures of the three major religions among their followers Guide learners through questions and answers to mention the sacred scriptures: The Holy Bible (Christianity), The Holy Qur'an, Hadith (Islam), Sacred Myths, parables and taboos (Traditional Religion), etc. Guide learners to recite simple texts from the scriptures: Al-fatihah (Islam), Psalm 23 (Christianity) and Sacred Myths, folktales, parables, etc. (Traditional Religion). Learners write simple texts from the Sacred Scriptures. Let learners mention the scriptures they use. Through questions and answers, guide learners to talk about the reasons for studying the Sacred Scriptures e.g. they lead us to God, they help us to know the truth about God and the world, they help us to lead good moral lives, they give us messages from God, etc. Let learners recite texts from the scriptures. Guide learners to talk about the moral lessons from the scriptures. and Global Citizenship Faithfulness, Obedience Respect, Commitment, Humility, Togetherness
Strand 12: Values and Responsibilities — Cherishing Values and Responsibilities
  • Identify at least
    • Identify at least three values cherished in the community
    • Mention the reasons why it is the responsibility of citizens to uphold their values Guide learners to work in groups to identify their individual values in the Community e.g. Obedience i. Love ii. Peace iii. Honesty iv. Tolerance v. Respect for others vi. High achievement vii. Patriotism viii. Hard work Through questions and answers, guide learners to talk about the importance of upholding societal values e.g. i. Preserves the society ii. Finds us together as one people iii. Gives us a sense of identity iv. Promotes law and order v. Prevents child delinquency vi. Makes people responsible
Strand 13: Conserving Energy — Using energy properly
  • Investigate wastage of energy resources
    • Explain energy conservation
    • Identify ways of conserving energy
    • Mention the reasons why it is the responsibility of a citizen to conserve energy Through questions and answers learners explain energy conservation using pictures, videos and drama, e.g. it is prevention of the wasteful use of energy. Identify positive attitudes towards energy conservation e.g. switch off light when not in use, use energy saving bulbs, put all gadgets off when leaving home. Guide learners to dramatise how energy can be conserved in the community. Discuss the importance of energy conservation (whole class discussion/ smaller) working groups and presentation, e.g. Energy conservation helps to reduce the emission of greenhouse gases such as carbon dioxide. It also prevents climate-related diseases such as skin diseases. Communication Creativity solving Values Obedience Patriotism Commitment
Strand 14: Soils and Animal Keeping — Importance of Soil Water and Animal Keeping
  • Demonstrate an understanding of protecting soil
    • Mention ways of protecting soils as a responsible citizen Guide learners, through demonstration to talk about how soil is protected e.g. do not throw polythene rubbers in the surrounding, do not leave plastic waste in the soil, add manure to the soil
Strand 15: Use of Technology — Effective use of Technology
  • Demonstrate the use
    • Demonstrate what is communication
    • Identify the technological tools for communication in the community and how they are used
    • Identify the impacts of technology in communication
    • Use technology in communication responsibly, as a good citizen Give activities such as storytelling, conversations, gesturing and events depicting choice of colours for events, etc. to enable learners communicate to the class, e.g. (e.g. Communication through types of dressing. Guide learners to mention more technological tools used in communication in the community. Guide learners to describe the impacts of technology in communication. Guide learners, through think-pair- share, to talk about how to use technology responsibly. Citizenship Communication Skills FOURTH THEME: OUR NATION GHANA
Strand 16: Religious Festivals and Commitment — Identifying Religious Festivals and Commitment
  • Investigate the
    • Describe how various festivals are celebrated
    • Demonstrate the importance of religious festivals Learners mention religious festivals they have witnessed: i. Islam-Eid-ul-Fitr, Eid-ul-Adha ii. Christianity-Easter, Christmas, Ash Wednesday, Pentecost Day iii. Traditional- Aboakyer, Hogbetsotso, Adae, Fetu Afahy, Feok, etc. Learners, in groups, describe how various festivals are celebrated. Learners dramatise activities that take place during the festivals. Learners draw scenes from festivals, e.g. durbar of chiefs, drumming and dancing, merry making, etc. Show pictures and videos of religious festivals. Using pictures, video clips, etc., demonstrate how festivals are celebrated. Let learners talk about the scenes in the pictures or the videos. Guide learners to narrate the events in the festivals they have participated in. In groups, guide learners to discuss the importance of religious festivals: to remember key events in the past, reconciliation, renewal of faith, thanksgiving, etc. Guide learners to draw scenes they saw during the festival they witnessed
Strand 17: Power and Authority — Respecting Authority
  • Demonstrate the sense of belonging
    • Explain the significance of belonging to a group and nation symbols
    • Demonstrate his/her commitment to the national symbols Guide learners to discuss how the national symbols can be used to promote sense of belonging among individuals and to the nation: i. Coat of Arms ii. Pledge iii. National Anthem iv. Flag Through questions and answers, guide learners to talk about the various ways of showing commitment to the national symbols
    • E.g i. singing the National Anthem ii. reciting the National Pledge
  • Demonstrate understanding of the skills for effective citizenship
    • Analyse critically issues in given situations
    • Make reasonable decisions in given situations In groups learners analyse news items on radio, TV, newspaper
    • E.g i. filth in the nation ii. disaster in the community Through questions and answers, guide learners to talk about the decision-making process. Guide learners to talk about the steps involved in critical thinking i. Identify the subject (issue) to be examined ii. Ask questions about the subject iii. Gather information to get answers to your questions iv. Review the information e.g. consider the consequences of each choice v. Determine how you will react (decide) Teacher poses a problem for which learners react by taking a decision. Each group should make a presentation to class. Learners tell why they took that Faithfulness, Obedience Respect, Commitment, Humility, Togetherness Sharing, Reconciliation Sacrifice, Patriotism
  • Demonstrate
    • Explain how law and order is maintained in the community
    • Demonstrate the role of the individual in the community Learners discuss how law and order is maintained in the community. Pupils role-play the role of the individual in the Community
Strand 18: Weather Conditions — Describing weather conditions
  • Investigate the
    • Describe the differences between rural and urban settlements
    • Identify at least two ways of keeping their surroundings clean, as a responsible citizen Use pictures and videos for learners to differentiate between rural & urban settlements. Group work Identify the features of rural and urban settlements found in their community. Compose a song using some of the features identified in their community. Guide learners, through questions and answers, to talk about ways of keeping their surrounding clean
    • E.g. sweeping regularly, do not litter, etc Applying Communication Collaboration
Strand 19: Livestock Enterprises — Sale of agricultural products
  • Recognise
    • Identify the products of Ghanaians engaged in agricultural activities in the community
    • Identify reasons why we should appreciate and use Ghanaian products agricultural Watch videos and listen to recorded speeches of some agricultural entrepreneurs in Ghana. look at pictures or a short video (or look outside from a window with a grown-up) to some agricultural entrepreneurs and interact with them. Through questions and answers, guide learners to talk about reasons why they should appreciate and use Ghanaian agricultural products, e.g. to create employment, revenue for government. Communication Self confidence Creativity
Strand 20: Technology Tools and MS- Word — Using Technology Tools
  • Demonstrate a
    • Describe the MS Word interface
    • Outline the importance of MS-Word. (State the important MS-PowerPoint)
    • Demonstrate how to launch MS- Word
    • Demonstrate how to use a computer responsibly Guide learners to list examples of word processors and their interfaces. Guide learners to discuss the importance of word processors in a class debate. Guide learners to navigate and locate the icon for MS-Word on the computer or bring pictures of the step by step approach on how to access MS- Word on any computer, e.g. Learners should demonstrate how to access MS-Word on any computer or gadget and display text in MS-Word.) Guide learners, through demonstration, to use computer responsibly, e.g. use computer to do exercise, homework or project work
Strand 21: Religious Leaders — Lessons from the Birth of Religious Leaders
  • Narrate the youthful
    • Describe the youthful lives of the leaders of the three major religions in Ghana Guide learners to talk about the youthful lives of the religious leaders: (i). The Lord Jesus Christ (ii). The Holy Prophet Muhammad (S.A.W) (iii). A Traditional Religious Leader In groups, learners talk about the occupations of the religious leaders. (i). The Lord Jesus Christ as a Carpenter, (ii). The Holy Prophet Muhammad (S.A.W) as a Businessman (iii). A Traditional Religious Leader, eg. Egya Ahor as a farmer. In groups, learners write short paragraphs on the occupational lives of the religious leaders and present to class for discussion. Citizenship Respect, Trust, Obedience, Commitment, Responsibility, RME:
  • Narrate the youthful
    • Identify at least three moral lessons of the youthful life of the religious leaders Discuss with learners, the moral lessons of the youthful lives of the religious leaders: piety, honesty, sacrifice, patience, hard work, courage, perseverance, etc. Guide learners to talk about how they can apply the moral lessons they learnt from the lives of the religious leaders in their daily lives. Let learners dramatise the moral lives of the religious leaders. Citizenship Respect, Trust, Obedience, Commitment, Responsibility
Strand 22: Basic Human Needs and Rights — Benefiting from Basic Human Needs
  • Demonstrate
    • Describe at least three ways of claiming his/her rights In small groups, guide learners through groups, to talk about how to claim their rights. The individual can claim his/her rights through: i. joining civic clubs ii. reporting to Social Welfare iii. reporting to the law courts iv. reporting to CHRAJ v. reporting to the police vi. embarking on lawful public demonstrations vii. using negotiation viii. reporting to relevant institutions
    • E.g. FIDA learners share experiences of cases they have experienced or seen being handled by any of these institutions or agencies. Citizenship Respect, Trust, Obedience, Commitment, Responsibility
Strand 23: The Planets and The Sun — Knowing the Planets
  • Identify and
    • Mention the position of the earth in relation to the sun
    • Mention at least three planets in the solar system Guide learners to demonstrate the position of the sun in relation to the earth. Ask the learner representing the earth to go around the one representing the sun. Use pictures and videos to identify the position of the earth in relation to the sun Using pictures and videos of the planetary system, show the location of the earth in relation to the position of the sun Use charts of the solar system and let learners show the relative positions of the other planets to the sun. Compose songs/rhymes/mnemonic to help learner to identify the position of the earth in the solar system e.g. "My Very Eyes May Just See Under Nine Planets" NB: Pluto, which is the ninth planet, is now considered as a dwarf planet. Application
Strand 24: Simple Agricultural Tools — Taking good care of Simple Agricultural Tools
  • Recognise
    • Identify the products of successful people engaged in agricultural activities
    • Identify reasons why we should appreciate the products of successful people in agriculture Watch videos and listen to recorded speeches of some agricultural entrepreneurs. Through questions and answers, guide learners to talk about reasons why they should appreciate successful people in agriculture. Creativity Communication Self confidence
Strand 25: Technology in Communication — Using Technology Tools for Communication
  • Demonstrate
    • Outline the importance of MS-Word. (State the important MS-PowerPoint)
    • Demonstrate how to launch MS- Word
    • Demonstrate how to use computers responsibly Guide learners to list examples of word processors and their interfaces. Guide learners to discuss the importance of word processors in a class debate. Guide learners to navigate and locate the icon for MS-Word on the computer or bring pictures of the step by step approach on how to access MS-Word on any computer
    • E.g. learners should demonstrate how to access MS-Word on any computer or gadget and display text in MS-Word). Guide learners, through demonstration, to use computer responsibly, e.g. use computer Word Processing Skills Communication Skills to do exercise, homework or project work. S/N NAME ADDRESS/INSTITUTION OWOP (RELIGIOUS AND MORAL EDUCATION) 1 Apostle Prof. Samuel Asuming- Brempong (Lead) Dept of Agricultural Econs and Business, UG 2 Dr. Osei Owusu Rel. & Human Values, UCC 3 Dr. Charles Annobil Basic Edu Dept, UEW 4 Owusu Afriyie Offinso College of Education 5 Dr Braimah Imurana Awaisu Dept of Political Science, UEW 6 Mrs. Geogina Afer Okwapiman Secondary School OWOP (GEOGRAPHY) 1 Prof Quashigah Social Science Faculty, UEW 2 Dr. Dzigbodi Ama Banini Educationist (Rtd.) 3 Mr. Frederick Wisly Armah St John's Grammar 4 George Amponsah Tabi St John's Grammar 5 Jacob Kwame Bernasco Achimota School S/N NAME ADDRESS/INSTITUTION 2 Professor Kankam Boadu University of Cape Coast 3 Dr. Lucy Effeh Attom University of Education, Winneba 5 Mr. William Asamoah Tema Metro Education Office 6 Dr. Dzigbodi Ama Banini Educationist (Rtd.) 6 William Ghansah GES, Tema Metro OWOP (AGRICULTURE) 1 Dr. Obeng Mensah (Lead) PHD Agric Ed 3 Dr Seth Boateng Dept. of Agric Ext, UG OWOP (COMPUTING) 1 Dr. Kofi Ayebi-Arthur (Lead) College of Education, UCC 3 Callistus Nakpih St. John Bosco's, College of Education 4 Mark Anibrika Wesley Grammar School 5 Samuel Kwame Arthur Achimota School

Basic 4

4 topics
Strand 1: ALL ABOUT US — Myself
  • Demonstrate understanding of self awareness and living peacefully with others
    • E.g. of weaknesses: selfishness, shyness, timidity, lack of confidence Learners talk about ways of initiating good interpersonal relationships, e.g. greetings, respect, tolerance, caring, showing appreciation, etc. Learners talk about ways of improving their abilities and overcoming their weaknesses e.g. education, constant, practice, training, counseling. Learners use their assertive skills to express their feelings about what disturbs/hurts the e.g. being polite to people, being respectful, being firm
Strand 1: ALL ABOUT US — My Family and the Community
  • Recognise
    • Identify people in the community Learners talk about various people in the community e.g. Parents, Teachers, Pastors, Imams, Chiefs, Queens, Police, Traders, Drivers. Learners role play to bring out the characteristics of different people in the community, e.g. strangers, drug addicts, drunkards and people with questionable character and talk about people who are likely to help or harm people. Learners draw and colour different people in the community. Learners talk about how they can become good people in the community. solving Honesty Trustworthiness
STRAND 4: OUR NATION GHANA — Being a Citizen
  • Demonstrate understanding of who a citizen is
    • E.g i. Active citizen An active citizen is an individual who contributes to the well-being of his or her community. ii. Passive citizen A passive citizen is an individual who does not contribute to the well-being of his or her community. Learners through think-pair-share to talk about the characteristics of a responsible citizen, e.g. i. obey rules and regulations ii. diligence iii. patriotism iv. honesty v. respect vi. hard work vii. commitment viii. listening/tolerance to other view points Learners, in groups, identify the characteristics of a good citizen. Case study Teacher uses case study approach to raise a variety of issues, e.g. A pupil finds money in the classroom and keeps it instead of finding the owner. Pupils to react and state their views on this issue. Solving Appreciation, Truth Caring, Protection Love, Cleanliness, Responsibility
STRAND 4: OUR NATION GHANA — Responsible use of Resources
  • Demonstrate understanding of responsible use of water
    • E.g. close the tap after fetching water do not use treated water for watering plants Learners compose songs and play games on how to use water responsibly Learners draw people using water responsibly Learners form clubs to serve as ambassadors for responsible use of water Citizenship Trust, Commitment, Loyalty Respect, Obedience, Humility, Unity Responsibility, Togetherness

Basic 5

6 topics
Strand 1: Nature of God
  • Demonstrate understanding of the uniqueness of human beings among God's creation
    • E.g. having a unique personality, ability to be creative and think rationally, ability to communicate and collaborate, ability to exercise judgement and make choices between right and wrong, ability to learn. Learners display their posters for class discussion and peer-review. Learners reflect on why God created human beings and why God made man different from other creatures. Learners debate on the topic `animals do not reason'
Strand 1: Nature of God — Myself
  • Demonstrate understanding of positive attitudes towards the changes that occur during adolescence
    • E.g. breaking of voice, broadening of the chest, enlargement of testes and penis, growth of armpit, facial and pubic hair, acquisition of excess energy, acne (pimples) may develop on the face, growth in height and weight, Some physical changes in girls
    • E.g. development of breast, broadening of hips, growth of armpit and pubic hair, onset of ovulation and menstruation, acquisition of excess energy, growth in height and weight, acne (pimples) on the face. Some emotional and psychological changes in both boys and girls e.g. easily irritated (anger), worry/fear, love (strong attachment to the opposite sex), shyness, excitement, happiness/sadness, adventurous
Strand 1: Nature of God — My Family and the Community
  • Demonstrate understanding of how to be committed to one's Family
    • E.g. taking part in family activities, obedience to elders of the family, respect for family members, accepting responsibility (performing assigned duties), taking initiatives, helping needy relatives, be present at family meetings, respond to family needs, etc. Learners talk about the need to be a committed family member e.g. to promote unity, to gain respect, to bring unity and peace in the family, to strengthen the family support system, to be considered a trustworthy person, etc. Learners role play commitment to the family. The role play should have as a climax reward for being committed. Citizenship Trust, Commitment, Loyalty Respect, Obedience, Humility, Unity Responsibility, Togetherness
STRAND 3: OUR BELIEFS AND VALUES — Festivals
  • Demonstrate knowledge of Celebrations in Ghana
    • E.g. Birthday, Indolence Day, Naming babies, festivals Learners talk about importance of celebrations in Ghana: teaches about love and sacrifice, unity, brotherliness, appreciation, generosity, kindness, forgiveness, bravery, reconciliation Learners role play various celebrations, showing important activities like sharing, reconciliation, unity and brotherliness, etc. Learners write essay on any of the celebrations
STRAND 3: OUR BELIEFS AND VALUES — Being a Leader
  • Show Understanding of the Ministry of the major religious leaders
    • E.g. submissiveness, humility, loyalty etc., and how they can emulate such values as individuals
STRAND 4: OUR NATION GHANA — Responsible Use of Resources
  • Demonstrate understanding of responsible use of water
    • E.g. Do not throw rubbish into water bodies, do not wash in water bodies, do not defecate in water bodies Learners compose slogans and create poster on how to keep water bodies safe. Learners compose songs and rhymes on ways to keep water bodies safe

Basic 6

5 topics
STRAND 1: ALL ABOUT US — My Family and the Community
  • Demonstrate understanding of attitudes and behaviours of a responsible family member
    • E.g. mock family meetings, naming ceremonies Citizenship Commitment, Loyalty, Respect Obedience, Humility, Unity Responsibility, Togetherness Tolerance
STRAND 3: OUR BELIEFS AND VALUES — Basic Human Rights
  • Demonstrate understanding of fundamental human rights
    • E.g. neglect, emotional abuse, physical and sexual abuse, child labour Learners discuss how to get help in case of abuse e.g. responsible adults, police (DOVVSU), Social Welfare, CHRAJ Learners discuss how to speak e.g. speak out and not keep quiet over an abuse Learners create posters speaking against child abuse and also show where to go for help in case of abuse
STRAND 4: OUR NATION GHANA — Being a Citizen
  • Demonstrate understanding of behaviours and attitudes for peaceful living
    • E.g. love, tolerance, forgiveness, self-control Learners discuss the importance of peaceful living e.g. togetherness, security, development Learners engage in a role -play and other activities to demonstrate peaceful living people of different ethnic groups celebrating together Learners explain domestic violence and conflict Learners discuss the causes of domestic violence and conflict in the family Learners share experiences of domestic violence and conflict in the community Discuss the effects of domestic violence on the family Learners role play peaceful resolution of conflict in the school, family and community
STRAND 4: OUR NATION GHANA — Authority and Power
  • Demonstrate understanding of the need to obey and submit to authority
    • E.g. Children must be respectful, obedient, humble, etc Let learners in pairs, list roles other family members can play to ensure harmony in the family
    • E.g. Relatives must be respectful, obedient, caring protective, defensive, humble, etc. Ask learners to role-play the duties of their grandparents, uncles, cousins, aunts, etc., in moulding their character
STRAND 5: MY GLOBAL COMMUNITY — Our Neighbouring Countries
  • Demonstrate understanding of how Ghana cooperates with other nations
    • Ewes in Ghana, Togo and Benin; Sissalas in Ghana and Burkina Faso. ii. She cannot supply all her needs. As a developing nation, Ghana gets many goods and services from other nations e.g. petroleum from Nigeria, tomato from Burkina Faso, eggs from La Cote D'Ivoire. iii. Ghana also trades with some of her neighbours
    • E.g. Ghana used to sell electricity to Togo and Cote D'Ivoire Learners dramatise the processes to follow in accepting help from other nations e.g. i. Be wise so that the help will not be used as way to control your country. ii. Find out whether the help will not lead to negative effects on individuals or the country. iii. Find out if there is a hidden motive. iv. Decide on whether your nation is willing to be a friend to the nation giving the help or not. Accept the help if it will not have negative effects on the nation
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