Social Studies Syllabus

GOVERNMENT OF SIERRA LEONE
Ministry of Basic and Senior Secondary Education
THE NEW BASIC EDUCATION CURRICULUM FOR SIERRA LEONE

(With Effect from September 2020)
SOCIAL STUDIES (Class 1 – Form 3)
This subject curriculum is based on the National Curriculum Framework

and Guidelines for Basic Education (revised May 2020).
It was prepared by national curriculum specialists, subject experts, and
teachers and it is based on a series of nationwide consultations and
technical workshops.
UNICEF and the World Bank supported and facilitated the original version
of this major curriculum reform project. Technical expertise and oversight
were provided by Redi4Change LLC, and staff of the Ministry of Basic and
Senior Secondary Education (MBSSE).
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CONTENT
1. A Message to all Teachers Implementing the New Curriculum
2. Rationale and Justification for Social Studies in Basic Education
3. General Learning Outcomes

3.1. First Stage (Class 1 – Class 3)
3.2. Second Stage (Class 4 – Class 6)
3.3. Third Stage (Form 1 – Form 3)
4. Specific learning Outcomes by Grade (Class or Form)

4.1. First Grade (Class 1)
4.2. Second Grade (Class 2)
4.3. Third Grade (Class 3)
4.4. Fourth Grade (Class 4)
4.5. Fifth Grade (Class 5)
4.6. Sixth Grade (Class 6)
4.7. Seventh Grade (Form 1)
4.8. Eighth Grade (Form 2)
4.9. Ninth Grade (Form 3)
5. Outline Teaching Syllabus for First Stage of Basic Education

5.1. Class 1
5.2. Class 2
5.3. Class 3
6. Outline Teaching Syllabus for Second Stage of Basic Education

6.1. Class 4
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6.2. Class 5
6.3. Class 6
7. Outline Teaching Syllabus for Third Stage of Basic Education

7.1. Form 1 (JSS 1)
7.2. Form 2 (JSS 2)
7.3. Form 3 (JSS 3)
8. Syllabus Implementation Guidelines (Pacing Guide for Schools to Complete)
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A MESSAGE TO ALL TEACHERS IMPLEMENTING THE NEW CURRICULUM
It is an exciting time for all teachers, school heads and other education professionals who want to see positive change in Sierra Leone. You
are the professionals who have the challenging duty to shape the future for the next generation of young Sierra Leoneans. The future of our
children and our nation is in your hands!
As part of the curriculum reform process the Ministry of Basic and Senior Secondary Education (MBSSE) has issued a key reference document
to guide future strategies and activities. The National Curriculum Framework and Guidelines for Basic Education is the basis for designing
each subject syllabus in the curriculum. Teachers are urged to access this framework document at MBSSE website: https://mbsse.gov.sl
or borrow a copy from their principal’s office. It highlights key principles underlying the new curriculum and outlines strategies for the reform
of basic education, as well as providing specific guidance on structure, pedagogy, prescribed subjects, time allocation, etc.
The main reform elements in the new curriculum include: a learner-centered approach; learner-friendly schools; equity and a chance for
every child to learn; a focus on learning (not just teaching); support for professional development of teachers; a focus on making schools
accountable to local communities (not just MBSSE); support for learning beyond memorizing cognitive content for examinations; a focus on
empowering learners to make choices and thrive through the joys of learning; an approach that encourages local interpretation of the
syllabus to achieve the prescribed learning outcomes through various methods and with a variety of resources.
There are also five key reform issues that have been made part of an advocacy and popularization campaign to win support from the public
for this type of education reform. These reform issues, which hold great promise for education for development in Sierra Leone, are:
Assessment & Accountability; Equity & Inclusion; Partnerships; Quality & Integrity; and Social Cohesion & Peace Building. To facilitate
popular discussion around these topics MBSSE has issued Advocacy and Guidance Notes on each one, and these can be used to conduct radio
discussions and other forms of popular engagement with the public. Teachers can find these notes in Sections 2.2.5 – 2.2.9 of the Basic
Education Curriculum Framework.
The new basic education curriculum has been structured in three broad stages, so the teaching syllabus for each subject area is designed for
Stage 1 (Class 1- Class 3), Stage 2 (Class 4 – Class 6), and Stage 3 (Form 1 – Form 3). We hope this will help teachers to focus on links between
different subjects in a particular stage. Teachers may then see more clearly how these subjects combine to help their students achieve the
outcomes relating to that stage. This should help teachers move away from a “class-by-class” and “subject-by-subject” view of their job.
Instead teachers will develop a stage-by-stage view of how children develop and learn across subjects. It also gives teachers a sense of what
children need to achieve at each stage before moving to the next stage. We hope teachers also see the need to work together like a “Relay
Team in Sports”. Each teacher has an obligation to the teacher of the next class to prepare students well and make sure they are ready for
that class. In turn the teacher of the next class has a duty to help learners make up for weak areas from their previous class, as well as to
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prepare them for progressing to yet another next class. Teachers also have a duty to challenge and stretch Gifted and Talented learners
through more advanced content, resources and assessment.
The three broad stages of basic education also helps teachers to understand that schools have three years in each stage to help learners
achieve certain outcomes. So for children who do not learn well in Class 1, there is still a chance to help them catch up in Class 2 and Class 3,
so that they can achieve the learning outcomes prescribed for the first stage (Class 1-3) of basic education. This means that instead of failing
these children and asking them to repeat class 1 or class 2, they can be allowed to proceed to the next class where they should be given help
with areas in which they are weak.
However, at the end of each of the three stages there are national assessments which will determine if children are ready to proceed to the
next stage. Based on their performance in these examinations, there are two options to consider. Children may be asked to repeat a class in
order to retake the examination. Alternatively, they may be allowed to proceed, on condition that they are given remedial support in areas of
weakness when they start the next stage. This applies to BECE and NPSE as well as national assessment on reading and mathematics (EGRA
and EGMA) at the end of Class 3. Children who do not perform well in EGRA and EGMA may be asked to repeat Class 3 in order to retake
these early grade assessments; or they may be allowed to proceed to stage 2 on condition that they are given remedial support in reading
and mathematics during the first year of stage 2 (i.e. in Class 4).
Keeping these guidelines in mind the outline curriculum and teaching syllabus have been structured along the lines of four key elements that
are important for quality in teaching and learning. These elements are outlined briefly below, and teachers are asked to note that they are
inter-related. This has been taken into account by curriculum development practitioners in preparing the outline teaching syllabus to guide
teachers on quality classroom practices that reflect the key elements as follows:
Learning Outcomes: There are different levels of learning outcomes in the document and teachers should note the differences. There
are: General learning Outcomes, which state what learners are expected to achieve in this subject at the end of each of the three stages;
Specific Learning Outcomes by Grade, which state what learners are expected to achieve in this subject at the end of each Class/Form in
the 9-year basic education cycle; and there are Specific learning Outcomes by Topic, which state what learners should achieve in this
subject at the end of each of the suggested topics/themes/units (i.e. content) for each grade. Based on the resources at their disposal
and the background of their students, teachers may adapt the suggested content to make the lesson more familiar to learners. Content
selected in different parts of the country should enable learners to achieve the specified learning outcomes. It is the learning outcomes
that are important and content is just a way of achieving learning.
Assessment Methods: These suggest various ways in which teachers can test to find out how far learners have been able to achieve the
expected learning outcomes during, and at the end of, a period of teaching and learning. These assessment methods must match the
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learning outcomes as an appropriate way of testing for the required results. E.g. testing for recall of the memorized definition of a
concept cannot tell us if a learner really understands or can make correct use of that concept.
Teaching Styles or Pedagogy: These suggest how teachers can go about teaching and organizing learning such that the learners have a
good chance of achieving the expected learning outcomes during, and at the end of, a period of teaching and learning. The teaching style
used must be closely linked to the learning outcome and assessment method.
Learning & Teaching Resources which suggest a wide variety of learning materials and teaching aids that can be used to help teachers do
their job and to help learners achieve the expected learning outcomes.
SOCIAL STUDIES CURRICULUM
If you can't explain it simply, you don't understand it well enough!
“Some subjects are difficult for students. Teachers may know their subject very well, but it is important to see that subject from a student's
perspective, and to not necessarily assume prior knowledge or skills. As a teacher, you should try to place yourself in the frame of mind of a
novice learner, and only by doing this will you be able to fully comprehend your own studies.”
Albert Einstein
Rationale and justification (Why Do We Have Social Studies in the Curriculum?)
Most educators agree that Social Studies should be part of the basic education curriculum. Their reasons include the following:
a) Social Studies helps students understand the world and their place in it, in terms of who they are and who they can become. These
combined subjects also help children to gain the first building blocks that will make them productive, law-abiding, and active citizens who
contribute to building their community and nation. Through this subject learners can learn to be tolerant and respectful of others and
develop skills to work independently and in collaboration with others, and participate in decision making.
b) Social Studies educates learners on their rights and duties as citizens, helping them to develop the knowledge, skills and attitudes that will
help them to be competent, informed and responsible citizens, participate gainfully in the community and show moral/civic virtues in
behaviour.
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c) Social Studies helps students to develop skills in critical, creative, and computational thinking (problem solving) which prepares them to
deal with contemporary concerns in society and the world, making use of a variety of analytical tools and resources to solve problems.
d) Through Social Studies, students learn how to integrate ideas from different disciplines (history, geography, politics, economics,
population studies, etc.) to make reasoned decisions that help them to identify and address problems like poverty, injustice, and
discrimination.
e) Students live and learn in a variety of environments, from the home and school environment to the wider community. Social Studies will
help students to have a clearer understanding and appreciation of the environments that influence and sustain their lives as well as their
communities. They are also encouraged to appreciate and celebrate the diversity of physical and social resources they will inherit as adult
citizens of Sierra Leone – and to work towards inclusive growth and sustainable development.
f) Social studies is also about the study of the interrelationship among people. It enables students to develop an understanding of society
and the human condition. It creates awareness in students of the diversity and interdependence of the world and helps them to celebrate
diversity in Sierra Leone, and recognize the challenges and benefits of living in a world with multiple cultures, ideologies, and ways of
being.
Examples of General Learning Outcomes (The Learning which Students should Acquire by the end of each Basic Education Stage)
The General Learning outcomes of a subject tell us what learners should know or understand and what they should be able to do or
demonstrate, as well as what they should value or reflect in their attitudes/behaviour. These are the things that learners should achieve by
the time they complete each of the three stages of basic education. Teachers may use general learning outcomes as a guide to check if the
learners are on track for success at the end of each stage of stage of basic education.
1 First stage of Basic Education (Class 1 to Class 3)

The learners will be able to demonstrate:
a) An understanding of personal identity in terms of family life, their immediate environment, simple rules at home and living together
with others.
b) An awareness of the basic concept of time and change.
c) A basic knowledge of road safety.
d) An appreciation of community, cooperation and peaceful co-existence.
e) Basic knowledge of the resources in their community.
f) Ability to draw a simple plan of their classroom and school.
g) Define human rights
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h) Acquire rudimentary skills in computational thinking and civic-mindedness
2 Second stage of Basic Education (Class 4 to Class 6)

The learners will be able to:
a) Relate the physical features of Sierra Leone to its history.
b) Demonstrate an understanding of the position of Sierra Leone within its sub-regional context through an investigation of
geographical, historical, economic, social and political aspects.
c) Demonstrate a spirit of cooperation and interdependence through working with others in pairs or in groups.
d) Show positive social attitudes through tolerance for those of different backgrounds or beliefs
e) Show respect for rules and those in authority
f) Identify and appreciate different kinds of relationships, including relations of authority (e.g., parent, teacher, peers, opposite sex,
same sex, extended family, friendship, love and romantic relationships)
g) Explain why we need to care of resources and the environment.
h) Demonstrate skills in collecting and interpreting information.
i) Demonstrate skills in critical/creative/computational thinking, civic engagement, and active citizenship.
j) Exhibit a basic knowledge of environmental management and the necessity for the sustainable use of resources within their district or
region.
3 Third stage of Basic Education (Form 1 to Form 3)

The learner will be able to:
1) Describe how Early Man/Humans were able to interact with the environment to support basic needs (i.e. hunting, shelter, migration,
and technology
2) Grasp the concept of time changes through a study of longitudes.
3) Describe how simple villages evolved into towns through technological advances (e.g. the use of iron).
4) Demonstrate awareness of the need to balance population numbers with available resources
5) Practice the basic elements of peaceful co-existence (e.g. respect and tolerance for other people’s beliefs and cultures).
6) Demonstrate skills in critical, creative, and computational thinking, decision making, and solving problems
7) Interpret maps, diagrams, etc.
8) Explain how good transportation and communication systems contribute to the development of nations.
9) Show elementary understanding of underdevelopment and development and explain why some countries are richer than others are.
10) State the main reasons for Sierra Leone’s slow economic and social progress since independence.
11) Develop and demonstrate positive attitudes (e.g. respect other people of all ages, races and religions; respect for authority, value for
honesty, service or work, and the opinions of others).
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12) State the need for law and order in communities and in the country.
13) Define the concept of fair play and show how fair play contributes to peace and development.
14) Show how social equality contributes to peace, justice and development in countries.
15) Evaluate some decision-making processes at national and international levels.
16) Describe and discuss the features of a good government.
17) Explore the principles, features and practices that characterize democracy in Sierra Leone and other countries.
18) Demonstrate the value of cooperation through group work and other activities.
19) Illustrate the concept ‘global issues’ and describe the work of organisations that are helping to make the world a better place to live
in.
Examples of Specific learning Outcomes by Topic and Class/Grade Level
Specific learning outcomes of a topic or theme indicate what learners should know or understand and what they should be able to do or
demonstrate, as well as what they should value or reflect in their attitudes/behaviour. These are the things that learners should achieve by
the time they complete the specific topic or theme. Teachers should be guided by specific learning outcomes when planning assessments and
tests to check that learners have achieved what is expected of them.
The First Grade (Class 1)

AREA / TOPIC / THEME SPECIFIC LEARNING OUTCOMES
The child and his/her home The learner will be able to demonstrate an understanding of personal identity in terms of family life, his/her
environment immediate environment, simple rules and the basic concept of change.
The Second Grade (Class 2)

SUBJECT AREA SPECIFIC LEARNING OUTCOMES

The school and its surroundings a) Demonstrate basic knowledge of road safety.
b) Draw a simple plan of his/her school and classroom
c) Grasp the concept of time by telling the time.
d) Appreciate the importance of peaceful co-existence and how to live peacefully with family and
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friends
The Third Grade (Class 3)

The local community a) Show a basic understanding of the meaning and importance of diversity.
b) Explain the concept of leadership, respect for rules and those in authority.
c) Describe how people in their community earn a living.
d) Work with others to create things and simple solve problems.
The Fourth Grade (Class 4)

The districts and provinces in a) Name the administrative regions of Sierra Leone and locate their headquarter towns on a map.
Sierra Leone b) Present clear information on some cities and towns.
c) Describe and appreciate different cultural practices in his/her district.
d) Demonstrate knowledge of simple environmental management measures (e.g., recycling) and the
necessity for the sustainable use of resources within the district or region.
e) Demonstrate critical, creative, computational skills in solving problems independently and as a team
member
The Fifth Grade (Class 5)

Sierra Leone: Location, The learner will be able to:
physical features, history a) Relate the physical features of Sierra Leone to its history.
and economy b) Describe the cultural, social and economic activities of the people of Sierra Leone.
c) Show the value of interdependence and cooperation among Sierra Leonean groups.
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d) Demonstrate critical, creative, computational skills in solving problems and making decisions.
The Sixth Grade (Class 6)

Sierra Leone in West Africa a) Develop skills in collecting and interpreting information.
b) Demonstrate an understanding of the position of Sierra Leone within its sub-regional context
through an investigation of geographical, historical, economic, social and political aspects.
c) Explain the meaning and significance of climate change within the West African sub-region.
d) Show evidence of critical, creative, computational thinking to solve problems and make decisions
The Seventh Grade (Form 1)

a) Explain how Early Man/Human was able to interact with the environment to support basic needs (i.e.
hunting, shelter, migration, and technology).
b) Describe how simple villages evolved into towns through technological advances (e.g. the use of iron)
The origins and c) State how geographical factors affect economic activities in Sierra Leone.
development of Early d) Describe and appreciate a variety of practices around the world.
man/humans e) Develop and demonstrate positive attitudes (e.g. respect other people of all ages, races and religions;
respect for authority, value for honesty, service or work, and the opinions of others).
f) Evaluate the need for law and order in communities and in the country.
g) Demonstrate through an example the concept of fair play and show how fair play contributes to peace
and development.
h) Explore the principles, features and practices that characterize democracy in Sierra Leone and other
countries.
i) Distinguish between facts and opinions
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j) Display some elements of self-discipline.
k) Display evidence of critical, creative, computational thinking to solve problems and make decisions alone
and with others in a team
The Eighth Grade (Form 2)

Physical and human The learner will be able to:
geography; the Trans- a) Name and show the importance of landforms in their area.
Atlantic Slave Trade; b) Define the terms ‘weathering’ and ‘erosion’ and how they affect the environment.
British colonialism in c) Show the various types and importance of maps.
Sierra Leone d) Grasp the concept of time changes through a study of longitudes.
e) List the ethnic groups in Sierra Leone and describe their political and social organisations.
f) Describe and evaluate the Trans-Atlantic slave trade and its effect on Sierra Leone.
g) Dramatise the Sengbe Pieh and Amistad Revolt as resistance to slavery and the slave trade.
h) Discuss the effects of British colonialism in Sierra Leone.
i) Explain the meaning of independence and investigate the contribution of some nationalist
leaders.
j) Show evidence of using critical, creative, and computational thinking to solve problems and make
decisions
The Ninth Grade (Form 3)

a) Show how social equality contributes to peace, justice and development in countries.
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b) Define the term ‘conflict’ with examples and show how conflict affects development.
c) Dramatise some ways of resolving conflict in our schools and communities.
Conflict, peace, justice and d) Discuss simple ways young people can help maintain peace and stability in Sierra Leone.
development e) State the main reasons for Sierra Leone’s slow economic and social progress since independence
f) Demonstrate the value of cooperation through group work and other activities
Global issues; Human rights g) List examples of ‘global issues’ and describe the work of organisations that are helping to make
the world a better place to live in.
h) Explain the concept of rights and their significance for individuals, groups, etc.
i) Demonstrate evidence of critical, creative, and computational thinking to solve problems and
make decisions
SOCIAL STUDIES
Outline Teaching Syllabus for the First Stage of Basic Education (Class 1)
Suggested Specific Learning Outcomes Recommended Teaching Assessment Methods Suggested Learning &
Topics/Themes Styles or Pedagogical Teaching Resources
/Units Approaches (Core/Supplementary)
After completing this unit the pupils a) Introduce the lesson with a) Observation of pupils’ a) Textbook
UNIT: 1 My self will be able to: questions about the pupils to drawings/writing b) Pictures and charts
▪ Draw/write/say simple arouse the pupils’ interest (e.g, b) Listen to pupils’ c) Drawing/writing
statements about themselves what is your name? where do description of materials
(e.g., name, age, favourite foods) you live?) themselves
▪ Name the different parts of their b) Teacher makes brief
body statements about him/herself
c) Allow pupils to make brief
statements about themselves
d) Pupils name the parts of their
body, including their private
parts that no one is allowed to
touch without their permission
e) Pupils write or draw simple
pictures of themselves and
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describe what is depicted in
the picture
After completing this unit the pupils a) Teacher introduces the lesson a) Textbook
will be able to: by telling the class briefly a) Listen to pupils’ b) Pictures and charts
▪ Draw and write simple sentences about his/her family statements about their d) Drawing materials
UNIT:2 My family about their families b) Teacher shows the class family
▪ Show respect for different kinds photos of his/her family b) Observe drawings of the
of families (e.g., two-parent, c) Allow pupils to tell the class roles in their family.
single-parent, child-headed, briefly about their families c) Listen to the pupils’
guardian-headed) d) Inform the pupils that there responses during the
▪ State simple rules in their family are different types of families discussion about the
▪ List the respective responsibilities and let them name the types roles played in their
of boys and girls, men and women they know. families.
in their family. e) Let pupils do simple drawings d) Listen to the pupils as
▪ Describe things that make of the roles family members they describe what
children happy and unhappy at play at home and say what is in makes them happy and
home. the drawing. unhappy at home or in
▪ Explain what to do if a child is f) Ask them why boys and school and where to go
being hurt by someone at home girls/men and women play for help if they are hurt.
or in school. specific roles. Can these roles
▪ Identify different type of family be reversed?
g) Question the above roles in
terms of equality in the family.
h) Let pupils tell some things that
make them unhappy at home
or in school. Explain what to
do if they are hurt at home or
in school.
i) Do a discussion on different
types of family (e.g., single
parent families; two parent
families; grandparent as sole
family; kids living with two
fathers or with mothers)
After completing this unit the pupils a) Introduce the lesson by a)Listen to pupils’ A) Textbook
UNIT:3 Keeping will be able to: showing pictures of someone descriptions of how to keep B) Pictures and video
▪ Define what being healthy means who appears sick and someone themselves healthy and well where available
ourselves healthy ▪ State and practice simple ways of who looks well and strong e) Homework on “my
keeping themselves healthy b) Discuss the difference in the healthy family”
▪ explain why it is necessary to be two appearances. f) Identify a healthy
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healthy c) Explain that people can look person in the picture
▪ State the main parts and systems well but nonetheless be ill or g) Listen as the pupils
of the body and their functions disabled in some way. name the parts of the
▪ Demonstrate compassion and d) Talk about the things we can body and their functions
support for those who are sick or do to keep ourselves well and by way of revising
less able healthy.
e) Help the pupils re-identify
different parts of their body by
name and how to keep those
parts clean and healthy (e.g.,
the teeth)
f) Use pictures/diagrams/video to
help the pupils understand the
functions of the parts of the
body
After completing this unit the pupils a) Introduce the lesson with a) Observation of pupils’ a) Textbook
UNIT:4 My Home will be able to: questions about pupils’ home responses b) Pictures and charts
▪ tell where their homes are to arouse the pupils’ interest b) Listen as they state the c) Addresses copied within
located b) Use examples for them to address where they live the town/village where
▪ Describe their home understand concept of home c) Oral presentations on the school is
▪ Describe the surroundings of their address the rules they created
home c) Describe your home and ask
▪ Name the things in their home pupils to do the same
▪ Tell the class house rules in their d) List house rules of your home
home and create new rules of and ask pupils to do the same
their own. e) Ask pupils which rule they like
or don’t like and why
f) Ask pupils to create two
additional rules of their own
and say why they chose those
rules
UNIT:5 Food After completing this unit the pupils a) Introduce the lesson by a) Observation of pupils a) Textbook
will be able to: showing pictures of different working in small groups b) Pictures of different
▪ Say why we need food categories of foods to arouse to see if they are food items
▪ List different types of food and the pupils’ interest (e. g., listening to each other, c) Charts showing different
why they are important carbohydrates, proteins, contributing to the foods and their
▪ Identify foods they like or dislike vegetables, fruits) discussion, etc. nutritional value
and say why b) Organize the pupils in groups b) Listen to group
of three to discuss the food discussions on why they
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they like or dislike like or dislike particular
c) Display a chart showing food items
different foods and their c) Pupils list the
nutritional value importance of different
d) Discuss the importance of each foods to the body
food item to the body
UNIT: 6 Our After completing this unit the pupils a) Introduce the lesson by taking a) Observation of pupils’ a) Textbook
environment will be able to: the children for a brief work b) Drawing materials
▪ Explain the term environment in environmental walk around the b) Listen to pupils about
their own words school. Ask pupils what they what they saw on their
▪ Explain why we need plants saw on their walk environmental walk
▪ List the many products we get b) Pupils describe the plants in c) Allow pupils to display
from plants the school compound their drawings on the
▪ Name some animals and call out c) On the board, list and discuss classroom walls and say
animals that give us food plants and animals that what they have drawn
▪ Differentiate between animals produce food for humans
that live in town from those that d) Help pupils differentiate
live in the bush between town and bush
▪ Name and draw the animals and animals
plants in their home or school e) Let the pupils draw some
environment plants and animals in their
environment
UNIT: 7 Special After completing this unit the pupils a) Introduce the lesson by reading a) Observation of pupils’ a) Textbook
Days should be able to: aloud a short story about a work on the national b) Materials to make the
▪ Tell the class about their special day to the class (e.g., a flag National Flag
“birthday” and describe other birthday, Eid, Christmas or b) Oral presentation of the
special days Independence day Celebration) pupils birthday
▪ Describe the national flag and its b) Pupils to show their birthdays c) Listen to the pupils’ oral
significance and how it is celebrated desciption of the
▪ Tell the class what they know c) Work with pupils to make our National Flag and what
about our Independence Day national flag and discuss its the colours stand for.
importance
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Suggested Specific Learning Outcomes Recommended Teaching Assessment Suggested Learning &
Topics/Themes Styles or Pedagogical Methods Teaching Resources
After completing this unit the pupils will be a) Introduce the lesson with a) Listen to pupils’ oral a) Textbook
UNIT: 1 From home able to: questions about how the responses to your b) Pictures of different
▪ List the different modes of pupils get to school every questions during the types of transportation
to school transportation they know and which day lesson c) Guest speaker (a road
they use to get to school b) Differentiate between b) Oral presentations safety officer)
▪ Tell how to use public transport public and private on the method of
▪ Practise simple road safety rules transports, using pictures transport they use to
▪ State the types of transportation c) Guest presentation and and from school
children use on their way to school discussion about the c) Listen to the
▪ Describe the things they see on their importance of road safety
questions pupils
way to school d) Invite questions from the
pupils after the ask after the
presentation guest speaker’s
e) List/show pictures of presentation
different modes of
transportation in S/L for
them to choose the ones
they use to and from school
After completing this unit the pupils will be a) Introduce the lesson by a) Observation of a) Textbook
UNIT: 2 Our school able to: letting pupils draw their pupils’ working b) Drawing materials
▪ Draw and describe their school school and then classroom together
environment b) Discuss the importance of b) Oral presentation on
▪ List what they see in the classroom the various people who why it is important
▪ Draw a simple diagram of their work in the school to go to school
classroom c) Organize a group discussion c) Observe pupils’
▪ List the names of the people who work on why it is important to go drawings of their
in their school and the type of work they to school school and
do classroom and what
▪ State why it is important to go to school is depicted
After completing this unit the pupils will be a) Encourage pupils to talk a) Observation of pupils a) Pictures from the
UNIT:3 Living able to: about the importance of working in small textbook
▪ Draw up simple rules on how to keep class rules groups
together their school and classroom clean b) Group work: Pupils to draw b) Oral presentation on
▪ Explain the importance of peaceful co- up simple rules for their peaceful co-
existence in the classroom and at home classroom and penalties for existence
▪ Show a basic understanding of consent breaking the rules c) Group discussions on
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▪ Show respect for other people’s c) Pupils work in small groups playing and working
boundaries e.g., personal space and to create rules for working together
possessions and playing together d) Listen to pupils ideas
▪ Create their own rules for playing d) Explain the importance of about bullying and
outside with peers playing together what to do about it
▪ Define bullying and demonstrate what e) Explain the concept of
to do in the event of bullying bullying with examples
f) Discuss as a class what to
do in the event of bullying
After completing this unit the pupils will be a) Allow the pupils to talk a) Observation of a) Textbook
UNIT: 4 Looking able to: about the parts of their pupils’ work b) Pictures
▪ Describe how to keep themselves clean body that they consider as b) Oral presentation on c) Resource person (e.g., a
after our health ▪ Show which parts of the body are private, including the vagina the rules about hand nurse)
private and how to look after them and the penis. washing
▪ Explain the concept of body integrity b) Tell them how to keep c) Demonstration of
and privacy these parts clean and hand-washing
▪ Give examples of healthy and unhealthy private d) Assess the
foods c) Discussion on exercise and explanation why
▪ List the importance of exercise healthy and unhealthy children must wash
▪ Demonstrate effective hand washing foods their hands
▪ State the purpose of hospitals and d) Small group discussion and e) Homework on the
doctors presentation on the responsibilities of
▪ Explain why we need medicines when benefits of hand washing hospitals, doctors
sick e) Whole class discussion and nurses
about some common
medicines and their uses
UNIT: 5 Our needs After completing this unit the pupils should a) Begin the lesson by showing a) Observation of a) Textbook
be able to: the difference between pupils’ responses b) Pictures and charts
▪ Differentiate between needs and wants needs and wants. b) Oral presentation of c) Resource persons
▪ Identify essential needs such as shelter, b) Put a list of items on the the house they have d) Drawing materials
clothes, foods, love board and ask the class to drawn
▪ Draw different kinds of houses list each item under Need c) Listen to descriptions
▪ List food items grown and not grown in or Want, followed by of how to prepare a
their neighbourhoods discussion of responses food item
▪ Learn how to prepare food c) Ask pupils to draw their
▪ Explain why we need food, water, houses and explain what’s
clothes, and love in the drawing
▪ Identify the importance of love and d) Group work: Pupils to agree
mutually respectful relationships on one food as a need and
(friends, family, romantic, etc) explain how to prepare it
e) Discussion on why we need
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food, water, clothes, shelter
and different kinds of love
UNIT: 6 people in After completing this unit the pupils will be a) Read the information from a) Observation of a) FQSE Textbook and other
the past able to: the textbook to the class. pupils’ work relevant resources
▪ Identify how people in the past hunted Ask pupils to explain how b) Oral presentation on b) Pictures and images from
animals for food people in the past hunted animals for food the past
▪ Explain how they collected roots, leaves animals for food c) List 3 leaves, 3 fruits
and fruit and used them as food b) Pair work. Pupils to list and 3 animals used
▪ Describe the tools they used some of the leaves, roots for food
▪ Explain how they used animal skins as and fruits collected for food d) Assess pupils
clothes c) Discussion on appreciating comparisons of tools
▪ Compare tools and house today and in the tools used in the past today and in the past
the past d) Guide them to compare
tools today and in the past
UNIT: 7 Our After completing this unit the pupils will be a) Individual work: Pupils to a) Observation of a) FQSE Textbook and other
environment able to: draw or list things that are pupils’ work relevant resources
▪ Describe how living things change and found in their environment b) Oral presentation on b) Pictures and charts
grow b) Pair with another pupil and things found in their c) Resource persons
▪ Identify/draw things that are found in compare and add to your environment d) Drawing materials
their environment list. c) Check pupils’ list of
▪ Differentiate between living and non- c) Whole class discussion on differences between
living things living and non-living things living and non-living
▪ Identify plants and animals found in the d) Discussion on the wild things
wild e) Pupils list characteristics of
▪ Describe the characteristics of the two the rainy and the dry
seasons in Sierra Leone seasons in Sierra Leone
UNIT: 8 Our school After completing this unit the pupils will be a)Introduce the lesson A) Grade the class a)Textbook
able to: with questions about presentation on a) Resource persons (the
neighbourhood ▪ Describe the neighbourhood of their the school’s the surveys on local craftsman)
school neighbourhood to jobs. Observe
▪ Survey the jobs of the people living near arouse the pupils’ pictures and
the school interest drawings of local
▪ Draw/Make a list of local craft products b) Arrange a visit to a local crafts by the
and display them in the classroom crafts worker pupils.
▪ Discuss and assess the contributions of c) Display samples of products B) Assess contributions
friends of the school made in the neighbourhood to the discussions
and encourage pupils to about the school’s
show their uses, followed neighbourhood
by whole class discussion
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d) Discuss people in the
neighbourhood who have
helped or are helping to
develop the school.
e) Ask pupils to do a survey
and class presentation on
the jobs of the people living
in their community
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Suggested Specific Learning Outcomes Recommended Teaching Assessment Methods Suggested Learning
Topics/Themes Styles or Pedagogical & Teaching
Units Approaches Resources
(Core/Supplementa
ry)
After completing this unit the pupils will be a) Introduce the lesson with a) Observation of pupils to a) Textbook
able to: questions about the see their skills in group
▪ Define the word community class/ classroom as a work
▪ Explain how communities do things community b) Oral presentations on a
together b) Discuss the concept of community problem
UNIT 1: The ▪ Tell the location and name of their community in detail using a) Grading the group work
community community information from the of the pupils
▪ Narrate the history of their community textbook. Homework on c) Grading homework on
▪ Identify who are doing good in the the history of their school brief history of their
community or home community community
▪ Interview people in their community c) Teach about one-ness
and togetherness in a
particular community
d) Pupils identify a
community problem and
work in small groups to
generate solutions
After completing this unit, the pupils should a) Introduce the lesson by a) Observation of pupils a) Textbook
be able to: asking pupils to name work and responses to b) Pictures and charts
▪ Identify different groups of people in some ethnic groups living class questions
the community their community and say b) Informal assessment of
▪ Appreciate differences between how these groups are pupils’ depiction of the
UNIT 2: People in the themselves and others in and outside different from community governance
community their community themselves structure
▪ List some of the work people in the b) Pupils list the common
community do and the importance of values shared by
their work community members
▪ State the common values shared by c) Explain/describe the
community members community governance
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▪ Describe and draw the community structure to the class,
governance structure identifying female
▪ Identify examples of crime in the leaders and other
community (e.g., crimes against prominent women in
persons, break-ins and theft, violence) governance
d) Role-play examples of c) Observe pupils’ role play
community workers and ask them questions
e) Discuss group work as a about it
communal effort
f) Let the pupils say what
they know about crimes
in their community
g) As a class, discuss how
communities can resolve
conflict
After completing this unit, the pupils will be a) Introduce the lesson with a) Observation of the work a) FQSE Textbook
able to: questions to arouse the of the pupils b) Pictures and charts
▪ Identify health workers and traditional pupils’ interest b) Grading individual c) Resource persons
healers in the community b) Discuss clinical and performance in class test
▪ Discuss some common diseases in their traditional medicines c) Awarding marks for
communities c) Teach about the common group work
UNIT 3: Healthy ▪ List the health facilities in their diseases in Sierra Leone d) Design role-play to get
living in our communities d) Discuss hospitals and them interested in good
▪ Show the importance of these facilities health centres and their health practices
community ▪ Name and collect plants used for differences using pictures e) Role-play on the
medicine in their communities from the textbook preventative measures of
▪ Make posters about health rules – e) Teach hygiene rules of Covid-19
particularly practices against Covid-19 washing the hands,
cleaning after toilet,
keeping social distance,
wearing a mask
After completing this unit, the pupils should a) Introduce the lesson with a) Observation of the work a) Textbook
be able to: Questions about the need for of the pupils b) Pictures and charts
▪ Classify the main types of food food b) Grading individual c) Field trip to a
▪ State the functions of these foods in the b) Display pictures of performance on tests nearby farm
UNIT 4: Food and body various food items on the c) Let the pupils identify d) Resource persons (
farming ▪ Match different pictorial labels of food classroom wall foods and list their names a farmer)
items into their classes c) Discuss the importance of d) Write report on what
▪ Briefly describe the farming calendar in different categories of they saw on the farm and
Sierra Leone food how it is grown and
▪ Show differences between the upland d) Introduce the topic of processed for eating
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and lowland farming system agriculture, upland and
▪ Describe some foreign foods low-land farming, the
▪ Visit a farm to understand the food farming calendar, and
journey from the soil to the dinner table how certain foods are
grown
e) Undertake nearest farm
visit and, in pairs, list and
describe what they saw
After completing this unit, the pupils will be a) Introduce the lesson with a) Assessment of pupils’ oral a) Textbook
able to: questions to arouse the responses to teacher b) Pictures and charts
▪ Define the term ‘resources’ pupils’ interest questions c) Resource persons
▪ State some resources in their b) Discuss the natural b) Assessment of the
UNIT 5: Resources community and their uses resources of Sierra Leone fieldtrip/visit
and services in the ▪ Briefly define the term ‘recycle’ and give and in the community
examples of recycling in their c) Explain ways of managing
community community wastes
▪ Name some services in the community d) Review the need for rules
and show the people or organisations and laws in the use of
that provide these services. community resources
▪ State the importance of these services e) Discuss the importance
to the development of the community and proper management
▪ Suggest the proper use of these services of community services
f) Arrange a visit to a
service provider and ask
pupils to write down c) Assessment of pupils’
what they saw and what participation in the talk
they thought by the Okada driver.
g) Invite a resource person
(Okada drriver) to talk to
the class about their
service in the community.
Pupils work in small d) Mark the small group
groups to list the work on the advantages
advantages and and disadvantages of
disadvantages of Okadas using Okada services.
After completing this unit, the pupils will be a) Introduce transportation c) Observation of the pupils a) Textbook
able to: with questions to arouse making a tin ‘telephone’ b) Pictures and charts
▪ Talk about the importance of the pupils’ interest d) Grading individual c) Tins, strings and
movement of people and goods in the b) List all the transportation performance cello-tapes
UNIT 6: Movement community models in Sierra Leone e) Let the children list
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and communication ▪ List some means of transportation and c) Discuss the various types transport model in their
state their advantages and of communications region
disadvantages d) Let them make a simple f)
▪ Locate some towns on the map of Sierra telephone using tins and
Leone strings and cello-tape
▪ Describe various ways of e) Role-play – a telephone
communication. conversation in pairs
▪ Show the importance of communication using the tin telephone
▪ Make a simple ‘telephone’ using string made by pupils
and tins a) Let them explain how
goods are transported in
their region
b) Let them locate their
region on the map of
Sierra Leone
After completing this unit, the pupils will be a) Introduce the lesson with a) Observation of pupils’ a) Textbook
able to: questions from the responses to teacher oral b) Pictures/diagrams
▪ Name the period when early humans previous class about questions of early metals
UNIT 7: Early used stones to carve tools people in the past b) Grading individual work c) Some real tools that
humans ▪ Describe the Metal Age and identify the b) Discuss brief history of on whether we are better are used today
first metals early humans used human existence off today with use of
▪ Name some objects that are made from c) Show pictures or tools
bronze and copper diagrams of the early
▪ Explain what the Iron Age means metals early humans
▪ Indicate the importance of the used
discovery and use of iron among early d) Discuss the importance of
humans the Iron Age to early
▪ Name other metals used today communities
▪ Assess if we are better off today than in e) Discuss the major types
the past on the use of tools of metals used today.
Pupils assess if we are
better off today in our
use of metals than in the
past.
After completing this unit, the pupils will be a) Introduce the lesson by a) Listen to the pupils’ oral a) Textbook
able to: showing photos of responses to the teacher b) Photos of
▪ Define community and name some popular celebrations, questions. Probe community
community celebrations and customs accompanied by teacher responses and offer celebrations
UNIT 8: Community ▪ Show the relevance of these questions to assess corrections where
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celebrations and celebrations to the community pupils’ prior knowledge necessary.
customs ▪ Talk about how and when some of of the topic
these celebrations are held and what b) Pupils name and teacher
community people do during the lists some community
celebrations. customs and celebrations
▪ Describe some important customs in on the board as the b) Observe pupils’
the community and say which ones pupils name them dramatization and allow
have a negative impact c) Pupils dramatize one of the class to ask questions.
these celebrations. c) Mark pupils written work
d) Pupils interview some from their interviews c) Resource persons
resource persons to learn
more about some
customs and celebrations
of their choice and write
a brief paper on their
findings.
e) As a class, discuss the
positives and negatives of
some customs in the
community and how to
improve or change those
that have a negative
impact
After completing this unit, the pupils will be a) Introduce the lesson with a) Observation of the work a) Textbook
able to: questions about the topic of the pupils Other relevant
▪ Define what a National Holiday is to arouse the pupils’ b) Grading individual textbooks and resources
▪ List the National Holidays in the country interest performance of the pupils
UNIT 9: National ▪ Prepare for the celebration of a b) Review the importance of On how they prepare for
holidays National Holiday of their choice holidays a favourite holiday
c) Allow pupils to tell what
they like or dislike about
particular national
holidays and why.
d) Pupils describe how they
prepare for a favourite
national holiday
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SOCIAL STUDIES
Outline Teaching Syllabus for the Second Stage of Basic Education (Class 4)
Suggested Specific Learning Outcomes Recommended Teaching Assessment Methods Suggested Learning &
Topics/Themes Styles or Pedagogical Teaching Resources
UNIT 1: Location, After completing this unit the pupils will be a) Introduce the lesson by a) Oral presentation a) Textbook
Size and able to: writing the following words about pupils’ b) Relevant maps
▪ Name the 16 Districts in Sierra Leone on the board and asking town/city/village c) Pictures and charts
Population ▪ Draw a map of Sierra Leone and fill in pupils to tell their meanings : d) Other relevant
b) True/False statements
Distribution by the Districts and their headquarter Location; Population; textbooks
c) Check map work for
Districts in Sierra towns/cities Distribution; District. Discuss accuracy
Leone , ▪ List some facts about the districts these meanings as a class.
d) Multiple choice test
▪ Write two paragraphs about their b) Ask the class : From these
on the topic
village, town or city and what they like words, can you tell me our
or dislike about it topic for today?
▪ Name and describe the social services in c) Use an atlas to name the
their district administrative regions of
Sierra Leone and locate their
headquarter cities/towns on
a map. Discuss the meaning
and significance of a
Informal assessment of the
headquarter town.
pupils’ descriptions
d) Read the textbook material
and discuss all the districts in
Sierra Leone, including their
sizes and populations.
e) Pupils describe their own
towns/city/village in two
Page 26 of 69
paragraphs, including the
social services there.
UNIT 2: Groups of After completing this unit the pupils should a) Introduce the lesson by a) Oral descriptions by the a) Textbook
People in the be able to: asking pupils to name the pupils b) Relevant maps
▪ Tell class the population of the districts Districts in Sierra Leone b) Homework based on c) Pictures and charts
Districts ▪ Identify the ethnic groups in the b) Individual work listing the the learning outcomes d) Simple documentaries
districts ethnic groups in the district c) True/False statements on the topics (e.g,
▪ Name highly populated areas in their c) Visit an important landform from British Council or
d) Short essays
Districts and give reasons for such high in their community and write American Embassy)
populations a short description of the e)Multiple choice
questions e) Other relevant
landform.
Landforms in our d) In small groups pupils
textbooks
District/Region ▪ Name and draw simple landforms in
their region. research and list some
▪ Show how some of the landforms help economic activities based on
Work, industry and or hinder the progress of the landforms in their District
transportation community. e) Discuss simple
environmental management
▪ Describe and show the importance of
measures and the necessity
Management of the main economic activities in their
for the sustainable use of
region
resources resources within the district
or region
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UNIT 3: Healthy After completing this unit the pupils will be a) Introduce the lesson by the a) Orally assess a) Textbook
Living able to: class creating a Mind Map pupils’ responses b) Relevant maps
▪ Say what happens when the around the stimulus word about the mind c) Pictures and charts
environment is not clean “Healthy Living” and place a map d) Resource persons
▪ List what to do to stay healthy circle around it. Ask pupils
e) Other relevant
▪ Write rules for keeping our environment for words that come to mind
textbooks and
clean when they hear Healthy
resources
▪ Describe what people do on national Living. Write each response
cleaning Saturdays on the board and draw an
▪ List some communicable and non- arrow from the response to
communicable diseases in the the stimulus word. Ask the
community responder to explain the
▪ Write a paragraph on HIV and other connection between his/her
Sexually Transmitted Diseases response and the stimulus
word
b) Pupils read the textbook
material silently. Discuss the
material by asking questions to
ensure comprehension
c) Pupils construct rules on a) Listen to oral
environmental cleanliness presentation of rules
d) Pupils describe activities on for keeping the
national cleaning Saturdays environment clean
and what to do to be healthy b) Assess the homework
e) Read the textbook as a class based on the field trip
and discuss HIV and other to a healthy service
Sexually Transmitted c) Multiple choice
Diseases question/quiz
f) Field visit to a selected
health-care service, followed
by homework about what
they saw and what that tells
them
UNIT 4: Economic After completing this unit the pupils will be a) Introduce the lesson with ▪ Oral presentation by the a) Textbook
able to: questions about some pupils about economic b) Relevant maps
Activities and
▪ Name some economic activities in their economic activities pupils activities that bring c) Pictures and charts
Services in the district and the income they bring have observed in their much money d) Resource persons
Districts ▪ Explain what they will do to earn their community/district
e) Other relevant
living in the future b) Discuss family economics ▪ True/False statements textbooks
▪ Identify a dream job and describe what c) Explain the economic
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to do to be able to get it activities in all districts ▪ Short essays on pupils’
▪ Assess the economic activities which d) Group work and oral dream jobs
bring in much money presentation on which ▪ Multiple choice
economics activities bring questions
much money ▪ Mark the presentations
e) Explain the concept of on dream jobs
‘dream job’ and allow pupils
to identify their dream job,
why they love that job and
they must do to land the job
UNIT 5: Social After completing this unit the pupils will be a) Introduce the lesson with ▪ Oral responses by the a) Textbook
able to: questions to arouse the pupils b) Relevant maps
Services in the
▪ Explain what are social services pupils’ interest ▪ True/False statements c) Pictures and charts
Districts ▪ Name two social services in their district b) Discuss the concept of social ▪ Multiple choice d) Resource persons
and the services they provide services and let pupils name questions e) Other relevant
▪ Describe the role of the district council some social services in their
textbooks
▪ List and assess other services provided districts
by the local government c) Small group work on the role f) Internet
of district councils
d) Dramatization/role play ▪ Informal assessment of
about what should happen role play
when someone visits a social
service (.g., show courtesy to
a visitor, answer visitor’s
questions, help the visitor to
understand the service
offered)
e) Individual research and a • Mark the short
short paper on other papers
services provided by the
district council
UNIT 6: Our After completing this unit the pupils will be a) Introduce the lesson by a) Textbook
able to: asking pupils to list the a) Homework based on the b) Relevant maps
Natural Resources
▪ Identify Sierra Leone’s natural resources natural resources of Sierra learning outcomes c) Pictures and charts
and their importance to our economy Leone; discuss these as a b) True/False statements d) Resource persons at
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▪ Name two of our natural resources class using teacher questions c) Short essays Mineral Resources
▪ Explain the term “renewable resource” b) Read the textbook as a class d) Multiple choice e) Other relevant
▪ Name three natural resources in their and discuss Sierra Leone’s questions textbooks
district natural resources
▪ Give examples of how to care for our c) Teach renewable and non-
natural resources and their social and renewable resources
economic importance d) Group work on how to care
▪ Conduct research by asking simple for our renewable resources
interview questions e) Field visit to the Ministry of e)Oral presentation on the
Mineral Resources to field trip
research what they do there
UNIT 7: Transport After completing this unit the pupils will be a) Introduce the lesson with a) Informally assess oral a) Textbook
able to: questions about the responses by the b) Relevant maps
and
▪ Say what they know about common means of pupils c) Other relevant
Communication transportation in their locations transportation in their b) Give homework based textbooks and
▪ Write the names of Mobile phone location and they assess the on the learning resources
companies in Sierra Leone and the various means of outcomes
services they provide in the country transportation c) True/False statements
▪ List the common means of b) Read the textbook and d) Short essays
transportation in their location discuss transportation and e) Multiple choice
▪ Identify what to use when you want to communication as a class questions
communicate with your friend in Liberia c) Pupils to tell how they
and why you would use it communicate with their
▪ Evaluate the various means of friends (e.g., text messages;
communication pupils use email; telephone chats,
Google hangouts, other
social media; etc). They
discuss the advantages and
disadvantages of each of
these
a) Introduce the lesson with a) Assess oral responses e) Textbook
questions about the given by the pupils f) Relevant maps
UNIT 8: How Our
After completing this unit the pupils should importance of the g) Pictures and charts
District is Governed be able to: government in our lives b) Check map work for h) Resource persons
▪ Locate District names on the map of b) Map work finding the correctness
i) Other relevant
Sierra Leone various regions districts and
textbooks
▪ List the Provinces of Sierra Leone and in the country
the Districts in each Province c) Discuss the five regional
▪ Describe the role of a chairman or a divisions of the country
mayor of their local council d) Discuss the roles of the
▪ Write down two functions of a chief chairman/mayor and the
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administrator and say why they are Chief Administrator
important e) Class discussion on why we
▪ Show reasons why you must pay taxes pay taxes
▪ Write down two duties of the local f) Field visit to the Mayor’s c) Check the pupils’
council and say whether these duties are office or another municipal questions to see if
important or not office. Pupils prepare they are relevant
questions to ask during the d) Mark the answers to
visit their questions
UNIT 9: Customs After completing this unit the pupils should a) Introduce the lesson by a) Observe the role play a) Textbook
and Celebrations of be able to: asking pupils to explain what b) Homework based on b) Pictures of
▪ Give the meaning and examples of we mean by ‘custom’ the learning outcomes celebrations
Our People customs; appreciate that customs can b) Pupils to provide and discuss c) True/False statements c) Resource persons
change over time examples of good customs d) Short essays
d) Other relevant
▪ Understand that some customs may be (celebrating the birth of a e) Multiple choice textbooks
harmful baby) and harmful customs questions
▪ Say what they think about the customs (early and forced marriages)
of a Christian marriage c) Discuss the customs of
▪ Say what they have learned and what religious marriages
they think about funeral and the custom d) Explain the funeral and other
of the dead customs pertaining to death
▪ Describe the ceremony at the grave side e) Discuss the customs of
▪ Describe the custom of a group of various people in S. Leone
people they know f) Dramatization/role play of a
▪ Describe the custom of a naming Christian and a Muslim
ceremony marriage ceremony
▪ Name and describe some customs and
traditions in their District
▪ Describe a Muslim marriage ceremony
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SOCIAL STUDIES
/Units (Core/Supplementary)
Approaches
UNIT 1: Sierra After completing this unit the pupils will a) Check pupils’ map f) Textbook
Leone Location, be able to: a) Display longitude and latitude work for accuracy g) Relevant maps
▪ Show the difference between and explain each b) Informal h) Pictures and charts
Size, Climate and longitudes and latitudes b) Explain why our climate is assessment of
Vegetation i) Other relevant
▪ Explain why our climate is referred to referred to as tropical group work textbooks and
as tropical climate c) Discuss the seasons, the presentation resources
▪ Locate Savannah grass land in Sierra hottest month and the c) True/False
Leone on a map savannah grass land statements
▪ Draw a map of Sierra Leone and insert d) Pupils draw a map of Sierra d) Short essays
its physical features Lone and insert its physical e) Multiple choice
▪ Show how the physical features in their features questions
area affect the way of life of their e) Discuss the features of Sierra
community. Leone in terms of climate and
▪ Distinguish between climate and vegetation
vegetation f) Group work and presentation
▪ Show the relationship between climate on relationship between
and vegetation climate and vegetation
UNIT 2: Population After completing this unit the pupils will a) Introduce the lesson with a) Listen to the oral f) Textbook
Distribution and be able to: questions to arouse the responses by the g) Relevant maps
▪ Define the term population pupils’ interest pupils h) Graphs and charts
Composition in ▪ Describe what migration is and some of b) Show Documentary on b) Homework based
Sierra Leone i) Documentary on
its causes Migration. Using information on the learning migration
▪ Describe and explain population from the Documentary, outcomes
j) Other relevant
distribution discuss population and c) True/False
textbooks
▪ Explain why a census is conducted describe migration, including statements
▪ Locate some densely populated areas labour migration and internal d) Short essays
in Sierra Leone and provide reasons for migration e) Multiple choice
The people of the density c) Talk about the Indians and
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Sierra Leone ▪ Name the various ethnic groups in Lebanese as entrepreneurs questions
Sierra Leone and compare and contrast and how they increase our
their cultural and economic activities population
▪ Draw an ‘Ethnic’ map of Sierra Leone d) Discuss the child mortality
▪ State some common characteristics of rate, using a graph
the ethnic groups e) Discuss ethnic groups in Sierra
Leone and their cultural
practices and major economic
activities. How are they
similar and how are they
different?
UNIT 3: After completing this unit the pupils a) Introduce the lesson with a a) Oral presentation a) Textbook
Transportation and should be able to: brief review of this topic as by the pupils on b) Internet
▪ Describe the traditional means of discussed in the previous class the uses of the c) Resource person at
Communication transportation b) Discuss traditional means of internet Mobile Phone
Systems in Sierra ▪ Discuss the advantages and transportation b) Assess class report Company
Leone disadvantages of traditional means of c) Explain communication on how mobile
transportation methods of spreading and phones work in d) Other relevant
▪ Evaluate some of the modern means of sharing information communication, textbooks and
transportation d) Discuss radio, television, using set criteria resources
▪ Describe and explain the computer, mobile phone and c) Presentation on
communication methods of spreading the internet as means of newspaper article
and sharing information in Sierra Leone communication by the pupils
▪ Assess the use of radio, television, e) Explain why television is not
computer, mobile phone and the as popular as the radio in S.
internet as means of communication Leone
▪ Distinguish between facts and opinion f) In small groups, pupils
▪ Appreciate the value of information analyse/discuss a newspaper
from a variety of sources article and decide if the
▪ Identify how to find reliable information therein is fact or
information opinion and if the source of
information is reliable
g) Field visit to a mobile phone
office to understand how
mobile phones work in
communication. Write a
report.
UNIT 4: From the After completing this unit the pupils will a) Introduce the lesson by a) Oral presentation f) Textbook
be able to: writing the word “SLAVERY” by the pupils g) Relevant maps
Page 33 of 69
Slave Trade to ▪ Explain the causes of the slave trade on the board and draw a circle b) Homework based h) Pictures and charts
Independence ▪ Draw a map of Africa showing countries around it. Ask students what on the learning i) Simple documentaries
involved in the slave trade comes to mind when they outcomes
j) Other relevant
▪ List and evaluate the forces against hear or see this word. List c) True/False
textbooks
slavery down their responses and statements
▪ Narrate the origin of the settlement discuss the responses as a d) Short essays
called Granville Town class, correcting any e) Multiple choice
▪ Evaluate the hut tax war as a symbol of inaccuracies questions
resistance to colonial administration in b) Explain the Trans-Atlantic
Sierra Leone Slave Trade, including the
▪ Create the roadmap to independence reasons for it, slave trading
for Sierra Leone centres in West Africa, the
▪ Name the first five districts in the route from West Africa to the
protectorate of Sierra Leone New World
c) Discuss the forces against
slavery that led to abolition of
the slave trade
d) Explain why there was a
settlement called Granville
Town
e) Discuss British colonial rule in
Sierra Leone and the road to
independence in 1961
f) Close this Unit by asking the
class to research and present
on the people of Sierra Leone
before the Europeans arrived
UNIT 5: Natural After completing this unit the pupils a) Introduce the lesson by asking a) Oral presentation by a) Textbook
Resources and should be able to: the pupils to name the natural the pupils b) Relevant maps
▪ Compare farming, animal rearing, resources of Sierra Leone b) Homework based c) Pictures and charts
Economic Activities fishing and mining as forms of b) Discuss farming, animal on the learning d) Simple documentaries
of Sierra Leone economic activities rearing, fishing and mining outcomes e) Other relevant
▪ Write down resources that come from c) Explain about resources that c) True/False textbooks
certain districts –teacher gives a district come from certain districts statements
▪ State the meaning and importance of d) Discuss game parks
d) Short essays
natural resources e) Explain things made out of
▪ Draw an economic map of Sierra Leone iron ore e)Multiple choice
▪ Show ways in which our natural f) Discuss reasons why we must questions
resources are used not destroy our wild animals
▪ Distinguish between renewable and g) Discuss the concepts of
non-renewable resources renewable and non-
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▪ Defend the concept of fair trading renewable resources
h) Pupils research and present
on the natural resources
Sierra Leone exports,
including the issue of fair
prices for these commodities
After completing this unit the pupils a) Introduce the lesson by asking a) Oral responses by a) Textbook
UNIT 6: Healthy should be able to: the class to list the ways in the pupils b) Pictures/photos
Environment ▪ Appreciate the role of Government in which the government keeps b) Homework based c) Simple documentaries
our lives and what government does to them safe and healthy (e.g., on the learning d) Resource persons
keep us safe and healthy water sanitation; road safety; outcomes
▪ List some sources of pollution in their police security; garbage e) Other relevant
c) True/False textbooks
community collection) statements
▪ Explain some ways to prevent Lassa b) Discuss the role of
d) Short essays
Fever Government in our lives
▪ List the dangers of using old syringe c) Explain why we spray the e)Multiple choice
▪ Describe the methods local authorities drainages and how public questions
use to maintain clean environment places are cleaned
▪ Account for some of the health d) Explain how pollution is
problems in their school environment caused by some vehicles and
let the pupils research and
present on other sources of
pollution in their community
e) Discuss the mission of private
hospitals and clinics
f) Explain some ways to prevent
Lassa Fever
g) Explain the dangers of using
old syringes
h) Pupils identify some health
problems in schools
UNIT 7: After completing this unit the pupils a) Introduce the lesson by asking a) Textbook
should be able to: the pupils to read the a) Homework based on b) Relevant maps
Environment,
▪ Explain what is environmental textbook material aloud in the learning c) Pictures and charts
Sanitation and sanitation and why is it important turns. Ask questions to outcomes d) Simple documentaries
Harmful Practices ▪ Distinguish between good and bad ensure comprehension. b) True/False e) Resource persons
environmental practices b) Discuss environmental statements
▪ Explain what to do to clean our sanitation f) Other relevant
c) Short essays textbooks
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environment c) Explain good and bad d) Multiple choice
▪ List where to deposit their garbage environmental practices and questions
▪ Give examples of how germs affect know where to deposit your
people rubbish
▪ Appreciate the concept of recycling and d) Show a relevant video on the
create their own recycling plans topic
e) Field visit to a re-cycling
centre and do a write-up on
how items are recycled for
other purposes
f) Pupils work in small groups to Oral presentation of
research and present their recycling plans
recycling plans
UNIT 8: How Our After completing this unit the pupils a) Introduce the lesson with a) Oral presentation by a) Textbook
should be able to: questions to arouse the the pupils on b) Resource persons
Nation Sierra
▪ Describe how a Central Government pupils’ interest chiefdom c) Other relevant
Leone is Governed works, including its main organs b) Discuss Central Government - administration textbooks
▪ Describe the Executive: The President the President, the Ministers, b) Multiple choice d) Internet
and the Ministers, Parliament, the Parliament, the Judiciary and questions
Judiciary and the Civil Service the Civil Service c) Collect and mark
▪ Discuss the roles of Local Government, c) Discus the Local Government, pupils’ answers to
City Council and the councillors City Council, the Chiefdom the questions on
▪ Identify the administrative division of Administrations and the the Parliamentary
Sierra Leone – North, South, East and councillors and their different visit
West responsibilities
▪ Distinguish between the chiefdom d) Discuss the main organs of the
administration – Paramount Chiefs, central government in Sierra
Section Chiefs, Town Chiefs and Leone
Headmen e) Pupils work in small groups to
research and present on
chiefdom administration
f) Field visit to Parliament/city
council/local court answer
teacher-made questions
UNIT 10: Customs

After completing this unit the pupils will a) Introduce the lesson by asking a) Oral presentation by a) Textbook
Page 36 of 69
and Traditions be able to: pupils to describe some the pupils about b) Resource persons
▪ Explain the concept of cultural heritage traditions and customs they visit to traditional c) Other relevant
and how traditions and customs evolve know/practice. Why are ruler textbooks
and change these important to them? b) Pupils do a write- d) Internet
▪ Make a list of some Krio and other b) Explain the concept of cultural up on what they
ethnic proverbs and their meanings and heritage and how customs had learned from
significance and traditions evolve or the resource
▪ Explain some family customs they know change; pupils give examples person and share
▪ Visit a traditional ruler in their area and c) Bring in a resource person to with the class
find out about his/her work discuss some Krio words
▪ Identify current examples of gender d) Pupils to research and explain
norms and assess whether these are some Krio proverbs and
positive, negative, or neutral proverbs from other ethnic
groups and discuss their
significance
e) Pupils explain and assess
some family customs that Informal assessment of
they know papers on gender
f) Field visit to a traditional ruler norms
and find out about his/her
duties
g) Homework and class
discussion on current
examples of gender norms
SOCIAL STUDIES
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UNIT 1: Position of After completing this unit the pupils will be able a) Introduce the lesson with a) Oral a) Textbook
Sierra Leone and to: questions about MRU to presentation by b) Relevant maps
▪ Give an account of the Mano River Union arouse the pupils’ interest the pupils on c) Pictures and charts
Her Immediate (MRU), its origin, why it was formed, b) Read the textbook material value of MRU
Neighbours d) Documentary on MRU
importance, and current status (e.g., MRU and discuss the information b) Homework
e) Other relevant
now includes Ivory Coast) therein about Liberia, Guinea based on the
textbooks
▪ Point out the similarities and differences and S. Leone and the learning
between the member countries in terms of formation of the MRU outcomes f) Resource person from
physical features, climate and vegetation c) On a map of West Africa, c) True/False MRU
▪ Identify rivers that form boundaries between pupils locate the countries statements g) Print materials from
Sierra Leone, the countries that form the MRU d) Short essays MRU
Liberia and Guinea ▪ Compare the main economic activities of the d) Pupils watch a Documentary e) Multiple choice
The Mano River member countries. on various aspects of the MRU questions
Union (MRU) ▪ Assess the value of MRU to Sierra Leone (e.g., its origin; member
countries, economic and
political activities,
achievements, etc.)
e) Pupils visit the MRU office in
Freetown to find answers to
research questions they have
formulated
After completing this unit the pupils will be able a) Introduce the lesson with a) Check map work a) Textbook
UNIT 2: Physical to: questions to assess pupils’ for accuracy b) Relevant maps
Features, ▪ Use atlas for map reading prior knowledge about the b) Homework c) Pictures and charts
Vegetation and ▪ Describe details about the seasons in Sierra topic (e.g., what is an oasis? based on the d) Simple documentaries
Climate of West Leone How are oases formed?) learning
e) Resource persons
Africa ▪ Name and locate the highest mountain in b) Use an atlas to show the class outcomes
West Africa, the highest mountain in Sierra the physical features of West c) True/False f) Other relevant
Leone and the important rivers in Sierra Africa. statements textbooks
Leone c) As a class read the textbook d) Short essays g) Internet
▪ Describe the physical features of West Africa material on oasis, vegetation e) Multiple choice
▪ Sketch a map of West Africa and show the and climate of West Africa, questions
areas of Savannah vegetation taking time to show these on
▪ Find out the meaning of an oasis and how an a map of West Africa
oasis is formed d) Discuss the seasons in Sierra
▪ State areas in Sierra Leone with Mangrove Leone and their
vegetation and show this on a map characteristics
e) Class to name and locate on a
map the highest mountain in
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West Africa, the highest
mountain in S. Leone and the
important rivers in Sierra
Leone.
f) Discuss areas in S. Leone with
Mangrove vegetation, using
photos/pictures, or a field trip
UNIT 3: Transport After completing this unit the pupils will be able a) Introduce the lesson with ▪ Oral presentation a) Textbook
and to: questions pertaining to the by the pupils b) Relevant maps
Communication in
▪ Describe and explain the West African topic ▪ Homework on a c) Pictures and charts
Transportation and Communication model b) Explain the West African mobile phone d) Other relevant
Sierra Leone and ▪ List the benefits of good roads Transportation and company of their resources
Other West ▪ Discuss water and air transportation in West Communication system choice
African Countries Africa, including Sierra Leone c) Discuss the benefits of good ▪ True/False
▪ Describe the role of the National roads, water and air statements
Telecommunication Commission (NATCOM) transportation in West Africa ▪ Short essays
▪ Analyse the significance of mobile companies d) Discuss the role of the
▪ Multiple choice
in Sierra Leone National Telecommunication
questions
▪ List the names of key bridges in Sierra Leone Commission (NATCOM)
and the persons or stories behind their e) Field trip to NATCOM
names f) List the mobile companies in
S. Leone and the services they
The teacher shall also help the pupils to be able provide to customers
to:
Check the maps for
Sierra Leone in ▪ List the countries in West Africa g) Group work locating the
accuracy
West Africa ▪ Divide these countries according to their countries of West Africa on a
official languages map
▪ Name the largest and smallest countries in
West Africa according to size
▪ Name the most populous country h) Pupils research and evaluate
▪ List the countries that are on the coast and Sierra Leone’s membership in
those inland and show how their location a West African organization
influences their economic activities
▪ Point out some of the main differences
between the coastal and inland countries
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After completing this unit the pupils should be a) Introduce the lesson by listing ▪ Informal a) Textbook
UNIT 4: Sierra able to: key words from the topic on assessment of b) Relevant maps
▪ Explain foreign affairs and international the board and asking pupils to pupils’ responses c) Pictures and charts
Leone and Other corporation explain their meaning : ▪ Homework on the d) Simple documentaries
Regional and ▪ List and assess the duties of Ambassadors foreign affairs; international duties of the
World e) Resource persons
▪ Assess the role and value of our passport cooperation; ambassador; immigration office,
▪ Describe the aims/objectives and work of passport, human and civil f) Other relevant
Organisations ambassadors, etc.
resources
ECOWAS and evaluate its activities and rights). Correct any pupil ▪ True/False
achievements misunderstandings and wrong statements
▪ Identify which organs of the UN are answers ▪ Short essays
responsible for Children, women, human b) Call on individual pupils to assessing the work
rights, etc read passages in the text book of ECOWAS and
▪ Identify the human and civil rights and use oral questions and UNICEF in Sierra
guaranteed to Sierra Leoneans answers to assess pupils’ Leone
comprehension of the
▪ Presentation on
material
different UN
c) Pupils research and discuss
organs
the importance of
immigration, passports,
Ambassadors
d) Outline the aims and benefits
of ECOWAS
e) Discuss the organs of the UN
and name those responsible
for Children’s Education and
evaluate their work
f) Outline some achievements
of ECOWAS
g) Explain what the letters
UNICEF stand for and research
and write a report on the
work of UNICEF in Sierra
Leone
h) Pupils research and present
on UN Organizations
responsible for Children,
women, human rights
UNIT 5: Ethnic After completing this unit the pupils will be able a) Introduce the lesson by asking ▪ Oral presentation a) Textbook
Groups and to: the class to name all the by the pupils b) Relevant maps
Common Cultural
▪ List all the ethnic groups in Sierra Leone ethnic groups in Sierra Leone ▪ Homework: c) Pictures and charts
▪ Describe some cultural practices of their own and their predominant Opinion paper on d) Videos, Simple
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Practices in Sierra ethnic group and identify similarities with locations in the country early marriage documentaries
Leone Guinea and practices of other ethnic groups in the class b) Class reads passages in the ▪ True/False e) Other relevant
▪ Describe and explain traditional ceremonies text book and answers statements textbooks and
Liberia Apply the important life stages to their own teacher questions ▪ Short essays resources
lives c) As a class, discuss all the ▪ Multiple choice
▪ Perform some cultural music and dances ethnic groups in Sierra Leone questions
▪ Give an opinion about marriage and d) Class to research and present
traditional settings in modern times on the cultural practices of
▪ Name two ethic groups found in Sierra different ethnic groups in
Leone, Liberia and Guinea each Sierra Leone
▪ Name and describe the e) Explain traditional ceremonies
functions/importance of two traditional and the importance of stages
societies for men and two for women in in life, using references to
Sierra Leone students’ own lives and
▪ Identify protective and harmful practices experiences
common in Sierra Leone, Liberia, and Guinea f) Discuss musical instruments
▪ Research and present on fishing and bush and encourage the class to
hunting in Sierra Leone bring in musical instruments
and perform some cultural
music and dance
g) Discuss the cultural
importance of traditional
societies (e.g., Bondo and
Poro societies) for women
and men in Sierra Leone
h) Discuss protective and
harmful cultural practices
common to Sierra Leone,
Liberia, and Guinea (e.g.,
Female Genital Mutilation;
early marriage, gender
inequality)
i) Discuss marriage and
traditional settings in modern Assess the class textbook and other
times; Class to prepare a debate using criteria pertinent History
debate on early marriage such as content, textbooks
European rule in coherence, etc.
West Africa a)Begin this topic by dividing the
At the end of this unit, pupils will be able to: board into three sections. In
▪ Discuss the Trans-Atlantic slave trade and section 1, write K (K stands for
how it affected West Africa what the pupils already know
Page 41 of 69
▪ Outline the role of Sierra Leone in the trade about the topic). In section 2,
▪ Draw a map of the Trans-Atlantic slave trade Write W (W stands for what they
route want to know about the topic). In
▪ Explain why Europeans colonised West Africa section 3 of the board, write L (L
▪ Identify the European countries that stands for what will learn about
colonised West Africa. the topic at the end of the lesson).
▪ Compare and contrast the systems of Next, ask the class what they
administration in the British and French already know about the Trans-
colonies Atlantic Slave Trade. List all their
▪ Debate the positive and negative effects of responses under K on the board
European colonial rule in West Africa. without correcting any wrong
answers at this time. Ask the
pupils what they want to know
about the Atlantic Slave Trade and
write down their answers under W
on the board. Leave the L section
blank at this time. Using the
textbook and teacher materials
from other sources discuss the
Trans-Atlantic slave trade.
Divide the class into small groups
of 4 pupils and ask them to draw
the route of the Atlantic Slave
Trade from West Africa to the
New World in America.
Discuss the effects of the slave
trade. At this time, ask the pupils
what they have learned about the
slave trade and list their responses
under L on the board. Correct
wrong responses or clear pupil
misunderstandings. To close the
lesson or the topic, ask the pupils
to go back to their initial
responses under K and correct any
wrong responses there. As
homework, ask the pupils to write
individual papers Mark pupils’
about the lasting effects of slavery individual papers
on West Africa. Collect and mark
the papers.
Page 42 of 69
a) Discuss the effects of
colonial rule in West
Africa.
b) Class to research and Assess pupils’ papers
write individual papers on
the effects and legacies of
colonial rule in West
Africa.
UNIT 6: Common After completing this unit the pupils should be a) Introduce the lesson with a) Oral a) Textbook and other
Health Needs in able to: questions to assess what presentation by relevant resources
▪ Understand HIV/AIDs, Ebola, and COVID-19 pupils already know HIV/AIDS, the pupils such as the Internet,
Sierra Leone and and modes of transmission Ebola, and COVID-19 b) Homework articles, magazines
other West ▪ Describe personal hygiene, including genital b) Class to read these topics based on the b) Relevant maps
African Countries and menstrual hygiene, and period poverty from the text book and from learning c) Pictures and charts
▪ Explain environmental hygiene other sources. Check for outcomes d) Simple documentaries
▪ Describe and explain foods and food hygiene understanding of the material c) True/False
e) Resource persons
▪ Discuss health centres, hospitals, and c) Discuss HIV/AIDS, Ebola, and statements
medical supplies COVID-19 and modes of d) Short essays f) Other relevant
▪ Understand the concept of mental health transmission and prevention textbooks
e) Multiple choice
and common related problems among d) Impress on pupils that they questions
adolescents should show compassion for
▪ State ways in which West Africans meet sufferers and not
Page 43 of 69
health needs stigmatisation
▪ Appreciate the work of W.H.O. e) Explain the concepts of
personal and environmental
hygiene and mental health
among youth
f) Discuss the importance of
menstrual hygiene and
highlight that menstruation is textbook
a healthy part of most Encyclopedia
females of reproductive age Magazines; news articles;
g) Explain foods and food documentaries
hygiene, with examples
h) Discuss what is health and
state ways in which West Oral presentation on
Africans meet health needs work of WHO
i) Discuss what the letters Assess the content of
W.H.O stand for and the work the presentation for
of this organization accuracy and
j) Group work: Research and evidence of research
present on the benefits and from 3 or 4 sources
drawbacks/challenges of
WHO
a) Homework
After completing this unit the pupils should be a) Discuss the difference in based on the a) Textbook
UNIT 7: Common able to: the population figures of learning b) Relevant maps
Population ▪ Calculate and discuss the difference in the S. Leone outcomes c) Pictures and charts on
Problems and population figures of Sierra Leone b) Explain child mortality b) True/False the topic
Healthy Living ▪ Describe and explain child mortality rates rates statements d) Simple documentaries
▪ Define puberty, fertility and infertility c) Discuss puberty. Fertility, c) Short essays on the problems of
▪ Identify methods of contraception infertility, and d) Multiple choice over-population
▪ Identify the problems associated with an contraceptives as questions e) Resource persons to
over-crowded classrooms measures for birth
speak about benefits
▪ List three population problems in Sierra control
and challenges of
Leone. How and why are they a problem d) Explain labour migration
over-population
▪ State reasons why people migrate, including e) Discuss the problems
forced migration and trafficking associated with an f) Other relevant
▪ Research and suggest ways to prevent rural- overcrowded classroom resources
urban migration f) Read the textbook and
conduct a discussion on
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population problems in S.
Leone
g) Pupils to research and Assess pupils’
present on ways to presentations on this
prevent rural urban research
migration
UNIT 8: Economic After completing this unit the pupils will be able a) Discuss Agriculture and agro- a) Oral a) Textbook
Activities of the to: based industries in S. Leone presentation by b) Relevant maps
▪ Describe Agricultural activities and agro- b) Lead a class discussion on the pupils c) Pictures and charts
People of West based industries in West Africa small and large scale farming - b) Homework
Africa d) Simple documentaries
▪ Describe and explain small and large scale subsistence or commercial based on the
e) Resource persons
farming for subsistence and commercial c) Discuss food production and learning
▪ Describe food production and marketing marketing and the role which outcomes f) Other relevant
▪ Use a medium of their choice to show an women play in these c) True/False resources
understanding of the role of women in d) Discuss why West African statements
agriculture and their traditional under- countries do not grow enough d) Short essays
representation in different work sectors food to feed their people e) Multiple choice
▪ Explain why West African countries do not e) Read the textbook and discuss questions
grow enough food to feed their people various types of mining. Show f) Pupils will
▪ Use a concept map to explain details about pupils how to use a concept
display and
various types of mining map to show the details about
▪ Draw a map of Sierra Leone showing various the various types of mining explain their
mining sites f) Draw a map of S. Leone group
▪ Name the countries that produce oil in West showing mining sites concept maps
Africa and discuss the economic impact of oil g) Explain what is an industry as you listen
production on these countries and why traders and others
and assess
▪ Analyse the reasons why traders (and other must pay taxes
people) must pay taxes h) Discuss countries that informally
▪ Assess the activities of mining companies produce oil in West Africa. Let g) Pupils present
operating in Sierra Leone pupils research and present their research
on the impact of oil findings on
production on these countries
the impact of
i) Discuss companies that
manufacture plastic bowls in oil production
S. Leone and the ubiquity of
plastic bowls in the country Class presentation on
j) Discuss and assess mining various mining
companies operating in S. companies in S.
Leone Leone
Page 45 of 69
SOCIAL STUDIES
Outline Teaching Syllabus for the Third Stage of Basic Education JSS 1 (Form 1)
Suggested Specific Learning Outcomes Recommended Teaching Styles Assessment Suggested Learning &
Topics/Themes/Units or Pedagogical Approaches Methods Teaching Resources
(Core/Supplementary
)
After completing this unit the pupils a) Introduce the lesson by asking a) Essay questions that a) Print resources (e.g.
UNIT 1: Man/Human will be able to: questions pertaining to the topic. require short answers. pictures, charts and
▪ Describe and compare traditional Assess the pupils’ responses by posters, Holy Bible
origins, development and scientific theories of the origin asking follow-up questions. b) Multiple-choice and Holy Quran)
and characteristics of man/humans questions
▪ Describe the five stages of b) Discuss and compare traditional b) Textbook; other
man/Humans and scientific theories of the c) Matching words and resources/materials
1. Looking at history origin of man/humans
▪ Appreciate the special their meanings
characteristics of human beings c) Discuss the five stages of
c) Audio-visual media
2. The theory of ▪ Name the major human races man/humans and explain the d) True/false statements (e.g. DVD recordings
evolution ▪ List the main metals used by early special characteristics of human
about the topic
humans and describe how these beings e) Homework, based on
metals helped to transform their d) List the major human races and the questions in the
3. Five stages of man d) Historic/archaeologica
lives; Compare those metals to their characteristics textbook or teacher-
/Humans l sites in or near the
metals in popular use today e) Show the pupils how to use made questions. community
tables and diagrams to classify
▪ Show how the agricultural
4. The characteristics the population of Sierra Leone f) Assess pupils on group
revolution changed the lives of e) Documentaries on the
f) Always link what is taught to the
of man/Humans Stone Age communities. work participation topic (teacher could
pupil’s experience
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▪ Describe how simple villages g) Arouse pupils’ interest through take the class to the
evolved into towns through activities g) Answering questions British Council or
technological advances (e.g. iron h) Pupils to read passages from the using a map, table or similar places for this)
technology). textbook, followed by whole class diagram from the
discussion and pupil questions. textbook f) The Internet
i) Research and debates: e.g.
Debate in class the motion: ‘This
Assess the pupils’
House believes that the
knowledge during
Darwinian theory of evolution is
debates and correct
the correct view of the origin of
inaccuracies after the
humans.’
debate with the whole
class
Making use of the environment, e.g.

visit to a blacksmith to see different
kinds of metal and how they are used
UNIT 2: Man’s/Human’s After completing this unit the pupils a) Introduce the lesson by asking a) Essay questions that a) Textbook and other
Environment will be able to: general questions about the topic require short answers. resources such as
▪ Describe and draw the planets in to know what pupils already b) Multiple-choice videos from the British
1. The universe
the solar system, know about the topic. E.g., Who questions Council (teacher could
2. Planet Earth – its ▪ Show how the Earth’s movement can tell me what causes day and c) Matching words and take the class to the
shape and movement around the Sun causes the seasons. night? What causes eclipse of the their meanings British Council or to
3. The environment of ▪ Describe the relationship between moon and sun? What is the d) True/false statements similar places
planet Earth the Sun and the other planets. population of people living in the e) Homework, based on b) Models of the Earth
4. The human ▪ Explain how the rotation of the world today? Discuss the pupils’ the questions in the and Sun
population Earth causes day and night. responses as a class before textbook or teacher- c) Diagram of the Solar
5. The Sierra Leone ▪ Describe the global population and delving into the lesson. made questions. system
environment the population of Sierra Leone b) Discuss the global population and f) Grading pupils on d) Lamp or other light
6. Early migration into ▪ Describe the environment the population of Sierra Leone group work activities source
▪ Discuss migration and reasons for it c) Describe the environment and g) Oral presentations e) Globe/maps
our country
▪ Assess the pros and cons of relate to migration. Ask the h) Answering questions f) Diagrams illustrating
7. Our population today population growth pupils to provide reasons why using a map, table or rotation and
8. The solar system people migrate, giving concrete diagram revolution of the Earth
9. The seasons examples from their own lives. g) Diagram of the eclipse
d) Use a lamp or another source of of the Moon and Sun
light to demonstrate what causes h) Table showing areas
night and day. of land masses
e) Pupils to read passages from the
textbook, followed by discussion
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and questions.
f) Develop pupils’ map skills as the
lesson is taught.
UNIT 3: Man’s/Human’s After completing this unit the pupils a) Introduce the lesson with clear a) Essay questions that a) Textbook and other
Culture will be able to: and concise questions to arouse require short answers. pertinent resources;
▪ Use a medium of their choice to the pupils’ interest. b) Multiple-choice relevant articles
demonstrate understanding of the b) Ask questions that (i) challenge questions b) Internet (pupils’
1. What is culture meaning and role of culture the pupils’ intellect and (ii) try to c) Matching words and phones)
▪ Describe and appreciate the find out the pupils’ difficulties. their meanings
2. The family fundamental institutions which c) Associate what is taught with the d) True/false statements
hold a society together pupil’s experience e) Homework, based on
▪ Describe different forms of family d) Arouse children’s interest the questions in the
3. Functions of the found in Sierra Leone and through activities such as pupils textbook or teacher-
elsewhere drawing their Family Tree and made questions.
family
▪ Appreciate the function and presenting it in class f) Grading pupils on group
importance of families e) Pupils to read passages from the work activities
▪ Discuss the relationship between textbook, followed by discussion g) Oral presentations
4. Cultural beliefs and cultural beliefs and family size of teacher-made questions.
family size ▪ Describe the family life cycle as f) Pupils work in small groups and use
interpreted by traditional and their phones to research the
modern religions different meanings and the roles
5. Family life cycle of culture
g) Explain the fundamental
institutions which hold a society
together
h) Discuss different forms of family
found in Sierra Leone and
elsewhere
i) Pupils discuss and share how to
appreciate the function and
importance of families
j) As a class, discuss the relationship
between cultural beliefs and
family size. Integrate CSE topics
and activities
k) Discuss the family life cycle as
interpreted by traditional and
modern religions. Let pupils work
in small groups to determine the
stage they are at and some of
what they are experiencing at
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this stage.
UNIT 4: Population and After completing this unit the pupils a) Introduce the topic by listing a) Essay questions that a) Textbook and other
Resources will be able to: different resources on the board require short answers. resources; Internet;
▪ Explain the role of resources in and asking pupils to classify them b) Multiple-choice teacher notes
meeting our needs under Renewable and Non- questions b) Pictures of different
1. Renewable and ▪ Appreciate the difference between renewable. Discuss the pupils’ c) Matching words and types of families
non-renewable renewable and non-renewable classifications and correct their meanings around the world
resources resources inaccuracies. d) True/false statements c) Picture of the Kibbutz
▪ Name the differences between b) The class to read aloud passages e) Homework, based on family in Israel.
family needs and family size from the textbook, followed by the questions in the d) Diagrams of nuclear
2. Family needs ▪ Describe the pattern of population discussion and pupil questions textbook or teacher- and extended families
growth in Sierra Leone over a c) Discuss the role of resources in made questions. (these could be found
period of years meeting our needs f) Grading pupils on group in the textbook).
3. Family size ▪ Use diagram to show the age d) Explain the use of diagram to work activities e) Pictures of different
structure of a population understand the age structure of a family members
▪ Describe the pattern of population population performing various
4. Population and distribution in Sierra Leone e) Discuss the pattern of population functions
resources in Sierra ▪ Appreciate the problems of having distribution in S. Leone, using a f) Resource person (e.g.
Leone a large population, and how these population map talk from a social
can be overcome f) Pupils discuss and prepare a g) Assess the posters worker)
poster on the relationship g) Family tree showing
5. Population between family size and family role of family
distribution needs members
g) Discuss family planning; Integrate Assess CSE activities
relevant CSE topics and activities
After completing this unit the pupils a) Introduce the lesson with clear a) Essay questions that a) Textbook and other
UNIT 5: Communication will be able to: and concise questions to arouse require short answers. resources from the
▪ Explain the importance of the pupils’ interest. E.g., ask b) Multiple-choice teacher
in the Service of communication for human questions about pupils’ questions b) Internet
Man/Human interaction experiences with communication c) Matching words and
1. Importance of ▪ Describe different forms of on social media their meanings
communication communication; b) Discuss the importance of d) True/false statements
2. Types of ▪ Appreciate the value of language communication for human e) Homework, based on
▪ Explain how language develops; interaction, using contributions the questions in the
communication ▪ Evaluate different ways of from the pupils textbook or teacher-
3. Language and collecting and storing information c) Discuss different forms of made questions.
communication communication; f) Grading pupils on group
4. Using d) Explain the ways to appreciate work activities
the value of language g) Oral presentations
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communication e) Discuss how language develops h) Answering questions
f) Discuss different ways of using a map, table or
collecting and storing information diagram
g) Pupils to read passages from the
textbook, followed by
discussions.
h) Let pupils research and present
additional information about
different ways of collecting and
storing information now and in
the past.
UNIT 6: Global Issues: After completing this unit the pupils a) Introduce the lesson with clear a) Essay questions that a) Textbook and other
Achievements and should be able to: and concise questions (e.g., Who require short answers. resources such as the
▪ Describe the attributes of a nation; can name some symbols of Sierra b) Multiple-choice Internet, magazine
Prospects ▪ Describe the rights, duties and Leone? Why are national flags questions articles.
obligations of Citizens important? c) Matching words and b) Social Studies map
1. Nations and ▪ List the ways in which nations b) Ask questions that (i) challenge their meanings c) Resource person (e.g.
symbols of depend on each other in today’s the pupils’ intellect and (ii) try to d) True/false statements a demographer,
nationalism world find out the pupils’ difficulties. e) Homework, based on economist or
▪ Discuss the nature of some of c) Associate what is taught with the the questions in the development worker)
2. Citizens of a country today’s global issues and problems pupil’s experience textbook or teacher- d) Map showing broad
3. Interdependence of and be able to discuss and suggest d) Arouse children’s interest made questions. division between rich
nations solutions to them; through activities f) Grading pupils on group and poor countries
4. Global issues ▪ Appreciate the value of e) Discuss the attributes of a nation; work activities e) Table and pie chart
5. International international organisations f) Ask pupils to list and share the g) Oral presentations showing the Earth’s
▪ Show the relationship between roles and responsibilities they h) Answering questions population
Organisations population, resources and have at home. What do they using a map, table or
6. Population and development in rich and poor think of these? Explain the duties diagram
resources countries. and obligations of Citizens. What
7. Uneven ▪ Indicate why birth rates in richer do pupils think of these? Ask
development countries are generally lower than pupils to work in small groups
in poorer countries and their and create their own duties and
implications. responsibilities of citizens
▪ Debate the major problems g) Work as a class to list and discuss
associated with rapid population the ways in which nations
growth. depend on each other in today’s
▪ Discuss population control world (e.g., trade; combatting a
measures. pandemic; protection from
enemy attacks)
h) Discuss the nature of some of
today’s global issues and
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problems; Use concrete examples
of global issues, e.g., over-
population; teen pregnancy; early
marriage. Integrate CSE
materials.
i) Explain the value of international Assess pupils
organisations; Pupils to research presentations
and present on an international
organisation of their choice.
j) Assign pupils to read aloud
passages from the textbook,
followed by discussion and
questions.
k) Pupils to write letters to the Collect and mark pupils’
international organisations they letters for content and
have researched, appreciating other criteria set by
the organisation’s contributions teacher.
and suggesting ways to improve
their work.
Page 51 of 69
SOCIAL STUDIES
Outline Teaching Syllabus for the Third Stage of Basic Education JSS 2 (Form 2)
Topics/Themes/Units Specific Learning Outcomes Recommended Teaching Assessment Suggested Learning &
Styles or Pedagogical Methods Teaching Resources (Core/
Approaches Supplementary)
UNIT 1: Early After completing this unit the pupils a) Introduce the lesson by a) Essay questions a) Textbook and other
Man’s/Human’s will be able to: showing pictures/images that require short pertinent resources such as
▪ Relate the scientific explanation of depicting different stages of answers. the Internet
development and man’s/human origin to their human development. b) Multiple-choice b) Documentaries from
urbanization stages of development b) Ask questions to know pupils’ questions National Geographic and
▪ State the differences between the prior knowledge about the c) Matching words similar sources.
▪ Periods of periods of man’s/human images and the topics (ii) try to and their meanings c) Artwork on the topic
Man’s/Human’s development find out the pupils’ difficulties d) True/false d) Visit to certain landforms in
▪ Discuss man’s/human and discuss them during the statements the community.
development development during each of the lesson. e) Homework, based
▪ Stone Age three stages c) Class to read passages from on the questions in
Man/Humans ▪ Explain the development of the textbook, followed by the textbook or
▪ The Neolithic agriculture in Africa and elsewhere discussion and questions. teacher-made
revolution ▪ Explain the origins of urbanization ▪ Discuss the explanations of questions.
▪ Describe the functions and man’s/human origin and f) Grading pupils on
▪ The Metal Age importance of the human brain group work
stages of development
▪ Origins of ▪ Discuss the development of activities
urbanization The teacher may also help pupils to: agriculture in Africa and g) Oral presentations
▪ Man’s/human’s ▪ Identify landforms in their areas elsewhere h) Answering
unique mental and state how these landforms ▪ Explain the origins of questions using a
affect the way of life of the urbanization map, table or
powers people. ▪ Illustrate contour lines on the diagram
▪ Show the action of wind, running board and explain how they
Planet Earth – Structure water and other agents on the work. Read the textbook on
and Surface Features environment and their impact. this topic and discuss the
▪ Interpret contour lines and importance of contour lines.
indicate why they are important.
UNIT 2: After completing this unit the pupils a) Introduce the lesson with a) Essay questions a) Textbook and other
Man’s/Human’s social will be able to: clear and concise questions that require short resources pertinent to the
▪ Explain how air, water and about the topic to arouse the answers. topics
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and physical sunlight support life pupils’ interest. b) Multiple-choice b) Artwork: Diagrams and
environment ▪ Identify the geographical b) Show the class a physical map questions pictures of Sierra Leoneans
▪ Elements on Earth features of Sierra Leone which of Sierra Leone, pointing out c) Matching words representing various ethnic
which support life support life geographical features and and their meanings groups.
▪ Physical environment of ▪ Appreciate the importance of rivers and asking the class the d) True/false
Sierra Leone our rivers functions of the rivers. statements
▪ Social environment of ▪ Describe how physical and c) Let the pupils list certain e) Homework, based
Sierra Leone human activities have helped to economic and other activities on the questions in
▪ Migration and the change the landscape of Sierra associated with the the textbook or
environment Leone geographical features of the teacher-made
▪ Migration and ▪ Narrate the migration story of country questions.
population growth the various ethnic groups in d) Pupils to read passages from f) Grading pupils on
Sierra Leone the textbook, followed by group work
▪ Explain the effects of migration whole class discussion and activities
on the environment and on the questions. g) Oral presentations
population growth in Sierra e) In small groups pupils use of the research on
Leone their phones and other migration of ethnic
devices in the class to groups in Sierra
research the migration of Leone
various ethnic groups in
Sierra Leone
The teacher may also teach/re-visit

some of the following
▪ State the causes and curse of the
Forging the nation- Atlantic slave trade and its overall
state of Sierra Leone impact on human history. Assess pupils’ oral a) Map: The triangle of
▪ Demonstrate the need for --Begin this topic by asking the responses during the the Atlantic slave trade
peaceful co-existence. class if they have seen the bridge discussion b) Picture of Sengbe Pieh
▪ Determine the meaning of named after Sengbe Pieh. and the Amistad revolt.
freedom and independence for Discuss the bridge—where it is c) Film/Documentary:
Atlantic Slave Trade individuals (as illustrated, for located, its function, etc. Why id Amistad
and the Sengbe Pieh example, by Sengbe Pieh) and the bridge named after Sengbeh
story nations (Sierra Leone). Pieh?
--Pupils take turns to read the
textbook material aloud. Using
teacher prepared questions,
conduct a whole class discussion
of the passages/sections as they
are read out.
--Discuss Bunce Island as a slave
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trading centre. Answering questions
--Use a map to show the route of using a triangular slave
the Atlantic Slave Trade from trade map
West Africa to the New World.
--Discuss resistance to slavery,
using the film Amistad to discuss
Sengbeh Pieh’s story as an Short essay questions
example of resistance to slavery. Multiple choices
--Discuss efforts to abolish the

slave trade, the return of freed
British colonial rule in slaves to Sierra Leone, and the
Sierra Leone Explain how the British colonized founding of Freetown.
Sierra Leone and the impact of --Discuss British Colonial rule in
colonization. Sierra Leone, including
resistances to colonialism like Bai
Bureh and the Hut Tax war Assess the
--Pupils to research and present presentations.
on the legacies of British colonial
rule in Sierra Leone.
UNIT 3: cultural traits, After completing this unit the pupils a) Introduce the lesson by a) Essay questions a) Textbook
will be able to: writing words/vocabulary that require short b) Internet
family organisation and
• Add more to their knowledge from the topics on the board answers. c) Current African and world
religions about the characteristics of (e.g., cultural trait; identity; b) Multiple-choice magazines
• Cultural traits culture forms of marriage). Ask questions d) World Encyclopaedia
• Cultural traits relating • Discuss the cultural traits pupils to give the meanings c) Matching words e) Teacher’s own resources
to marriage relating to marriage among the of the words. Ask them to and their meanings
• Forms of marriage guess the topic of the lesson d) True/false
Sherbro and other ethnic groups
• Family organisations from the words. statements
in Sierra Leone
b) Review the characteristics e) Homework, based
and duties • Describe forms of marriage and of culture as a class using on the questions in
• Religion family organisation teacher oral questions the textbook or
• Some world religions • Describe the functions and teacher-made
c) Define and explain the
• Religion and population characteristics of religion questions.
definition of the term
issues • Identify some world religions, ‘cultural trait’
and the differences among d) explain the cultural traits
religions relating to marriage among
• State the main religions in Sierra the Sherbro and other ethnic
Leone
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• List the effects of religion on groups in Sierra Leone
population issues e) As a class, discuss different
forms of marriage and
family. Integrate CSE
material here.
f) Pupils to research and
present on different
religions and their practices.
g) Discuss the effects of religion
on population issues
The teacher should also help pupils
h) Pupils to read passages from
to:
the textbook, followed by a) National symbols e.g.
▪ Describe and draw the symbols of
discussion and questions. Flag, Coat of Arms,
independence in Sierra Leone;
▪ Debate the significance of each National Anthem)
Nations and symbols of a) Discuss the meaning of b) Pictures of patriotic
symbol;
nationalism ▪ Write short biographies of the
the word “Nation” Sierra Leoneans
b) Discuss the meaning of
architects of Sierra Leone’s
nationalism,
Patriotism independence;
differentiating between
▪ List and discuss some practical
positive and negative
ways in which Sierra Leoneans can
nationalism.
demonstrate their patriotism.
c) Pupils read textbook Mark pupils papers
▪ Show how young people in
material followed by using criteria set by the
particular can express their
class discussion teacher.
patriotism;
d) Pupils to write papers
▪ Suggest ways in which we can
on how young people
promote national integration.
can express their Assess pupils’
patriotism. presentations using set
e) Pupils research and criteria.
present on ways to
promote national
integration
a) Essay questions
UNIT 4: Population After completing this unit the pupils a) Introduce the lesson by that require short
will be able to: writing and discussing answers.
Changes, migration and ▪ Describe the growth of human vocabulary pertinent to the b) Multiple-choice
land resources population topic on the board to arouse questions
▪ Growth of the ▪ Explain the meaning of growth the pupils’ interest. c) Matching words
human population rate and age/sex structures b) Ask questions about the topic and their meanings Textbook and other resources
▪ Stages in ▪ Explain how population data can that (i) challenge the pupils’ d) True/false Documentaries of:
be given by means of tables and intellect and (ii) try to find statements - mass migrations across the
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population growth bar graphs out the pupils’ difficulties. e) Homework, based world
▪ Age structure ▪ Explain the distribution and c) Discuss the growth of on the questions in - world conflicts and wars
discuss the characteristics of the human population the textbook or - drought in the Sahel
▪ The population of population of Sierra Leone. d) Discuss the meaning of teacher-made
Sierra Leone ▪ List and explain the various growth rate and age/sex questions.
▪ Migration in Sierra types of migration structures f) Grading pupils on
Leone ▪ Describe farming and land e) Show how population data group work
▪ Farming in Sierra tenure systems in Sierra Leone can be given by means of activities
▪ Appreciate the role of women in tables and bar graphs g) Answering
Leone and role of farming communities f) Explain farming and land questions using a
women in farming ▪ Appreciate the value of land as a tenure systems in S. Leone map, table or
communities resource g) Pupils explain ways to diagram
▪ Land as a resource ▪ Outline the main types of appreciate the role of
migration and their effects. women in farming
▪ Describe the principal causes of communities
Migration patterns and migration in early and h) Ask pupils to work in small
their effects contemporary times. groups to list some reasons
Conflicts and wars ▪ Discuss the causes of drought and why people migrate,
The refugee problem its impact on human and animal perhaps with examples from
Drought and other populations in selected parts of their own lives
the world. i) Encourage pupils to read Oral presentation on
environmental
passages from the textbook, the refugee problem.
problems followed by class discussion Award marks using set
and questions. criteria
j) Pupils to research and
present on the refugee
problem in West Africa
UNIT 5: Modern After completing this unit the pupils a) Introduce the lesson with a) Essay questions a) Textbook and other
will be able to: clear and concise questions that require short resources
communications and
▪ Identify modern means of to arouse the pupils’ interest analytical answers b) Different forms of
population data communications (e.g., questions relating to use about media communication in ancient
▪ Telecommunications ▪ Explain their origins and of social media to communication. and modern times
▪ The press functions communicate) b) Multiple-choice c) Resource persons
▪ Books ▪ Appreciate the importance of b) Ask questions that (i) questions d) Visit to radio stations
▪ Postal services modern communication systems challenge the pupils’ to c) Matching words newspaper offices, etc.
▪ The mass media in the spread of education critically analyse social media and their meanings
▪ Explain the importance of and newspaper material (ii) d) True/false
▪ Communications and
census figures try to find out the pupils’ statements
education ▪ Explain the role of the mass difficulties. e) Homework, based
▪ Collection and uses of media in census campaigns c) Associate what is taught with on the questions in
population data the pupil’s experience the textbook or
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The teacher may also help pupils to: ▪ Discuss the means of teacher-made
▪ Define communication; communications and explain questions.
▪ Explain the importance of their origins and functions f) Grading pupils on
language in human ▪ Explain how to appreciate group work and
communication; the importance of modern individual activities
Communication in the ▪ Describe the development of communication systems in given by the
service of people written communication; the spread of education teacher
▪ Describe some modern means of ▪ Discuss the importance of g) Oral presentations
communicating at a distance and census figures on topics pertaining
indicate how they have made the ▪ Discuss the role of the mass to the lesson
world a much smaller place; media in census campaigns
▪ Define the term ‘mass media’ and d) Arouse children’s interest
show the importance of the mass through activities.
media; e) Pupils to read passages from
▪ Illustrate how social media has the textbook, followed by
changed the way young people discussion and questions.
and others communicate
UNIT 6: Colonization, After completing this unit the pupils a) Introduce the lesson with a) Essay questions a) Textbook and other
should be able to: clear and concise questions that require short resources
urbanization and global
▪ Identify and research global to arouse the pupils’ answers b) Documentary (urbanisation
problems and disasters issues interest. b) Multiple-choice in Africa – National
▪ Colonisation ▪ Analyse various forms of b) Ask questions that (i) questions Geographic)
▪ Urbanisation colonisation and why it is a challenge the pupils’ c) Matching words c) Artwork: Urbanisation in
▪ Unemployment – global problem intellect and (ii) try to find and their meanings Sierra Leone
solutions ▪ Discuss the factors that have out the pupils’ difficulties. d) True/false d) Egypt and the Nile (The
▪ The global problems given rise to urbanization in c) Associate what is taught to statements History Channel)
Africa and elsewhere the pupil’s experience e) Homework, based e) Visits to production and
of refugees
▪ Become aware of worldwide d) Pupils to identify a global on the questions in trade centres (e.g.
▪ International aid issue and research and the textbook or markets).
refugee situation and appreciate
agencies present it in class teacher-made f) Atlas
the work of international
▪ Disasters organisations in solving the e) Discuss different forms of questions. g) Current African and world
problems of refugees colonisation and why it is a f) Grading pupils on magazines
Urbanization and social ▪ Evaluate the importance of global problem group work h) Current World
problems in Africa geography (i.e. Fertile Crescent, f) Discuss urbanisation and its activities Encyclopaedia
Tigris and Euphrates Rivers) in attendant problems g) Oral presentations i) Internet (from class
the development of early towns. g) Discuss worldwide refugee h) Answering computer and/or pupils’
Egypt and the Nile ▪ Comment on why urbanization situation and appreciate the questions using a personal devices
is a big issue in African countries work of international map, table or
Growth of commercial today; organisations in solving the diagram
and administrative ▪ Trace the growth and problems of refugees
development of their town or h) Arouse children’s interest
centres
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city; through activities
Economic activities in ▪ Show the connection between i) Pupils to read passages from
economic activities in Sierra the textbook and other
Sierra Leone Leone and urbanisation; sources, followed by
▪ Suggest possible solutions to the discussion and questions.
problems of urbanization in a
Global issues chosen city.
Mark pupils’
▪ Research and present on a After reading and discussing presentation using set
global issue of their choice material from the textbook and criteria.
other sources, pupils to research
and present on one global issue
from a list provided by teacher.
After completing this unit the pupils a) Introduce the lesson by a) Essay questions a) Textbook and other
should be able to: writing five brief statements that require short resources such as the
▪ Indicate why it is important to pertaining to the topics on answers. Internet; articles; resources
Culture, family and respect people who are different the board. E.g. “All b) Multiple-choice persons
socialisation from themselves; civilization originated in Egypt questions b) Resource persons from the
▪ Dramatize certain aspects of Sierra and the Nile Valley”; “Most c) Matching words community
Respecting differences Leonean culture; refugees are economic and their meanings c) Wall map
▪ Explain the meaning of ‘family life migrants fleeing poverty in d) True/false d) Pictures and diagrams
cycle’ and show its importance in their own country”; “Boys and statements depicting family life cycles
Sierra Leonean culture our lives; girls should have different e) Homework, based in Sierra Leone
▪ Identify the agents of socialisation kind of education”. Ask pupils on the questions in e) Visits to different work
Family life cycles and their roles to write down brief initial the textbook or places
▪ State why it is necessary for boys responses to your five teacher-made
Socialisation and girls to receive equal statements. questions.
education; b) Call on a few students to read f) Grading pupils on
▪ Research and present a short out their initial responses and group work
account of an educated woman in explain/defend each activities
Education and their community; response. g) Oral presentations
employment in Sierra ▪ List some benefits of education to h) Answering
Leone themselves, their communities c) Teach the lesson by pupils questions using a
and the country; reading passages from the map, table or
▪ Classify the workers in a modern textbook and other sources, diagram
economy. followed by whole class
discussion using teacher
questions.
d) Integrate material from

CSE into appropriate sub-
Page 58 of 69
topics during this lesson.
e) Close the lesson by asking

pupils to re-visit their initial
responses to the
statements and make
changes based on what
they have now learned.
After completing this unit the pupils a) Introduce the lesson by a) Essay questions Textbook and other resources
Transportation should be able to: asking students about their that require short
▪ State the importance of good mode of transportation to answers. - Images/pictures of different
geography transportation systems to the school. b) Multiple-choice forms of transportation across
development of countries; b) Ask questions that (i) questions the world and in Sierra Leone
▪ Trace the development of various challenge the pupils’ intellect c) Matching words in ancient and modern times
transportation modes over time; and (ii) try to find out the and their meanings --Resource persons (e.g., Poda-
▪ Outline the advantages and pupils’ difficulties. d) True/false poda or Okada
disadvantages of each c) Associate what is taught to statements representative to speak
transportation system. the pupil’s experience e) Homework, based about the advantages and
▪ Describe the different modes of d) Arouse children’s interest on the questions in challenges experienced by
transportation in Sierra Leone and through activities such as the textbook or their members.
how they contribute to social and debates about using “Okada” teacher-made
economic development; as a means of transportation. questions.
▪ Show how commercial motor e) Pupils to read passages from f) Grading pupils on
cycles have revolutionized the textbook and other group work
transportation of Sierra Leone. sources, followed by activities
discussion and questions. g) Oral presentations
h) Answering
questions using a
map, table or
diagram
Inter-dependence of After completing this unit the pupils
nations will be able to:
▪ Describe some ways in which
different parts of the world are
Introduction to inter-related. --Introduce the lesson by asking Textbook and other resources
International Relations pupils to name organizations of like the Internet; radio and TV
which Sierra Leone is a member. news channels.
Write their responses on the
board for discussion. Add your --Essay questions that Documentary (e.g. meeting of
Assess the major reasons why list to their own and discuss. require short answers. world leaders, discussing
Page 59 of 69
European colonization Europeans colonized Africa and the --Pupils to read passages from --Multiple-choice international issues)
impact of such colonization. the textbook and other sources, questions - Oxfam and world poverty
followed by discussion and --Grading pupils on - Map of European colonialism
▪ Show basic understanding of questions. group work activities in Africa
Issues of development --Discuss the European --Oral presentations - Publications and symbols of
underdevelopment and
and underdevelopment and indicate why Scramble for Africa and why --Answering questions the United Nations and other
development some countries are richer than Europeans colonized Africa. using a map, table or world organisations
others are. --Discuss colonial rule in diagram
▪ Investigate poverty and other Africa and its impact on
social problems in the developing Africans then and now.
world. Assess the oral
--Pupils to research and presentation using set
present on colonial influences criteria
in Sierra Leone (e.g., our legal
system, roads and other
infrastructure; the English
language)
Government and After completing this unit the pupils a) Introduce the lesson by a) Essay questions Textbook and other resources
politics in Sierra Leone will be able to: asking pupils to name the that require short
▪ Explain the significance of a services provided by answers. Multiple-
Constitution in a country; government of Sierra Leone choice questions Abridged form of the Sierra
Governing people ▪ Describe and show the for its citizens, specifically b) Matching words Leone Constitution
relationship between the three those that directly affect the and their meanings Visit to chiefdom and local
The Constitution main branches of government and pupils’ lives. As a class, c) True/false councils, Parliament
their main functions; discuss these services and statements Resource persons
▪ Discuss what could happen if there link them with the role of d) Homework, based
Branches of is a breakdown in the relationship government in a country. on the questions in
government between the three branches of b) Ask pupils to name the the textbook or
government; political parties in Sierra teacher-made
▪ Role-play the functions of the Leone. questions.
Executive, Legislature and c) Pupils to read passages from e) Grading pupils on
Judiciary. the textbook and other group work
sources, followed by activities
discussion and questions.
d) Pupils to research and f) Assess pupils’ oral
present on a political party of presentations
their choice, describing their
platform or what they stand
for, their history, and their
accomplishments, etc.
e) Organize a mock election in g) Informal
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your class to increase pupils’ assessment of the
understanding of the political mock election
process
f) Discuss the three Branches of
government.
g) Discuss the Constitution of
Sierra Leone, using the
Informal assessment
abridged form of the of pupils questions
Constitution. Invite questions and answers
from the pupils.
SOCIAL STUDIES
Outline Teaching Syllabus for the Third Stage of Basic Education JSS 3/Form 3
Topics/Themes/Units Specific Learning Outcomes Recommended Teaching Assessment Suggested

Styles or Pedagogical Methods Learning &
Approaches Teaching
Resources (Core
/Supplementary)
UNIT 1: Evolution, over- After completing this unit the pupils should a) Introduce the lesson with a) Essay questions Textbook and other
population and Man’s/Humans’ be able to: clear and concise that require short resources like
▪ Explain and discuss the origin and questions that will tell answers. magazines and
struggle for existence you what the class b) Multiple-choice articles pertaining to
development of Man/human and other
▪ Evolution living things already knows about the questions the topics; the
▪ Changes which take place in ▪ Explain Charles Darwin’s theory about unit topics c) Matching words Internet
the process of evolution the origin of living things b) Ask questions that (i) and their
▪ Darwin’s theory ▪ Relate Darwin’s theory of life to the challenge the pupils’ meanings
contemporary world intellect and (ii) try to find d) True/false
▪ Man’s/Human’s unique out the pupils’ difficulties. statements
▪ Explain how Man’s/humans’ unique
qualities qualities have contributed to their c) Explain the origin and e) Homework, based
▪ World’s population trends existence development of on the questions
and over-population ▪ Discuss how human over-population Man/Humans in the textbook or
▪ Man’s/Human struggle for causes problems of rapid population d) Discuss Charles Darwin’s teacher-made
growth and poor quality of life (link theory about the origin of questions.
existence living things and compare f) Grading pupils on
this to family planning)
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▪ Rapid population growth ▪ Describe some disasters that have with Creationism group work
and quality of human life contributed in reducing the world’s e) Discuss how activities
population Man’s/human’s unique g) Oral
qualities have presentations
contributed to their
▪ Identify the major causes of indiscipline existence
in our country and suggest ways of f) Class discusses the need Resource persons
Law and order in society curbing indiscipline. for law and order from the judiciary,
▪ Discuss the need for law and order and Police, Anti-
identify the institutions that help to g) Arouse children’s interest corruption
maintain law and order. through activities (e.g., Commission,
Sierra Leone’s judicial systems ▪ Anticipate the consequences of pupils interview Correctional houses,
breakdown of law and order. personnel from Sierra youth groups, etc.
▪ Discuss the causes and effects of Leone’s Judicial System; Documentary on
corruption in Sierra Leone and the Anti- Pupils write a newspaper corruption and its
Corruption and Sierra Leone’s Corruption Office and its work article on how to combat effects on society
legal system ▪ Describe the role of the Sierra Leone corruption in the legal Publications on Sierra
legal system in the fight against system) Leone’s Judicial
corruption. h) Pupils visit the Anti- System; corruption in
Corruption Office and Class presentation of Sierra Leone
find out their role and report on the visit to
how they work Anti-Corruption Office
i) Pupils to read passages
from the textbook,
followed by discussion
and questions.
UNIT 2: Ecosystems and After completing this unit the pupils will be a) Introduce the lesson with a a) Essay questions Textbook and other
environmental management able to: list of words pertaining to that require short resources, e.g.,
▪ Identify the components of an the topics in Unit 2. Discuss answers. Internet
▪ Composition of the the meanings of these b) Multiple-choice
ecosystem
ecosystem ▪ Name the different types of ecosystem words to prepare pupils for questions
▪ Inter-relationship and inter- ▪ Make a detailed study of ecosystem in the lesson. Next the class c) Matching words
dependence among their locality reads the materials from and their
elements in the ecosystem ▪ Explain the inter-relationship between the textbook and: meanings
the different elements of an ecosystem d) True/false
▪ Food chain ▪ Discuss the components statements
▪ Explain how Man’s/human activities
▪ Maintaining a balance in the affect the ecosystem of an ecosystem e) Homework, based
ecosystem ▪ Appreciate the importance of ▪ Pupils make a detailed on the questions
▪ Effects of Man’s/human environmental management study of ecosystem in in the textbook or
activities on the ecosystem their locality teacher-made
▪ Discuss the different questions.
▪ Environmental management
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elements of an ecosystem f) Grading pupils on
and how they affect each group work
other activities
▪ Explain how human
activities affect the g) Essay questions
ecosystem, with that require short
examples answers.
▪ Discuss the importance of h) Multiple-choice
environmental questions
The teacher may also work with the class management. Pupils work i) Assess pupils’ oral
on the these topics and help pupils to in small groups and make presentations of
achieve the following learning outcomes: posters on ways to their posters Print sources:
Conflict & peace-building ▪ Identify how social equality contributes manage our environment - Oxfam and world
to peace, justice and development in poverty
countries and how the reverse leads to - Publications on
conflict. conflict, conflict
Governance ▪ Draw concept maps to show their --Provide pupils with j) Assess pupils’ prevention and
understanding of the relationship examples of terrorist acts that research, using peace-building
between difference and inequality. they research and present in set criteria such
Terrorism ▪ Describe systems of privilege and class. as content and Films
oppression locally and globally. --Pupils to read passages from clarity of the - Hotel Rwanda
▪ Explain conflict situations they have been the textbook, followed by presentation - Sometimes in April
involved in, and their role in resolving or discussion and questions. - Blood Diamond
aggravating the conflict. --In small groups of 3 or 4, (History Chanel)
▪ Identify words related to peace building. pupils to research and Documentaries and
▪ Outline and discuss the reasons for the prepare posters on how to clips on terrorism
civil war in Sierra Leone and suggest minimize conflict in their
Making the world a safer place concrete steps to prevent its re- communities. Display posters
occurrence. in the classroom walls for
▪ State what young people can do to class discussion.
minimise conflict in their communities.
UNIT 3: Culture, Socialization After completing this unit the pupils will be a) Introduce the lesson by a) Listen to pupils Textbook and other
and education in Sierra Leone able to: asking general questions responses resources; Internet
▪ Review some characteristics of culture on some of the topics this b) Essay questions
▪ Culture unit will cover, to assess that require short Print sources
▪ Appreciate our cultural heritage and
▪ Sierra Leone culture suggest ways of promoting them pupils’ prior knowledge answers. - Change the World
▪ Process of socialization ▪ Identify the agents of socialization b) Discuss the features of c) Multiple-choice in Eight Steps: A
▪ Education in Sierra Leone ▪ Describe our educational system and culture, heritage and questions set of posters and
▪ The employment situation show the benefits of education to the suggest ways of d) Matching words activities for 7-14
individual, family , community and the promoting them and their year olds
in Sierra Leone c) Organize a debate about meanings investigating the
nation with respect to resource
Page 63 of 69
Role of social institutions in development the positives (e.g., strong e) True/false UN Millennium
population decision-making ▪ Discuss some problems of education in community support) and statements Development
Sierra Leone and how these impact negatives (e.g., child f) Homework, based Goals (Oxfam
individuals and society marriage) of some on the questions 2005)
Attaining the Sustainable ▪ State the likely causes of cultural practices in Sierra in the textbook or - Sierra Leone
Development Goals -SDGs unemployment in Sierra Leone and Leone teacher-made Poverty Reduction
suggest solutions to the d) Explain the agents of questions. Strategy Papers
Economic and Social progress in unemployment problems socialization and assess g) Grading pupils on - Vision 2025
▪ State the role of some social their role group work - Agenda for Change
Sierra Leone institutions in population decision- e) Discuss our educational activities - Agenda for
making system and the benefits h) Oral Prosperity
Inequalities in the world ▪ State their understanding of the term to the individual, family , presentations Documentaries and
‘development’. community and the Answering questions clips showing causes
Strategies for Development ▪ Discuss the social and economic nation using a map, table or and effects of
indicators in Sierra Leone, and explain f) Pupils list and discuss diagram poverty in the world
why these indicators are not very some problems with
encouraging. Sierra Leone’s education
▪ Discuss some of the poverty reduction system as they relate to
(wealth creation) strategies in Sierra them personally and to
Leone and evaluate the extent to which society
they have succeeded in reducing poverty g) Discuss the likely causes
or creating wealth for ordinary Sierra of unemployment and
Leoneans. suggest solutions to the
▪ Define entrepreneurship and classify problems
some major businesses in Sierra Leone. h) Explain the role of some
social institutions in
population decision-
making
i) In small groups, pupils Assess the
select one Sustainable presentations
Development Goal and
research and present on
it
j) Pupils to read passages
from the textbook and
other sources followed by
discussion and questions.
UNIT 4: Population and the After completing this unit the pupils will be a) Ask the class to define a) Essay questions Textbook and other
conservation of resources able to: the meaning of resources that require short resources; Internet
▪ Describe what resources are and and to list examples answers.
▪ Resources
Page 64 of 69
▪ Conservation how they can be used more b) Discuss in detail what b) Multiple-choice Print sources
efficiently resources are and how questions - Get Global: A
▪ Explain what conservation is, and they should be used c) Matching words skills-based
describe some conservation c) Explain conservation and and their approach to active
▪ Pollution methods describe some meanings global citizenship
▪ Age and sex structure of the ▪ Describe the various types of conservation methods d) True/false (Action Aid 2003)
Sierra Leone population pollution, their causes and how d) Discuss the various types statements - Your World, My
▪ Population growth and the they can be controlled of pollution and how they e) Homework, based World: A Wake Up:
▪ State the importance of the can be controlled on the questions World photo-pack
use of community resources age/sex composition of the Sierra e) Discuss the importance of in the textbook or for Citizenship
▪ Problems of rural-urban Leone population the age/sex composition teacher-made (Oxfam 2001)
migration in Sierra Leone ▪ Appreciate the problem of rural- of S. Leone population questions.
▪ Population planning and urban migration in Sierra Leone f) Discuss the problem of f) Grading pupils on
control ▪ Explain the importance of rural-urban migration and group work
population planning and control. how it can be minimized activities
Integrate CSE material here. g) Explain the importance of
The youth and social problems population planning and
The teacher may also help pupils to: control.
▪ Explain the concept of youth h) Pupils to read passages
empowerment and state the from the textbook and
relationship between a good other sources followed by
Education and youth system of education and youth discussion and questions.
empowerment empowerment.
i) In small groups, pupils g) Assess Oral
▪ Identity and discuss some of the
write and present their presentations of
major problems affecting young
people. charters to the class pupils’ charters Internet
▪ Discuss the dangers of cultism, Field visits to
gangs, and cliques and suggest relevant NGOs and
ways of eradicating them in Sierra Research and present Assess posters using governmental
The global citizen Leone. posters on NGOs working set criteria (e.g., agencies dealing with
▪ Write a charter, committing content from 2 or 3 youth issues
for youth development in
NGOs (Non-governmental themselves to avoid anti-social sources, clarity of Resource persons
and criminal vices. Sierra Leone
organisations) and youth presentation)
▪ Explain the meaning and
development significance of a global citizen.
▪ Identify NGOs working for youth

development in Sierra Leone
UNIT 5: Transportation systems After completing this unit the pupils will be a) Introduce the lesson by a) Essay questions Textbook and other
▪ Land transportation able to: asking pupils to name that require short resources like the
Page 65 of 69
▪ Water transportation ▪ Discuss and explain the development different transportation answers. Internet
▪ Air transportation of the different means of systems and their b) Multiple-choice
transportation by land, water and air advantages and questions Resource persons
▪ Transportation and ▪ Discuss transportation as an important disadvantages. c) Matching words from Ministry of
communication means of communication b) Ask follow-up questions and their Foreign Affairs and
Transportation and population ▪ Explain how transportation affect that (i) challenge the meanings International
change population change pupils’ intellect d) True/false Cooperation, and
statements Embassies in Sierra
The teacher may also help pupils to: c) Discuss the development e) Homework, based Leone
Sierra Leone and the wider on the questions Publications from the
of the different means of
world ▪ Explain the concept of inter-dependence transportation by land, in the textbook or UN, AU,
of nations and discuss Sierra Leone’s water and air teacher-made Commonwealth, etc.
International cooperation relationship with sub-regional, regional d) Explain how transportation questions. Documentaries and
and global organisations. affects population change f) Grading pupils on clips of meetings of
▪ Identify ways in which Sierra Leone has e) Pupils to read passages group work international bodies
Regional & international benefitted from its relationship with activities
organisations from the textbook in
other countries and international g) Oral
pairs. In turns, one pupil
organisations. presentations
will read a paragraph
▪ Show ways in which Sierra Leone has Answering
helped other countries. aloud and explain it to questions using a
the other pupil who will map, table or
note down the diagram
explanation in writing and
vice versa. This pair
reading will be followed Check for pupils’
by a teacher-led comprehension of the
discussion of the material material being read
as students self-correct
inaccuracies in the notes
they had written.
UNIT 6: Youth and social After completing this unit the pupils should a) Introduce the lesson by Textbook and other
problems be able to: asking pupils to a) Listen to pupils’ resources like the
▪ Discuss the terms ‘young and youthful individually list some responses and Internet, magazines.
▪ Young and youthful social problems faced by assess them newspapers
population’, dependency burden
population ▪ Identify and discuss some of the youth today, boys and informally
▪ Characteristics of problems of youths (e.g., peer girls (e.g., peer pressure, b) Homework, based
adolescents pressure) drugs, teen pregnancy) on the questions
▪ Common social problems ▪ Demonstrate examples of assertive and how to address the in the textbook or
behaviour to respond to peer pressure problems. Ask pupils to teacher-made
among young people pair up with another pupil questions.
▪ Describe what is meant by sexually
▪ Sexually transmitted transmitted diseases (STDs) to discuss and add to
Page 66 of 69
diseases (STDs) ▪ Explain how STDs are communicated their lists. Ask one
▪ Seeking the welfare of and ways of preventing their spread member of each pair to
▪ Identify and explain the functions of present two social
Youths some institutions that seek the welfare problems on their list and
of youth say why they are
important to address. Ask
the other member to
share solutions to their
two problems.
b) Discuss the terms ‘young
and youthful population’, c) Informal teacher
and add to the pupils’ questions and pupils’
lists of problems facing answers
youth today
c) Explain what is meant by
sexually transmitted CSE materials
diseases (STDs). Integrate
CSE material here
d) Explain how STDs are
d)Class quiz
communicated and ways
of preventing their
spread.
▪ Explain the concept of rights and their Print sources
Universal human rights significance for individuals, groups, etc. e) Discuss and explain e)Teacher oral -Universal Human
▪ Show the relationship between rights Universal Human Rights questions and Rights Document
and obligations/responsibilities f) Present the class with informal assessment - Sierra Leone Child
▪ Discuss the rights and obligations of selected scenarios of of pupils’ answers Right Act, 2007
Convention on the Rights of the children all over the world human rights violations - Sierra Leone
Child ▪ Describe the work of certain human and ask the pupils to say Constitution
rights organisations which rights are being - UN and African
violated in each scenario. Union human
Sierra Leone and human rights g) Discuss the UN rights publications
▪ Debate whether Sierra Leone is a human Convention on the Rights - UNICEF
issues rights-sensitive country. of the Child. publications on
h) Discuss the African children’s rights
Charter and Welfare of and obligations
the Child. Discuss the Documentaries on
significance of the annual human rights abuses
World Children’s Day Film- Slumdog
i) Ask pupils to work in f) Oral Millionaire
small groups to prepare presentations and
Page 67 of 69
their own charter on the formal
rights of the child. Pupils assessment of
must justify and defend pupils’ charters,
the rights they have using set criteria
included in their charter.
SOCIAL STUDIES
Syllabus Implementation Guidelines (Pacing Guide)
One way of helping all teachers prepare for implementing the subject in their school or district is for a group of teachers to get together and
plan how they will pace the various topics. This means deciding on the sequence in which topics will be taught in each grade over the period
of a school term (14 weeks). Teachers will use their subject knowledge and professional experience to decide on the order in which topics
should be taught and how long it would take to complete so that students achieve the learning involved. Teachers may not need to cover all
topics, but they must make good decisions on the key topics that are important for learners to achieve what is prescribed in the curriculum.
School heads and teachers are urged to arrange workshops for this exercise to be carried out before the start of the school year. This can
be for each school or for a cluster of schools, or even for all schools in a district. The template below is provided as a guide for this exercise.
Subject Teachers: ………………………………………………………………………… Class/Form ………………… Term ……………….
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14
Topics
Topics
Topics
Topics
Topics
Topics
Topics
Topics
Topics
Topics
Topics
Topics
Topics
Topics
Topics
Topics
Topics
Topics
Page 68 of 69
Reviewed and Approved by: ……………………………………………………………………………………………………………………………….
Name(s) & Designation(s): e.g. 1. Ms. Mattia (Head Teacher); 2. Mr. Conteh (D.D.); 3. Mrs. Cole (Senior Teacher)
Page 69 of 69

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GOVERNMENT OF SIERRA LEONE

Ministry of Basic and Senior Secondary Education

THE NEW BASIC EDUCATION CURRICULUM FOR SIERRA LEONE

SOCIAL STUDIES (Class 1 – Form 3)

This subject curriculum is based on the National Curriculum Framework

2. Rationale and Justification for Social Studies in Basic Education

3. General Learning Outcomes

4. Specific learning Outcomes by Grade (Class or Form)

5. Outline Teaching Syllabus for First Stage of Basic Education

6. Outline Teaching Syllabus for Second Stage of Basic Education

7. Outline Teaching Syllabus for Third Stage of Basic Education

8. Syllabus Implementation Guidelines (Pacing Guide for Schools to Complete)

SOCIAL STUDIES CURRICULUM

If you can't explain it simply, you don't understand it well enough!

Rationale and justification (Why Do We Have Social Studies in the Curriculum?)

1 First stage of Basic Education (Class 1 to Class 3)

2 Second stage of Basic Education (Class 4 to Class 6)

3 Third stage of Basic Education (Form 1 to Form 3)

Examples of Specific learning Outcomes by Topic and Class/Grade Level

The First Grade (Class 1)

The Second Grade (Class 2)

The learner will be able to:

The Third Grade (Class 3)

SUBJECT AREA SPECIFIC LEARNING OUTCOMES

The Fourth Grade (Class 4)

SUBJECT AREA SPECIFIC LEARNING OUTCOMES

The Fifth Grade (Class 5)

SUBJECT AREA SPECIFIC LEARNING OUTCOMES

The Sixth Grade (Class 6)

SUBJECT AREA SPECIFIC LEARNING OUTCOMES

The Seventh Grade (Form 1)

SUBJECT AREA SPECIFIC LEARNING OUTCOMES

The Eighth Grade (Form 2)

SUBJECT AREA SPECIFIC LEARNING OUTCOMES

The Ninth Grade (Form 3)

SUBJECT AREA SPECIFIC LEARNING OUTCOMES

UNIT 10: Customs

Making use of the environment, e.g.

The teacher may also teach/re-visit

--Discuss efforts to abolish the

d) Integrate material from

e) Close the lesson by asking

Topics/Themes/Units Specific Learning Outcomes Recommended Teaching Assessment Suggested

▪ Identify NGOs working for youth

Subject Teachers: ………………………………………………………………………… Class/Form ………………… Term ……………….

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