Essential Our World And Our People Primary 5 Teacher's Guide
ESSENTIALOur World and Our PeoplePrimary 5Teacher’s Guide
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CONTENTSPagesStructure of the Teacher’s Guide 4Organisation and Structure of the Learner’s Book 7Introduction 9General aim 9Organisation of the curriculum 10Time allocation 10Classroom management 11Learning domain (Expected learning behaviours) 12Pedagogical approach 14Core competencies 16Teaching instructions 16Use of ICT 17Assessment 18Scope and Sequence 21Sample Yearly Scheme of Learning 23Sample Lesson 24Strand 1: All about us 27Sub-strand 1: Nature of God 28Sub-strand 2: Myself 32Sub-strand 3: My Family and the Community 36Sub-strand 4: Home and School 46Strand 2: All around us 51Sub-strand 1: The Environment and the Weather 52Sub-strand 2: Plants and Animals 57Sub-strand 3: Map Making and Land Marks 61Sub-strand 4: Population and Settlement 64Strand 3: Our beliefs and values 67Sub-strand 1: Worship 68Sub-strand 2: Festivals 72Sub-strand 3: Basic Human Rights 75Sub-strand 4: Being a Leader 78Strand 4: Our nation Ghana 83Sub-strand 1: Being a Citizen 84Sub-strand 2: Authority and Power 87Sub-strand 3: Responsible use of Resources 94Sub-strand 4: Farming in Ghana 97Strand 5: My global community 101Sub-strand 1: Our Neighbouring countries 102Glossary 108
IntroductionStructure of the Teacher's GuideThe concise Teacher’s Guide is organized under the following headings and features.StrandSub-StrandNaCCA, Ministry of Education 2019 The relevant NaCCA, Ministry ofEducation 2019 curriculum Strandcurriculum Sub-strand covered.covered is in the top bar.Page referenceYou will find the Learner’sBook page references onthe top right/left for eachsub-strand.ResourcesHelps to aid preparation.The series identifies all therelevant resources necessaryto deliver a successfullesson. Resources identifiedare mostly “NO COST” or“LOW COST” materials thatteachers can easily acquireto make their lessons moremeaningful and enjoyable.Key wordsEvery lesson in the seriesidentifies key words thatlearners are expected toknow and use appropriately.These are relevant to thelesson.Helpful linksComprehensive site of helpful links foreducational or teaching tips and ideas.4
IntroductionIndicatorThis feature indicates the specificthings that learners need to knowand be able to demonstrate in orderto achieve the content standards.Modules (lessons) are generatedfrom these indicators.Content StandardThis feature indicates thebroad expectations underthe strands that learners areexpected to achieve in thecourse of completing thatgrade level.Core competenciesThe universal corecompetencies as statedunder each sub-strand in thecurriculum is outlined here.Subject specific practicesThis is the specific methodsor practices which are used toteach a particular lesson underthe sub-strand.IntroductionThis gives the teacher an overview of what theparticular sub-strand entails.Some have introductory activities prior to a lesson.5
IntroductionActivities to support learnersThis section offers the facilitator extraactivities to do with learners after themain activities under each sub-strand.Role-play activities are also capturedhere.Suggested HomeworkIn every sub-strand, an explorationof the concepts learned in theclassroom is further extended to thehome. The series suggests relevanthome activities that help learners toaugment and consolidate what hasbeen learnt in the classroom and itsreal life application where neccesary.ReflectionsAfter every lesson, the facilitator isexpected to engage learners to reflecton 3 key outcomes. This will help theteacher plan well for the next lesson.AnswersExpected answers are provided forall exercises under every sub-strand.Where answers are to vary from onelearner to the other, it is mentioned.6
IntroductionOrganisation and structure of the Learner's BookThe user-friendly Learner’s Book tackles the new standard-based Mathematics curiculum featuresand criteria with a clear and logical structure that incorporates the following features.Strand starterThere are five “strands” in theLearner’s Book – one for each of theOur World Our People curriculum.This precedes the beginning ofcontents under each strand.Header labelsStrand: This feature indicates theparticular strand from which thelessons are developed.Sub-strand: These are largergroups of related owop topics to bestudied under each strand.Indicator: This feature specifiesthe indicator that the lessons weredeveloped from.Key words build subject-specific vocabularygradually, giving learners theconfidence to understand itclearly and apply it in contextand through different exercises.ICT boxes include research activities emphasise the corecompetenciesKey wordsethnic groupsdiscriminationICTWatch pictures of road signs on theinternet. Your teacher/parent/guardianshould help you use the internet.7
IntroductionExercise learners practice and consolidatewhat they have been taught.This provides an opportunity forall learners to strengthen theirnewly acquired knowledge.Activities and exercise incorporate accurate and currentindividual, pair and group workactivities that help learners toexplore and practise what theyhave learnt incorporate exercises that allowlearners to answer questionsabout what they have learnt andconsolidate learning address the syllabuscontent standards and corecompetencies are representative of theindicators and exemplars have instructions and textthat are consistent and clearlypresented to learners promote problem-solving andsubject understandingText and content use language that is appropriateto the level, age, knowledge andbackground of the learners are representative of Ghana’sdiversity have a good gender balance andportray no gender stereotypesIllustrations and photos are high-quality andrepresentative of Ghana’sdiversity balance the text on everypage and add to learners’understanding of the content have captions and labels thatare simple, relevant, appropriate,and clear reflect a variety of learners(including learners with specialneeds) show no gender stereotypes8
IntroductionINTRODUCTIONThe Our World and Our People (OWOP) isan integrated subject that brings together facts,ideas and concepts or generalization frominterrelated subjects of the Social Sciences.The discipline, Our World and Our People,aims at producing a morally upright Ghanaian,who is responsible and capable of maintaininga healthy lifestyle and preserving theirenvironment for sustainable development.The subject being the first of its kind in thehistory of Ghana’s education seeks to exploresocial, cultural/religious, geographical, and thetechnological space to develop the cognitive,affective and psychomotor domains of thelearner.The subject was specifically designed to focuson standards-based assessment of the learnerthat applies learner-centered approach toprovide opportunity for the learner to developtheir knowledge and skills in the 4Rs ofReading, cReativity, wRiting and aRithmetic.these important areas in the day-to-day learningas they are aimed at promoting higher orderthinking among learners.Philosophy of Learning Our World and OurPeopleThrough the learning of Our World and OurPeople learners will specifically acquire:1. critical thinking and problem-solvingskills to be able to compare and contrast,analyse, evaluate and apply geographicalknowledge with little or no supervision2. creative thinking skills to be able toreconstruct important information confidently3. digital literacy skills to be able to useIT tools and resources efficiently forinvestigations and project works4. effective communication skills to be ableto share information at various levels ofinteraction5. values to live as global citizens capable oflearning about other peoples and cultures ofthe world.The objective of this Teacher’s Guide is tomake teaching and learning more interactive,practical, useful and to bring out the ingenuityof teacher professionalism in the teacher toproduce well equipped learners for nationaldevelopment.The curriculum, Our World and Our People,Philosophy of Teaching Our World and OurPeopleOWOP provides opportunity for teachersto adopt thematic and creative pedagogicapproaches such as talk for learning, projectbased learning, games, modelling, questioning,songs, storytelling and role-play necessary forachieving conducive learning environment anddeveloping learners into creative, honest andresponsible citizens. The OWOP classroomsshould be learning-centred where the teacher,acting as a facilitator, introduces the topics forthe day and assists learners to describe andanalyse issues raised. In addition, the teacherhelps learners to interact and share ideasamong themselves based on their knowledgeof Ghana and the world. The class will beencouraged to explore topics through enquirybased questions. The OWOP curriculum isunderpinned by five themes broken into specificlearning areas. The teacher should emphasiseSubject Specific AimsThe aims of the Our World and Our Peoplecurriculum are to enable learners to:1. Develop awareness of their creator and thepurpose of their very existence.2. Appreciate themselves as uniqueindividuals.3. Exhibit sense of belonging to the family andcommunity.4. Demonstrate responsible citizenship.5. Explore and show appreciation of theinteraction between plants, animals andtheir physical environment;6. Show love and care for the environment.7. Develop attitudes for a healthy and peacefullifestyle.8. Appreciate use ICT as a tool for learning.General Aimaims at producing a morally upright Ghanaian,who is responsible and capable of maintaininga healthy lifestyle and preserving theirenvironment for sustainability.9
IntroductionInstructional ExpectationsOur World and Our People provides opportunityfor teachers to: adopt thematic and creative pedagogicapproaches such as talk for learning,project-based learning, games, modelling,questioning, songs, storytelling and roleplay necessary for achieving learner-centredclassrooms; nurture and develop learners into creative,honest and responsible citizens; provide opportunity for learners to developtheir skills in the 4Rs of Reading, cReativity,wRiting and aRithmetic through thematicand creative approaches to learning.Learning and learning progression arecentral to the OWOP curriculum; adopt collaborative approaches to lessonpreparation within and across disciplinesand grade levels to develop communities ofOWOP learners; use multiple methods to systematicallygather data about learners’ understandingand ability in order to guide the teaching andlearning of OWOP; put necessary arrangements in place toprovide feedback to both learners andparents.Organisation of the CurriculumThere are four integrated learning areasorganised under five themes. The learningareas are:1. Religious and Moral Education2. Citizenship Education3. Geography4. Agricultural ScienceThe thematic areas are organised under fivestrands:1. First Theme: All About Us2. Second Theme: All Around Us3. Third Theme: Our Beliefs and Values4. Fourth Theme: Our Nation Ghana5. Fifth Theme: My Global CommunityInterpretation of key words in the CurriculumStrands are the broad areas/sections of OurWorld and Our People curriculum to be studied.Sub-strands are larger groups of relatedindicators. Indicators from sub-strands maysometimes be closely related.10Content Standards indicate what all learnersshould know, understand and be able to do.Indicators are clear statements of specificthings learners should know and be able to dowithin each content standard.Exemplars refer to support and guidance,which clearly explain the expected outcomesof an indicator and suggest what teachingand learning activities could take to supportthe facilitators/teachers in the delivery of thecurriculum.The curriculum for Basic 5 is organised underfive strands with twenty sub-strands:Strand 1: ALL ABOUT USSub-strand 1: Nature of GodSub-strand 2: MyselfSub-strand 3: My Family and the CommunitySub-strand 4: Home and SchoolStrand 2: ALL AROUND USSub-strand 1: The Environment and theWeatherSub-strand 2: Plants and AnimalsSub-strand 3: Map Making and Land MarksSub-strand 4: Population and SettlementStrand 3: OUR BELIEFS AND VALUESSub-strand 1: WorshipSub-strand 2: FestivalsSub-strand 3: Basic Human RightsSub-strand 4: Being a LeaderStrand 4: OUR NATION GHANASub-strand 1: Being a CitizenSub-strand 2: Authority and PowerSub-strand 3: Responsible use of ResourcesSub-strand 4: Farming in GhanaStrand 5: MY GLOBAL COMMUNITYSub-strand 1: Our Neighbouring CountriesTime allocationFor effective learning to take place withinspecified timeframe, 30 minutes as on time tablebe adhered to for lesson for the day. Rememberthat other lessons will be taught the same daywith OWOP. Two periods of 60 minutes couldbe allocated for practical lessons, revision anddemonstrations where needed due to timeconsuming factor during class activity lessons. Ifpossible, there should be internal arrangementsfor more time for activities outside the classroom
Introductionsuch as excursions and other educational visits.This will make learners have enough time forpractical lessons.Class managementMost teachers in Ghana teach large classes.Such classes are in the range of 40 to 100learners or more. The teachers, based on theirprofessional experience over the years havedeveloped skills in classroom methodology.Here are a few reminders about whole class,group, pair and individual work that could behelpful with large classes.Whole class teachingMuch of your teaching, especially when yourclass is large, will involve you standing at thefront of the class explaining and listening to yourlearners. You can set out facts and conceptswhich everyone can understand. However,your class will vary in ability. More able learnersshould be given additional tasks to stretch theircapabilities while those who find understandingmore difficult should be given the time andattention they need.When you introduce a topic make sure youuse learners’ existing knowledge and buildupon it. The basic information for your lessonis in the text. If you are going to ask learnersto read for themselves (at home or in class orto read out loud), work out during your lessonplanning which words will be difficult for themto understand and explain these first. Makesure that all your learners have understoodyour explanation and give time to those havingdifficulty as well as talking and listening you willfind other activities can be very valuable duringwhole-class teaching, for example:Group workClass teaching is large group work butsometimes there are advantages in workingin pairs or groups of four to six learners: somechildren make more progress when working ina group of the same ability. On other occasionsmore able learners can help those who arenot quite so quick at understanding. Groups offriends and groups working on different topicsare other possible divisions that you couldmake.For group work to be successful some thoughtmust be given to the organization of classfurniture. In most of our classrooms we still seerows of desks with several children to eachdesk. The classrooms are also often crowdedso that it not easy to move the desks around.Whatever the situation some kind of group canbe organized. At its most basic the group willhave to be learners at one desk. It might bepossible for those at one desk to turn around toface those at the desk behind.There are many advantages in allowing anumber of children to consider a topic, workjointly and bring their findings back to the wholeclass: each group will think in a slightly differentway and have different experiences to share.Sometimes learners are better able to discusssensitive areas in same - sex groups. Such workencourages co-operation and mutual support.Individual groups can study a picture together,or write a poem or discuss a topic like pollutionin their village. You need to ensure that there isfollow-up to group work so that work is not donein isolation but is instead considered by theclass as a whole.Pair workLearners are often instructed to work in pairs– either with their desk mate, or with a partner.This is an ideal opportunity for learners to assisteach
The objective of this Teacher’s Guide is to make teaching and learning more interactive, practical, useful and to bring out the ingenuity of teacher professionalism in the teacher to produce well equipped learners for national development. Philosophy of Teaching Our World and Our Peopl
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