GHANA EDUCATION SERVICE

(MINISTRY OF EDUCATION)

REPUBLIC OF GHANA

SCIENCE
COMMON CORE PROGRAMME CURRICULUM
(BASIC 7 - 10)
FEBRUARY 2020
Science Curriculum for B7- B10

Enquiries and comments on this Curriculum should be addressed to:

The Executive Secretary
National Council for Curriculum and Assessment (NaCCA)
Ministry of Education
P. O. Box CT PMB 77
Cantonments
Accra
Telephone: 0302909071, 0302909862
Email: [email protected]
Website: www.nacca.gov.gh
INTRODUCTION
In the first four years of high school education, learners are expected to take a Common Core Programme (CCP) that emphasizes a set of
high, internationally-benchmarked career and tertiary education ready standards. Learners need to acquire these for post-secondary education,
the workplace or both. The standards articulate what learners are expected to know, understand and be able to do by focusing on their social,
emotional, cognitive and physical development. The (CCP) runs from Basic 7 through Basic 10.
The common core attributes of the learner, which describe the essential outcomes in the three domains of learning (i.e. cognitive,
psychomotor and affective), are at the centre of the CCP (see Figure 1). Inspired by the values which are important to the Ghanaian society,
the CCP provides an education of the heart, mind and hands in relation to on the learner’s lifetime values, well-being, physical development,
metacognition and problem-solving. Ultimately, this will produce character-minded learners who can play active roles in dealing with the
increasing challenges facing Ghana and the global society.
The features that shape the common core programme are shown in Figure 1. These are
• learning and teaching approaches – the core competencies, 4Rs and
pedagogical approaches
• learning context – engagement service and project
• learning areas – mathematics, science, computing, language and literacy,
career technology, social studies, physical and health education, creative arts and
design and religious and moral education.
These are elaborated subsequently:
Learning and teaching approaches
• The core competences: Describe the relevant global skills for learning that the CCP
helps learners to develop in addition to the 4Rs. The global skills for learning
allow learners to become critical thinkers, problem-solvers, creators, innovators, good
communicators, collaborators, digitally literate, culturally and globally sensitive
citizens who are life-long learners that have keen interest in their personal
development.
• Pedagogical approaches: The CCP emphasises creative and inclusive pedagogies that
are anchored on authentic and enquiry-based learning, collaborative and cooperative learning, differentiated learning, and holistic learning
as well as cross disciplinary learning.
• The 4Rs across the Curriculum: The 4Rs refer to Reading, wRiting, aRithmetic and cReativity, which all learners must become fluent in.
Learning context
The CCP places emphasis on engagement of learners in the classroom activities, projects (in and outside the classrooms). These projects can
involve individual or group tasks which all learners are required to complete by the end of Basic 10. The CCP project provides learners with
contexts to demonstrate creativity and inventiveness in various areas of human endeavor. Community service offers opportunity for learners
to nurture, love and care for their community and solve problems in the community.
Learning Areas
The CCP comprises the following subjects:
1. Career Technology
2. Computing
3. Creative Arts and Design
4. Languages (English, Ghanaian Languages, French, Arabic)
5. Mathematics
6. Physical and Health Education
7. Religious and Moral Education (RME)
8. Science
9. Social Studies
This document sets out the standards for learning Science in the Common Core Programme (CCP). The standards in the document are
posited in the expectation that CCP (B7 – B10) will offer quality education for all types of learners. The design of this curriculum is based on
the features of the CCP as shown in Figure 1. It emphasizes a set of high internationally-benchmarked career and tertiary education ready
standards. Learners need to acquire these competencies in Science for post-secondary education, the workplace training or both. The
curriculum has been designed to be user friendly because it provides a detailed preamble that covers the rationale, philosophy, aims, profile of
expected learning behaviours (i.e. knowledge, skills, attitudes and values), pedagogical approaches, core competencies and the 4Rs, assessment
practices and instructional expectations.
ASSESSMENT IN THE CCP
Assessment is a process of collecting and evaluating information about learners and using the information to make decisions to improve their
learning. Assessment may be formative, summative, diagnostic, or evaluative depending on its purpose. It is integral to the teaching-learning
process, promotes student learning and improves instruction. In CCP, it is suggested that assessment involves assessment for learning,
assessment of learning and assessment as learning, which are described in the subsequent paragraphs.
Assessment for Learning (AfL)
Assessment for Learning (AfL) is the process of seeking and interpreting evidence of learning for use by learners and their teachers to decide
where the learner is in their learning, where they need to be (the desired goal), and how best to get them there. AfL is one of the most
suitable methods for improving learning and raising standards (Black & Wiliam, 1998) 1. Assessment for Learning also refers to all their activities
undertaken by teachers and/or by their learners, which provide information to be used as feedback to modify the teaching and learning
activities in which they are engaged. AfL can be achieved through processes such as sharing criteria with learners, effective questioning, and
feedback.

AfL, therefore, provides timely feedback to ensure individual learners are assisted during the teaching and learning process using various
strategies and questioning to measure the learning that has actually taken place. It is a continuous process that happens at all stages of the
instructional process to monitor the progress of a learner and to offer feedback or change teaching strategies to achieve [performance
standards of a lesson.
Assessment of Learning (AoL)
Assessment of learning provides a picture of the achieved standards of the teacher and performance of students at the terminal stage of the
learning process. This information provides data for accountability and educational decisions such as grading, selection and placement,
promotion and certification. Through AoL, stakeholders such as parents and guardians are informed about the extent students have attained
expected learning outcomes at the end of their grade or program.
Assessment as Learning (AaL)

1
Black , P., & Wiliam, D. (1998) .Assessment and Classroom Learning, Assessment in Education:Principles, Policy & Practice, 5 (1) 7-
74, DOI: 10.1080/0969595980050102
Assessment as Learning develops and supports students’ sense of ownership and efficacy about their learning through reflective practices. This
form of self-assessment helps in building the competencies of learners to achieve deeper understanding of what their own learning and what
they are taught.

What do we assess?
Emphasis in assessment in the CCP is on the Common Core Learner Attributes,
which are essential outcomes in the three domains of learning (i.e. cognitive,
psychomotor and affective).
Knowledge and skills with emphasis on the 4Rsin the learning areas
Core competencies with emphasis on attitudes and values developed through the
learning and its context as well as the pedagogical approaches.
The Process is illustrated diagrammatically in Figure 2.
How do we monitor progress?

School Based Assessments (SBA) covers all forms/modes of assessment including

AfL, AaL and AoL (see Table 1), that can be undertaken by any school- level actor
(learner, teacher, head teacher) to monitor the learner’s achievement over a period of time. Data collection and keeping records of the data
are central to the conduct of SBA.
Table 1 Modes of Assessment
Assessment for Learning Assessment of Learning Assessment as Learning
Class exercises Class Assessment Task (CAT) Portfolio
Quizzes End of term Journal entries
Class tests (written, oral, aural and/or practical) End of year Project work
Class Assessment Task (CAT) Checklist
Questionnaire

The following are samples of relevant records that can be kept on the student’s learning.

• Student’s Progress Record (Cumulative Record)

• Student’s Report Card
• School Based Assessment Termly Recording Register
Details of guidelines on SBA can be found in the National Pre-tertiary Learning Assessment Framework (NPLAF) document (Ministry of Education,
2020a) 2 and the School-Based Assessment Guidelines (Ministry of Education, 2020b) 3.
Reporting School-Based Assessment (SBA) in the CCP
The CCP uses a criterion-referenced model of presenting and reporting school-based assessment data. School-based assessment throughout
the four-year duration of CCP, is done against criteria linked to performance standards and not against the work of other learners. The CCP
provides levels of proficiency to be attained and descriptors for all grade levels of the programme (see Table 2). These levels and descriptors
cannot be changed by individual schools and are, therefore, common to all learners as well as learning areas nationwide. For each assessment
criterion or (benchmark for the level of proficiency), a number of descriptors are defined as shown in Table 2.

2
Ministry of Education (2020a). National Pre-tertiary Learning Assessment Framework(NPLAF). Accra: Ministry of Education.
3
Ministry of Education (2020b). School-Based Assessment Guidelines. Accra: Ministry of Education.
Table 2. Benchmarks, levels of proficiency and the grade level descriptors

Level of Benchmark Grade Level Descriptor

Proficiency
1:Highly proficient 80% + Learnershows high level of proficiency inknowledge,skillsand values
(HP) andcantransferthemautomaticallyandflexibly through authentic
performancetasks.
2: Proficient (P) 68-79% Learner demonstrates sufficient level of proficient knowledge, skills and core
understanding; cantransfer them independently through authentic performance
tasks
3:Approaching 54-67% Learner is approaching proficiency in terms of knowledge, skills and values with
Proficiency (AP) little guidance and can transfer understanding through authentic performance
tasks
4: Developing (D) 40-53% Learner demonstrates developing level of knowledge, skills and values but
needs help throughout the performance of authentic tasks
5: Emerging (E) 39% and Learner is emerging with minimal understanding in terms of knowledge,
below skills, and values but needs a lot of help.

Thegradingsystempresented,showsthelettergradesystemandequivalentgradeboundaries.
Inassigninggradestopupils’testresults,oranyformofevaluation,theabovegradeboundaries and the descriptors may be applied. The descriptors
(Highly Proficient [HP], Proficient [P], Approaching Proficiency [AP], Developing [D], Emerging [E]), indicate the meaning of eachgrade.

In addition to the school-based assessment (SBA), a national standards assessment test is conducted in Basic 8 to provide national level
indicators on learners’ achievement.
CREATIVE PEDAGOGICAL APPROACHES
The CCP emphasizes creative and inclusive pedagogies that are anchored on authentic and enquiry-based learning, collaborative and
cooperative learning, differentiated learning, holistic learning, cross disciplinary learning (i.e. the 4Rs across the Curriculum) as well as
developing the core competencies. This section describes some of the creative pedagogical approaches required for the CCP.
Core Competencies
The core competencies describe a body of skills that teachers at the basic level should seek to develop in their learners. The competencies
describe a connected body of core skills that are acquired throughout the processes of teaching and learning. They are the relevant global skills
for learning that allow learners to develop, in addition to the 4Rs, to become critical thinkers, problem-solvers, creators, innovators, good
communicators, collaborators, culturally identified individuals, digitally literate and global citizens who are have keen interest in their personal
development. In using this curriculum, we hope the core competencies will be developed in learners to help them develop our country, Ghana.
These competencies include:
CORE COMPETENCES:
The core competences describe a body of skills that teachers at all levels should seek to develop in their learners. They are ways in
which teachers and learners engage with the subject matter as they learn the subject. The competences presented here describe a
connected body of core skills that are acquired throughout the processes of teaching and learning.
Critical Thinking and Problem Solving (CP)
This skill develops learners’ cognitive and reasoning abilities to enable them analyse and solve problems. Critical thinking and
problem solving skill enables learners to draw on their own experiences to analyse situations and choose the most appropriate
among a number of possible solutions. It requires that learners embrace the problem at hand, analyze it, generate a number of
possible solutions and decide on one and take responsibility to carry it out
Creativity and Innovation (CI)
Creativity and Innovation promotes the development of entrepreneurial skills in learners’ through their ability to think of new ways
of solving problems and developing technologies for addressing the problem at hand. It requires ingenuity of ideas, arts, technology
and enterprise. Learners having this skill are also able to think independently and creatively.
Communication and Collaboration (CC)
This competence promotes in learners the skills to search for information and use appropriate languages, symbols, and texts to
communicate and exchange information about their learning and life experiences. Learners actively participate in sharing their ideas.
They engage in dialogue with others by listening to and learning from them. They also develop flexibility of mind to work together as
a team, respect and value the views of others.
Cultural Identity and Global Citizenship (CG)
This competence involves developing learners to put country and service foremost through an understanding of what it means to be
active citizens. This is done by inculcating in learners a strong sense of social and economic awareness. Learners make use of the
knowledge, skills, competences and attitudes acquired to contribute effectively towards the socioeconomic development of the
country and on the global stage. Learners build skills to critically identify and analyse cultural and global trends that enable them to
contribute to the global community.
Personal Development and Leadership (PL)
This competence involves improving self-awareness and building self-esteem. It also entails identifying and developing talents, fulfilling
dreams and aspirations. Learners are able to learn from mistakes and failures of the past. They acquire skills to develop other people
to meet their needs. It involves recognising the importance of values such as honesty and empathy and seeking the well-being of
others. Personal development and leadership enables learners to distinguish between right and wrong. The skill helps them to foster
perseverance, resilience and self-confidence. PL helps them acquire the skill of leadership, self-regulation and responsibility necessary
for lifelong learning.
Digital Literacy (DL)
Digital Literacy develops learners to discover, acquire knowledge, and communicate through ICT to support their learning. It also
makes them use digital media responsibly.

For effective lesson planning for teaching, learning and assessment, it is suggested that teachers refer to Appendix A for details of the
components of the core competencies. These details comprise the unpacked skills such as: listening, presenting and team work for
collaboration.

RATIONALE FOR BASIC 7 TO BASIC 10 SCIENCE

Science is a collaborative and creative human endeavour arising from our desire to understand the world around us and the wider universe.
The study of common core science programme at Basic 7 through Basic 10 enables learners to build on their learning at lower Basic school
level and to further develop their knowledge of and about science.
We are surrounded by technology and the products of science every day. Government policy decisions that affect every aspect of our lives are
based on scientific evidence. The immensely complex natural world that surrounds us illustrates infinite scientific concepts. As humans grow up
in an increasingly technologically and scientifically advanced world, they need to be scientifically literate to understand issues and be able to live
successfully.
Economic, political, social and physical development of a country is hinged on science, technology and innovation. It is a never-ending creative
process, which serves to promote discovery and understanding. It consists of a body of knowledge which attempts to explain and interpret
phenomena and experiences. Science has changed our lives and it is vital to Ghana’s future development.
To provide quality science education, teachers must facilitate learning in enabling science classroom. This will provide the foundations for
discovering and understanding the world around us and lay the grounds for science and science related studies at higher levels of education.
Learners should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave and
analyze causes and origin of things in our environment. The science curriculum has considered the desired outcomes of education for learners
at the upper basic level. Science is also concerned with the development of attitudes and therefore it is important for all citizens to be
scientifically and technologically literate for sustainable development. Science therefore ought to be taught using practical and minds-on
approaches which learners will find as fun and adopt science as a culture.

PHILOSOPHY
Teaching Philosophy
Ghana believes that an effective science education needed for sustainable development should be hinged on inquiry. Thus science education
must provide learners with opportunities to expand, change, enhance and modify the ways in which they view the world. It should be pivoted
on learner-centred approach to teaching that engages learners physically and cognitively in the knowledge-acquisition process in a rich and
rigorous inquiry driven environment.
Learning Philosophy
Science Learning is an active contextualized process of constructing knowledge based on learners’ experiences rather than acquiring it.
Learners are information and knowledge constructors who operate as researchers. Teachers serve as facilitators by providing the enabling
environment that promotes the construction of learners’ own knowledge based on their prior experiences. This makes learning more relevant
and meaningful to the learner and leads to the development of critical thinkers, problem solvers and innovators
Aims of Science
The curriculum of the common core science programme at B7 to B10 is designed for learners to achieve the following aims:
1. Develop the spirit of curiosity, creativity, innovation and critical thinking for investigating and understanding their environment.
2. Develop skills, habits of mind and attitudes necessary for scientific inquiry.
3. Communicate scientific ideas effectively.
4. Use scientific concepts in explaining their own lives and the world around them.
5. Live a healthy and quality life.
6. Develop humane and responsible attitude towards the use of all resources of Ghana and elsewhere.
7. Show concern and understanding of the interdependence of all living things and the Earth on which they live.
8. Design activities for exploring and applying scientific ideas and concepts.
9. Develop skills for using technology to enhance learning.
10. Use materials in their environment in a sustainable manner.

PROFILE OF EXPECTED LEARNING BEHAVIOURS

A central aspect of this curriculum is the concept of three integral learning domains that should be the basis for instruction and assessment.
These are
- Knowledge, Understanding and Application
- Process Skills
- Attitudes and Values
- Performance

KNOWLEDGE, UNDERSTANDING AND APPLICATION

Under this domain, learners acquire knowledge through some learning experiences. They may also show understanding of concepts by
comparing, summarising, re-writing etc. in their own words and constructing meaning from instruction. The learner may also apply the
knowledge acquired in some new contexts. At a higher level of learning behaviour, the learner may be required to analyse an issue or a
problem. At a much higher level, the learner may be required to synthesize knowledge by integrating a number of ideas to formulate a plan,
solve a problem, compose a story, or a piece of music. Further, the learners may be required to evaluate, estimate and interpret a concept. At
the last level, which is the highest, learners may be required to create, invent, compose, design and construct. These learning behaviours
“knowing”, “understanding”, “applying”, “analyzing”, “synthesizing”, “evaluating” and “creating” fall under the domain “Knowledge,
Understanding and Application”.
In this curriculum, learning indicators are stated with commanding verbs to show what the learner should know and be able to do. For
example, the learner will be able to describe something. Being able to “describe” something after teaching and learning has been completed
means that the learner has acquired “knowledge”. Being able to explain, summarize, and give examples etc. means that the learner has
understood the concept taught.
Similarly, being able to develop, defend, etc. means that the learner can “apply” the knowledge acquired in some new context. You will note
that each of the indicators in the curriculum contains an “action verb” that describes the behaviour the learner will be able to demonstrate
after teaching and learning has taken place. “Knowledge, Understanding and Application” is a domain that should be the prime focus of
teaching and learning in schools. Teaching in most cases tends to stress on knowledge acquisition to the detriment of other higher level
behaviours such as applying knowledge.
Each action verb in any indicator outlines the underlying expected outcome. Each indicator must be read carefully to know the learning domain
towards which you have to teach. The focus is to move teaching and learning from the didactic acquisition of “knowledge” where there is fact
memorisation, heavy reliance on formulae, remembering facts without critiquing them or relating them to real world – surface learning – to a
new position called – deep learning. Learners are expected to deepen their learning by knowledge application to develop critical thinking skills
and to generate creative ideas to solve real life problems in their school lives and later in their adult lives. This is the position where learning
becomes beneficial to the learner.
The explanation and the key words involved in the “Knowledge, Understanding and Application” domain are as follows:
Knowing: The ability to remember, recall, identify, define, describe, list, name, match, state principles, facts and concepts. Knowledge is the
ability to remember or Recall concepts already learnt and this constitutes the lowest level of learning.
Understanding: The ability to explain, summarise, translate, rewrite, paraphrase, give examples, generalise, estimate or predict consequences
based upon a trend. Understanding is generally the ability to grasp the meaning of some concepts that may be verbal, pictorial, or symbolic.
Applying: This dimension is also referred to as “Use of Knowledge”. Ability to use knowledge or apply knowledge, apply rules, methods,
principles, theories, etc. to situations that are new and unfamiliar. It also involves the ability to produce, solve, plan, demonstrate, discover etc.
Analyzing: The ability to break down concept/information into its component parts; to differentiate, compare, distinguish, outline, separate,
identify significant points etc., ability to recognise unstated assumptions and logical fallacies; ability to recognise inferences from facts etc.
Synthesizing: The ability to put parts or ideas together to form a new whole. It involves the ability to combine, compile, compose, devise,
plan, revise, organise, create, generate new ideas and solutions.
Evaluating: The ability to appraise, compare features of different things and make comments or judgment, contrast, criticise, justify, support,
discuss, conclude, make recommendations etc. Evaluation refers to the ability to judge the worth or value of some concepts based on some
criteria.
Creating: The ability to use information or materials to plan, compose, produce, manufacture or construct other products.
From the foregoing, creating is the highest form of thinking and learning and is therefore a very important behaviour. This unfortunately, is the
area where most learners perform poorly. In order to get learners to develop critical thinking, skills beginning right from the lower primary
level, it is advised that you do your best to help your learners to develop analytic skills as we have said already.

ATTITUDES AND VALUES

To be effective, competent and reflective citizens, who will be willing and capable of solving personal and societal problems, learners should be
exposed to situations that challenge them to raise questions and attempt to solve problems. Learners, therefore need to acquire positive
attitudes, values and psychosocial skills that will enable them participate in debates and take a stand on issues affecting them and others.
Attitudes
i. Curiosity: The inclination or feeling toward seeking information about how things work in a variety of fields.
ii. Perseverance: The ability to pursue a problem until a satisfying solution is found.
iii. Flexibility in ideas: Willingness to change opinion in the face of more plausible evidence.
iv. Respect for Evidence: Willingness to collect and use data in one’s investigation, and also have respect for data collected by others.
v. Reflection: The habit of critically reviewing ways in which an investigation has been carried out to see possible faults and other ways by
which the investigation could be improved upon.
The teacher should endeavour to ensure that learners cultivate the above scientific attitudes and process skills as a prelude to effective work
in science.
Values
At the heart of this curriculum is the belief in nurturing honest, creative and responsible citizens. As such, every part of this curriculum,
including the related pedagogy, should be consistent with the following set of values.

Respect: This includes respect for the nation of Ghana, its institutions and laws and the culture and respect among its citizens and friends of
Ghana.
Diversity: Ghana is a multicultural society in which every citizen enjoys fundamental rights and responsibilities. Learners must be taught to
respect the views of all persons and to see national diversity as a powerful force for nation development. The curriculum promotes social
cohesion.

Equity: The socio-economic development across the country is uneven. Consequently, it is necessary to ensure an equitable distribution of
resources based on the unique needs of learners and schools. Ghana’s learners are from diverse backgrounds which require the provision of
equal opportunities to all, and that, all strive to care for each other.

Commitment to achieving excellence: Learners must be taught to appreciate the opportunities provided through the curriculum and
persist in doing their best in whatever field of endeavour as global citizens. The curriculum encourages innovativeness through creative and
critical thinking and the use of contemporary technology.

Teamwork/Collaboration: Learners are encouraged to be become committed to team-oriented working and learning environments. This
also means that learners should have an attitude of tolerance to be able to live peacefully with all persons.

Truth and Integrity: The curriculum aims to develop learners into individuals who will consistently tell the truth irrespective of the
consequences. In addition, be morally upright with the attitude of doing the right thing even when no one is watching. Also, be true to
themselves and be willing to live the values of honesty and compassion. Equally important, is the practice of positive values as part of the ethos
or culture of the work place, which includes integrity and perseverance. These underpin the learning processes to allow learners to apply skills
and competences in the world of work.

The action verbs provided in the learning domains in each content standard should help you to structure your teaching to achieve the desired
learning outcomes. Select from the action verbs provided for your teaching, for evaluation exercises and for test construction. Check the
learning indicators to ensure that you have given the required emphasis to each of the learning domains in your teaching and assessment.

PROCESS SKILLS
These are specific activities or tasks that indicate performance or proficiency in the learning of science. They are useful benchmarks for
planning lessons, developing exemplars and are the core of inquiry-based learning.
Equipment handling
This is the skill of knowing the functions and limitations of various apparatus, and developing the ability to select and handle them appropriately
for various tasks.
Observing
This is the skill of using the senses to gather information about objects or events. This also includes the use of instruments to extend the range
of our senses.
Classifying
This is the skill of grouping objects or events based on common characteristics.
Comparing
This is the skill of identifying the similarities and differences between two or more objects, concepts or processes.
Communicating/Reporting
This is the skill of transmitting, receiving and presenting information in concise, clear and accurate forms - verbal, written, pictorial, tabular or
graphical.
Predicting
This is the skill of assessing the likelihood of an outcome based on prior knowledge of how things usually turn out.
Analysing
This is the skill of identifying the parts of objects, information or processes, and the patterns and relationships between these parts.
Generating possibilities
This is the skill of exploring all the options, possibilities and alternatives beyond the obvious or preferred one.
Evaluating
This is the skill of assessing the reasonableness, accuracy and quality of information, processes or ideas. This is also the skill of assessing the
quality and feasibility of objects to inform decision-making.
Designing
This is the skill of visualizing and creating a mental or physical model of a process or event, or objects or gargets.
Measuring
This is the skill of using standard and non-standard instruments or devices to describe dimensions accurately.
Interpreting
This is the skill of organizing and evaluating data in terms of its worth: good, bad, reliable, unreliable; making inferences and predictions from
written or graphical data; extrapolating and deriving conclusions. Interpretation is also referred to as “Information Handling”.

Recording
This is the skill of drawing or making graphical representation boldly and clearly, well labelled and pertinent to the issue at hand.
Generalizing
This is the skill of being able to use the conclusions arrived at in an experiment or observation of events to what could happen in similar
situations.
Designing of Experiments
This is the skill of developing hypotheses; planning and designing of experiments; persistence in the execution of experimental activities;
modification of experimental activities where necessary in order to reach conclusions.
ORGANIZATION AND STRUCTURE OF THE CURRICULUM
The curriculum has been structured into four columns which are Strands, Sub-strands, Content standards, Indicators and
exemplars. A unique annotation is used for numbering the learning indicators in the curriculum for the purpose of easy
referencing. The annotation is indicated in table 2.
Example: B7 .2.4.1.2
ANNOTATION MEANING/
REPRESENTATION
B7 Year or Class
2 Strand Number
4 Sub-Strand Number
1 Content Standard Number
2 Indicator Number
Strands are the broad areas/sections of the science content to be studied.
Sub-strands are the topics within each strand under which the content is organised.
Content standard refers to the pre-determined level of knowledge, skill and/or attitude that a learner attains by a set stage of education.
Indicator is a clear outcome or milestone that learners have to exhibit in each year to meet the content standard expectation. The indicators
represent the minimum expected standard in a year.
Exemplar: support and guidance which clearly explains the expected outcomes of an indicator and suggests what teaching and learning
activities could take, to support the facilitators/teachers in the delivery of the curriculum.

Strand 1: DIVERSITY OF MATTER

Sub-strand1: Materials
B7 B8 B9 B10
B7.1.1.1 Recognize materials
as important resources for
providing human needs
B7.1.1.1.1 Classify materials into
liquids, solids and gas

Common Core Science Standards:

LEVEL B7 B8 B9 B10
STRAND SUB-STRANDS SUB-STRANDS SUB-STRANDS SUB-STRANDS

DIVERSITY OF 1. Materials 1. Materials 1. Materials 1. Materials

MATTER 2. Living cells 2. Living cells 2. Living cells 2. Living cells
CYCLES 1. Earth Science 1. Earth Science 1. Earth Science 1. Earth Science
2. Life Cycles of 2. Life Cycles of 2. Life Cycles of 2. Life Cycles of
Organisms Organisms Organisms Organisms
3. Crop Production 3. Crop Production 3. Crop Production 3. Crop Production
4. Animal Production 4. Animal Production 4. Animal Production 4. Animal Production
SYSTEMS 1. The Human Body 1. The Human Body 1. The Human Body 1. The Human Body
Systems Systems Systems Systems
2. The Solar System 2. The Solar System 2. The Solar System 2. The Solar System
3. The Ecosystem 3. Ecosystems 3. Ecosystem 3. Ecosystems
4. Farming Systems 4. Farming systems 4. Farming systems
FORCES AND 1. Energy 1. Electricity and 1. Electricity and 1. Electricity and
ENERGY 2. Electricity and Electronics Electronics Electronics
Electronics 2. Conversion and 2. Conversion and 2. Conversion and
3. Conversion and Conservation of energy Conservation of energy Conservation of energy
Conservation of energy 3. Force and motion 3. Force and motion 3. Force and motion
4. Force and motion 4. Agricultural Tools 4. Agricultural Tools 4. Agricultural Tools
5. Agricultural Tools
HUMANS AND THE 1. Waste management 1. Sanitation and waste 1. Sanitation and waste 1. Sanitation and waste
ENVIRONMENT systems management systems management system management systems
2. Human Health 2. Human Health 2. Human Health 2. Human Health
3. Science and Industry 3. Science and Industry 3. Science and Industry 3. Science and Industry
4. Climate Change and 4. Climate Change and 4. Climate Change and 4. Climate Change and
Green Economy Green Economy Green Economy Green Economy
5. Understanding the 5. Understanding the 5. Understanding the 5. Understanding the
Environment Environment Environment Environment
6. Soil as Components of 6. Soil as Components of 6. Soil as Components of
the Environment the Environment the Environment
5 20 20 20 20
SCIENCE SCOPE AND SEQUENCE
STRAND SUB-STRANDS B7 B8 B9 B10

Materials √ √ √ √
DIVERSITY OF MATTER
Living Cells √ √ √ √
 Earth Science √ √ √ √

Life Cycles of Organisms √ √ √ √

CYCLES
Crop Production √ √ √ √

Animal Production √ √ √ √

The Human Body Systems √ √ √ √

The Solar system √ √ √ √

SYSTEMS
Ecosystems √ √ √ √

Farming Systems √ √ √ X

FORCES AND ENERGY Conversion and Conservation of Energy √ √ √ √

Electricity and Electronics √ √ √ √

Force and Motion √ √ √ √

√ √ √
Agricultural Tools √

Waste Management √ √ √ √

Human Health √ √ √ √

Science and Industry √ √ √ √

HUMANS AND THE ENVIRONMENT
Climate Change and Green Economy √ √ √ √

Understanding the Environment √ √ √ √

Soil as Component of the Environment x √ √ √

BASIC 7
 STRAND 1: DIVERSITY OF MATTER
SUB-STRAND 1: MATERIALS
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCES
B7.1.1.1 Recognize B7.1.1.1.1 Classify materials into liquids, solids and gas Creativity and Innovation
materials as important (CI), Critical Thinking and
resources forproviding Problem solving (CP),
human needs Communication and
Collaboration (CC)
Exemplars:
1. Create and complete a table to record the texture, CI: Ability to merge simple/
appearance, colour and shape of group of materials assembled complex ideas to create novel
from the environment situation or thing
2. Group materials into liquids, solids and gases CP: Ability to combine
Information and ideas from
several sources to reach a
conclusion
3. Discuss the differences between liquids, solids and gases CC: Explain ideas in a clear
order with relevant detail
4. Give examples of solids, liquids and gases that can be identified CP: Demonstrate a thorough
from your environment understanding of a generalised
concept and facts specific to
task or situation
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCES
B7.1.1.1 Recognize B7.1.1.1.2 Discuss the importance of liquids in the life of Communication and
materials as important humans Collaboration (CC), Critical
resources forproviding Thinking and Problem
human needs solving (CP)
Exemplars:
1. Present a report on the importance of liquids to human life CC: Speak clearly and explain
ideas
Can vary the level of detail and
the language use when
presenting to make it
appropriate to the audience.
2. Describe the need to preserve liquids for human use. CP: Analyse and make distinct
judgment about viewpoints
expressed in an argument
3. Record liquid they see being used in their community CP: Being open-minded
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCES
B7.1.1.1.3 Discuss the importance of specific solids to life Critical Thinking and
Problem solving (CP),
Creativity and Innovation
(CI)
Exemplars
1. Identify solids in the environment that support the survival of CP: Ability to combine
humans and other life forms. Information and ideas from
several sources to reach a
conclusion
2. Explain the need to preserve useful solid materials in the CP: Analyse and make distinct
environment for life judgment about viewpoints
expressed in an argument
Provide new insight into
controversial situation or task
3. Model objects from solid materials that can be useful to CI: Ability to merge simple/
humans and other life forms. complex ideas to create novel
situation or thing
Reflect on work and explore
thinking behind thoughts and
 processes

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC

STANDARDS PRACTICES AND CORE
COMPETENCES
B7.1.1.2 Understand the B7.1.1.2.1 Demonstrate the knowledge of the orderly Digital Literacy (DL),
periodic table as arrangement of metals, non-metals and noble gases in the Critical Thinking and
different elements made Periodic Table Problem Solving (CP)
up of metals and non-
Exemplars
metals and noble gases
arranged in an order. 1. Name and write the chemical symbol of the first 20 elements DL: Ability to ascertain when
in the periodic table information is needed and be
able to identify, locate and
evaluate
2. Identify metals, non-metals and noble gases in the periodic CP: Ability to combine
table Information and ideas from
several sources to reach a
conclusion
3. Deduce from the periodic table that the elements are arranged CP: Demonstrate a thorough
in order of their atomic number and those in the same group understanding of a generalised
have common properties concept and facts specific to
task or situation
 STRAND 1: DIVERSITY OF MATTER
SUB-STRAND 2: LIVING CELLS
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFICS AND
CORE COMPETENCIES

B7.1.2.1Demonstrate B7.1.2.1.1 Describe the structure and function of living Digital Literacy (DL),
understanding of the cells of an animal. Communication
structure of organisms &Collaboration (CC), Critical
and functions of cells in Thinking % Problem solving
living systems (CP), Creativity &Innovation
(CI)
Exemplars:
1. Identify and describe the structure of animal cell seen in a DL: Evaluate the quality and
video, a chart and a magnifier validity of information
2. State the function of each organelle in the animal cell CC: Explain ideas in a clear
order with relevant detail
3. Look at a sample of animal cell from different parts of an CP: Provide new insight into
animal with a microscope, magnifier or watch a video or controversial situation or task
pictures of cells and draw the conclusion that animals are DL: Knowledge and
made up of cells recognition of ethical use of
information
4. Draw and label an animal cell CI: Anticipate and overcome
difficulties relating initiatives
5. Develop a model to represent an animal cell CI:Identification of
requirements of a given
situation and justification of
more than one creative tool
 that will be suitable
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFICS AND
CORE COMPETENCIES
B7.1.2.1Demonstrate B7.1.2.1.2 State the functions of each organelle in a plant Digital Literacy (DL),
understanding of the cell Communication and
structure of organisms Collaboration (CC),
and functions of cells in Critical Thinking and
living systems Problem (CP), Creativity
and Innovation (CI)
Exemplars:
1. Identify and describe the structure of a plant cell seen in a CC: Speak clearly and explain
video, a chart, pictures and magnifiers ideas
DL: Ability to find and
consume digital content
2. State the function of each organelle in the plant cell CC: Speak clearly and explain
ideas
3. Look at a sample of a plant cell from different parts of a CP: Ability to combine
plant with a microscope, magnifier or watch a video or Information and ideas from
pictures and confirm that plants are made up of cells several sources to reach a
conclusion
DL: Adhere to behavioural
protocols that prevail in
cyberspace
4. Draw and label a plant cell CI: Anticipate and overcome
difficulties relating initiatives
5. Develop a model to represent a plant cell CI: Identification of
requirements of a given
 situation and justification of
more than one creative tool
that will be suitable

STRAND 2: CYCLES
SUB-STRAND 1: EARTH SCIENCE
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES
B7.2.1.1 Recognize that B7.2.1.1.1 Know how water cycle occurs as a repeated Critical Thinking and Problem
water cycle is an pattern in nature. Solving (CP) Digital Literacy
example of repeated (DL), Creativity and
patterns of change in Innovation (CI)
nature and understand
Exemplars:
how it occurs
1. Identify the natural sources of water and list the stages of DL: Ability to ascertain when
the water cycle: Evaporation, Condensation, Precipitation information is needed and be able
and Transpiration while watching pictures and videos, to identify, locate, evaluate and
effectively use them
2. Draw a flow chart or diagram to show the order of the CI: Ability to merge simple/
stages in the water cycle and how they are linked to each complex ideas to create novel
other. situation or thing. Ability to select
the most effective creative tools
for working and preparedness to
give explanations
3. Explain why water cycle is a repeated pattern in nature CP: Ability to combine
through search from internet, books, journals, TV news, information and ideas from several
sources to reach a conclusion. DI:
 Radio news and any other sources Ability to ascertain when
information is needed and be able
to identify, locate, evaluate and
effectively use them to solve a
problem

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC

STANDARDS PRACTICES AND CORE
COMPETENCIES
B7.2.1.1 Recognize that B7.2.1.1.2 Describe the importance of water cycle in nature. Communication &
water cycle is an Collaboration (CC), Digital
example of repeated Literacy (DL),
patterns of change in Communication and
nature and understand Collaboration (CC),
how it occurs Creativity and Innovation
(CI), Critical and Problem
Solving (CP)
Exemplars:
1. Describe the stages of the water cycle by watching a video or a CC: Speak clearly and explain
picture of it. ideas. DL: Preparedness to
make better decision with
information at hand
 2. Describe the importance of water cycle. In terms of: CP: Ability to combine
a) Energy source (release of energy to warm the information and ideas from
environment) several sources to reach a
b) Carrier of nutrients conclusion.CC: Explain ideas in
c) Improving water table a clear order with relevant
d) Regulating weather pattern detail, using conjunctions to
e) Provision of clean water. structure and speech.
3. Illustrate the importance of the water cycle in a community CI: Ability to merge simple/
with a diagram. complex ideas to create novel
situation or thing

STRAND 2: CYCLES
SUB-STRAND 2: LIFE CYCLE OF ORGANISMS
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES
B7.2.2.1 Demonstrate B7.2.2.1.1 Describe the life cycle of the housefly. Communication &
the skills of carrying out Collaboration (CC), Digital
activities to show the Literacy (DL)
stages of the life cycle of
Exemplars
housefly,effects of its
activitieson humans and 1. Identify and describe the stages of the life cycle of the DL: Ability to find and consume
how to reduce them housefly. digital content. CC: Share a
narrative or extended answer
 while speaking to a group
2. Show the order of the stages of the life cycle of the housefly DL: Preparedness to make better
e.g. Eggs –Pupa-Larva-Adult. Arrange flashcards or the cut- decision with information at hand.
outs to illustrate the stages CC: Ability to work with all
group members to complete a
task successfully
3. Draw each stage of the life cycle of the housefly and use CI: Ability to try alternatives and
arrows to link the stages to make the cycle complete. fresh approaches. Ability to
reflect on approaches to creative
task and evaluate the
effectiveness of tools used
4. Write notes on each of the stages of the housefly. CC: Explain ideas in a clear order
with relevant detail, using
conjunctions to structure and
speech.

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC

STANDARD PRACTICES AND CORE
COMPETENCIES
B7.2.2.1.2 Discuss the activities of the housefly as a menace Creativity and Innovation
B7.2.2.1 Demonstrate to humans and show how to reduce the activities e.g. (CI), Communication and
the skills of carrying out feeding, reproduction and any other Collaboration (CC), Digital
activities to show the Literacy (DL)
stages of the life cycle of
housefly,effects of its Exemplars
activitieson humans and
how to reduce them 1. Describe with the aid of drawing, pictures and cartoon to CI: Ability to look at alternatives
demonstrate their knowledge of housefly feeding habit. e.g. in creating new things, being open
 feeding on dead animals, rotten food, manure, solid and liquid minded, adapting and modifying
waste ideas to achieve creative results
2. Discuss how the activities of the housefly affect humans in CC: Speak clearly and explain
terms of ideas. DL: Ability to ascertain
a) transfer of types of diseases (such as dysentery). when information is needed and
b) food poisoning be able to identify, locate,
c) nuisance in the environment evaluate and effectively use them
to solve a problem
3. Design an intervention that can reduce the effects of the CI: Identification of requirements
activities of the housefly on humans and educate people of of a given situation and
your community about the intervention justification of more than one
creative tool that will be suitable.
Ability to select the most
effective creative tools for
working and preparedness to give
explanations. DL: Preparedness
to make better decision with
information at hand

STRAND 2: CYCLES
SUB-STRAND 3: CROP PRODUCTION
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES
B7.2.3.1Demonstrate B7.2.3.1.1 Observe and list all plant nutrient sources Communication and
understanding of the available in a community and categorize them into organic Collaboration (CC), Critical
different plant Thinking and Problem
nutrients (organic, and and inorganic nutrient sources. Solving (CP)
inorganic fertilizers)
Exemplars
and their application in
school farming (school 1. Create a table to explain the differences between organic CI: Ability to merge simple/
gardening) and inorganic plant nutrients complex ideas to create novel
situation or thing
2. Compare the volumes of organic and inorganic nutrient CP: Demonstrate a thorough
source required by different plants understanding of a generalised
concept and facts specific to
task or situation. Provide new
insight into controversial
situation or task

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC

STANDARDS PRACTICES AND CORE
COMPETENCIES

B7.2.3.1Demonstrate B7.2.3.1.2 Describe the physical characteristics of different Digital Literacy (DL),
understanding of the plant nutrients (organic and inorganic) and how each is Communication and
different plant applied to plants in the field Collaboration (CC),
nutrients (organic, and Creativity and Innovation
inorganic fertilizers) (CI), Personal Development
and their application in and Leadership (PL)
school farming (school
gardening)
Exemplars
1. Identify each plant nutrient source and explain how its DL: Evaluate the quality and
physical structure and appearance affect its application validity of information
CC: Explain ideas in a clear
order with relevant detail
2. Describe in groups how each type of nutrient source may be CC: Demonstrate behaviour
applied to plants in the field (e.g. school garden). and skills of working towards
group goals. Can see the
importance of including all team
members in discussions and
actively encourage contributions
from their peers in their team
PL: Division of task into
solvable units and assign group
members to task units

3. Demonstrate practical application of each type of nutrient CI: Ability to try alternatives
source to plants in the field (e.g. school garden) and fresh approaches
STRAND 2: CYCLES
SUB-STRAND 4: ANIMAL PRODUCTION
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
 COMPETENCIES
B7.2.4.1Demonstrate B7.2.4.1.1 Examine and list domestic animals in the Digital Literacy (DL),
understanding of the differences community. Critical Thinking and
among domestic animals such as Problem Solving (CP),
ruminants, monogastric and Communication and
poultry (monogastric herbivore) Collaboration (CC)
Exemplars:
1. Identify different types of domestic animals in the DL: Ability to ascertain
community when information is needed
and be able to identify,
locate, evaluate and
effectively use them
2. Match different domestic animals with their breeds CP: Demonstrate a
thorough understanding of a
generalised concept and facts
specific to task or situation
3. List and discuss the characteristics, such as shape, DL: Preparedness to make
colour, size, food/feeding and others, that can be used better decision with
to classify domestic animals information at hand. CC:
Demonstrate behaviour and
skills of working towards
group goals. Explain ideas in
a clear order with relevant
detail
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES
B7.2.4.1.2 Show the differences and similarities Digital Literacy (DL),
among domestic animals. Critical Thinking and
Problem Solving (CP),
Communication and
Collaboration (CC)
Exemplars:
1. Classify domestic animals into ruminants, monogastric CP: Demonstrate a thorough
and poultry understanding of a generalised
concept and facts specific to
task or situation
B7.2.4.1Demonstrate
understanding of the differences 2. Give examples of animals classified as ruminants, CC: Speak clearly and explain
among domestic animals such as monogastric, and poultry ideas. DL: Ability to find and
ruminants, monogastric and consume digital content
poultry (monogastric herbivore)
3. Discuss and write the differences among ruminants, DL: Ability to ascertain when
monogastric and poultry information is needed and be
able to identify, locate,
evaluate and effectively use
them to solve a problem. CC:
Explain ideas in a clear order
with relevant detail, using
conjunctions to structure and
speech.CP: Ability to combine
Information and ideas from
several sources to reach a
 conclusion

4. Write similarities in the nature and characteristics of CP: Ability to combine

ruminants, monogastric and poultry in Ghana and Information and ideas from
other countries. several sources to reach a
conclusion
Analyse and make distinct
judgment about viewpoints
expressed in an argument
B7.2.4.2 Show understanding of B7.2.4.2.1 Discuss and write the domestic and Digital Literacy (DL),
the usefulness of the different commercial uses of different types of animals. Communication and
types of animals for domestic Collaboration
and commercial purposes
Exemplars
1. Explain the concepts of domestic use and commercial DL: Knowledge and
use of animals. recognition of ethical use of
information

CC: Explain ideas in a clear

order with relevant detail
2. Describe domestic uses of ruminants, monogastric and CC: Speak clearly and explain
poultry ideas. Share a narrative or
extended answer while
speaking to a group
DL: Evaluate the quality and
validity of information
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES
B7.2.4.2.2 Observe and compare the uses of the Digital Literacy (DL), Critical
different types of animals. Thinking and Problem Solving
(CP), Communication and
Collaboration (CC)
Exemplars:
1. Observe and discuss different uses of different animals CC: Identify words or sentences in
found in the communities context or appropriately.
Speak clearly and explain ideas.
Share a narrative or extended
answer while speaking to a group
DL: Evaluate the quality and
validity of information
CP: Demonstrate a thorough
understanding of a generalised
concept and facts specific to task
or situation
2. List and match the different domestic animals to their DL: Ability to ascertain when
commercial uses including their by-products (such as information is needed and be able
animal waste) to identify, locate, evaluate and
effectively use them to solve a
 problem
CP: Analyse and make distinct
judgment about viewpoints
expressed in an argument

STRAND 3: SYSTEMS
SUB-STRAND: 1 THE HUMAN BODY SYSTEM
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES
B7.3.1.1 Show B7.3.1.1.1 Explain the concept of food and the need Digital Literacy (DL),
understanding of the for humans to eat Critical Thinking and
concept of food, the Problem Solving (CP)
processof digestion and
Exemplars:
appreciate its importance
in humans 1. Explain what food is, the nutrients found in them and DL: Ability to ascertain when
deduce its definition information is needed and be
able to identify, locate, evaluate
and effectively use them to
solve a problem
CP: Ability to combine
Information and ideas from
several sources to reach a
conclusion
2. Compare and contrast the appearance of people who DL: Ability to ascertain when
have been starved for some period of time with those information is needed and be
able to identify, locate, evaluate
 who have been eating and look healthy and strong. and effectively use them to
solve a problem. Knowledge
and recognition of ethical use
of informationCP: Identify and
prove misconceptions about a
generalised concept or fact
specific to a task or situation

B7.3.1.1 Show 3. Deduce from the comparison in exemplar 2 the CP: Ability to combine
understanding of the importance of feeding in humans Information and ideas from
concept of food, the several sources to reach a
processof digestion and conclusion
appreciate its importance
B7.3.1.1.2 Examine what happens to food at the stages Digital Literacy (DL),
in humans
of digestion in humans Critical Thinking and
Problem Solving (CP),
Communication and
Collaboration (CC),
Creativity and Innovation
(CI)
Exemplars:
1. identify the parts of the alimentary canal in a drawing CC: Identify underlying
of the digestive system themes, implications and issues
when listening
DL: Evaluate the quality and
validity of information
2. Research and describe what happen to food e.g. a DL: Ability to ascertain when
 piece of boiled yam/cassava/plantain/cocoyam/bread, information is needed and be
egg, meat, orange, palm oil and many others when it able to identify, locate, evaluate
gets into the mouth, stomach, large and small intestine and effectively use them to
solve a problem
Adhere to behavioural
protocols that prevail in
cyberspace

Knowledge and recognition of

ethical use of information
CP: Generate hypothesis to
help answer complex problems
Identify and prove
misconceptions about a
generalised concept or fact
specific to a task or situation
3. Draw and label the digestive system of humans CI: Ability to reflect on
approaches to creative task and
evaluate the effectiveness of
tools used
B7.3.1.1.3 Identify the end product of digestion of Digital Literacy (DL),
starchy, protein and oily foods and explain how Critical Thinking and
absorption of the digested food occurs in humans Problem Solving (CP),
Communication and
Collaboration (CC),
Creativity and Innovation
(CI)
Exemplar:
1. Observe and describe how digested food is absorbed DL: Ability to ascertain when
into the body of humans using animation. information is needed and be
able to identify, locate, evaluate
and effectively use them to
solve a problem
CC: Speak clearly and explain
ideas
2. Draw a flow chart to show that starch is digested to CI: Identification of
sugar, protein is digested to amino acids and oils are requirements of a given
digested into fatty acids situation and justification of
more than one creative tool
that will be suitable
Ability to merge simple/
complex ideas to create novel
situation or thing
3. Perform practical test on food: starch, glucose, protein CC: Understand roles during
and fats and oils group activities
PL: Ability to manage time
effectively
 STRAND 3: SYSTEMS
SUB-STRAND 2: THE SOLAR SYSTEM
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES
B7.3.2.1 Demonstrate B7.3.2.1.1 identify the inner planets of the solar system Digital Literacy (DL),
knowledge of the inner planets and describe their properties Critical Thinking and
of the solar system and Problem Solving (CP),
understand their movement in Communication and
the system Collaboration (CC),
Creativity and Innovation
(CI)
Exemplars
1. Identify and describe what constitutes the inner planets DL: Ability to ascertain when
information is needed and be
 of the solar system using pictures, videos etc. able to identify, locate,
evaluate and effectively use
them to solve a problem
CC: Speak clearly and
explain ideas.
2. Describe the galaxy, milky way, and elliptical shape of the CC: Explain ideas in a clear
path of movement of the inner planets order with relevant detail
DL: Ability to find and
consume digital content
CP: Identify and prove
misconceptions about a
generalised concept or fact
specific to a task or situation
3. Design and construct a model of the solar system CI: Ability to look at
alternatives in creating new
things
Identification of requirements
of a given situation and
justification of more than one
creative tool that will be
suitable
Being open-minded, adapting
and modifying ideas to
achieve creative results
B7.3.2.1.2 Discuss the properties and the relative Digital Literacy (DL),
Critical Thinking and
motions of the planets Mercury and Venus Problem Solving (CP),
Communication and
Collaboration (CC),
Creativity and Innovation
(CI)
Exemplars:
1. Outline properties peculiar to each of the planets DL: Ability to ascertain when
Mercury and Venus information is needed and be
able to identify, locate,
evaluate and effectively use
them to solve a problem
CP: Demonstrate a
thorough understanding of a
generalised concept and facts
specific to task or situation
2. Describe the movement of planets Mercury and Venus DL: Evaluate the quality and
around the Sun. validity of information
CC: Explain ideas in a clear
order with relevant detail
CP: Ability to combine
Information and ideas from
several sources to reach a
conclusion
 STRAND 3 SYSTEMS
SUB-STRAND 3 THE ECOSYSTEM
CONTENT STANDARDS INDICATOR AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES
B7.3.3.1 Recognize the B7.3.3.1. 1 Analyse the components of ecosystems and Digital Literacy (DL), Critical
components and their identify the interactions within. Thinking and Problem
interdependence in an Solving (CP),
ecosystem and appreciate their Communication and
interaction Collaboration (CC),
Creativity and Innovation
 (CI)

Exemplars:
1. Describe an ecosystem as a self-sustaining unit in which CC: Ability to work with all
components interact E.g. A pond, a forest and many group members to complete a
others task successfully
Speak clearly and explain ideas.
Anticipate different responses
from the audience and plan for
them.
DL: Evaluate the quality and
validity of information
Preparedness to make better
decision with information at hand
2. Group the ecosystems into terrestrial, aquatic and CP: Ability to combine
arboreal Information and ideas from
several sources to reach a
conclusion
Implement strategies with
accuracy
3. Identify and list the components, such as biotic and DL: Ability to ascertain when
abiotic, of each ecosystem information is needed and be able
to identify, locate, evaluate and
effectively use them to solve a
 problem
CC: Speak clearly and explain
ideas.
CP: Demonstrate a thorough
understanding of a generalised
concept and facts specific to task
or situation
4. Differentiate organisms in different ecosystems CP: Analyse and make distinct
mentioned in exemplar 2 judgment about viewpoints
expressed in an argument
5. Explain how the function of the components of each CC: Speak clearly and explain
affects the other in the ecosystem ideas. Share a narrative or
extended answer while speaking
to a group
 STRAND 3: SYSTEMS
SUB-STRAND4: FARMING SYSTEMS
CONTENT STANDARDS INDICATOR AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES
B7.3.4.1 Demonstrate B7.3.4.1.1 Examine and discuss the differences among Digital Literacy (DL),
understanding of the differences the various farming systems. Critical Thinking and
among the various farming Problem Solving (CP),
systems; Land Rotation; Crop Communication and
Rotation; Mixed Cropping; Mixed Collaboration (CC),
Farming; and Organic Farming Creativity and Innovation
(CI), Cultural Identity
and Global Citizenship
(CG)
Exemplars:
1. Identify and define types of farming systems in Ghana DL: Ability to find and
and elsewhere consume digital content
Understand sociological and
emotional aspects of work in
cyberspace
CG: Develop and exhibit a
sense of cultural identity
CC: Speak clearly and
explain ideas. Share a
narrative or extended answer
while speaking to a group
2. Discuss the characteristics of the different farming DL: Ability to ascertain when
 systems in Ghana information is needed and be
able to identify, locate,
evaluate and effectively use
them to solve a problem
CP: Ability to combine
Information and ideas from
several sources to reach a
conclusion
CG: Develop and express
respect, recognition and
appreciation of others'
culture
3. Compare and contrast the characteristics of the CP: Generate hypothesis to
different farming systems help answer complex
problems
Analyse and make distinct
judgment about viewpoints
expressed in an argument
Ability to combine
Information and ideas from
several sources to reach a
conclusion
CONTENT STANDARDS INDICATOR AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES
B7.3.4.1.2 Categorize different farming systems Digital Literacy (DL),
Critical Thinking and
Problem Solving (CP),
Cultural Identity and Global
Citizenship (CG)
Exemplars:
1. Classify different descriptions of farming systems under CP: Ability to combine
Land Rotation; Crop Rotation; Mixed Cropping; Mixed Information and ideas from
Farming and Organic Farming several sources to reach a
conclusion
CG: Develop and exhibit ability
to defend one's cultural beliefs,
practices and norms
DL: Ability to find and consume
digital content
2. Group farming systems prevailing in their community CP: Ability to combine
under Land Rotation, Crop Rotation, Mixed Cropping, Information and ideas from
Mixed Farming, and Organic Farming several sources to reach a
conclusion
CONTENT STANDARDS INDICATOR AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES
B7.3.4.1.3 Discuss the usefulness of different Critical Thinking and Problem
farming systems Solving (CP), Creativity and
Innovation (CI) Cultural Identity
and Global Citizenship (CG)
Exemplars:

1. Discuss and tabulate the reasons behind the use of CC: Can vary the level of detail and
various farming systems the language use when presenting to
make it appropriate to the audience.
CI: Ability to try alternatives and
fresh approaches
CP: Generate hypothesis to help
2. Debate the merits and demerits of the different answer complex problems
farming systems
Ability to combine Information and
ideas from several sources to reach a
conclusion. Implement strategies
with accuracy
CC: Can vary the level of detail and
the language use when presenting to
make it appropriate to the audience.
CG: Develop and express respect,
recognition and appreciation of
others' culture
 STRAND 4: FORCES AND ENERGY
SUB-STRAND 1: ENERGY
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
AND CORE COMPETENCIES
B7.4.1.1 Demonstrate B7.4.1.1.1 Identify the various forms of energy and Digital Literacy (DL), Cultural
understanding of forms of show how they are related Identity and Global Citizenship
energy and their daily (CG), Communication and
application Collaboration (CC)
Exemplars:
1. List forms of energy in terms of Potential, Kinetic, Heat, DL: Ability to find and consume digital
Sound, Solar, Electrical, Nuclear, Chemical and Light content. Ability to ascertain when
information is needed and be able to
identify, locate, evaluate and effectively
use them to solve a problem. CC:
Explain ideas in a clear order with
relevant detail
2. Demonstrate how Potential Energy (P.E) is related to CC: Can vary the level of detail and
Kinetic Energy (K.E) (Mechanical Energy= PE+ KE) using a the language use when presenting to
diagram make it appropriate to the audience
CI: Ability to merge simple/ complex
ideas to create novel situation or thing
Ability to reflect on approaches to
creative task and evaluate the
effectiveness of tools used.Ability to
visualise alternatives, seeing
possibilities, problems and challenges
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
AND CORE COMPETENCIES
B7.4.1.1 Demonstrate B7.4.1.1.2 Explain daily application of forms of energy Digital Literacy (DL), Cultural
understanding of forms of Identity and Global Citizenship
energy and their daily (CG), Communication and
application Collaboration (CC), Creativity
and Innovation (CI)
Exemplars:
1. Discuss how forms of energy are used in daily life CC: Speak clearly and explain ideas.
Share a narrative or extended answer
while speaking to a group
DL: Evaluate the quality and validity of
information. Knowledge and
recognition of ethical use of
information
2. Match forms of energy to appliances (gadgets) used daily CP: Demonstrate a thorough
at school, in the home and community understanding of a generalised concept
and facts specific to task or situation.
CI: Ability to merge simple/ complex
ideas to create novel situation or thing
3. Explain factors that affect Potential and Kinetic energy in DL: Ability to ascertain when
their application in daily life information is needed and be able to
identify, locate, evaluate and effectively
use them to solve a problem.CC:
Explain ideas in a clear order with
 relevant detail

4. Use mathematical expressions for both Potential energy CI: Ability to visualise alternatives,
2
(P.E = mgh) and Kinetic energy (K.E = ½ mv ) and use seeing possibilities, problems and
the expressions to solve problems involving mechanical challenges
energy.
Recognise and generalise information
and experience; search for trends and
patterns
Interpret and apply learning in new
context
Reflect on work and explore thinking
behind thoughts and processes

B7.4.1.2 Demonstrate B7.4.2.1.1 Explain how heat is transferred in various Digital Literacy (DL),
understanding of concept of media Communication and
heat transfer and its Collaboration (CC)
application in life
Exemplar:
1. Explain how heat is transferred through different media DL: Ability to ascertain when
(gas, plastic, metal, liquid) information is needed and be able to
identify, locate, evaluate and effectively
use them to solve a problem
CC: Explain ideas in a clear order with
relevant detail
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
AND CORE COMPETENCIES

B7.4.1.3 Demonstrate B7.4.1.3.1 Demonstrate how light travels in a straight Digital Literacy (DL),
understanding of line Communication and
characteristics of light, such as Collaboration (CC), Critical
travelling in a straight line, Thinking and Problem Solving
reflection, refraction and (CP), Creativity and Innovation
dispersion (CI)
Exemplars:
1. Perform experiments to show that light travels in a DL: Ability to find and consume digital
straight line and can be reflected and refracted and content
produce reports, posters or diagrams
CI: Understand and use analogies and
metaphor.
Putting forward constructive
comments, ideas, explanations and new
ways of doing things
Recognise and generalise information
and experience; search for trends and
patterns
2. Perform experiment to show dispersion of light into CP: Demonstrate a thorough
colours understanding of a generalised concept
and facts specific to task or situation.
Provide new insight into controversial
situation or task
 STRAND 4: FORCES AND ENERGY
SUB-STRAND 2: ELECTRICITY AND ELECTRONICS
CONTENT INDICATOR AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES
B7.4.2.1Demonstrate B7.4.2.1.1 Describe the various forms of electricity generation Digital Literacy (DL),
understanding of Communication and
forms of electricity, Collaboration (CC),
its generation and
Exemplar:
effects on the
environment. 1. Search for and discuss information about the nature and DL: Ability to ascertain when
generation of thermal and nuclear electricity and produce information is needed and be able
reports, posters, diagrams and charts about your findings. to identify, locate, evaluate and
effectively use them to solve a
problem
Preparedness to make better
decision with information at hand
CC: Explain ideas in a clear order
with relevant detail, using
conjunctions to structure and
speech.
B7.4.2.1.2 Explain the impact of electricity generation on the Communication and
environment Collaboration (CC), Critical
Thinking and Problem
Solving (CP), Creativity and
Innovation (CI)
 Exemplar:
1. Debate the negative effects of both thermal and nuclear CP: Generate hypothesis to help
electricity generation on the environment and how to reduce the answer complex problems
effects. Create posters leaflets of the outcome of the debate
Ability to combine Information
and ideas from several sources to
reach a conclusion
Implement strategies with
accuracy
CC: Can vary the level of detail
and the language use when
presenting to make it appropriate
to the audience.

B7.4.2.2 B7.4.2.2.1 Demonstrate how to assemble basic electronic Digital Literacy (DL),
Demonstrate components in an electronic circuit Creativity and Innovation
knowledge of how to (CI)
assemble and explain
Exemplar:
the functions of basic
electronic 1. Examine electronic components such as types of LEDs, P-N DL: Ability to find and consume
components and Junction diodes, colour code resistors and capacitors, and arrange digital content
their them in an electronic circuit.
interdependence in CI: Recognise and generalise
an electronic circuit information and experience;
search for trends and patterns
CONTENT INDICATOR AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES
Demonstrate B7.4.3.2.2 Discuss the function of each electronic component Communication and
knowledge of how to and their interdependence with each other Collaboration (CC),
assemble and explain Creativity and Innovation
the functions of basic (CI)
electronic
Exemplars:
components and
their 1. Dismantle and assemble spoilt electronic gadgets such as Radio, CI: Being open-minded, adapting
interdependence in TV, Mobile phones, Electronic watch and others that can be and modifying ideas to achieve
an electronic circuit found in the home and at school and name the parts. creative results
Recognise and generalise
information and experience;
search for trends and patterns
2. Identify the Positive (P) region and Negative (N) region of the P- CI: Ability to merge simple/
N junction diode and construct a simple electronic circuit complex ideas to create novel
comprising a 3V battery made of two dry cells in series with a situation or thing
switch and an LED.
Recognise and generalise
information and experience;
search for trends and patterns
Being open-minded, adapting and
modifying ideas to achieve
 creative results

3. Explain what happens when the switch in an electronic circuit is CC: Explain ideas in a clear order
closed and opened with relevant detail. CI:
Recognise and generalise
information and experience;

CONTENT INDICATOR AND EXEMPLARS SUBJECT SPECIFIC

STANDARDS PRACTICES AND CORE
COMPETENCIES
Demonstrate B7.4.3.2.3 Discuss the function of each electronic component Communication and
knowledge of how to such as resistor, diode, and. inductor and their Collaboration
assemble and explain interdependence for the functioning of an electronic gadget
(CC),Creativity and
the functions of basic
Innovation (CI), Critical
electronic
Thinking and Problem Solving
components and
(CP)
their
interdependence in
an electronic circuit
Exemplar:

1. Discuss the roles and the significance of electronic components: CC: Explain ideas in a clear order
i. LED, ii. resistor iii. diode, and iv. inductor in a circuit and how with relevant detail. CP:
they affect each other Demonstrate a thorough
understanding of a generalised
concept and facts specific to task
or situation. Provide new insight
 into controversial situation or task

2. Explain changes in brightness in an LED in relation to addition of CC: Explain ideas in a clear order
resistors, diodes, and inductors in an electronic circuit with relevant detail. CP:
Demonstrate a thorough
understanding of a generalised
concept and facts specific to task
or situation. Provide new insight
into controversial situation or task
 STRAND 4: FORCES AND ENERGY
SUB-STRAND 3: CONVERSION AND CONSERVATION OF ENERGY
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES
B7.4.3.1.Demonstrate B7.4.3.1.1 Explain the principle underlying conservation and Digital Literacy (DL),
understanding of the conversion of energy Creativity and Innovation
principle of (CI), Critical Thinking and
conservation and Problem Solving (CP)
conversion of energy
Exemplar:
and their application
in real life situations 1. Explain the law of conservation of energy by using diagram to show DL: Ability to ascertain when
that in a closed system the value of chemical energy, for example in information is needed and be able
dry cell which changes into electrical, heat and light energy will to identify, locate, evaluate and
remain the same effectively use them.
CP: Ability to combine
Information and ideas from
several sources to reach a
conclusion
2. Use exemplar 1 to explain energy conversion and its application to CI: Ability to merge simple/
life complex ideas to create novel
situation or thing
Recognise and generalise
information and experience;
search for trends and patterns
Being open-minded, adapting and
modifying ideas to achieve
creative results
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES
B7.4.3.1.Demonstrate B7.4.3.1.2 Demonstrate the conversion of energy into Creativity and Innovation (CI)
understanding of the useable forms
principle of
Exemplar:
conservation and
conversion of energy 1. Illustrate everyday use of conversion of energy and show CI: Interpret and apply learning in
and their application diagrammatically the conversion of energy to other forms. new context
in real life situations
Recognise and generalise information
and experience; search for trends and
patterns
Reflect on work and explore thinking
behind thoughts and processes
B7.4.3.1.3 Know how energy could be conserved for future Digital Literacy (DL),
use in life Communication and
Collaboration (CC), Critical
Thinking and Problem Solving
(CP)
Exemplar:
1. Explain why energy should be conserved and describe how it DL: Ability to ascertain when
can be done for the benefit of humans and other life forms information is needed and be able to
identify, locate, evaluate and
effectively use them. CP: Ability to
combine Information and ideas from
 several sources to reach a conclusion
CC: Explain ideas in a clear order
with relevant detail
STRAND 4: FORCES AND ENERGY
SUB-STRAND 4: FORCE AND MOTION
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES
B7.4.4.1Examine Newton’s B7.4.4.1.1 State and explain Newton’s First Law of Digital Literacy
First Law of motion and motion (DL)Communication and
understand its application Collaboration (CC)
to life
Exemplar:
1. Research to find what Newton’s first law is and discuss it. DL: Ability to ascertain when
information is needed and be able
to identify, locate, evaluate and
effectively use them to solve a
problem. Adhere to behavioural
protocols that prevail in cyberspace.
Knowledge and recognition of ethical
use of information

CC: Explain ideas in a clear order

with relevant detail
CI: Ability to merge simple/
complex ideas to create novel
situation or thing. Recognise and
generalise information and
 experience; search for trends and
patterns. Being open-minded,
adapting and modifying ideas to
achieve creative results

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC

PRACTICES AND CORE
COMPETENCIES
B7.4.4.1Examine Newton’s B7.4.4.1.2 Examine the application of Newton’s First Communication and
First Law of motion and Law of motion in life Collaboration (CC), Critical
understand its application Thinking and Problem Solving
to life (CP), Creativity and
Innovation (CI)
Exemplars:
1. Discuss some applications of Newton’s First Law of CC: Explain ideas in a clear order
Motion. E.g. when a metallic ball is put on a smooth with relevant detail. Can see the
surface and given a push it will be in motion until it gets importance of including all team
to a blockade and it stops. Use of seat belts in a vehicle members in discussions and
actively encourage contributions
from their peers in their team
DL: Evaluate the quality and
validity of information
CP: Ability to combine
Information and ideas from several
sources to reach a conclusion
CI: Ability to merge simple/
 complex ideas to create novel
situation or thing. Recognise and
generalise information and
experience; search for trends and
patterns. Being open-minded,
adapting and modifying ideas to
achieve creative results

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC

PRACTICES AND CORE
COMPETENCIES
2. Explain the importance of Newton’s First Law of Motion CC: Explain ideas in a clear order
with relevant detail
Can see the importance of
including all team members in
discussions and actively encourage
contributions from their peers in
their team
CP: Ability to combine
Information and ideas from several
sources to reach a conclusion
B7.4.4.2 Recognize some B7.4.4.2.1 Identify simple machines Digital Literacy (DL),
simple machines, and show Communication and
understanding of their Collaboration (CC)
efficiency in doing work
Exemplar:
 1. List examples of simple machines DL: Ability to ascertain when
information is needed and be able
to identify, locate, evaluate and
effectively use them to solve a
problem
CC: Speak clearly and explain
ideas

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES

STANDARDS AND CORE COMPETENCIES
B7.4.4.2 Recognize B7.4.4.2.2 Describe the types and functions of levers Digital Literacy (DL),
some simple machines, Communication and Collaboration
and show (CC), Critical Thinking and
understanding of their Problem Solving (CP)
efficiency in doing work
Exemplars:
1. Name the types of levers and explain their general DL: Ability to ascertain when
functions. information is needed and be able to
identify, locate, evaluate and effectively
use them to solve a problem
CC: Speak clearly and explain ideas
2. Classify levers into First, Second and Third classes and CP: Demonstrate a thorough
demonstrate how the principles involved in each class make understanding of a generalised concept
and facts specific to task or situation.
 work easier in everyday life Implement strategies with accuracy

B7.4.3.2.3 Know Work Input, and Output and Efficiency Digital Literacy (DL),
as they apply to machines. Communication and Collaboration
(CC), Critical Thinking and
Problem Solving (CP), Creativity
and Innovation (CI)
Exemplars:
1. Explain of the terms work input, work output and CC: Explain ideas in a clear order with
efficiency. relevant detail. DL: Ability to find and
consume digital content
Recognise ownership of information

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES

STANDARDS AND CORE COMPETENCIES
B7.4.4.2 Recognize 2. Explain efficiency of a machine as the ratio of work CC: Explain ideas in a clear order with
some simple machines, output to work input expressed as a percentage. relevant detail
and show
DL: Ability to find and consume digital
understanding of their
content
efficiency in doing work
Recognise ownership of information
CP: Ability to combine Information and
ideas from several sources to reach a
conclusion
Develop and defend a logical plausible
 resolution to a confusion, uncertainty or
contradiction surrounding an event
3. Explain the concept of efficiency of a machine. CC: Explain ideas in a clear order with
relevant detail
DL: Ability to find and consume digital
content
CP: Ability to combine Information and
ideas from several sources to reach a
conclusion

4. Describe how efficiency of simple machines can be DL: Ability to ascertain when
improved (e.g. by oiling its parts to reduce friction) information is needed and be able to
identify, locate, evaluate and effectively
use them to solve a problem
CI: Recognise and generalise
information and experience; search for
trends and patterns
Being open-minded, adapting and
modifying ideas to achieve creative
results
Putting forward constructive comments,
ideas, explanations and new ways of
doing t
 STRAND 4: FORCES AND ENERGY
SUB-STRAND 5: AGRICULTURAL TOOLS
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES
B7.4.5.1Demonstrate B7.4.5.1.1 Explain the basic rules in handling and
knowledge and skills in maintaining simple agricultural tools.
handling and
Exemplars:
maintenance of basic and
simple agricultural tools 1. List some simple or basic farm tools in agriculture (give DL: Ability to ascertain when
examples found in animal and crop farms) information is needed and be
able to identify, locate, evaluate
and effectively use them to
solve a problem.
CG: Develop and exhibit ability
to defend one's cultural beliefs,
practices and norms
CP: Demonstrate a thorough
understanding of a generalised
concept and facts specific to
task or situation
2. Discuss the meaning and importance of handling and CP: Demonstrate a thorough
maintenance of agricultural tools understanding of a generalised
concept and facts specific to
task or situation
3. List and match the basic rules in handling and CI: Ability to merge simple/
maintenance of tools with specific simple tools used in complex ideas to create novel
 agriculture. situation or thing
Recognise and generalise
information and experience;
search for trends and patterns
Being open-minded, adapting
and modifying ideas to achieve
creative results
4. Describe how handling and maintenance of simple and CC: Speak clearly and explain
basic agricultural tools are done. ideas. Share a narrative or
extended answer while speaking
to a group
CI: Ability to try alternatives
and fresh approaches
B7.4.5.1.2 Apply the handling and maintenance of basic Communication and
and simple agricultural tools in their community Collaboration (CC), Critical
Thinking and Problem
Solving (CP), Creativity and
Innovation (CI), Digital
Literacy (DL), Cultural
Identity and Global
Citizenship (CG)
Exemplars:
1. Observe and discuss the handling and maintenance of CC: Interpret correctly and
basic and simple agricultural tools used in farms visited in respond to non- verbal
the community and write a report. communication such as facial
expressions, cues and gestures
 Identify underlying themes,
implications and issues when
listening
Apply appropriate diction and
structure sentences correctly
for narrative, persuasive,
imaginative and expository
purposes
CP: Analyse and make distinct
judgment about viewpoints
expressed in an argument
2. Assemble agricultural tools from the community and DL: Ability to ascertain when
practice handling the tools to perform simple agricultural information is needed and be
operations. Write down the operational rules of able to identify, locate, evaluate
handling agricultural tools and effectively use them to
solve a problem
CG: Develop and exhibit ability
to defend one's cultural beliefs,
practices and norms
CI: Identification of
requirements of a given
situation and justification of
more than one creative tool
that will be suitable
Ability to reflect on approaches
to creative task and evaluate
the effectiveness of tools used
 Ability to select the most
effective creative tools for
working and preparedness to
give explanations

3. Assemble agricultural tools from the community and CI: Putting forward
practice the basic rules in tools maintenance and list the constructive comments, ideas,
rules used. explanations and new ways of
doing things
Recognise and generalise
information and experience;
search for trends and patterns
Reflect on work and explore
thinking behind thoughts and
processes
 STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 1: WASTE MANAGEMENT
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES
B7.5.1.1 Exhibit knowledge B7. 5.1.1.1 Apply information from research on Critical Thinking and
and skill of scientific basis good management practices of waste to make the Problem Solving (CP)
for management practices environment clean Communication and
of types of waste in the Collaboration (CC)
environment Digital Literacy (DL)
Creativity and Innovation
(CI)
Exemplars:
1. Research for information on good waste CP: Ability to combine
management practices and use it to carry out a Information and ideas from
project to make their environment clean several sources to reach a
conclusion
DL: Ability to ascertain when
information is needed and be
able to identify, locate, evaluate
and effectively use them to solve
a problem
2. Write a report for presentation on the outcome of CP: Analyse and make distinct
the project carried out in exemplar 1 judgment about viewpoints
expressed in an argument
3. Discuss how to manage types of waste and explain CC: Speak clearly and explain
the science underlying it. ideas. Share a narrative or
 extended answer while speaking
to a group
STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 2: HUMAN HEALTH
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARDS AND CORE COMPETENCIES
B7.5.2.1 Demonstrate B7. 5.2.1.1 Explain the relationship between food Critical Thinking and Problem
knowledge of nutrients and common deficiency diseases and how Solving (CP)
common deficiency they affect humans Communicationand Collaboration
diseases of humans, (CC)
their causes, Digital Literacy (DL)
symptoms, effects and Creativity and Innovation (CI)
prevention
Exemplars:
1. Name and analyze food nutrients such as CP: Can effectively evaluate the
carbohydrates, proteins, fatty acids, and their uses in success of solutions they have used to
the human body. attempt to solve a complex problem
2. Discuss and make presentations on deficiency CI: Ability to merge simple/ complex
diseases associated with lack of food nutrients such ideas to create novel situation or thing
as carbohydrates, proteins, fatty acids, vitamins and
others in the human body.
3. Relate the nutrients they gain or lack to the foods CP: Demonstrate a thorough
they normally eat e.g. lack of protein leads to understanding of a generalised concept
kwashiorkor, lack of iron lead to anemia etc. and facts specific to task or situation.
CC: Explain ideas in a clear order with
relevant detail, using conjunctions to
 structure and speech.
4. Describe symptoms, effects and prevention of CP: Ability to combine Information
common deficiency diseases such as night blindness, and ideas from several sources to
rickets, scurvy, kwashiorkor and others reach a conclusion
STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 3: SCIENCE AND INDUSTRY
Content Standard Indicators and Exemplars Subject Specific Practices and
Core Competencies
B7.5.3.1 Realise how B.7. 5.3.1.1 Discover and explain how careers in Critical Thinking and Problem
careers in science can science can improve human conditions and relate Solving (CP)
improve life of humans these careers to the work of great national and Communication and
and research about international scientists and science educators Collaboration (CC)
Ghanaian and Digital Literacy (DL)
internationally Creativity and Innovation (CI)
recognized scientists Exemplars:
and science educators 1. Describe various careers in science and relate them CP: Ability to combine Information
and model after them to the work of national scientist E.g. Prof. Ibok Nsa and ideas from several sources to
Oduro, Prof. Francis Allotey Professor Ewurama reach a conclusion
Addy, and Science Educationists: Professor Anamuah-
Mensah, Professor Theophilus Ossei-Anto, Professor
Christian Anthony-Krueger and others
2. Describe various careers in science and relate them CP: Ability to combine Information
to the work of international scientists: Albert and ideas from several sources to
Einstein, Alexander Fleming, Charles Darwin, Paul reach a conclusion
Ratnei, Stephen Hawkins etc through presentations

3. Research, and build portfolio on the impact of science DL: Ability to ascertain when
 and technology and innovation in homes, schools, information is needed and be able to
communities, and the universe and make a identify, locate, evaluate and effectively
presentation. use them to solve a problem
4. Identify the science and technology careers that CP: Ability to combine Information
Ghana must focus on and give reasons. and ideas from several sources to
reach a conclusion

STRAND 5: HUMANS AND THE ENVIRONMENT

SUB-STRAND 4: CLIMATE CHANGE AND GREEN ECONOMY

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES
B7.5.4.1 Demonstrate B7.5.4.1.1 Search for information on ways sustainable Critical Thinking and
understandingof energy choices and scientific ideas are used to protect Problem Solving (CP)
sustainable energy the environment. Communication and
choices and their impact Collaboration (CC)
on the environment Digital Literacy (DL)
Creativityand Innovation
(CI)
Exemplars:
1. Describe how people use sustainable energy choices and CP: Ability to combine
scientific ideas to protect the environment Information and ideas from
several sources to reach a
conclusion
2. Analyze greenhouse effects on the environment and CP: Ability to combine
Information and ideas from
 show how they can be minimized. several sources to reach a
conclusion
3. Design a project to show how energy can be locally CP: Generate hypothesis to
sustained through the use of scientific processes to help answer complex problems
protect the environment

STRAND 5: HUMANS AND THE ENVIRONMENT

SUB-STRAND 5: UNDERSTANDING THE ENVIRONMENT
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES
B7.5.5.1 Demonstrate B7.5.5.1.1 List and describe the different types of plants Critical Thinking and
understanding of and animals that live in different land forms such as Problem Solving (CP)
different plants and plateau plain, mountain valley and others(with emphasis Communication and
animals found in on land forms in Ghana) Collaboration (CC)
different land forms and Digital Literacy (DL)
how they survive(with Creativity and Innovation
emphasis land forms in (CI)
Ghana) Exemplars:
1. Identify different types of plants and animals found in CP: Can effectively evaluate the
different landforms (plateau plain, mountain valley and success of solutions they have
others.) used to attempt to solve a
complex problem
2. Describe the characteristics that enable different types of CP: Ability to combine
animals to live in different landforms (plateau plain, Information and ideas from
 mountain valley and others). several sources to reach a
conclusion
3. Describe the characteristics that enable different types of CP: Ability to combine
plants to survive in different landforms(plateau plain, Information and ideas from
mountain valley and others). several sources to reach a
conclusion
4. Make an album of different types of plants and animals CP: Generate hypothesis to help
that live in different landforms(plateau plain, mountain answer complex problems.
valley and others)

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC

STANDARDS PRACTICES AND CORE
COMPETENCIES
B7.5.5.1.2 Explain the nature of associations that exist Critical Thinking and
among plants and animals in different landforms and their Problem Solving (CP)
mechanisms for survival
Communication and
Collaboration (CC)
Digital Literacy (DL)
Creativity and Innovation
(CI)
Exemplars:
1. Describe the nature of associations such as mutualism, CP: Demonstrate a thorough
parasitism, commensalism among plants and animals and understanding of a
explain the effects on their habitats generalised concept and facts
 specific to task or situation

CC: Can vary the level of

detail and the language use
when presenting to make it
appropriate to the audience.
2. Carry out research about the different ways that different DL: Ability to ascertain when
plants and animals survive in the landforms in which they are information is needed and be
found. able to identify, locate,
evaluate and effectively use
them to solve a problem
BASIC 8
 STRAND 1: DIVERSITY OF MATTER
SUB-STRAND 1: MATERIALS
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFICS
STANDARDS AND CORE
COMPETENCIES
B8.1.1.1. B8.1.1.1.1 Identify types of mixtures by name and Critical Thinking and
Demonstrate characteristics Problem solving (CP),
knowledge of types of Communication and
mixtures, and Collaboration (CC)
understanding of the
Exemplars:
processes of scientific
ways of separating 1. Group materials such as powder, pebbles, bottle tops, salt, CP: Ability to combine
the components of sugar, sand, gari, gravel, oil, water and others into two main Information and ideas from
mixtures categories: solids and liquids. several sources to reach a
conclusion
2. Put any two of the materials (in 1) together and describe the CP: Analyse and make distinct
resultant nature of the product formed. judgment about viewpoints
expressed in an argument
CP: Ability to explain plans for
3. Draw observable conclusion on homogenous and attaining goals
heterogeneous characteristics from mixtures of two or more
materials such as sand and gravels, sand and water, oil and water
and others.
4. Compare and contrast solutes and solvents based on their CP: Analyse and make distinct
physical characteristics. judgment about viewpoints
expressed in an argument
CC: Explain ideas in a clear
order with relevant detail,
 using conjunctions to structure
and speech.

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFICS AND

STANDARDS CORE COMPETENCIES
B8.1.1.1. 5. Identify and separate mixtures such as: sand and sugar CP: Ability to select
Demonstrate mixture, sugar and salt mixture and solutions such as: Salt alternative(s) that adequately
knowledge of types of Solution, Sugar solution, fruit Juice, vinegar solution based on meet selected criteria
mixtures, and their physical properties.
understanding of the 6. Identify a suspension as a type of mixture e.g. mixture of CP: Ability to identify
processes of scientific groundnut paste and water in a glass important and appropriate
ways of separating criteria to evaluate each
the components of alternative
mixtures 7. Differentiate between a colloid and suspension and show the CP: Analyse and make distinct
colloidal effect. judgment about viewpoints
expressed in an argument
CC: Speak clearly and explain
ideas. Share a narrative or
extended answer while speaking
to a group
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFICS AND CORE
STANDARDS COMPETENCIES

B8.1.1.1. B8.1.1.1.2 Design and Perform processes for Creativity and Innovation (CI)
Demonstrate separating kinds of mixtures Critical Thinking and Problem Solving
knowledge of types of (CP)
mixtures, and Communication and Collaboration (CC)
understanding of the Digital Literacy (DL)
processes of scientific
ways of separating
the components of
mixtures Exemplar:
1. Perform activities such as distilling, filtering, CI: Ability to look at alternatives in creating
sieving and others to separate different kinds new things.
of mixtures and present report on your
findings using drawing and written work. CC: Identify and analyse different points of
views of speaker
B8.1.2.2 B8.1.2.2.1 Describe atoms as composed of sub- Critical Thinking and Problem Solving
Demonstrate atomic particles (CP)
understanding of
Communication and Collaboration (CC)
atoms and the
atomic structure of Exemplars:
elements in the
periodic table 1. Explain an atom and structure of an element CP: Ability to identify important and
using (linking them to) the periodic table. appropriate criteria to evaluate each
alternative
2. List the sub-atomic particles found in the atom CP: Ability to combine Information and ideas
and indicate their location in the atom (e.g. from several sources to reach a conclusion
proton, electron, neutron).
3. State the electrical charges on the sub-atomic CP: Identify important and appropriate
 particles. alternatives

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFICS AND CORE

STANDARDS COMPETENCIES
B8.1.2.2
Demonstrate 4. Describe the differences between atomic
number and mass number of elements. CP: Analyse and make distinct judgment about
understanding of
viewpoints expressed in an argument
atoms and the
atomic structure of 5. Determine the number of protons, neutrons CP: Ability to select alternative(s) that
elements in the and electrons in an atom. adequately meet selected criteria
periodic table
B8.1.2.2.2 Explain the arrangement of Critical Thinking and Problem Solving
elements in terms of the number of protons in (CP)
the nuclei of atoms of each element
Communication and Collaboration (CC)
Digital Literacy (DL)
Exemplars:
1. Explain how elements are arranged in order of CP: Ability to select alternative(s) that
the number of protons using the periodic adequately meet selected criteria
table.
2. Draw the distribution of electrons (electron CP Ability to combine Information and ideas
configuration) in the atoms. from several sources to reach a conclusion
DL: Ability to ascertain when information is
needed and be able to identify, locate, evaluate
and effectively use them to solve a problem
3. Explain the formation of ions. CP: Demonstrate a thorough understanding
of a generalised concept and facts specific to
 task or situation
4. Describe a molecule as combination of atoms. CP: Create simple logic trees to think through
problems
 STRAND 1: DIVERSITY OF MATTER
SUB-STRAND 2: LIVING CELLS
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFICS AND
STANDARDS CORE COMPETENCIES
B8.1.2.1 Demonstrate B8.1.2.1.1 Examine and describe the structure of Critical Thinking and
understanding of types prokaryotic and eukaryotic cells Problem Solving (CP)
of cells and their Communication and
structure in relation to Collaboration (CC)
different organisms Digital Literacy (DL)
Creativity and Innovation
(CI)
Exemplars:

1. Compare and contrast prokaryotic and eukaryotic cells. CP: Ability to identify important
and appropriate criteria to
evaluate each alternative
2. Create a table to show a chart or a slideshow depicting DL: Evaluate the quality and
images and labels of the types of cells. Identify validity of information
differences and similarities after observation.
3. Draw and label a prokaryotic cell and eukaryotic cell and CP: Ability to select
make a presentation on what is observed. alternative(s) that adequately
meet selected criteria
CC: Identify and analyse
different points of views of
speaker
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFICS AND
STANDARDS CORE COMPETENCIES
B8.1.2.1.2 Classify organisms (plants or animals) as Critical Thinking and
prokaryotic or eukaryotic based on the type of cells Problem Solving (CP)
they are made of. Communication and
Collaboration (CC)
Digital Literacy (DL)
Creativity and Innovation
(CI)
Exemplars:
1. Observe and list examples of organisms; plants and CP: Ability to select
animals as prokaryotic or eukaryotic based on each cell alternative(s) that adequately
type. meet selected criteria
DL: Evaluate the quality and
validity of information
2. Explain the impact of prokaryotes and eukaryotes on CP: Ability to explain plans for
human’s health and devise safety measures to protect attaining goals
them.
CC: Explain ideas in a clear
order with relevant detail, using
conjunctions to structure and
speech.
 STRAND 2 CYCLES
SUB-STRAND 1 EARTH SCIENCE
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES
B8.2.1.1 Demonstrate B8.2.1.1.1 Explain the process of carbon cycle. Critical Thinking and Problem
understanding of the Solving (CP)
process of Carbon cycle
Communication and
as an example of
Collaboration (CC)
repeated pattern of
change in nature and Digital Literacy (DL)
how it relates to the
environment Creativity and Innovation (CI)
Exemplars:
1. Identify the carbon cycle from the internet, charts or DL: Ability to ascertain when
pictures and write short notes on what happens at each information is needed and be able to
stage. identify, locate, evaluate and
effectively use them to solve a
problem
2. Produce a flow chart to trace the process of carbon CP: Ability to select alternative(s)
cycle in nature. that adequately meet selected
criteria
CC: Explain ideas in a clear order
with relevant detail, using
conjunctions to structure and
speech.
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES
B8.2.1.1 Demonstrate 3. Explain the process of carbon cycle depicting processes CP: Ability to identify important
understanding of the such as and appropriate criteria to
process of Carbon cycle as a) Photosynthesis evaluate each alternative
an example of repeated b) Respiration
CC: Explain ideas in a clear order
pattern of change in c) Burning
with relevant detail, using
nature and how it relates d) Decay.
conjunctions to structure and
to the environment
speech.
4. Compile information on the carbon cycle and give DL: Ability to ascertain when
reasons why it is a repeated pattern e.g.it is because the information is needed and be able
carbon is circulated continuously in the environment. to identify, locate, evaluate and
effectively use them to solve a
problem
CC: Explain ideas in a clear order
with relevant detail, using
conjunctions to structure and
speech.
B8.2.1.1.2 Describe the role of carbon cycle to the Critical Thinking and
environment Problem Solving (CP)
Communication and
 Collaboration (CC)
Digital Literacy (DL)
Creativity and Innovation
(CI)
Exemplars:
1. Describe the role of carbon cycle in maintaining balance CP: Can effectively evaluate the
in the composition of air in the environment. E.g. plants success of solutions they have
absorb carbon in the form of Carbon (IV) Oxide from used to attempt to solve a
the air for photosynthesis and oxygen is produced for complex problem
respiration and in return, respiration gives out carbon in
CC: Explain ideas in a clear order
the form of Carbon (IV) Oxide).
with relevant detail, using
conjunctions to structure and
speech.
2. Explain using diagram the effect of carbon cycle on food chain. CP: Can effectively evaluate the
success of solutions they have
used to attempt to solve a
complex problem
DL: Ability to ascertain when
information is needed and be able
to identify, locate, evaluate and
effectively use them to solve a
problem
3. Describe the relationship between the greenhouse gases and CP: Ability to effectively define
carbon cycle. goals towards solving a problem
 STRAND 2 CYCLES
SUB-STRAND 2 LIFE CYCLE OF ORGANISMS
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND
CORE COMPETENCIES
B8.2.2.1 Demonstrate an B8.2.2.1.1 Describe the life cycle and economic Critical Thinking and
activity to show the life cycle importance of Anopheles mosquito. Problem Solving (CP)
of Anopheles mosquito and
Communication and
understanding of how the
Collaboration (CC)
effects of the mosquito on
humans can be managed Digital Literacy (DL)
Creativity and
Innovation (CI)
Exemplars:
1. Observe and draw the different stages of the life cycle CP: Ability to identify
of Anopheles mosquito e.g. by breeding the mosquito important and appropriate
in a glass jar. criteria to evaluate each
alternatives
DL: Evaluate the quality and
validity of information
2. Describe the economic importance of the Anopheles CP: Ability to explain plans
mosquito. for attaining goals
CC: Explain ideas in a clear
order with relevant detail,
using conjunctions to
structure and speech.
B8.2.2.1. 2 Discuss the impact of Anopheles mosquito Critical Thinking and
on humans and how it can be controlled Problem Solving (CP)
Communication and
Collaboration (CC)
Digital Literacy (DL)
Creativity and
Innovation (CI)
Exemplars:
1. Discuss the impact of female Anopheles mosquito as a CC: Explain ideas in a clear
vector of plasmodium on humans. order with relevant detail,
using conjunctions to
structure and speech.
2. Generate solutions to control malaria in Ghana. CP: Ability to effectively
define goals towards solving
a problem
 STRAND 2 CYCLES
SUB-STRAND 3 CROP PRODUCTION
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES
B8.2.3.1Demonstrate B8.2.3.1.1 Explore the different seed beds for Critical Thinking and Problem
knowledge and skills in planting crops in your community. Solving (CP)
planting crops on different
Communication and
seed beds.
Collaboration (CC)
Digital Literacy (DL)
Creativity and Innovation (CI)
Exemplars:

1. Observe and discuss different seed beds for planting CP: Ability to explain plans for
different crops. attaining goals
2. List and compare the differences and similarities CP: Create simple logic trees to
among seed beds in the community. think through problems
3. Match the types of seed beds with the types and CP: Create simple logic trees to
stages of crops planted in your community. think through problems
B8.2.3.1.2 Plant different types of crops on different Critical Thinking and Problem
seed beds. Solving (CP)
Communication and
Collaboration (CC)
Digital Literacy (DL)
 Creativity and Innovation (CI)
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES
Exemplars:
B8.2.3.1Demonstrate 1. Observe and discuss the practice of planting different CP: Ability to explain plans for
knowledge and skills in crops in different seed beds. attaining goals
planting crops on different
CC: Explain ideas in a clear order
seed beds.
with relevant detail, using
conjunctions to structure and
speech.
2. Select different plant parts, (seeds, seedlings, CP: Ability to explain plans for
cuttings, leaves, roots) and plant them in different attaining goals
seed beds.
B8.2.3.2Demonstrate B8.2.3.2.1 Compare and contrast the differences in Critical Thinking and Problem
understanding of the height, size, and flowering of crops grown in Solving (CP)
differences in height, size, different seed beds.
Communication and
and flowering of crops
Collaboration (CC)
grown in different seed
beds Digital Literacy (DL)
Creativity and Innovation (CI)
Exemplars:
1. Measure the heights, sizes, number of flowers, and CP: Can effectively evaluate the
number of fruits of plants grown in different seed success of solutions they have
beds. used to attempt to solve a
 complex problem
2. Discuss the differences and similarities in the heights, CP: Analyse and make distinct
sizes, number of flowers and fruits of plants grown in judgment about viewpoints
different seed beds using tables and graphs. expressed in an argument
3. Write and give presentations on the reasons for CC : Explain ideas in a clear order
differences in the heights, sizes, number of flowers with relevant detail, using
and fruits of plants grown in different seed beds. conjunctions to structure and
speech.

STRAND 2 LIFE CYCLES OF ORGANISMS

SUB-STRAND 4 ANIMAL PRODUCTION
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES
B8.2.4.1Recognize the B8.2.4.1.1 Compare and contrast the different Critical Thinking and Problem
different types of feed for types of feed for different types of animals. Solving (CP)
different types of animals
Communication and
Collaboration (CC)
Digital Literacy (DL)
Creativity and Innovation (CI)
Exemplars:

1. Match the different types of feed with different CP: Ability to effectively define
types of animals. goals towards solving a problem
 2. Discuss the types of nutrients and their sources in CP: Can effectively evaluate the
the different types of animal feed. success of solutions they have
used to attempt to solve a
complex problem

3. Select and discuss appropriate feed for animal based CP: Can effectively evaluate the
on the proportions of nutrients indicated on the success of solutions they have
package or labels. used to attempt to solve a
complex problem
B8.2.4.2Demonstrate B8.2.4.2.1 Explain the importance of water and Critical Thinking and Problem
understanding of the animal feed to the growth of animals. Solving (CP)
importance of water and
Communication and
animal feed to the growth
Collaboration (CC)
of animals.
Digital Literacy (DL)
Creativity and Innovation (CI)
Exemplars:
1. List and discuss the usefulness of water to the CP: Demonstrate a thorough
growth of different nutrients in different types of understanding of a generalised
feed for the growth and reproduction of animals. concept and facts specific to task
or situation
CC: Explain ideas in a clear order
with relevant detail, using
conjunctions to structure and
speech.
 2. Predict what will happen to animals who are not CP: Can effectively evaluate the
provided with adequate water. success of solutions they have
used to attempt to solve a
complex problem

STRAND 3 SYSTEMS
SUB-STRAND 1 THE HUMAN BODY SYSTEM
CONTENT INDICATOR AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES
B8. 3.1.1 Demonstrate B8.3.1.1.1 Identify parts of mammalian tooth Critical Thinking and Problem
knowledge of parts of Solving (CP)
mammalian tooth and
Communication and
the functions of the
Collaboration (CC)
different types of teeth in
relation to feeding in Digital Literacy (DL)
man
Creativity and Innovation (CI)
Exemplars:
1. Label parts, such as Crown, Neck, and Root of CP: Ability to identify important and
mammalian tooth. appropriate criteria to evaluate each
alternatives
DL: Evaluate the quality and validity
of information
2. Explain the functions of each part of the CC: Speak clearly and explain ideas.
mammalian tooth of human. Share a narrative or extended answer
while speaking to a group
CONTENT INDICATOR AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES
B8. 3.1.1 Demonstrate B8.3.1.1.2 Discuss the functions of the different Critical Thinking and Problem
knowledge of parts of types of teeth such as incisors, canines, premolars, Solving (CP)
mammalian tooth and and molars
Communication and
the functions of the
Collaboration (CC)
different types of teeth in
relation to feeding in Digital Literacy (DL)
man
Creativity and Innovation (CI)
Creativity and Innovation
Exemplars:
1. Discuss the functions of the different types of CC: Can vary the level of detail and
human teeth. the language use when presenting to
make it appropriate to the audience.
2. Draw the different types of teeth. CP: Implement strategies with
accuracy
DL: Evaluate the quality and validity
of information

INDICATOR AND EXEMPLARS SUBJECT SPECIFIC

PRACTICES AND CORE
CONTENT
 STANDARDS COMPETENCIES
B8.3.1.1.3 Explain the causes and prevention of Critical Thinking and Problem
tooth and gum decay Solving (CP)
Communication and
Collaboration (CC)
Digital Literacy (DL)
Creativity and Innovation (CI)
Exemplars:
1. Describe the causes of tooth decay, gum diseases CP: Ability to identify important and
and formation of plaque and the proper way of appropriate criteria to evaluate each
preventing tooth decay. alternatives
CC: Can vary the level of detail and
the language use when presenting to
make it appropriate to the audience
2. Demonstrate proper ways of cleaning the teeth. CP: Demonstrate a thorough
understanding of a generalised
concept and facts specific to task or
situation

STRAND 3 SYSTEMS
SUB-STRAND 2 THE SOLAR SYSTEM
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES
B8.3.2.1Demonstrate B8.3.2.1.1 identify the outer planets of the solar Critical Thinking and Problem
knowledge of the outer system and describe their properties Solving (CP)
planets of the solar
Communication and
system
Collaboration (CC)
Digital Literacy (DL)
Creativity and Innovation (CI)
Exemplars:
1. Describe the composition of the solar system using charts, CC: Can vary the level of detail and
pictures and digital content. the language use when presenting to
make it appropriate to the audience
2. Identify and draw the planets that form the outer solar CP: Ability to identify important and
system. appropriate criteria to evaluate each
alternative
3. Discuss the properties that are peculiar to each of the CP: Ability to identify important and
planet: Jupiter, Saturn, Uranus, and Neptune. appropriate criteria to evaluate each
alternatives
4. Search and explain why there is no life on Jupiter, Saturn, DL: Evaluate the quality and validity of
Uranus, and Neptune. information
5. Construct a model of the outer solar system (Jupiter, CP: Analyse and make distinct
Saturn, Uranus, and Neptune) and display it for discussion. judgment about viewpoints expressed
in an argument
STRAND 3 SYSTEMS
SUB-STRAND 3 ECOSYSTEM
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
 AND CORE COMPETENCIES
B8.3.3.1 Demonstrate B8.3.3.1.1 Explore the feeding relationships within Critical Thinking and Problem
understanding of the an ecosystem Solving (CP)
interdependence of
Communication and Collaboration
organisms in an ecosystem
(CC)
and their interaction
Digital Literacy (DL)
Creativity and Innovation (CI)
Exemplars:

1. Discuss how life on earth will be like without the CP: Ability to identify important and
sun. appropriate criteria to evaluate each
alternatives
2. Explain the terms: producer, primary consumer, CC: Can vary the level of detail and the
secondary consumer, food chain and food web as language use when presenting to make it
applied in energy transfer in an ecosystem. appropriate to the audience

3. Illustrate with diagram how energy from the sun CP: Create simple logic trees to think
flows through a food chain and food web in an through problems
ecosystem.

STRAND 3 SYSTEMS
SUB-STRAND 4 FARMING SYSTEMS
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARDS AND CORE COMPETENCIES
B8.3.4.1Demonstrate B8.3.4.1.1 Identify and describe the types of crops, Critical Thinking and Problem
understanding of the animals and land combinations for the different Solving (CP)
different crop, animal farming systems.
Communication and Collaboration
and land combinations
(CC)
under various farming
systems Digital Literacy (DL)
Creativity and Innovation (CI)
Exemplars:
1. Describe the types of crops, animals and land CC: Can vary the level of detail and the
combinations in the different farming systems in language use when presenting to make it
your community. appropriate to the audience.
2. Discuss the advantages and disadvantages of each CC: Can vary the level of detail and the
farming system identified. language use when presenting to make it
appropriate to the audience
CP: Ability to identify important and
appropriate criteria to evaluate each
alternative

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES

STANDARDS AND CORE COMPETENCIES
B8.3.4.1Demonstrate B8.3.4.1.2 Discuss the usefulness of the different Critical Thinking and Problem
understanding of the crops and animals involved in the different farming Solving (CP)
different crop, animal systems.
Communication and Collaboration
and land combinations (CC)
under various farming
Digital Literacy (DL)
systems
Creativity and Innovation (CI)
Exemplars:
1. Explain how different components of farming CP: Analyse and make distinct judgment
systems contribute to each other. about viewpoints expressed in an
argument
2. Discuss and write down the contribution of crops CC: Can vary the level of detail and the
and animals towards the sustainability of each language use when presenting to make it
farming system. appropriate to the audience
CP: Analyse and make distinct judgment
about viewpoints expressed in an
argument
STRAND 4 FORCES AND ENERGY
SUB-STRAND 1 ENERGY
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARDS AND CORE COMPETENCIES
B8.4.1.1Demonstrarte B8.4.1.1.1Describe energy conversion Critical Thinking and Problem
the skill to evaluate Solving (CP)
the conversion of
Communication and Collaboration
energy from one form
(CC)
to another
Digital Literacy (DL)
Creativity and Innovation (CI)
Exemplar:

1. Describe how energy is converted from one CP: Analyse and make distinct judgment
form to another. about viewpoints expressed in an
argument
CC: Can vary the level of detail and the
language use when presenting to make it
appropriate to the audience
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARDS AND CORE COMPETENCIES
B8.4.1.1Demonstrarte B8.4.1.1.2 Discuss the importance of conversion of Critical Thinking and Problem
the skill to evaluate energy Solving (CP)
the conversion of
Exemplars: Communication and Collaboration
energy from one form
(CC)
to another
Digital Literacy (DL)
Creativity and Innovation (CI)
1. Explain the processes that a dammed river goes CP: Analyse and make distinct judgment
through to produce electricity. about viewpoints expressed in an
argument
CP: Analyse and make distinct judgment
about viewpoints expressed in an
argument
2. Describe how to harness natural forms of energy to CP: Analyse and make distinct judgment
other forms. about viewpoints expressed in an
argument
CC: Can vary the level of detail and the
language use when presenting to make it
appropriate to the audience

INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES

AND CORE COMPETENCIES
CONTENT
STANDARDS

B8.4.1.2 Show B8.4.1.2.1 Describe renewable and non-renewable Critical Thinking and Problem
understanding of the forms of energy. Solving (CP)
sources of renewable
Communication and Collaboration
energy and how to
(CC)
manage these sources
in a sustainable Digital Literacy (DL)
manner
Creativity and Innovation (CI)

Exemplars:
1. Explain renewable and non-renewable sources of CC: Explain ideas in a clear order with
energy. relevant detail, using conjunctions to
structure and speech.
2. Identify the various sources of renewable and non- CP: Analyse and make distinct judgment
renewable forms of energy and classify them e.g. about viewpoints expressed in an
Wind, Coal, Hydro, Crude oil, Natural gas, Solar argument
and Biogas.
3. Describe how to produce energy from a renewable CP: Analyse and make distinct judgment
source about viewpoints expressed in an
argument
CC: Can vary the level of detail and the
language use when presenting to make it
appropriate to the audience
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARDS AND CORE COMPETENCIES
B8.4.1.2 Show B8.4.1.2.2 Demonstrate how to manage sources of Critical Thinking and Problem
understanding of the renewable energy sustainably Solving (CP)
sources of renewable
Communication and Collaboration
energy and how to
(CC)
manage these sources
in a sustainable Digital Literacy (DL)
manner
Creativity and Innovation (CI)

Exemplar:
1. Research about information on the stages involved DL: Ability to ascertain when information
in managing renewable energy sources. is needed and be able to identify, locate,
evaluate and effectively use them to solve
a problem
2. Create a table to describe challenges associated CP: Demonstrate a thorough
with the management of different sources of understanding of a generalised concept
renewable energy. and facts specific to task or situation

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES

STANDARDS AND CORE COMPETENCIES
B8.4.1.3 Demonstrate B8.4.1.3.1 Discuss the differences and the Critical Thinking and Problem
understanding of the relationship between heat and temperature in the Solving (CP)
relationship between
heat and temperature environment Communication and Collaboration
(CC)
Digital Literacy (DL)
Creativity and Innovation (CI)
Exemplars:
1. Create a table to show the distinguishing features of CP: Demonstrate a thorough
temperature and heat. understanding of a generalised concept
and facts specific to task or situation
2. Discuss the relationship between temperature and CC: Can vary the level of detail and the
heat. language use when presenting to make it
appropriate to the audience

STRAND 4 FORCES AND ENERGY

SUB-STRAND 2 ELECTRICITY AND ELECTRONICS
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
AND CORE COMPETENCIES
B8.4.2.1Demonstrate B8.4.2.1.1 Explain how electricity transmission Critical Thinking and Problem
knowledge of electricity occurs Solving (CP)
transmission
Communication and Collaboration
(CC)
Digital Literacy (DL)
Creativity and Innovation (CI)
Exemplars:
 1. Identify different stages of electricity CP: Ability to combine Information and
transmission. ideas from several sources to reach a
conclusion
2. Draw a flow chart to show the stages of CP: Create simple logic trees to think
electricity transmission from the point of through problems
generation to the point of consumption.

B8.4.2.2 Demonstrate B8.4.2.2.1 Demonstrate the charging and Critical Thinking and Problem
understanding of the discharging action of a capacitor in a dc Solving (CP)
functions of capacitors in electronic circuit
Communication and Collaboration
relation to LEDs, Diodes
(CC)
and resistors in electronic
circuits Creativity and Innovation (CI)
Exemplar:
1. Research information about capacitors in DL: Evaluate the quality and validity of
electronic circuits and explain their functions information
when connected with direct current (d.c).
Explain ideas in a clear order with relevant
detail, using conjunctions to structure and
speech.
1. Describe the charging and discharging actions CP: Ability to combine Information and
of a capacitor and explain its effect in an ideas from several sources to reach a
electronic circuit. conclusion

STRAND 4 FORCES AND ENERGY

SUB-STRAND 3 CONVERSION AND CONSERVATION OF ENERGY
 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARDS AND CORE COMPETENCIES
B8.4.3.1 Evaluate the B8.4.3.1.1. Explain the importance of Critical Thinking and Problem Solving
impact of conversion of conversion of energy and energy conservation (CP)
energy and energy in daily life
Communication and Collaboration
conservation on the
(CC)
environment
Creativity and Innovation (CI)
Digital Literacy (DL)
Exemplars:
1. Classify the importance of energy conversion CP: Ability to combine Information and
and energy conservation in daily life. ideas from several sources to reach a
conclusion
2. Search from multimedia sources, books, DL: Evaluate the quality and validity of
internet for information on the impact of information
energy conversion and conservation in their
CC: Explain ideas in a clear order with
environment and make a poster presentation
relevant detail, using conjunctions to
on their findings.
structure and speech.

STRAND 4: FORCES AND ENERGY

SUB-STRAND 4: FORCE AND MOTION
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES
B8.4.4.1Analyze Newton’s B8.4.4.1.1. Explain Newton’s Second Law of motion and Critical Thinking and
 Second law of motion and demonstrate its application to life Problem Solving (CP)
its application in everyday
Communication and
life.
Collaboration (CC)
Creativity and Innovation
(CI)
Digital Literacy (DL)
Exemplars:
1. Explain Newton’s Second Law of motion with examples CP: Analyse and make distinct
from daily life. judgment about viewpoints
expressed in an argument
2. Perform an experiment to determine the total force CP: Analyse and make distinct
needed to make an object move or stop using the principle judgment about viewpoints
of Newton’s Second Law of Motion. expressed in an argument

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC

PRACTICES AND CORE
COMPETENCIES
B8.4.4.2Demonstrate B8.4.4.2.1 Identify complex machines and describe Critical Thinking and Problem
understanding of complex their functions in life Solving (CP)
machines and h
Communication and
Collaboration (CC)
Creativity and Innovation (CI)
Digital Literacy (DL)
 Exemplars:

1. Recap what simple machines are from B7. CC: Explain ideas in a clear order
with relevant detail, using
conjunctions to structure and
speech.
2. Explain what complex machines are and show how CP: Identify and prove
different they are from simple machines. misconceptions about a generalised
concept or fact specific to a task or
situation
3. Identify simple machine in complex machines. CP: Identify and explain a confusion,
uncertainty, or a contradiction
surrounding an event
4. Explain how the functions of a complex machine can CC: Explain ideas in a clear order
improve the quality of life. with relevant detail, using
conjunctions to structure and
speech.

STRAND 4: FORCES AND ENERGY

SUB-STRAND 5: AGRICULTURAL TOOLS
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES
B8.4.5.1Demonstrate B8.4.5.1.1Show and discuss the use of basic and simple Critical Thinking and Problem
knowledge and skills in the agricultural tools for basic on-farm activities. Solving (CP)
use of basic and simple
Communication and
agricultural tools for basic Collaboration (CC)
on-farm activities.
Creativity and Innovation (CI)
Digital Literacy (DL)
Exemplars:
1. Collect and list different types of agricultural tools CP: Demonstrate a thorough
used for on-farm activities. understanding of a generalised
concept and facts specific to task or
situation
2. Match each tool with the familiar type of agricultural CP: Analyse and make distinct
activity it is used for and create an album of the tools. judgment about viewpoints
expressed in an argument

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC

PRACTICES AND CORE
COMPETENCIES
B8.4.5.1Demonstrate B8.4.5.1.2 Engage in the use of basic and simple Critical Thinking and Problem
knowledge and skills in the agricultural tools for basic farm activities. Solving (CP)
use of basic and simple
Communication and
agricultural tools for basic
Collaboration (CC)
on-farm activities.
Creativity and Innovation (CI)
Digital Literacy (DL)
Exemplars:
1. Explain how the different agricultural tools are used CP: Provide new insight into
 on a farm or school garden to perform specific controversial situation or task
agricultural activities.
2. Practice the use of different agricultural tools for CI: Ability to try alternatives and
specific activities on a farm or school garden. fresh approaches
3. Select appropriate tools for specific agriculture tasks. CP: Analyse and make distinct
judgment about viewpoints
expressed in an argument

STRAND 5: HUMANS AND THE ENVIRONMENT

SUB-STRAND 1 WASTE MANAGEMENT
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
AND CORE COMPETENCIES
B8.5.1.1 Demonstrate knowledge of B8.5.1.1.1 Explain sustainable waste Critical Thinking and Problem
waste management systems and management practices. Solving (CP)
apply it in an environment
Communication and Collaboration
(CC)
Creativity and Innovation (CI)
Digital Literacy (DL)
Exemplars:
1. Outline approaches of waste CP: Ability to combine Information and
management in promoting ideas from several sources to reach a
sustainable management. conclusion
2. Conduct a survey in a DL: Knowledge and recognition of ethical
community’s waste management use of information
 practices and present a report.

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES

AND CORE COMPETENCIES
B8.5.1.1 Demonstrate knowledge of B8.5.1.1.2. Apply Knowledge of Critical Thinking and Problem
waste management systems and waste management practices to Solving (CP)
apply it in an environment manage waste in a community
Communication and Collaboration
(CC)
Creativity and Innovation (CI)
Digital Literacy (DL)
Exemplars:
1. Carry out an activity to manage waste CP: Ability to effectively define goals
using knowledge acquired in indicator (1) towards solving a problem
in their communities.
2. Evaluate the waste management CP: Ability to effectively define goals
practices carried out in a community and towards solving a problem
present a report.
CC: Explain ideas in a clear order with
relevant detail, using conjunctions to
structure and speech.

STRAND 5: HUMANS AND THE ENVIRONMENT

SUB-STRAND 2: HUMAN HEALTH
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
 AND CORE COMPETENCIES
B8.5.2.1 Demonstrate B8. 5.2.1.1 Explain the symptoms, effects Critical Thinking and Problem
knowledge of common and prevention of common communicable Solving (CP)
communicable diseases, such diseases
Communication and Collaboration
as Hepatitis, of humans,
(CC)
causes, symptoms, effects
and their prevention Creativity and Innovation (CI)
Digital Literacy (DL)

Exemplars:
1. Compile data on the number of males and CP: Demonstrate a thorough
females who suffer from common understanding of a generalised concept
communicable diseases such as Hepatitis, and facts specific to task or situation
from a medical center and determine the
possible causes of these diseases.
2. Identify causes, symptoms, effects and CP: Demonstrate a thorough
prevention of Hepatitis, HIV, measles and understanding of a generalised concept
others and make a presentation. and facts specific to task or situation
CC: Explain ideas in a clear order with
relevant detail, using conjunctions to
structure and speech.

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES

AND CORE COMPETENCIES
B8.5.2.1 Demonstrate 3. Search for the causes, symptoms and CP: Ability to combine Information and
 knowledge of common prevention of Hepatitis and develop a plan ideas from several sources to reach a
communicable diseases, such to minimize the disease. conclusion
as Hepatitis, of humans,
causes, symptoms, effects
and their prevention B8. 5.2.1.2. Analyze the risk factors of Critical Thinking and Problem
communicable diseases Solving (CP)
Communication and Collaboration
(CC)
Creativity and Innovation (CI)
Digital Literacy (DL)
Exemplars:
1. Search for information that is associated with DL: Evaluate the quality and validity of
communicable diseases. information
2. Create awareness about risk factors of CC: Apply appropriate diction and
communicable diseases such as Hepatitis, HIV, structure sentences correctly for
measles and others in order to prevent the narrative, persuasive, imaginative and
diseases in their school and communities. expository purposes

STRAND 5 HUMANS AND THE ENVIRONMENT

SUB-STRAND 3 SCIENCE AND INDUSTRY
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES AND
CORE COMPETENCIES
B8.5.3. 1 Demonstrate B8. 5.3.1.1 Examine the relationship among Critical Thinking and Problem Solving
understanding of connections science, technology, innovation and society (CP)
among science, technology,
Communication and Collaboration
innovation, society and the
(CC)
environment
Creativity and Innovation (CI)
Digital Literacy (DL)
Exemplars:
1. Explain the interrelationship of science and CP: Ability to effectively define goals towards
technology and innovation. solving a problem
CC: Explain ideas in a clear order with
relevant detail, using conjunctions to
structure and speech.
2. Discuss technological advancement in the DL: Evaluate the quality and validity of
world and its impact on Ghanaian environment. information
CC: Explain ideas in a clear order with
relevant detail, using conjunctions to
structure and speech

STRAND 5 HUMANS AND THE ENVIRONMENT

SUB-STRAND 4 CLIMATE CHANGE AND GREEN ECONOMY
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
AND CORE COMPETENCIES
B8.5.4.1 Demonstrate B8.5.4.1.1 Explain the concept of climate change and Critical Thinking and Problem
understanding of the its effect on the environment Solving (CP)
effects of climate change
Communication and Collaboration
in the world and greening (CC)
of other tropical countries
Creativity and Innovation (CI)
including Ghana.
Digital Literacy (DL)
Exemplars:
1. Describe the signs of climate change. CP: Ability to combine Information and
ideas from several sources to reach a
conclusion
CC: Explain ideas in a clear order with
relevant detail, using conjunctions to
structure and speech.
2. Search for causes and effects of climate change and CP: Ability to combine Information and
present a report. ideas from several sources to reach a
conclusion
DL: Ability to ascertain when
information is needed and be able to
identify, locate, evaluate and effectively
use them to solve a problem

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES

AND CORE COMPETENCIES
B8.5.4.1 Demonstrate 3. Explain how countries in the continents are adapting CP: Ability to combine Information and
understanding of the to climate change for example tree planting and ideas from several sources to reach a
effects of climate change legislation on bush burning. conclusion
in the world and greening
DL: Ability to ascertain when
of other tropical countries
including Ghana. information is needed and be able to
identify, locate, evaluate and effectively
use them to solve a problem
B8.5.4.1.2. Describe climate change and green Critical Thinking and Problem
economy actions Solving (CP)
Communication and Collaboration
(CC)
Creativity and Innovation (CI)
Digital Literacy (DL)
Exemplars:
1. Describe climate change adaptation measures that CP: Ability to combine Information and
can be applied in the community. ideas from several sources to reach a
conclusion
CC: Speak clearly and explain ideas.
Share a narrative or extended answer
while speaking to a group

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES

AND CORE COMPETENCIES
B8.5.4.1 Demonstrate 2. Discuss mitigation strategies that your community CC: Explain ideas in a clear order with
understanding of the can adapt to reduce the effects of climate change. relevant detail, using conjunctions to
effects of climate change structure and speech.
in the world and greening
DL: Ability to ascertain when
of other tropical countries
information is needed and be able to
including Ghana. identify, locate, evaluate and effectively
use them to solve a problem

STRAND 5: HUMANS AND THE ENVIRONMENT

SUB-STRAND 5: UNDERSTANDING THE ENVIRONMENT
CONTENT INDICATOR AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES
B8.5.5.1Demonstrate B8.5.5.1.1 Discuss physical properties of soils Critical Thinking and Problem
understanding of the Solving (CP)
differences among soils,
Communication and
plant roots, stems,
Collaboration (CC)
leaves, flowers, and fruits
of plants in the different Creativity and Innovation (CI)
environments
Digital Literacy (DL)
Exemplars:
1. Collect and describe different samples of soils (sandy CP: Ability to combine Information
soil, loamy soil, clay soil, etc.) from the school garden and ideas from several sources to
and the community. reach a conclusion
2. Discuss how each soil type retains water and supports CP: Ability to combine Information
the root system of plants. and ideas from several sources to
reach a conclusion
CC: Explain ideas in a clear order
with relevant detail, using
conjunctions to structure and
 speech.

3. Conduct an experiment to demonstrate how different

soil types retain water to support the root system of
crops

CONTENT INDICATOR AND EXEMPLARS SUBJECT SPECIFIC

STANDARDS PRACTICES AND CORE
COMPETENCIES
B8.5.5.1Demonstrate B8.5.5.1.2 Analyze the physical properties of soils and Critical Thinking and Problem
understanding of the demonstrate their importance for crop production. Solving (CP)
differences among soils,
Communication and
plant roots, stems,
Collaboration (CC)
leaves, flowers, and fruits
of plants in the different Creativity and Innovation (CI)
environments
Digital Literacy (DL)
Exemplars:
1. Examine and discuss the different physical properties of CP: Can effectively evaluate the
each soil type and how these properties help support success of solutions they have used
crop production to attempt to solve a complex
problem
2. Observe and describe the growth of different plants on CP: Create simple logic trees to
different soil types. think through problems
CC: Speak clearly and explain ideas.
Share a narrative or extended
 answer while speaking to a group

BASIC 9
STRAND 1: DIVERSITY OF MATTER
SUB-STRAND 1: MATERIALS
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES
B9.1.1.1 Show B9.1.1.1.1 Identify by name binary chemical compounds and Critical Thinking and
understanding of discuss their uses
Problem Solving(CP)
formation of binary
chemical compounds Communication and
and their uses (Acids, Collaboration(CC)
Bases and Salt)
Exemplars:
1. Identify and name chemical compounds from a collection of CP : Ability to combine Information
materials commonly found at home, school and the and ideas from several sources to
community such as table salt, water, vinegar, fuel (take reach a conclusion
precaution), soap, detergents, marble and fertilizers
2. Write the chemical symbols of the elements identified in the CP: Ability to effectively define
chemical compounds. goals towards solving a problem
CC: Ability to effectively define
goals towards solving a problem

INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES

AND CORE COMPETENCIES

CONTENT
STANDARDS

B9.1.1.1 Show B9.1.1.1.2 Discuss the formation of binary chemical Critical Thinking and
understanding of compounds Problem Solving(CP)
formation of binary
chemical compounds Communication and
and their uses (Acids, Collaboration(CC)
Bases and Salt) Creativity and Innovation(CI)
Exemplars:
 1. Distinguish among elements, molecules, ions and CP:Demonstrate a thorough
compounds. understanding of a generalised concept
and facts specific to task or situation
CP:Preparedness to recognise and
explain results after implementation of
plans

2. Write molecular formula of binary compounds and CC: Ability to work with all group
describe their formation. members to complete a task
successfully
3. Compare and contrast different binary chemical CP : Generate hypothesis to help
compounds based on their composition and properties. answer complex problems
CP : Ability to identify important and
appropriate criteria to evaluate each
alternatives

4. Form models to represent chemical compounds such as CI:Ability to look at alternatives in

B9.1.1.1 Show water, carbon (IV) oxide, iron (II) sulfide and magnesium creating new things
understanding of oxide.
formation of binary B9.1.1.1.3 Describe the characteristics of common acids, Critical Thinking and
chemical compounds bases and salts
and their uses (Acids, Problem Solving(CP)
Bases and Salt) Communication and
Collaboration(CC) Creativity and
Innovation(CI)
 Exemplars:
1. Identify acids, bases and salts by their characteristics CP: Identify and prove misconceptions
about a generalised concept or fact
specific to a task or situation
2. Create a model of a pH Scale and use it to determine the CI: Ability to look at alternatives in
strength of common acids and alkali solutions. using creating new things
indicators
CI : Anticipate and overcome
difficulties relating initiatives

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES

STANDARDS AND CORE COMPETENCIES
B9.1.1.2 Demonstrate B9.1.1.2.1 Recognize that chemical bond results from the DigitalLiteracy(DL), Personal
knowledge of atomic attraction between atoms in a compound Development and Leadership(PD),
bonding in the Communication and
formation of chemical Collaboration(CC)
compounds
Exemplars:
1. Identify types of inter- atomic bonds. CC: Speak clearly and explain ideas.
Share a narrative or extended answer
while speaking to a group
CC: Understand and use interpersonal
skills
2. Describe the formation of inter-atomic bonds. DL : Ability to find and consume digital
content
PD :Build a concept and understanding
 of one's self (strength and weaknesses,
goals and aspiration, reaction and
adjustment to novel situation)

3. Identify examples of substances that exhibit ionic, covalent DL : Evaluate the quality and validity of
and metallic bonding. information

STRAND 1: DIVERSITY OF MATTER

SUB-STRAND 2: LIVING CELLS
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES
B9.1.2.1 Appreciate that B9.1.2.1.1 identify biological molecules and show atoms in Critical Thinking and
different atoms in living the molecules
Problem Solving(CP)
molecules account for
diverse organisms Communication and
Collaboration(CC) Digital
Literacy(DL), Creativity and
Innovation(CI)
Exemplars:
1. Name biological molecules such as Nucleic CP: Ability to combine
acids,Proteins,Carbohydrates and Lipids found in organisms. Information and ideas from
several sources to reach a
conclusion
CP: Ability to effectively define
 goals towards solving a problem
2. Identify the atoms in the biological molecules in exemplar 1. DL: Preparedness to make better
decision with information at hand
DL : Understand sociological and
emotional aspects of work in
cyberspace
3. Search for modules of biological molecules as in exemplar 1 CI: Imagining and seeing things in
and use it to explain the differences among organisms. a different way
STRAND 2: CYCLES
SUB-STRAND 1: EARTH SCIENCES
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES
B9.2.1.1Demonstrate B9.2.1.1.1 Explain the process of Nitrogen cycle as a repeated Critical Thinking and
understanding of the pattern in nature.
Problem Solving(CP)
processes of Nitrogen
cycle as a repeated Communication and
pattern of change in Collaboration(CC) Digital
nature and how it Literacy(DL), Creativity and
relates to the Innovation(CI)
environment
Exemplars:
1. Identify nitrogen cycle from the internet, charts, or pictures DL:Ability to construct
knowledge from a non-linear
hyper textual navigation
2. Explain the process of nitrogen cycle depicting processes such CP:: Demonstrate a thorough
 as: understanding of a generalised
concept and facts specific to task
Nitrogen fixation
or situation
Nitrification (converting ammonia into nitrates).
Assimilation (plants and animals using nitrogen)
Ammonification (adding organic nitrogen compounds to
ammonia or ammonia formation).
Denitrification

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC

STANDARDS PRACTICES AND CORE
COMPETENCIES
B9.2.1.1Demonstrate 3. Explain the relationship between the nitrogen cycle and the CG :Develop and express
understanding of the environment. respect, recognition and
processes of Nitrogen appreciation of others' culture
cycle as a repeated
4. Explain why the nitrogen cycle is a repeated pattern in nature. CC :Provide feedback in areas of
pattern of change in
ideas, organization, voice, word
nature and how it
choice and sentence fluency in
relates to the
communication
environment
B9.2.1.1.2 Describe the importance of the Nitrogen cycle to
the environment.
Exemplars :
1. Describe the importance of nitrogen to the environment CI :Identification of requirements
of a given situation and
 justification of more than one
creative tool that will be suitable
2. Carry out a project to show how certain plants such as CC: Speak clearly and explain
leguminous crops can replenish nitrogen in the soil. ideas. Share a narrative or
extended answer while speaking
to a group
3. Predict what will happen if the nitrogen cycle is interrupted by CI: Imagining and seeing things in
actions such as leaching, bush burning, destruction of a different way
leguminous plants.

STRAND 2: CYCLES
SUB-STRAND 2: LIFE CYCLE OF ORGANISMS
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES
B9.2.2.1 Demonstrate B9.2.2.1.1 Describe the life cycle of grasshopper which Critical Thinking and
understanding of the life depicts incomplete metamorphosis
Problem Solving(CP)
cycle of grasshopper and
assess how their activities Communication and
affect humans Collaboration(CC) Digital
Literacy(DL), Creativity and
Innovation(CI)
Exemplars :
1. Draw the stages of the life cycle of grasshopper from Egg CI: Ability to select the most
through Nymph to Adult. effective creative tools for
working and preparedness to give
 explanations
DL: Use digital tools to create
novel things
2. Identify the behavior of each stage of life cycle of a CC: Speak clearly and explain
grasshopper. ideas. Share a narrative or
extended answer while speaking
to a group

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC

STANDARDS PRACTICES AND CORE
COMPETENCIES
B9.2.2.1 Demonstrate 3. Explain why the life cycle of the grasshopper is described as CP: Explain ideas in a clear order
understanding of the life incomplete metamorphosis as compared to complete with relevant detail, using
cycle of grasshopper and metamorphosis of housefly and mosquito in B7 and B8 conjunctions to structure and
assess how their activities respectively. speech.
affect humans
CP: Understand and use
interpersonal skills
B9.2.2.1.2 Examine how the activities of grasshopper affect Critical Thinking and
humans.
Problem Solving(CP)
Communicationand
Collaboration(CC) Digital
Literacy(DL)
Exemplars :
 1. Outline the activities of the grasshopper in everyday life (e.g. CP: Provide feedback in areas of
feeding on grasses and weeds. ideas, organisation, voice, word
choice and sentence fluency in
communication
1. Carry out a search for information on activities of a CC: Explain ideas in a clear order
grasshopper that are harmful or beneficial to humans. with relevant detail, using
conjunctions to structure and
speech.

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC

STANDARDS PRACTICES AND CORE
COMPETENCIES
B9.2.2.1 Demonstrate 2. Generate activities to promote or reduce the effect of DL: Preparedness to make better
understanding of the life grasshoppers on humans. decision with information at hand
cycle of grasshopper and
DL: Knowledge and recognition of
assess how their activities
ethical use of information
affect humans
CP: Implement strategies with
accuracy

STRAND 2: CYCLES
SUB-STRAND 3: CROP PRODUCTION
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES
B9.2.3.1Show B9.2.3.1.1 Observe and describe differences in maturities Critical Thinking and
understanding of of crops grown in different soil medium and different seed Problem Solving(CP)
differences in maturities beds.
Communication and
of different crops grown
Collaboration(CC) Digital
in different soil medium
Literacy(DL),
and different seed beds
Exemplars
1. Observe and record the maturity stages of different crops DL : Evaluate the quality and
on different soil media and seed beds. validity of information
CP : Apply appropriate diction
and structure sentences correctly
for narrative, persuasive,
imaginative and expository
purposes
2. Discuss the differences in maturity stages among the CC: Explain ideas in a clear order
different crops on the different soil media and seed beds. with relevant detail, using
conjunctions to structure and
speech.
3. Compare and contrast the maturity stages of crops and CC: Apply appropriate diction and
seedlings in the community/school garden with others structure sentences correctly for
grown elsewhere. narrative, persuasive, imaginative
and expository purposes

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC

STANDARDS PRACTICES AND CORE
COMPETENCIES
B9.2.3.2 Demonstrate B9.2.3.2.1 Observe and record the uses of different crops at Communication and
knowledge and different maturity stages. Collaboration(CC) Digital
understanding of uses of Literacy(DL),Critical Thinking
different crops at and problem solving(CP)
different maturity stages.
Exemplars:
1. Discuss and write the uses of each maturity stage of each CC: Explain ideas in a clear order
crop identified. with relevant detail, using
conjunctions to structure and
speech.
DL :Evaluate the quality and
validity of information
2. Categorize crops by their different maturity stages and uses. CP: Ability to combine
Information and ideas from several
sources to reach a conclusion

INDICATORS AND EXEMPLARS SUBJECT SPECIFIC

PRACTICES AND CORE
CONTENT
COMPETENCIES
STANDARDS
B9.2.3.2 Demonstrate B9.2.3.2.2 Evaluate the importance of knowledge of maturity Communication and
knowledge and stages of different crops to human beings Collaboration(CC) Digital
understanding of uses of Literacy(DL),Critical Thinking
different crops at and problem solving(CP)
different maturity stages
Exemplars:
1. Explain the specific use(s) of each maturity stage of different CC: Provide feedback in areas of
crops to humans, other crops, animals, and the environment. ideas, organisation, voice, word
choice and sentence fluency in
 communication
2. Discuss the differences in maturity stages among the different CC: Explain ideas in a clear order
crops on the different soil media and seed beds. with relevant detail, using
conjunctions to structure and
speech.
3. Compare and contrast the maturity stages of crops and CC: Apply appropriate diction and
seedlings in the community/school garden with others grown structure sentences correctly for
elsewhere. narrative, persuasive, imaginative
and expository purposes

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC

STANDARDS PRACTICES AND CORE
COMPETENCIES
B9.2.3.2 Demonstrate B9.2.3.2.1 Observe and record the uses of different crops at Communication and
knowledge and different maturity stages. Collaboration(CC) Digital
understanding of uses of Literacy(DL),Critical Thinking
different crops at and problem solving(CP)
different maturity stages.
Exemplars:
1. Discuss and write the uses of each maturity stage of each crop CC: Explain ideas in a clear order
identified. with relevant detail, using
conjunctions to structure and
speech.
DL :Evaluate the quality and
validity of information
2. Categorize crops by their different maturity stages and uses. CP: Ability to combine
 Information and ideas from several
sources to reach a conclusion

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC

STANDARDS PRACTICES AND CORE
COMPETENCIES
B9.2.3.2 Demonstrate B9.2.3.2.2 Evaluate the importance of knowledge of maturity Communication and
knowledge and stages of different crops to human beings Collaboration(CC) Digital
understanding of uses of Literacy(DL),Critical Thinking
different crops at and problem solving(CP)
different maturity stages.
Exemplars:
1. Explain the specific use(s) of each maturity stage of different CC: Provide feedback in areas of
crops to humans, other crops, animals, and the environment. ideas, organisation, voice, word
choice and sentence fluency in
communication
2 Explain how the knowledge of the maturity stages of different CP: Create simple logic trees to
crops helps a farmer in crop selection, time of harvest, and think through problems
others.
CP: Ability to identify important
and appropriate criteria to evaluate
 each alternatives
3. Compare different stages of maturity of crops used in the DL: Ability to find and consume
community with those used in other places digital content

STRAND 2: CYCLES
SUB-STRAND 4: ANIMAL PRODUCTION
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES
B9.2.4.1Demonstrate B9.2.4.1.1List the ingredients and the method of Critical Thinking and
understanding of the preparation of different feed for different domestic and
Problem Solving(CP)
preparation of feed for commercial animals.
domestic and commercial Communication and
animals. Collaboration(CC) Digital
Literacy(DL),Personal
development and
leadership(PD)
Exemplars: CC: Provide feedback in areas of
ideas, organisation, voice, word
choice and sentence fluency in
communication
1. Demonstrate how farmers prepare feed for different CP: Demonstrate a thorough
domestic and commercial animals with ingredients. understanding of a generalised
concept and facts specific to task
or situation
 2. Write down the process of preparing feed for different PD: Division of task into solvable
domestic and commercial animals with the ingredients. units and assign group members to
task units

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC

PRACTICES AND CORE
COMPETENCIES
B9.2.4.1Demonstrate 3. Compile a table, matching feed, ingredients and method of DL: Knowledge and recognition of
understanding of the preparation. ethical use of information
preparation of feed for
4. Formulate and prepare feed for domestic and commercial DL: Knowledge and recognition of
domestic and commercial
animals. ethical use of information
animals.

B9.2.4.2Demonstrate B9.2.4.2.1 Describe and select appropriate feed for Critical Thinking and
skills and knowledge of different domestic and commercial animals
Problem Solving(CP)
feeding domestic and
commercial animals Communication and
Collaboration(CC) Digital
Literacy(DL),Personal
development and
leadership(PD)
Exemplars:

1. Compile a list of feed commonly consumed by the CC: Explain ideas in a clear order
different domestic and commercial animals in the with relevant detail, using
environment conjunctions to structure and
 speech.

2. Compare and contrast the characteristics of different DL: Ability to find and consume
kinds of feed commonly consumed by categories of digital content
domestic and commercial animals (ruminants,
monogastric and poultry).

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES

AND CORE COMPETENCIES
B9.2.4.2Demonstrate skills 3. Record feed used to feed domestic and commercial CP: Ability to combine Information and
and knowledge of feeding animals on farms over a period of time. ideas from several sources to reach a
domestic and commercial conclusion
animals
4. Identify named samples of feed for three categories PD: Demonstrate sense of feeling or
of domestic and commercial animals (ruminants, belongingness to a group
monogastrics and poutry.
B9.2.4.2.2 Differentiate between different types of Critical Thinking and
feed for different stages of domestic and
commercial animals. Problem Solving(CP)
Communication and
Collaboration(CC) Personal
development and leadership(PD)
Exemplars:

1. Categorize different types of animals according to CP: Can effectively evaluate the success
how their stages of growth (young, growing and of solutions they have used to attempt
matured stages). to solve a complex problem
2. List the types of feed used for the various stages of CC: Understand and use interpersonal
growth in their domestic and commercial skills
ruminants, monogastrics and poutry.
 3. Compare and construct the major functions of feed PD: Build a concept and understanding
in each growth stage of different animals. of one's self (strength and weaknesses,
goals and aspiration, reaction and
adjustment to novel situation)
4. Discuss types of feed used to feed different CC: Ability to keep group working on
domestic and commercial animals at different stages relevant activities
of growth.

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES

AND CORE COMPETENCIES
B9.2.4.2Demonstrate skills B9.2.4.2.3 Perform the feeding of domestic and Critical Thinking and
and knowledge of feeding commercial animals
Problem Solving(CP)
domestic and commercial
animals Communication and
Collaboration(CC)
Exemplar:

1. Demonstrate how to feed domestic and CC: Can vary the level of detail and the
commercial animals at different stages of growth language use when presenting to make
and production with appropriate feed in the school it appropriate to the audience
farm or a farm in the community.
CP: Demonstrate a thorough
understanding of a generalised concept
and facts specific to task or situation

STRAND 3: SYSTEMS
SUB-STRAND 1: THE HUMAN BODY SYSTEM
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARDS AND CORE COMPETENCIES
B9.3.1.1 Demonstrate B9.3.1.1.1 Explain the concept of the circulatory system, Critical Thinking and
understanding of the state the function of each part of the system and health
Problem Solving(CP)
blood circulatory challenges associated with it
system, health Communication and
problems associated Collaboration(CC), Digital
with the system and literacy(DL),Creativity and
its relationship with Innovation(CI)
the respiratory
system in humans Exemplars:
1. Discuss blood circulatory system in humans and the CP: Identify and prove misconceptions
composition and functions of blood about a generalised concept or fact
specific to a task or situation
2 Explain the functions of the parts of the circulatory system CC: Demonstrate behaviour and skills
of working towards group goals
3 Draw and label the longitudinal section of a mammalian heart DL: Use digital tools to create novel
things
4 Describe diseases, causes and prevention of the circulatory CI: Ability to reflect on approaches to
system creative task and evaluate the
effectiveness of tools used
5 Describe what blood pressure is and ways of managing it. CC: Ability to keep group working on
relevant activities

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES

STANDARDS AND CORE COMPETENCIES
B9.3.1.1 Demonstrate B9.3.1.1.2 Explain the concept of respiration and show Communication and
understanding of the how respiratory system and the circulatory system Collaboration(CC),
blood circulatory complement each other.
Critical Thinking and
system, health problems
Exemplars :
associated with the Problem Solving(CP)
system and its
relationship with the
respiratory system in
humans
1. Explain the concept of respiration CC: Identify and analyse different points
of views of speaker
2. Explain how deoxygenated blood from circulation is CP : Create simple logic trees to think
oxygenated through inhalation for respiration to take place. through problems

STRAND 3: SYSTEMS
SUB-STRAND 2: THE SOLAR SYSTEM
Content Standard Indicators and Exemplars Subject Specific Practices and Core
Competencies
B9.3.2.1Demonstrate B9.3.2.1.1 Understand the movement of non-planetary
knowledge of other bodies in the solar system.
Communication and
non- planetary bodies
Collaboration(CC), Digital
such as comets,
Literacy(DL)
asteriods, and their
relationship with the Exemplars:
solar system
1. Research for information on the movement of non- DL : Preparedness to make better
planetary bodies in the solar system. E.g. asteroids and decision with information at hand
 comets

2. Compare and contrast the movement of the non- CC : Explain ideas in a clear order with
planetary bodies in the solar system. relevant detail, using conjunctions to
structure and speech.

STRAND 3: SYSTEMS
SUB-STRAND 3: ECOSYSTEM
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES
B9.3.3.1Recognise the B9.3.3.1.1 Conduct research into the composition of an Communication and
interdependence of ecosystem and discuss how the components depend on each Collaboration(CC), Digital
organisms in an other for survival Literacy(DL),Creativity and
ecosystem and Innovation(CI)
appreciate their
Exemplars :
interaction to maintain
balance in the system 1. Describe how organisms depend on each other in different DL : Ability to find and consume
ecosystems from pictures, charts and videos digital content
2. State the differences between an ecosystem and a habitat CC: Understand roles during group
activities
3. Construct food chain and food web found in an ecosystem
 CI: Ability to visualise alternatives,
seeing possibilities, problems and
4. Predict and justify your predictions on how interferences such
challenges
as earthquake volcanic eruptions hunting, farming,mining,
galamsey, pollution, pesticides and bush burning will affect the
balance in an

STRAND 3: SYSTEMS
SUB-STRAND 4: FARMING SYSTEMS
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES
B9.3.4.1Demonstrate B9.3.4.1.1 List and explain the different plant and animal waste
knowledge and skills used in preparing different types of manure
in the preparation of
Exemplars:
different types of
manure from animal 1. List types of manure used by farmers CC: Demonstrate behaviour and
and plant waste skills of working towards group
goals
2. Identify and write down the materials used in preparing manure CP: Create simple logic trees to
and their sources think through problems
3. Categorize manure into those from plant wastes and animal CI: Anticipate and overcome
wastes difficulties relating initiatives
4. Compile a list of plant parts/wastes and animal parts/wastes that CC: Provide feedback in areas of
are used to prepare manure ideas, organisation, voice, word
choice and sentence fluency in
communication
5. Justify the use of different animal and plant manures (poultry CP: Demonstrate a thorough
droppings, cow dung, animal parts and carcasses, pig dung, understanding of a generalised
human excreta, domestic refuse, leaves, waste fruits, plant parts concept and facts specific to task
and shavings, etc) under different soil and climatic conditions or situation
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES
B9.3.4.1Demonstrate B9.3.4.1.2 Demonstrate the preparation of different types of Communication and
knowledge and skills manure Collaboration(CC), ,Creativity
in the preparation of and Innovation(CI),Critical
different types of Thinking and Problem
manure from animal Solving(CP)
and plant waste
Exemplars:
1. Prepare manure from the different plant and animal waste CP: Ability to select alternative(s)
that adequately meet selected
criteria
2. Discuss the preparation of manure using the plants and animal CC: Can vary the level of detail
wastes that are available in a community. and the language use when
presenting to make it appropriate
to the audience.
B9.3.4.1.3 Engage in the preparation of different types of Communication and
manure Collaboration(CC), Critical
Thinking and Problem
Solving(CP)
Exemplars:
1. Treat various plant and animal wastes to produce manure CC: Demonstrate behaviour and
(cleaning/sorting, curing/composting) in the field or school skills of working towards group
garden goals
 STRAND 4: FORCES AND ENERGY
SUB-STRAND 1: ENERGY
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARDS AND CORE COMPETENCIES
B9.4.1.1 Show B9.4.1.1 .1 List the ways such as ironing in bulk, using Creativity and Innovation (CI)
understanding of the energy efficient appliances and switching off appliances
Communication and Collaboration
concept of conservation when not in use to conserve energy.
(CC)
of energy and ways of
conserving energy

Exemplar:
1. Identify and discuss various strategies of conserving CI: Identification of requirements of a
energy given situation
CC: Speak clearly to convey simple ideas
B9.4.1.1 .2 Explain the importance of energy Digital Literacy(DL)
conservation in daily life
Exemplar:
1. Research information about energy conservation and DL: Ability to find and consume digital
discuss its importance to life content; ability to research and
communicate information
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARDS AND CORE COMPETENCIES
B9.4.1.2 Evaluate the B9.4.1.2.1 Demonstrate that light changes path when it Creativity and Innovation (CI)
application of light travels from one medium to a different medium
Digital Literacy (DL)
energy.in life.
Exemplar:
1. Carry out a practical activity to show that light bends as CI: Exhibit the skill of inquisitiveness and
it travels from one medium to another. E.g. A rod curiosity
appears bent in water, deep water appears shallow than
DL: Ability to find and consume digital
its real depth.
content; ability to research and
communicate information
B9.4.1.2.2 Describe how images are formed in cameras
Exemplar: Creativity and Innovation (CI)
1. Create a model of a camera and describe how it works CI: Identify and use different components
to form an image. of ideas to create new things
B9.4.1.2.3 Describe the formation of shadows Communication and Collaboration
(CC)
Exemplar:
1. Discuss the terms umbra and penumbra in relation to the CC: Speak clearly to convey simple
formation of shadows and explain how they are formed ideas
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARDS AND CORE COMPETENCIES
B9.4.1.2 Evaluate the B9.4.1.2.4 Demonstrate the formation of an eclipse Creativity and Innovation (CI)
application of light
Digital Literacy (DL)
energy.in life.
Exemplar:
1. Use a model to illustrate how eclipse is formed, CI: Ability to merge simple ideas to create
novel thing; look at alternatives in creating
new things
DL: Ability to find and consume digital
content

STRAND 4: FORCES AND ENERGY

SUB-STRAND 2: ELECTRICITY AND ELECTRONICS
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARDS AND CORE COMPETENCIES
B9.4.2.1Construct B9.4.2.1.1 Demonstrate transformation of electrical Communication and Collaboration
electrical circuits and energy to other forms of energy in both series and (CC)
illustrate how electrical parallel circuits and perform simple calculations
Critical Thinking and Problem
energy is transformed involving flow of current in circuits
Solving (CP)
into other forms of
energy and perform
electrical calculations
Exemplars:

1. Predict the impact of changes in electrical circuits with CC: Speak clearly to convey ideas;
logically order information in a way that
regards to the output of bulbs. Describe how electrical
could be understood by an audience
energy transformation occurs in series and parallel
circuits.
2. Construct simple electrical circuits and measure the CP: Ability to understand features of a
problem; ask for support to solve a
voltage, current and resistance.
problem; following instructions to solve a
problem

3. Calculate the potential difference in a circuit using the CP: Ability to understand features of a
problem; ask for support to solve a
formula: V = IR (where I is the current and R the
problem; following instructions to solve a
resistance). problem

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES

STANDARDS AND CORE COMPETENCIES
B9.4.2.2 Demonstrate B9.4.2.2.1 Describe Forward Bias and Reverse Bias and Communication and Collaboration
understanding of explain the relationship among the components, such as: (CC)
Forward and Reverse LEDs, Diodes, Resistors and Capacitors, in an electronic
Creativity and Innovation (CI)
Bias and explain the circuit.
behaviour of LEDs,
Diodes, Resistors and
Capacitors in electronic
circuits
Exemplars:
1. Explain Forward Bias and Reverse Bias in an electronic CC: Logically order information in a way
circuit that could be understood by an audience
1. Construct different electronic circuits (the forward and CI: Use mind mapping as a creative tool
reverse bias). and observe what happens to the LED. to support how to generate, develop and
link ideas
2. Construct different electronic circuits involoving CI: Use mind mapping as a creative tool
resistors and capacitors and observe what happens to the to support how to generate, develop and
LED and report on their findings. link ideas

STRAND 4: FORCES AND ENERGY

SUB-STRAND 3: CONVERSION AND CONSERVATION OF ENERGY
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES AND
STANDARDS CORE COMPETENCIES
B9.4.3.1 Show B9.4.3.1.1. Describe how energy can be converted Communication and Collaboration
understanding of from one form to another and show how conservation (CC)
conversion and of energy occurs
conservation of energy
and their application
to life
Exemplar:
1. Differentiate between conversion of energy and CC: Identify and analyse different points of
conservation of energy and show their application to view
life
 B9. 4.3.1.2 Describe how conversion and conservation Communication and
of energy are applied in life Collaboration(CC)

1. Distinguish between examples of conversion CC: Identify and analyse different points of
and conservation using everyday examples. view

2. Identify opportunities to conserve energy and CC: Identify and analyse different points of
produce a report. view

STRAND 4: FORCES AND ENERGY

SUB-STRAND 4: FORCE AND MOTION
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES AND
STANDARDS CORE COMPETENCIES
B9.4.4.1Demonstrate B9.4.4.1.1 Explain the importance of Newton’s Third Communication and Collaboration (CC)
understanding of Law of motion in life
Newton’s Third Law
Exemplar:
of Motion and its
application in
1. State Newton’s Third Law of Motion CC: Apply appropriate diction and structure
everyday life.
sentences correctly; convey simple answers or
thoughts
2. Discuss Newton’s Third Law of Motion and show its CC: Explain ideas in a clear order with
importance to life relevant detail, using appropriate conjunctions
to structure and speech.
 B9.4.4.1.2 Demonstrate the application of Newton’s Creativity and Innovation (CI)
Third Law of motion in life
Exemplar:
1. Predict what happens when a force is exerted on an CI: Reflect on work and explore thinking
object the reaction from the object and is the same as behind thoughts
the force exerted. perform an activity to confirm your
predictions,

STRAND 4: FORCES AND ENERGY

SUB-STRAND 5: AGRICULTURAL TOOLS
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
AND CORE COMPETENCIES
B9.4.5.1 Demonstrate B9.4.5.1.1 Identify materials used in making simple Creativity and Innovation (CI)
knowledge and skills in agricultural tools
Communication and Collaboration
making simple agricultural
(CC)
tools for on-farm activities
Critical Thinking and Problem
Solving (CP)

Exemplars
1. Describe simple agricultural tools assembled from CI: Putting forward constructive
their environment comments and ideas.
CC: Speak clearly and convey simple
ideas; use appropriate language structure
and gesture to engage audience
 2. Identify the materials used to make the tools CI: Identification of requirements of a
assembled in exemplar 1 and show how the parts given situation and justificationof more
are connected than one creative tool.
CP: Ability to combine information and
ideas from several sources to reach a
conclusion

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES

AND CORE COMPETENCIES
B9.4.5.1 Demonstrate B9.4.5.1.2 Discuss and write activities involved in Communication and Collaboration
knowledge and skills in making simple agricultural tools (CC)
making simple agricultural
Exemplars
tools for on-farm activities
1. Describe the activities and processes involved in CC: Speak clearly to convey simple ideas;
making different agricultural tools logically order information in a way that
could be understood by an audience
2. Explain the materials, processes, constraints and CC: Explain ideas in a clear order with
precautions involved in manufacturing simple relevant detail, using conjunctions to
agricultural tools structure the speech.
B9.4.5.1.3 Manufacture simple agricultural tools Creativity and Innovation (CI)
Exemplar
1. Produce simple farm tools using materials from the CI: Generate and merge simple ideas;
environment identify and use different component of
ideas to create new things
 STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 1: WASTE MANAGEMENT
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES AND
STANDARDS CORE COMPETENCIES
B9.5.1.1Demonstrate B9. 5.1.1.1 Investigate the scientific methods used in Communication and Collaboration(CC),
understanding of the waste management ,Creativity and Innovation(CI),Critical
processes of scientific Thinking and Problem Solving(CP)
ways used in various
waste management
systems
Exemplars:
1. Identify scientific methods such as recycling, CC: Explain ideas in a clear order with
composting used in waste management. relevant detail, using conjunctions to structure
and speech.
2. Explain the scientific principles underling the methods CP: Create simple logic trees to think
used in waste management. through problems
3. Conduct waste management audit in schools and CI : Ability to visualise alternatives, seeing
assess the effectiveness of each. possibilities, problems and challenges

STRAND 5: HUMANS AND THE ENVIRONMENT

SUB-STRAND 2: HUMAN HEALTH
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARDS AND CORE COMPETENCIES
B9.5.2.1 B9.5.2.1.1 Explain the symptoms, effects and prevention of Communication and
Demonstrate common non- common communicable diseases and analyze Collaboration(CC), ,Critical
knowledge of the risk factors associated with them Thinking and Problem
common non- Solving(CP),Digital Literacy(DL),
communicable Cultural Identity and Global
diseases of humans, citizenship(CG)
their causes,
symptoms, effects
and prevention
1. Describe non- communicable diseases and determine their CC : Provide feedback in areas of ideas,
common causes organisation, voice, word choice and
sentence fluency in communication
2. Identify symptoms, effects and prevention of non- CP : Ability to select alternative(s) that
communicable diseases (refer to teachers pack for specific adequately meet selected criteria
diseases) that are associated with malnutrition, poor working
environment and exposure to drugs.
3. Explain the causes, symptoms, effects and prevention of cancer DL : Evaluate the quality and validity of
information
4. Identify common cancers that affect humans and link them to CG : Adjustment to the demands of
life style customs, traditions, values and attitudes
of society

STRAND 5: HUMANS AND THE ENVIRONMENT

SUB-STRAND 3: SCIENCE AND INDUSTRY
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARDS AND CORE COMPETENCIES
B9.5.3.1 Analyze the B9.5.3.1.1 Investigate the scientific concepts, principles and Communication and
scientific concepts, processes involved in industries in their environment Collaboration(CC), ,Critical
principles and Thinking and Problem
processes applied in Solving(CP),Digital Literacy(DL),
industries in and
outside their
community
1. Identify products of industries within and outside their CC : Demonstrate behaviour and skills of
community and describe the process of production working towards group goals
CP: Identify and prove misconceptions
about a generalised concept or fact
specific to a task or situation
2. Investigate and outline scientific concepts, principles and DL: Ability to ascertain when information
processes underlying the production of common everyday is needed and be able to identify, locate,
industrial products. evaluate and effectively use them to solve
a problem
 STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 4: CLIMATE CHANGE AND GREEN ECONOMY
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARDS AND CORE COMPETENCIES
B9.5.4.1 B9.5.4.1.1 Examine various natural and human factors Communication and
Demonstrate that influence climate change and green economy in Collaboration(CC), ,Creativity and
understanding of their localities Innovation(CI) Digital Literacy(DL),
natural and human
factors that
influence climate
change and green
economy
1. Identify natural factors that influence climate change. DL : Adhere to behavioural protocols that
prevail in cyberspace

2. Describe ways of minimizing human activities that CC : Identify and analyse different points of
influence climate change. views of speaker
3. Compare natural and human factors that influence CI : Ability to select the most effective
climate change and green economy. creative tools for working and preparedness
to give explanations
 STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 5: UNDERSTANDING THE ENVIRONMENT
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES AND
STANDARDS CORE COMPETENCIES
B9.5.5.1 B9.5.5.1.1 Show and list the uses of different plant Communication and Collaboration(CC),
Demonstrate parts for agricultural and non-agricultural purposes. ,Creativity and Innovation(CI) Digital
knowledge and skills Literacy(DL),Critical Thinking and
in the use of plant Problem Solving(CP)
roots, stems, leaves,
Exemplars
flowers, and fruits
for agricultural and 1. Identify plant parts that are used for agricultural and CC : Provide feedback in areas of ideas,
non-agricultural non-agricultural purposes organisation, voice, word choice and sentence
purposes fluency in communication
2. Describe how plant parts are used for agricultural and CP : Can effectively evaluate the success of
non-agricultural purposes solutions they have used to attempt to solve a
complex problem
3. List the uses of the plant parts for agricultural CI : Identification of requirements of a given
purposes (such as planting, tools, animal housing, situation and justification of more than one
animal feed, soil improvement, pest and disease creative tool that will be suitable
control, etc.)
4. List the uses of the plant parts for non-agricultural DL : Evaluate the quality and validity of
purposes (such as herbal medicine, construction of information
houses, bridges and furniture, artifacts, ceremonies,
rituals, education, etc.)
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES AND
STANDARDS CORE COMPETENCIES
B9.5.5.1.2 Demonstrate the use of different plant Communication and Collaboration(CC),
parts for agricultural and non-agricultural purposes Digital Literacy(DL),Critical Thinking
and Problem Solving(CP),Creativity and
Innovation(CI)
B9.5.5.1
Demonstrate Exemplars
knowledge and skills
in the use of plant 1. Create agricultural materials from different plant parts CC : Demonstrate behaviour and skills of
roots, stems, leaves, that are used to carry out agricultural activities to working towards group goals
flowers, and fruits 2. Create non-agricultural materials from different plant CP : Demonstrate a thorough understanding
for agricultural and parts to carry out non-agricultural activities. of a generalised concept and facts specific to
non-agricultural
task or situation
purposes
CI : Identification of requirements of a given
situation and justification of more than one
creative tool that will be suitable
 BASIC 10
STRAND 1: DIVERSITY OF MATTER
SUB-STRAND 1: MATERIALS
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES
B10.1.1.1 Prepare B10.1.1.1.1 demonstrate understanding of the preparation of Critical Thinking and
compounds and mixtures standard solutions Problem Solving (CP)
and compare and (CP)
contrast their
Exemplars:
characteristics; then
determine the 1. Determine the mass number of a given element based on given CP: Ability to combine
concentration of solutions number of protons or electrons and number of neutrons Information and ideas from
several sources to reach a
conclusion
2. Calculate the molar mass and formula mass of compounds CP: Ability to effectively
given the molecular formula and relative atomic masses define goals towards solving
a problem
3. Calculate the amount of substance (n) in moles given the mass CP:Ability to effectively
(m) and molar mass (M) of a compound define goals towards solving
a problem
4. Explain the concentration of a solution in mol/dm3; g/dm3,. CP:Ability to combine
Identify the constituents of mixtures. Information and ideas from
several sources to reach a
conclusion
5. Prepare solutions of a given concentration e.g. IM solution of a) CP: Ability to explain plans
NaOH (b) NaCl for attaining goals
6. dilute solutions of given concentrations and discuss everyday CP: Ability to explain plans
application of dilution. E.g. food preparation, drug preparation. for attaining goals

B10.1.1.1.2 To write concentration indicator here. Critical Thinking and

Demonstrate understanding of the preparation of standard Problem Solving (CP)
solution (CP)
1. Explain how chemical compounds and mixtures are similar in CP:Analyse and make distinct
 terms of properties, mode of combination end products and judgment about viewpoints
separation processes. expressed in an argument

2. 3.
B10.1.1.2 Demonstrate B10.1.1.2.1 Recognise that the arrangement of elements on Critical Thinking and
understanding that the the Periodic Table is related to their properties and Problem Solving (CP)
arrangement and reactivities. (CP),Creativity and
characteristics of metals, Innovation(CI)
non-metals and the noble
gases in the periodic table
are related to their
reactivity.
Exemplars :
1. Classify the elements on the Periodic Table into metals, non- CI: Identification of
metals and noble gases requirements of a given
situation and justification of
more than one creative tool
that will be suitable
2. Describe the properties of metals and non-metals CI: Recognise and generalise
information and experience ;
search for trends and
patterns
3. Explain the reactivity of elements of group 1 and group 11 CP:Ability to combine
metals in the (e.g. metals or non-metals) in the Periodic Table. Information and ideas from
several sources to reach a
conclusion
STRAND 1: DIVERSITY OF MATTER
SUB-STRAND 2: LIVING CELLS
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND
CORE
COMPETENCIES
B10.1.2.1 Demonstrate B10.1.2.1.1 Discuss the concepts of specialised cells and how they Communication and
knowledge of specialist are formed in dicotyledonous plants and humans Collaboration (CC),
cells of dicotyledonous Critical Thinking and
plants and humans, their Problem Solving (CP)
formation and functions (CP)
for the existence of the
Exemplars:
plants and humans
1. Brainstorm to bring out the meaning of specialised cells. CC: Demonstrate
behaviour and skills of
working towards group
goals
2. Discuss how specialised cells are formed in dicotyledonous plants CC: Demonstrate
and humans. behaviour and skills of
working towards group
goals
CP: Ability to identify
important and
appropriate criteria to
evaluate each
alternatives
B10.1.2.1.2 Examine the functions of specialised cells in Digital Literacy (DL),
dicotyledonous plant such as epidermal, guard cells, cambium, Critical Thinking and
xylem in relation to the existence of the plants Problem Solving (CP)
Exemplar:
1. Observe specialised dicotyledonous plant cells such as epidermal, DL: Ability to find and
guard cells, cambium, xylem from videos and charts and identify consume digital content
them by their names and shapes.
CP: Ability to combine
Information and ideas
from several sources to
reach a conclusion
2. Search from books and internet for information on the functions of DL: Ability to find and
the specialised cells of dicotyledonous plants and how they relate to consume digital content
the existence of the plants.
CP: Ability to combine
Information and ideas
from several sources to
reach a conclusion
B10.1.2.1.3 Examine the functions of specialised animal cells such Digital Literacy (DL),
as (nerve, Critical Thinking and
blood cells, muscle cells and sperm cells) in relation to Problem Solving (CP)
the existence
of humans.
1. Observe specialised animal cells such as nerve cells, blood cells, DL: Ability to find and
muscle cells and sperm cells from pictures, videos and charts and consume digital content
identify them by their names and make models to represent their
shapes. CP: Ability to combine
Information and ideas
from several sources to
reach a conclusion
 2. Search from books, journals and internet for information on DL: Ability to find and
specialised cells in exemplar 1 and how they relate to the existence consume digital content
of humans.

STRAND 2: CYCLES
SUB-STRAND 1: EARTH SCIENCE
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND
CORE
COMPETENCIES
B10.2.1.1 Demonstrate the B10.2.1.1.1 Design a research plan on phosphorus cycle and Critical Thinking and
skill to organize and carry relate it to other cycles. Problem Solving (CP)
out a research on
Exemplars :
Phosphorus cycle and how
it relates to other cycles 1. Describe a research plan including the stages, and retrieval of CP: Ability to explain plans
(water, carbon and phosphorus from the phosphorus cycle for attaining goals
nitrogen) in the
environment 2. Explain differences and similarities among the phosphorus, water, CP: Ability to combine
carbon and nitrogen cycles. Information and ideas from
several sources to reach a
conclusion
B10.2.1.1.2 Demonstrate activities involving the phosphorus Critical Thinking and
cycle. Problem Solving (CP)
Exemplars :
1. Discuss activities of phosphorus cycle in terms of : CP: Demonstrate a
a) Sources of phosphorus in nature thorough understanding of
b) Why phosphorus cycle occurs slowly in nature. a generalised concept and
c) The effect of phosphorus on the growth of plants and animals. facts specific to task or
 situation
2. Design an investigation of the impact of phosphorus on plant CP: Ability to select
growth. alternative(s) that
adequately meet selected
criteria
3. Use secondary data to analyse and predict the effect of CP: Ability to combine
phosphorus on animal growth. Information and ideas from
several sources to reach a
conclusion
4. Identify sources of phosphorus in plants and animals CP: Ability to select
alternative(s) that
adequately meet selected
criteria
B10.2.1.1.3 Examine the roles of phosphorus within the Critical Thinking and
environment. Problem Solving (CP)
Exemplars:
1. Identify the roles of phosphorus within the environment (e.g. CP: Ability to select
serves as ingredient of nucleic acids, phosphorous lipids and ATP alternative(s) that
in vertebrates as a mineral). adequately meet selected
criteria
2. Identify the negative effects of phosphorus within the environment CP: Ability to select
(E.g. eutrophication in aquatic habitat) alternative(s) that
adequately meet selected
criteria
3. Predict what will occur if there were changes to interrupt the CP: Ability to visualise
alternatives, seeing
 phosphorus cycle possibilities, problems and
challenges

STRAND 2: CYCLES
SUB-STRAND 2: LIFE CYCLE OF ORGANISMS
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND
CORE
COMPETENCIES
B10.2.2.1 Demonstrate B10.2.2.1.1 Describe the life cycle of a cockroach Creativity and
knowledge of the life cycle Innovation (CI)
of cockroach and the effect
of its activities on humans
Exemplars :
1. Describe the stages of the life cycle (E.g egg, nymph and adult) of a CI: Recognise and
cockroach and its behaviours at each stage. generalise information and
experience ; search for
trends and patterns
2. Illustrate and describe the life cycle of a cockroach from the video CI: Recognise and
generalise information and
experience ; search for
trends and patterns
B10.2.2.1.2 Discuss the effect of the activities of cockroaches on Critical Thinking and
humans Problem Solving (CP)
(CP)Communication
and Collaboration (CC)
 Exemplars :
1. In a tabular form state and discuss the positive and negative effects CC: Demonstrate
of the activities of cockroaches on humans. behaviour and skills of
working towards group
goals
CP: Ability to identify
important and appropriate
criteria to evaluate each
alternatives
2. Design a strategy to be used to reduce the impact of cockroach CP: Ability to select
on humans alternative(s) that
adequately meet selected
criteria

STRAND 2: CYCLES
SUB-STRAND 3: CROP PRODUCTION
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND
CORE
COMPETENCIES
B10.2.3.1Demonstrate B10.2.3.1.1 Explain the control of pests and diseases on crops in Critical Thinking and
understanding of why a community. Problem Solving (CP)
and how pests and Creativity and
diseases are controlled. Innovation (CI)
Exemplars:
 1. Match pest and diseases with the specific crops that are affected CP: Ability to try
by different pest and diseases. alternatives and fresh
approaches
2. Describe pests and diseases found in a community and how they CI: Recognise and
are controlled. generalise information and
experience ; search for
trends and patterns
3. Describe the control measures of pests and diseases on plants in CI: Recognise and
their communities. generalise information and
experience ; search for
trends and patterns
B10.2.3.1.2 Explain the effects of pests and diseases on plants Critical Thinking and
and crop products Problem Solving (CP)
Digital Literacy (DL),
Communication and
Collaboration (CC)
Exemplars:

1. Observe, list and discuss data from farm records (pictures, videos DL: DL: Ability to find and
infested and infected plant materials) the effects of specific pest consume digital content
and diseases on the growth and yield of crops.
CC: Demonstrate
behaviour and skills of
working towards group
goals
2. Demonstrate a thorough understanding of a generalised concept CP: Demonstrate a
and facts specific to task or situation thorough understanding of
a generalised concept and
 facts specific to task or
situation
3. Demonstrate a thorough understanding of a generalised concept CP: Demonstrate a
and facts specific to task or situation thorough understanding of
a generalised concept and
facts specific to task or
situation
B10.2.3.1.3 Demonstrate how pests and diseases are controlled Critical Thinking and
Problem Solving (CP)
Creativity and
Innovation (CI)
Exemplars:
1. Describe how specific pests and diseases of specific crops are CI: Recognise and
controlled and use them for presentation in class. generalise information and
Demonstrate a thorough
understanding of a
generalised concept and
facts specific to task or
situation experience
search for trends and
patterns
2. Match specific pest and disease control methods with specific CPAbility to explain plans
crops affected by pests and diseases. for attaining goals
CP:Identify important and
appropriate alternatives
3. Apply the identified control measures in the school farm CP: Implement strategies
garden/home/ communities and compare their effectiveness.
 Note: Some chemical used in controlling pest are hazardous. with accuracy

STRAND 2: CYCLES
SUB-STRAND 4: ANIMAL PRODUCTION
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND
CORE
COMPETENCIES
B10.2.4.1Demonstrate B10.2.4.1.1Describe and evaluate different types of materials Critical Thinking and
knowledge and skills in based on affordability, suitability, availability, strength, Problem Solving(CP)
preparing housing for transportability and durability used to construct housing for Creativity and
commercial animal commercial animals. Innovation (CI)
production.
Exemplars

1. Research to compile a list of all materials that could be used to CP: Identify important and
construct housing for named commercial animals. appropriate alternatives
2. Identify and match specific materials with in terms of affordability, CP Identify important and
suitability, availability, strength, transportability and durability with appropriate alternatives
specific housing for named commercial animals
3. Describe different types of materials and procedures used to CI:Ability to select the
construct housing for named commercial animals most effective creative
tools for working and
preparedness to give
explanations
B10.2.4.1.2 Show the construction of housing for commercial Critical Thinking and
animals Problem Solving (CP)
Creativity and
Innovation (CI)
Exemplars
1. Compare and contrast the characteristics of commercial and CP: Ability to identify
domestic housing for animals. important and appropriate
criteria to evaluate each
alternatives
2. Describe and evaluate the methods used to construct housing for CP: Can effectively
different commercial animals. evaluate the success of
solutions they have used
to attempt to solve a
complex problem
3. Outline the constraints in constructing animal housing for CI: Anticipate and
commercial production and propose remedies or solutions to the overcome difficulties
constraints. relating initiatives
B10.2.4.1.3 Construct housing for commercial animals. Creativity and
Innovation
(CI)Communication
and Collaboration (CC)
Exemplars:
1. Sketch and construct housing for named commercial animals using CI: Ability to merge
local materials and evaluate the suitability of the housing simple/ complex ideas to
constructed. create novel situation or
thing
 2. Discuss and justify the usefulness of good housing to the growth CC: Demonstrate
and reproduction of commercial animals. behaviour and skills of
working towards group
goals
B10.2.4.2Demonstrate B10.2.4.2.1 Explain and discuss the differences among housing Critical Thinking and
understanding of the for domestic and commercial animals. Problem Solving (CP)
differences between Communication and
housing for domestic and Collaboration (CC)
other animals
Exemplars

1. Discuss and tabulate the differences in the characteristics of CC: Explain ideas in a clear
domestic and commercial animals order with relevant detail,
using conjunctions to
structure and speech.
2. Match the characteristics of domestic and commercial animals CP: Ability to identify
with the characteristics of their housing/habitat. important and appropriate
criteria to evaluate each
alternatives
3. Predict and discuss the effects of housing of the different types of CP: Ability to combine
animals on their growth and commercial values. Information and ideas from
several sources to reach a
conclusion
4. Explain the reasons for the differences among different housing CP: Ability to combine
and habitats for the different types of animals. Information and ideas from
several sources to reach a
conclusion
CLASS: BASIC 10
STRAND 3: SYSTEMS
SUB-STRAND 1: THE HUMAN BODY SYSTEM
CONTENT STANDARD INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND
CORE
COMPETENCIES
B10.3.1.1 Evaluate the B10.3.1.1.1 Explain the functions of each part of the Critical Thinking and
process of mammalian reproductive system Problem Solving (CP),
reproductive system and Creativity and
understand how Innovation (CI), Digital
inheritance occurs Literacy (DL)
Exemplars :
1. Explain the term reproduction and state the functions of the parts CI: Exhibit strong memory,
of the reproductive system. intuitive thinking; and
respond appropriately
2. Identify the parts of the male and female reproductive system of DL: Ability to find and
humans using charts and models. consume digital content
3. Draw and label the male and female reproductive systems of CP:Implement strategies
humans.. with accuracy
DL: Evaluate the quality
and validity of information
B10.3.1.1.2 Describe the main stages in the process of Critical Thinking and
reproduction in humans Problem Solving (CP),
Digital Literacy (DL),
Communication and
Collaboration (CC)
Exemplars :
1. Describe and illustrate with sketch the stages of reproduction in CP:Implement strategies
humans from animations. with accuracy
DL: Evaluate the quality
and validity of information
2. Explain the importance of reproduction in humans CC: Explain ideas in a clear
order with relevant detail,
using conjunctions to
structure and speech
B10.3.1.1.3 Explain how offsprings inherit certain characteristics Critical Thinking and
of parents Problem Solving (CP),
Digital Literacy (DL),
Communication and
Collaboration (CC)
Exemplars :
1. Explain the term heredity and genes as the basis for hereditary. CC: Explain ideas in a clear
order with relevant detail,
using conjunctions to
structure and speech
2. List and compare characteristics that can be inherited and those CP: Ability to identify
that cannot be inherited from parents. important and appropriate
criteria to evaluate each
alternatives
3. Research for information to discuss the importance of heredity DL: Ability to ascertain
and make a write up. when information is needed
and be able to identify,
 locate, evaluate and
effectively use them to
solve a problem
B10.3.1.2 Demonstrate B10.3.1.2.1 Examine the functions of the various parts of the Critical Thinking and
understanding of the nervous system Problem Solving (CP),
nervous system and its Digital Literacy (DL),
importance to humans. Communication and
Collaboration (CC)
Exemplars :
1. Explain the composition and the importance of the nervous CC: Explain ideas in a clear
system order with relevant detail,
using conjunctions to
structure and speech
2. Draw and label the parts of the nervous system and discuss their CP: Implement strategies
functions. with accuracy
DL: Evaluate the quality
and validity of information
3. Predict the consequences on humans if parts of the nervous CP: Ability to visualise
system (sensory neuron, motor neuron and receptors ) alternatives, seeing
malfunctions. possibilities, problems and
challenges
CLASS: B 10
STRAND 3: SYSTEMS
SUB-STRAND 2: THE SOLAR SYSTEM
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
 COMPETENCIES
B10.3.2. 1 Demonstrate B10.3.2. 1.1 Explain the concept of satellite and identify the Critical Thinking and
an understanding of the types and the importance in the solar system Problem Solving (CP), Digital
concept of satellite in the Literacy
solar system and their (DL),Communication and
uses Collaboration (CC)

Exemplars :
1. Research about satellite and come up with a definition of CP: Implement strategies with
satellite. accuracy
DL: Evaluate the quality and
validity of information
2. Illustrate with a sketch with an example of a satellite. CP: Implement strategies with
accuracy
DL: Evaluate the quality and
validity of information
3. Brainstorm, search on the internet and identify types of CC: Demonstrate behaviour and
satellite and their importance (E.g. moon). skills of working towards group
goals
CLASS: BASIC 10 (SHS 1)
STRAND 3: SYSTEMS
SUB-STRAND 3: THE ECOSYSTEM
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES
 B10.3.3.1Recognize the B10.3.3.1.1 Identify the interactions between the living Critical Thinking and Problem
interdependence of and non-living components within an ecosystem Solving (CP), Communication
organisms in an and Collaboration (CC)
ecosystem and
appreciate their
interaction
Exemplars :
1. Explain the terms abiotic and biotic factors and give CC: Explain ideas in a clear order
examplesofeach. with relevant detail, using
conjunctions to structure and
speech
2. Discuss how abiotic factors affect living things. CC: Demonstrate behaviour and
skills of working towards group
goals
CP: Ability to identify important and
appropriate criteria to evaluate each
alternatives
3. Explain how biotic and abiotic factors affect organisms in CC: Explain ideas in a clear order
an ecosystem. with relevant detail, using
conjunctions to structure and
speech
4. Predict the impact of changes on abiotic factors on CP: Ability to combine Information
population sizes of organisms in an ecosystem. and ideas from several sources to
reach a conclusion
CLASS BASIC 10 (SHS 1)
STRAND 4: FORCES AND ENERGY
SUB-STRAND 1: ENERGY
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES
B10.4.1.1 Demonstrate B10.4.1.1.1 Explain how to calculate energy Critical Thinking and
understanding and capability to consumed over a period of time Problem Solving (CP)
do calculations involving energy
and how to conduct energy audit
Exemplar:

1. Calculate electrical energy consumed by the use of CP: Ability to effectively

electrical appliances in Kilowatt-hour (kWh). P = IV, define goals towards solving a
where P is power, I is current, V is voltage problem

B10.4.1.1.2 Demonstrate how energy audit is

conducted
Exemplar:
1. Conduct energy audit to inform accountability for CI: Ability to select the most
energy usage in daily life effective creative tools for
working and preparedness to
give explanations
B10.4.1.2 Demonstrate B10.4.1.2.1. Explain the importance of the quantity of Critical Thinking and
knowledge of interpreting heat heat energy consumed by different materials using Problem Solving (CP),
equation and relating it to heat equation.
(DL),Communication and
everyday life.
Collaboration (CC)
 Exemplars:
1. Identify items in your environment that are either CP: Ability to select
producing or consuming heat. alternative(s) that adequately
meet selected criteria
1. Discuss the importance of heat energy equation CC: Demonstrate behaviour
(eg.Q = mc ΔT, where Q is the heat energy transferred and skills of working towards
(in joules), m is the mass of the substance being heated group goals
(in grams/kilogram), c is the specific heat capacity of the
CP: Ability to identify
substance (joule per gram degrees Celsius) and ΔT is the
important and appropriate
change in temperature of the substance)
criteria to evaluate each
alternatives
2. Calculate heat capacity of different materials CP: Ability to effectively
define goals towards solving a
problem

CLASS: BASIC 10 (SHS 1)

STRAND 4: FORCES AND ENERGY
SUB-STRAND 2: ELECTRICITY AND ELECTRONICS
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES
B10.4.2.1Demonstrate the B10.4.2.1.1 Describe how the knowledge in energy Critical Thinking and Problem
skill of doing calculations conservation can help save electrical energy in school Solving (CP) (CP)Creativity and
involving electricity and and home. Innovation (CI)
applying the knowledge in
conserving electrical
energy

Exemplar:
1. Calculate energy consumption for household CP: Ability to effectively define goals
appliances such as electric iron, microwave, water towards solving a problem
kettle or heater and light bulb over a period of time.
2. Compare the calculated energy consumed with the CP: Ability to identify important and
meter reading. appropriate criteria to evaluate each
alternatives
3. Develop energy saving plans based on their CI: Ability to merge simple/ complex
calculations to promote energy savings. ideas to create novel situation or
thing
4. Demonstrate how knowledge in energy conservation CP: Ability to select alternative(s)
can help reduce/save electrical energy consumption in that adequately meet selected criteria
school and at home
CI: Ability to look at alternatives in
creating new things
B10.4.2.2 Evaluate the use B10.4.2.2.1 Demonstrate how to build electronic Critical Thinking and Problem
of transistors in relation circuits with transistors, LEDs, Diodes, Resistors and Solving (CP), Creativity and
Light Emitting Diode Capacitors and identify the functions of the Innovation (CI)
(LED), Diodes, Resistors transistor in the electronic circuits
Capacitors Transistors in
electronic gadgets
Exemplar:
 1. Connect a simple electronic circuit comprising a d.c. CI: Ability to select the most effective
source, a transistors, LEDs, Diodes, Resistors and creative tools for working and
Capacitors in series and in parallel and explain any preparedness to give explanations
observations in the LED.
2. Predict the impact of changes in the transistor on the CP: Ability to visualise alternatives,
output of the electronic circuit.ss seeing possibilities, problems and
challenges

CLASS: BASIC 10 (SHS 1)

STRAND 4: FORCES AND ENERGY
SUB-STRAND 3: CONVERSION AND CONSERVATION OF ENERGY
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES
B10.4.3.1 Demonstrate B10.4.3.1.1.Explain energy conversion and show how it Critical Thinking and
understanding of energy improves quality of life Problem Solving (CP),
conversion and energy Creativity and Innovation
conservation and show how (CI), Communication and
they can be used to Collaboration (CC)
improve the environment

Exemplars:
1. Explain energy conversion as a process of changing CP: Analyse and make distinct
energy from one form to another and give examples. judgment about viewpoints
expressed in an argument
2. Discuss the first law of thermodynamics with reference CC: Demonstrate behaviour
to the principle that energy can neither be created or and skills of working towards
 destroyed group goals
CP: Ability to identify
important and appropriate
criteria to evaluate each
alternatives
3. Describe how lives can be improved through CI: Recognise and generalise
conversion of energy in the environment. information and Demonstrate
a thorough understanding of a
generalised concept and facts
specific to task or situation
experience search for trends
and patterns
4. Discuss the impact of efficient conversion on the CP: Ability to identify
environments important and appropriate
criteria to evaluate each
alternatives
B10.4.3.1.2. Explain how energy is conserved in an Critical Thinking and
industrial setting and show it improves quality of life in Problem Solving (CP)
the environment

Exemplars:
1. Explain energy conservation as a process of reducing CP: Analyse and make distinct
energy use of an energy service and give examples of judgment about viewpoints
actions to reduce energy use. expressed in an argument

2. Deduce from the Law of conservation of energy how CP: Ability to merge simple/
energy conservation can help man in his environment. complex ideas to create novel
 situation or thing

CLASS: BASIC 10 (SHS 1)

STRAND 4: FORCES AND ENERGY
SUB-STRAND 4: FORCE AND MOTION
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES
B10.4.4.1Demonstrate B10.4.4.1.1 Explain Newton’s Laws of motion and Critical Thinking and
understanding of Newton’s their application to daily life. Problem Solving (CP),
Laws of motion and ability Creativity and Innovation
to apply the laws to solve (CI)
problems in everyday life
Exemplars:
1. Explain Newton’s laws of motion and relate them to CP: Analyse and make
momentum. distinct judgment about
viewpoints expressed in an
argument
2. Demonstrate the application of Newton’s Laws of CI: Ability to look at
motion in everyday life alternatives in creating new
things
3. Derive the formula, f = ma, where f is the force, m the CP: Ability to merge simple/
mass of the object, and a, the acceleration,from complex ideas to create
Newton’s three Laws of Motion and use it to novel situation or thing
calculate the force of a moving mass of body exerts
 when moving with known acceleration.

B10.4.4.2 Exhibit knowledge B10.4.4.2.1 Develop a simple machine that can be Creativity and Innovation
of designing appropriate used to solve problems in society (CI),
simple machines that can
be used to solve problems
in society
Exemplar:
1. Describe the principles upon which simple machines CI: Recognise and generalise
that are appropriate to solve societal problems work. information and experience ;
search for trends and
patterns
2. Develop a simple machine to do work and evaluate its CI: Ability to merge simple/
performance based on its user friendliness and easy complex ideas to create
acquisition of its effectiveness. novel situation or thing
CLASS: BASIC 10
STRAND 4: FORCES AND ENERGY
SUB-STRAND 5: AGRICULTURAL TOOLS
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND
CORE
COMPETENCIES
B10.4.5.1Demonstrate B10.4.5.1.1 List and describe different types of motorized Critical Thinking and
knowledge of the different agricultural tools. Problem Solving (CP),
types of motorized Creativity and
agricultural tools and their Innovation (CI), Digital
uses for on-farm activities. Literacy (DL),
Exemplars:
1. Make photographs, and labeled drawings from videos of DL: Use digital tools to
agricultural tools and implements. create novel things
2. Explain and distinguish between motorized and un-motorized tools CP: Analyse and make
or implements. distinct judgment about
viewpoints expressed in an
argument
3. Group the tools and implements from exemplar (2) into CI: Ability to select the
motorized and non-motorized. most effective creative
tools for working and
preparedness to give
explanations
4. Create a list of motorized tools and identify those that are CP: Ability to select
available in the community and neighbouring environment. alternative(s) that
adequately meet selected
criteria
B10.4.5.1.2 Show and categorize motorized agricultural tools Critical Thinking and
into their uses for on-farm activities Problem Solving (CP),
Creativity and
Innovation (CI),
Personal Development
and Leadership (PL)

Exemplars
1. Write the specific uses of the motorized tools. CI: Ability to select the
most effective creative
 tools for working and
preparedness to give
explanations
CP: Identify important and
appropriate alternatives
2. Categorize the motorized tools according to their uses on the CP: Ability to identify
farm (land clearing/weeding, land cultivation, spraying, harvesting, important and appropriate
conveying, etc). criteria to evaluate each
alternatives
3. Participate in the use of some motorized tools in the field/school PL: Actively promote
garden for specific purposes. effective group interaction
and the expression of ideas
and opinions in a way that
is sensitive to the feelings
and background of others

CLASS: BASIC 10 (SHS 1)

STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 1: WASTE MANAGEMENT
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND
CORE
COMPETENCIES
B10.5.1.1 Demonstrate B10.5.1.1.1 Describe innovative ways of waste management for Critical Thinking and
understanding of the sustainable development Problem Solving (CP),
impact of waste on an Creativity and
environment, innovative Innovation (CI)
waste management
technologies for sustainable
development and waste
management practices in
Ghana
Exemplars:
1. Explain the impact of waste produced on the environment CP:Analyse and make
distinct judgment about
viewpoints expressed in an
argument
2. Identify innovative ways to manage waste for sustainable CP: Ability to select
development alternative(s) that
adequately meet selected
criteria
3. Describe the types of waste produced within communities in CI: Recognise and
Ghana generalise information and
experience ; search for
trends and patterns
4. Examine and critique the waste management practices in Ghana CP: Ability to select
identifying positives and negatives and opportunities for alternative(s) that
improvement. adequately meet selected
criteria
CLASS: BASIC 10 (SHS 1)
STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 2: HUMAN HEALTH
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
 PRACTICES AND
CORE
COMPETENCIES
B10.5.2.1 Demonstrate B10.5.2.1.1 Explain the concepts of health and disease and show Critical Thinking and
understanding of the their relationship Problem Solving (CP),
relationship of health and Creativity and
disease, concept of Innovation (CI)
common disease in the
environment and how to
control it.
Exemplar:
1. Define health as stipulated by World Health Organisation (WHO) CI: Exhibit strong
and show the relationship between health and disease. memory, intuitive thinking;
and respond appropriately
B10.5.2.1.2 Explain the concept of common disease in an
environment
1. Conduct a survey about common diseases and analyze their CP: Identify important and
findings to show what constitutes common disease in a appropriate alternatives
community.

2. Identify causes, symptoms and prevention of common diseases. CP: Ability to select
alternative(s) that
adequately meet selected
criteria

CLASS: BASIC 10 (SHS 1)

STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 3: SCIENCE AND INDUSTRY
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND
CORE
COMPETENCIES
B10.5.3.1 Demonstrate B10 5.3.1.1 Explain the concept of industry and distinguish Critical Thinking and
understanding of the between modern and indigenous industries Problem Solving (CP),
concept of industry, the Creativity and
science underpinning the Innovation (CI)
processes of production in
industries the technologies
in indigenous industries and
western industries
Exemplars:
1. Identify an industry as individual firms producing the same CP: Ability to combine
commodity and give examples of industries in their environment Information and ideas from
several sources to reach a
conclusion
2. Describe how technology affects industry and compare the CI: Recognise and
technologies in indigenous and modern industries. generalise information and
Demonstrate a thorough
understanding of a
generalised concept and
facts specific to task or
situation experience
search for trends and
patterns
 B10.5.3.1.2 Examine indigenous industries in their communities Critical Thinking and
and show the scientific processes in the stages of production Problem Solving (CP),
Communication and
Collaboration (CC)

Exemplars:
1. Discuss indigenous industries in their communities and identify the CC: Demonstrate
scientific processes, concepts and principles underlying the stages behaviour and skills of
of production of in in the industries. working towards group
goals
CP: Ability to identify
important and appropriate
criteria to evaluate each
alternatives
2. Identify indigenous practices at home school and community and CP: Ability to select
the science involved in the practices. alternative(s) that
adequately meet selected
criteria

CLASS: BASIC 10 (SHS 1)

STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 4: CLIMATE CHANGE AND GREEN ECONOMY
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND
CORE
 COMPETENCIES
B10.5.4.1 Evaluate the B10.5.4.1.1 Assess data on climate change and green economy Critical Thinking and
effectiveness of initiatives actions/ activities globally including Ghana and other countries. Problem Solving (CP),
that address the issue of Digital Literacy (DL)
climate change and green
economy in Ghana and the
world at large.
Exemplars: CP: Identify important and
appropriate alternatives
1. Research into climate change and green economy actions in
Ghana.
2. Access climate change and green economy actions in other DL: Ability to ascertain
countries. when information is
needed and be able to
identify, locate, evaluate
and effectively use them to
solve a problem
3. Compare and contrast climate change and green economy actions CP: Ability to identify
in Ghana and other countries. important and appropriate
criteria to evaluate each
alternatives
4. Identify and write the effective initiatives that address climate CP: Ability to select
change and green economy issues in Ghana and other countries. alternative(s) that
adequately meet selected
criteria
5. Prescribe with reasons best practices to serve as possible CP: Ability to combine
solutions to address climate change and green economy issues in Information and ideas from
 Ghana. several sources to reach a
conclusion

CLASS: BASIC 10 (SHS 1)

STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 5: UNDERSTANDING THE ENVIRONMENT
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND
CORE
COMPETENCIES
B10.5.5.1Demonstrate B10.5.5.1.1Show and explain the uses of non-living things for Critical Thinking and
understanding of the uses agricultural purposes. Problem Solving (CP),
of non-living things (rocks, Creativity and
rivers, stones and soil) for Innovation (CI),
agricultural purposes Communication and
Collaboration (CC)
Exemplars
1. Make a list of non-living things found on the crops farm and animal CP: Ability to identify
farm (stones, metals, water, rock/soil particles, plastic materials). important and appropriate
criteria to evaluate each
alternatives
2. Describe how various non-living things are used for agricultural CI: Recognise and
purposes in the community and environment. generalise information and
experience ; search for
trends and patterns
 3. Discuss and explain other possible roles or uses of each non-living CC: Demonstrate
material for agricultural purposes. behaviour and skills of
working towards group
goals
CP: Ability to identify
important and appropriate
criteria to evaluate each
alternatives
B10.5.5.1.2Observe and discuss the uses of non-living things for Critical Thinking and
agricultural purposes in school garden and local communities Problem Solving (CP),
Creativity and
Innovation (CI)

Exemplars

1. Prepare a list of non-living things and their use for agricultural CP: Ability to identify
purposes in a tabular format. important and appropriate
criteria to evaluate each
alternatives
2. Plan and demonstrate the use of different non-living things for CI: Ability to merge
agricultural purposes in the field or school garden. simple/ complex ideas to
create novel situation or
thing

CLASS: BASIC 10 (SHS 1)

STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 6: SOIL AS COMPONENT OF THE ENVIRONMENT
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND
CORE
COMPETENCIES
B10.5.6.1Recognize the B10.5.6.1.1Observe and describe different types of rocks as Critical Thinking and
different types of rocks as origin of soils. Problem Solving (CP)
origin of different types of (CP)Creativity and
soils. innovation
Exemplars

1. Identify different labeled samples of rocks presented in the CP: Ability to select
classroom/laboratory. alternative(s) that
adequately meet selected
criteria
2. Describe the visible characteristics of each rock. CI: Recognise and
generalise information and
experience ; search for
trends and patterns
3. Collect samples of rocks from around the community and label CP: Ability to identify
them rock identification guide and compare them with the labeled important and appropriate
laboratory samples in exemplar one (1). criteria to evaluate each
alternatives
4. Research and report the stages of weathering of rocks to form CP: Identify important and
soil. appropriate alternatives