SOCIAL STUDIES

CURRICULUM FOR SECONDARY

EDUCATION (SHS 1 - 3) NATIONAL COUNCIL FOR
CURRICULUM & ASSESSMENT
OF MINISTRY OF EDUCATION

MINISTRY OF EDUCATION
REPUBLIC OF GHANA SEPTEMBERSOCIAL2023
STUDIES | 1
 GHANA EDUCATION SERVICE
(MINISTRY OF EDUCATION)

MINISTRY OF EDUCATION

REPUBLIC OF GHANA

PHYSICAL AND HEALTH

REPUBLICEDUCATION
OF GHANA CURRICULUM
FOR BASIC 7 – 10
SOCIAL
(COMMON CORE STUDIES
PROGRAMME)
CURRICULUM FOR SECONDARY EDUCATION
(SHS 1-3)

SEPTEMBER 2020
September, 2023
 SOCIAL STUDIES
Enquiries and comments on this Curriculum should be addressed to:
The Director-General
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

©2023 National Council for Curriculum and Assessment (NaCCA)

This publication is not for sale. All rights reserved. No part of this publication
may be reproduced without prior written permission from the Ministry of
Education, Ghana.

2 | SOCIAL STUDIES
FOREWORD

Through the National Council for Curriculum and Assessment (NaCCA), Ghana’s The curriculum for Senior High School (SHS), Senior High Technical School
Ministry of Education has introduced a series of curriculum reforms to improve (SHTS) and Science, Technical, Engineering and Mathematics (STEM), which
the quality and relevance of learning experiences in pre-tertiary schools in constitutes the next phase, is designed to ensure the continuation of learning
the country. These reforms will improve learning through the introduction of experiences from JHS. It introduces flexible pathways for progression to facilitate
innovative pedagogies that encourage critical thinking and problem-solving. For the choice of subjects necessary for further study, the world of work and adult
a long time, our learners memorise facts and figures, which does not develop life. The new SHS, SHTS and STEM curriculum emphasises the acquisition of
their analytical and practical skills. The Ministry recognises that learners need 21st Century skills and competencies, character development and instilling of
to be equipped with the right tools, knowledge, skills and competencies to deal national values. Social and Emotional Learning (SEL), Information Communications
with the fast-changing environment and the challenges facing their communities, Technology, Gender Equality and Social Inclusion, have all been integrated into
the nation and the world. the curriculum. Assessment – formative and summative has been incorporated
into the curriculum and aligned with the learning outcomes throughout the
These curriculum reforms were derived from the Education Strategic Plan
three-year programme.
(ESP 2018-2030), the National Pre-tertiary Education Curriculum Framework
(NPTECF) and the National Pre-Tertiary Learning Assessment Framework The Ministry of Education’s reform aims to ensure that graduates of our secondary
(NPLAF), which were all approved by Cabinet in 2018.The new standards-based schools can successfully compete in international high school competitions and,
curriculum implemented in 2019 in basic schools, aims to equip learners to at the same time, be equipped with the necessary employable skills and work
apply their knowledge innovatively to solve everyday problems. It also prioritises ethos to succeed in life. The Ministry of Education, therefore, sees the Senior
assessing learners’ knowledge, skills, attitudes, and values, emphasising their High School (SHS) curriculum as occupying a critical place in the education
achievements. The content of the basic school standards-based curriculum was system – providing improved educational opportunities and outcomes for further
therefore designed to promote a curriculum tailored to the diverse educational studies, the world of work and adult life – and is consequently prioritising its
needs of the country’s youth. It addresses the current curriculum’s deficiencies implementation.
in learning and assessment, especially in literacy and numeracy. These reforms
have been carried out in phases.The curriculum for the basic school level – KG,
Primary and Junior High School (JHS) – was developed and implemented from
2019 to 2021.

SOCIAL STUDIES | 3
ACKNOWLEDGEMENTS

This standards-based SHS curriculum was created using the National Pre- made by personnel from various universities, colleges of education Industry
Tertiary Learning Assessment Framework (NPLAF), the Secondary Education players, Vice Chancellors Ghana, Vice Chancellors Technical Universities as well
Assessment Guide (SEAG), and the Teacher and Learner Resource Packs which as educators and learners working within the Ghana education landscape.
include Professional Learning Community (PLC) Materials and Subject Manuals
Special appreciation is extended to consultants who contributed to development
for teachers and learners. All the above-mentioned documents were developed by
of the curriculum. The development process involved multiple engagements
the National Council for Curriculum and Assessment (NaCCA).The Ministry of
between national stakeholders and various groups with interests in the curriculum.
Education (MoE) provided oversight and strategic direction for the development
These groups include the teacher unions, the Association of Ghana Industries,
of the curriculum with NaCCA receiving support from multiple agencies of
and heads of secondary schools.
the MoE and other relevant stakeholders. NaCCA would like to extend its
sincere gratitude, on behalf of the MoE, to all its partners who participated in
the professional conversations and discussions during the development of this
SHS curriculum.
In particular, NaCCA would also like to extend its appreciation to the leadership
of the Ghana Education Service (GES), the National School Inspectorate Authority
(NaSIA), the National Teaching Council (NTC), the Commission for Technical
and Vocational Education and Training (Commission for TVET), West African
Examinations Council (WAEC) and other agencies of the MoE that supported the
entire process. In addition, NaCCA acknowledges and values the contributions

4 | SOCIAL STUDIES
CONTENTS

FOREWORD 3 STRAND 2. ENVIRONMENT 54

SUB-STRAND 2. ENVIRONMENTAL LITERACY AND SUSTAINABILITY 54
ACKNOWLEDGEMENTS 4
STRAND 3. LAW AND ORDER IN THE SOCIETY 57
THE SHS CURRICULUM OVERVIEW 7
SUB-STRAND 1. LAW ENFORCEMENT MECHANISMS IN GHANA 57
INTRODUCTION 8 STRAND 4. NATIONALISM AND NATIONHOOD 61
PHILOSOPHY,VISION AND GOAL OF SOCIAL STUDIES 19 SUB-STRAND 1. EUROPEAN ENCOUNTER, COLONIALISM AND NEO- 61
SOCIAL STUDIES CURRICULUM DEVELOPMENT PANEL 20 COLONIALISM

SCOPE AND SEQUENCE SUB-STRAND 2. NATIONALISM, CITIZENSHIP AND NATION BUILDING 65

21
STRAND 5. ETHICS AND HUMAN DEVELOPMENT 68
SUB-STRAND 4. LEISURE AND TOURISM 68
SUB-STRAND 5. REVOLUTIONS THAT CHANGED THE WORLD 72
YEAR ONE SUB-STRAND 6.THE YOUTH AND NATIONAL DEVELOPMENT 75
STRAND 1. IDENTITY, SIGNIFICANCE AND PURPOSE 24 STRAND 6. PRODUCTION, EXCHANGE AND CREATIVITY 77
SUB-STRAND 1. A GEOGRAPHICAL AND HISTORICAL SKETCH OF AFRICA 24 SUB-STRAND 1. ECONOMIC ACTIVITIES IN GHANA 77
STRAND 3. LAW AND ORDER IN THE SOCIETY 28 SUB-STRAND 2. ENTREPRENEURSHIP,WORKPLACE CULTURE AND 79
SUB-STRAND 4. CIVIC IDEALS AND PRACTICES 28 PRODUCTIVITY
STRAND 5. ETHICS AND HUMAN DEVELOPMENT 31 SUB-STRAND 3. CONSUMER RIGHTS, PROTECTION AND RESPONSIBILITIES 82
SUB-STRAND 1. INDIGENOUS KNOWLEDGE SYSTEMS 31 SUB-STRAND 4. FINANCIAL LITERACY 84
SUB-STRAND 2. ETHICS AND HUMAN VALUES 33
SUB-STRAND 3. CIVILISATIONS OF AFRICA 35 YEAR THREE
SUB-STRAND 5. REVOLUTIONS THAT CHANGED THE WORLD 35 STRAND 2. ENVIRONMENT AND SUSTAINABILITY 87
STRAND 6. PRODUCTION, EXCHANGE AND CREATIVITY 41 SUB-STRAND 1. ENVIRONMENTAL POLICIES AND LAWS IN GHANA 87
SUB-STRAND 1. ECONOMIC ACTIVITIES IN AFRICA 41 STRAND 3. LAW AND ORDER IN THE SOCIETY 90
SUB-STRAND 2. ENTREPRENEURSHIP,WORKPLACE CULTURE AND 43 SUB-STRAND 2.WARS AND CONFLICTS AND THEIR IMPLICATIONS 90
PRODUCTIVITY SUB-STRAND 3. LEGAL FRAMEWORKS 94
SUB-STRAND 3. CONSUMER RIGHTS, PROTECTION AND RESPONSIBILITIES 45 STRAND 4. NATIONALISM AND NATIONHOOD 96
SUB-STRAND 4. FINANCIAL LITERACY 47 SUB-STRAND 1. EUROPEAN ENCOUNTER, COLONIALISM AND NEO- 96
COLONIALISM
YEAR TWO SUB-STRAND 2. NATIONALISM, CITIZENSHIP, AND NATION-BUILDING 99
STRAND 1. IDENTITY SIGNIFICANCE AND PURPOSE 51 STRAND 5. ETHICS AND HUMAN DEVELOPMENT 103
SUB-STRAND 2. IDENTITY AND NATIONAL COHESION 51 SUB-STRAND 2. ETHICS AND HUMAN VALUES 103

SOCIAL STUDIES | 5
 STRAND 6. PRODUCTION, EXCHANGE AND CREATIVITY 105
SUB-STRAND 2. ENTREPRENEURSHIP,WORKPLACE CULTURE AND 105
PRODUCTIVITY
SUB-STRAND 4. FINANCIAL LITERACY 108
SUB-STRAND 6. GLOBALISATION 110

6 | SOCIAL STUDIES
THE SHS CURRICULUM OVERVIEW

The vision for this curriculum is to ensure the nation has a secondary education the use of ICT, literacy and mathematics, Social Emotional Learning, Gender
system that enables all Ghanaian children to acquire the 21st Century skills, Equality and Social Inclusion as tools for learning and skills for life. Shared
competencies, knowledge, values and attitudes required to be responsible citizens, Ghanaian values are also embedded in the curriculum.
ready for the world of work, further studies and adult life.The nation’s core values The curriculum writing process was rigorous and involved developing and using
drive the SHS curriculum, and it is intended to achieve Sustainable Development a Curriculum Writing Guide which provided systematic instructions for writers.
Goal 4: ‘Inclusive, equitable quality education and life-long learning for all’. Above The process was quality assured at three levels: through (a) evaluation by national
all, it is a curriculum enabling its graduates to contribute to the ongoing growth experts, (b) trialling curriculum materials in schools and (c) through an external
and development of the nation’s economy and well-being. evaluation by a team of national and international experts. Evidence and insights
The curriculum is inclusive, flexible, and robust. It was written under the auspices from these activities helped hone the draft’s final version. The outcome is a
of the National Council for Curriculum and Assessment by a team of expert curriculum coherently aligned with national priorities, policies and the needs
curriculum writers across Ghana. It reflects the needs of critical stakeholders, of stakeholders. A curriculum tailored to the Ghanaian context ensures that all
including industry, tertiary education, the West African Examination Council, SHS learners benefit from their schooling and develop their full potential.
learners, teachers, and school leaders. It has been written based on the National The following section highlights the details of the front matter of the draft
Pre-Tertiary Learning and Assessment Framework and the Secondary Education curriculum.The vision, philosophy and goal of the curriculum are presented.This is
Policy. followed by the details of the 21st Century skills and competencies, teaching and
The key features of the curriculum include: learning approaches, instructional design and assessment strategies.The template
for the curriculum frame, which outlines the scope and sequence, the design that
• flexible learning pathways at all levels, including for gifted and talented learners
links the learning outcomes to particular 21st Century skills and competencies,
and those with deficiencies in numeracy and literacy, to ensure it can meet
as well as Gender Equality and Social Inclusion, Social and Emotional Learning and
the needs of learners from diverse backgrounds and with different interests
Ghanaian values are presented together with the structure of the lesson frame
and abilities.
showing the links between the content standards, learning indicators with their
• the five core learning areas for secondary education: science and technology, corresponding pedagogical exemplars and assessment strategies.
language arts, humanities, technical and vocational and business; with emphasis
placed on STEM and agriculture as integral to each subject.
• a structured, standards-based approach that supports the acquisition of
knowledge, skills and competencies, and transition and seamless progress
throughout secondary education, from JHS to SHS and through the three
years of SHS.
• a focus on interactive approaches to teaching and assessment to ensure
learning goes beyond recall enabling learners to acquire the ability to
understand, apply, analyse and create.
• guidance on pedagogy, coupled with exemplars, demonstrating how to
integrate cross-cutting themes such as 21st Century skills, core competencies,

SOCIAL STUDIES | 7
INTRODUCTION

Effective implementation of this Senior High School (SHS) curriculum is the Goal of Senior High School Curriculum
key to creating a well-educated and well-balanced workforce that is ready to The goal of the curriculum is to achieve relevant and quality SHS through the
contribute to Ghana’s progress by harnessing the potential of the growing youth integration of 21st Century skills and competencies as set out in the Secondary
population, considering the demographic transition the country is currently Education Policy. The key features to integrate into the curriculum are:
experiencing (Educational Strategic Plan [ESP] 2018-2030). SHS curriculum aims
to expand equitable, inclusive access to relevant education for all young people, • Foundational Knowledge: literacy, numeracy, scientific literacy, information,
including those in disadvantaged and underserved communities, those with special communication and digital literacies, financial literacy and entrepreneurship,
educational needs and those who are gifted and talented. Senior High School cultural identity, civic literacy and global citizenship
allows young people to develop further skills and competencies and progress • Competencies: critical thinking and problem-solving, innovation and creativity,
in learning achievement, building from the foundation laid in Junior High School. collaboration, and communication
This curriculum intends to meet the learning needs of all high school learners • Character Qualities: discipline, integrity, self-directed learning, self-confidence,
by acquiring 21st Century skills and competencies to prepare them for further adaptability and resourcefulness, leadership, and responsible citizenship.
studies, the world of work and adult life. Changing global economic, social and The JHS curriculum has been designed to ensure that learners are adequately
technological context requires life-long learning, unlearning, and continuous equipped to transition seamlessly into SHS, where they will be equipped with
processes of reflection, anticipation and action. the relevant knowledge, skills and competencies.The SHS curriculum emphasises
character building, acquisition of 21st Century skills and competencies and
Philosophy of Senior High School Curriculum nurturing core values within an environment of quality education to ensure the
The philosophy underpinning the SHS curriculum is that every learner can develop their transition to further study, the world of work and adult life. This requires the
potential to the fullest if the right environment is created and skilled teachers effectively delivery of robust secondary education that meets the varied learning needs of
support them to benefit from the subjects offered at SHS. Every learner needs to be the youth in Ghana.The SHS curriculum, therefore, seeks to develop learners to
equipped with skills and competencies of interest to further their education, live a become technology-inclined, scientifically literate, good problem-solvers who can
responsible adult life or proceed to the world of work. think critically and creatively and are equipped to communicate with fluency, and
possess the confidence and competence to participate fully in Ghanaian society
Vision of Senior High School Curriculum as responsible local and global citizens – (referred to as ‘Glocal citizens’).
The vision of the curriculum is to prepare SHS graduates equipped with relevant skills
and competencies to progress and succeed in further studies, the world of work and The SHS curriculum is driven by the nation’s core values of truth, integrity,
adult life. It aims to equip all learners with the 21st Century skills and competencies diversity, equity, discipline, self-directed learning, self-confidence, adaptability
required to be responsible citizens and lifelong learners. When young people are and resourcefulness, leadership, and responsible citizenship, and with the intent
prepared to become effective, engaging, and responsible citizens, they will contribute of achieving the Sustainable Development Goal 4: ‘Inclusive, equitable quality
to the ongoing growth and development of the nation’s economy and well-being. education and life-long learning for all’. The following sections elaborate on the
critical competencies required of every SHS learner:

8 | SOCIAL STUDIES
Gender Equality and Social Inclusion (GESI) based, inquiry-based, and other learner-centred pedagogy should be used. As well
• Appreciate their uniqueness about others. as aligning with global best practices, these approaches also seek to reconnect
• Pay attention to the uniqueness and unique needs of others. formal education in Ghana with values-based indigenous education and discovery-
based learning which existed in Ghana in pre-colonial times. This is aligned with
• Value the perspective, experience, and opinion of others.
the ‘glocal’ nature of this curriculum, connecting with Ghana’s past to create
• Respect individuals of different beliefs, political views/ leanings, cultures, and confident citizens who can engage effectively in a global world. Digitalisation,
religions. automation, technological advances and the changing nature of work globally
• Embrace diversity and practise inclusion. mean that young people need a new set of skills, knowledge and competencies
• Value and work in favour of a democratic and inclusive society. to succeed in this dynamic and globalised labour market.
• Be conscious of the existence of minority and disadvantaged groups in society
and work to support them. Critical Thinking and Problem-Solving Competency
• Gain clarity about misconceptions/myths about gender, disability, ethnicity, • Ability to question norms, practices, and opinions, to reflect on one’s values,
age, religion, and all other excluded groups in society perceptions, and actions.
• Interrogate and dispel their stereotypes and biases about gender and other • Ability to use reasoning skills to come to a logical conclusion.
disadvantaged and excluded groups in society. • Being able to consider different perspectives and points of view
• Appreciate the influence of socialisation in shaping social norms, roles, • Respecting evidence and reasoning
responsibilities, and mindsets.
• Not being stuck in one position
• Identify injustice and advocate for change.
• Ability to take a position in a discourse
• Feel empowered to speak up for themselves and be a voice for other
• The overarching ability to apply different problem-solving frameworks to
disadvantaged groups.
complex problems and develop viable, inclusive, and equitable solution options
21st Century Skills and Competencies that integrate the above-mentioned competencies, promote sustainable
In today’s fast-changing world, high school graduates must be prepared for the development,
21st Century world of work. The study of Mathematics, Science, and Language
Arts alone is no longer enough. High school graduates need a variety of skills Creativity
and competencies to adapt to the global economy. Critical thinking, creativity, • Ability to identify and solve complex problems through creative thinking.
collaboration, communication, information literacy, media literacy, technology • Ability to generate new ideas and innovative solutions to old problems.
literacy, flexibility, leadership, initiative, productivity, and social skills are needed. • Ability to demonstrate originality and flexibility in approaching tasks and
These skills help learners to keep up with today’s fast-paced job market. Employers challenges.
want workers with more than academic knowledge.The 21st Century skills and • Collaborating with others to develop and refine creative ideas
competencies help graduates navigate the complex and changing workplace. • Ability to incorporate feedback and criticism into the creative process
Also, these help them become active citizens who improve their communities. • Utilising technology and other resources to enhance creativity
Acquisition of 21st Century skills in high school requires a change in pedagogy
• Demonstrating a willingness to take risks and experiment with new approaches
from the approach that has been prevalent in Ghana in recent years. Teachers
• Adapting to changing circumstances and further information to maintain
should discourage and abandon rote memorisation and passive learning. Instead,
creativity
they should encourage active learning, collaboration, and problem-solving, project-

SOCIAL STUDIES | 9
• Integrating multiple perspectives and disciplines to foster creativity • Demonstrate mastery of skills in literacy, numeracy, and digital literacy.
• Ability to communicate creative ideas effectively to a variety of audiences • Develop an inquiry-based approach to continual learning.
• Be able to understand higher-order concepts and corresponding underlying
Collaboration principles.
• Abilities to learn from others; to understand and respect the needs, • Participate in the creative use of the expressive arts and engage in aesthetic
perspectives, and actions of others (empathy) appreciation.
• Ability to understand, relate to and be sensitive to others (empathic leadership) • Use and apply a variety of digital technologies
• Ability to deal with conflicts in a group • Be digitally literate with a strong understanding of ICT and be confident in
• Ability to facilitate collaborative and participatory problem-solving its application.
• Ability to work with others to achieve a common goal. • Be equipped with the necessary qualifications to gain access to further and
• Ability to engage in effective communication, active listening, and the ability higher education and the world of work and adult life
to compromise. • Ability to apply knowledge practically in the workplace so that they are able
• Ability to work in groups on projects and assignments. to utilise theory by translating it into practice.
• Develop their abilities, gifts and talents to be able to play a meaningful role
Communication in the development of the country
• Know the specific literacy and language of the subjects studied • Be able to think critically and creatively, anticipate consequences, recognise
• Use language for academic purposes opportunities and be risk-takers
• Communicate effectively and meaningfully in a Ghanaian Language and English • Ability to pursue self-directed learning with the desire to chart a path to
Language become effective lifelong learners.
• Communicate confidently, ethically, and effectively in different social contexts. • Independent thinkers and doers who show initiative and take action.
• Communicate confidently and effectively to different participants in different • Ability to innovate and think creatively, building on their knowledge base so
contexts that they take risks to achieve new goals
• Ability to communicate effectively verbally, non-verbally and through writing. • Ability to think critically and solve problems so that they become positive
• Demonstrate requisite personal and social skills that are consistent with change agents at work, in further study and in their personal lives.
changes in society • Be motivated to adapt to the changing needs of society through self-evaluation
• Ability to express ideas clearly and persuasively, listen actively, and respond and ongoing training
appropriately • Be able to establish and maintain innovative enterprises both individually and
• Ability to develop digital communication skills such as email etiquette and in collaboration with others.
online collaboration. • Be able to ethically prioritise economic values to ensure stability and autonomy
• Ability to engage in public speaking, debate, and written communication. • Show flexibility and preparedness to deal with job mobility
• Be committed towards the improvement of their quality of life and that of
Learning for Life
others
• Understand subject content and apply it in different contexts
• Feel empowered in decision-making processes at various levels e.g., personal,
• Apply mathematical and scientific concepts in daily life group, class, school, etc.

10 | SOCIAL STUDIES
• Be able to seek and respond to assistance, guidance and/or support when • Ability to negotiate values, principles, goals, and targets, in a context of conflicts
needed. of interests and trade-offs, uncertain knowledge and contradictions
• Ability to make and adhere to commitments.
Anticipatory Competency
• Adopt a healthy and active lifestyle and appreciate how to use leisure time
well. • Ability to understand and evaluate multiple futures – possible, probable, and
• Be enthusiastic, with the knowledge, understanding and skill that enable them desirable
to progress to tertiary level, the world of work and adult life. • Ability to create one’s vision for the future.
• Ability to transition from school to the world of work or further study by • Ability to apply the precautionary principle
applying knowledge, skills and attitudes in new situations. • Ability to assess the consequences of actions
• Be independent, have academic and communication skills such as clarity of • Ability to deal with risks and changes
expression (written and spoken), and the ability to support their arguments.
Strategic Competency
• Be innovative and understand the 21st Century skills and competencies and
apply them to everyday life. • Ability to collectively develop and implement innovative actions that further
a cause at the local level and beyond.
Global and Local (Glocal) Citizenship • Ability to understand the bigger picture and the implications of smaller actions
• Appreciate and respect the Ghanaian identity, culture, and heritage on them
• Be conscious of current global issues and relate well with people from different
Self-Awareness Competency
cultures
• Act in favour of the common good, social cohesion and social justice • The ability to reflect on one’s role in the local community and (global) society
• Have the requisite personal and social skills to handle changes in society • Ability to continually evaluate and further motivate one’s actions
• Appreciate the impact of globalisation on the society. • Ability to deal with one’s feelings and desires
• Ability to be an honest global citizen displaying leadership skills and moral Social Emotional Learning (SEL): Five Core Competencies with
fortitude with an understanding of the wider world and how to enhance
Examples
Ghana’s standing.
1. Self-Awareness
Systems Thinking Competency
Understanding one’s emotions, thoughts, and values and how they
• Ability to recognise and understand relationships influence one’s behaviour in various situations. This includes the ability
• Ability to analyse complex systems to recognise one’s strengths and weaknesses with a sense of confidence and
• Ability to think of how systems are embedded within different domains and purpose. For instance:
different scales
• Integrating personal and social identities;
• Ability to deal with uncertainty
• Identifying personal, cultural, and linguistic assets;
Normative Competency • Identifying one’s emotions;
• Ability to understand and reflect on the norms and values that underlie one’s • Demonstrating honesty and integrity;
actions • Connecting feelings, values, and thoughts;

SOCIAL STUDIES | 11
• Examining prejudices and biases; adapting to diverse social and cultural demands and opportunities, taking the
• Experiencing self-efficacy; initiative, and asking for or offering assistance when necessary. For instance:
• Having a growth mindset; • Communicating effectively;
• Developing interests and a sense of purpose; • Building positive relationships;
• Demonstrating cultural competence;
2. Self-Management
• Working as a team to solve problems;
The capacity to control one’s emotions, thoughts, and actions in a
• Constructively resolving conflicts;
variety of situations and to realise one’s ambitions. This includes delaying
obtaining one’s desires, dealing with stress, and feeling motivated and accountable • Withstanding negative social pressure;
for achieving personal and group goals. For instance: • Taking the initiative in groups;
• Seeking or assisting when needed;
• Managing one’s emotions;
• Advocating for the rights of others.
• Identifying and utilising stress-management strategies;
• Demonstrating self-discipline and self-motivation; 5. Responsible Decision-Making
• Setting personal and group goals; The capacity to make thoughtful and constructive decisions regarding
• Using planning and organisation skills; acting and interacting with others in various situations. This includes
• Having the courage to take the initiative; weighing the pros and cons of various personal, social, and group well-being
• Demonstrating personal and collective agency; actions. For example:
• Demonstrating curiosity and an open mind;
3. Social Awareness
• Solving personal and social problems;
The capacity to comprehend and care for others regardless of their backgrounds,
• Learning to make reasonable decisions after analysing information, data, and facts;
cultures, and circumstances.This includes caring for others, understanding larger
historical and social norms for behaviour in different contexts, and recognising • Anticipating and evaluating the effects of one’s actions;
family, school, and community resources and supports. For instance: • Recognising that critical thinking skills are applicable both inside and outside of the
classroom;
• Recognising others’ strengths
• Reflecting on one’s role in promoting personal, family, and community well-being;
• Demonstrating empathy and compassion
• Evaluating personal, interpersonal, community, and institutional impacts
• Caring about others’ feelings
• Understanding and expressing gratitude Learning and Teaching Approaches
• Recognising situational demands and opportunities Learning and teaching should develop learners as self-directed and lifelong learners.
• Understanding how organisations and systems influence behaviour Learners must be helped to build up deep learning skills and competencies
to develop the ability to acquire, integrate and apply knowledge and skills to
4. Relationship Skills solve authentic and real-life problems. Learners need to be exposed to a variety
The capacity to establish and maintain healthy, beneficial relationships and adapt of learning experiences to enable them to collaborate with others, construct
to various social situations and groups. This includes speaking clearly, listening meaning, plan, manage, and make choices and decisions about their learning.This
attentively, collaborating, solving problems and resolving conflicts as a group, will allow them to internalise newly acquired knowledge and skills and help them

12 | SOCIAL STUDIES
to take ownership of their education.The 21st Century skills and competencies a problem or scenario and are asked to work together to find a solution.This
describe the relevant global and contextualised skills that the SHS curriculum approach encourages learners to take an active role in their learning and helps
is designed to help learners acquire in addition to the 4Rs (Reading, wRiting, them develop important skills such as critical thinking and problem-solving.
aRithmetic and cReativity).These skills and competencies, as tools for learning and One of the main benefits of problem-based learning is that it encourages
teaching and skills for life, will allow learners to become critical thinkers, problem- learners to take ownership of their learning. By working together to solve
solvers, creators, innovators, good communicators, collaborators, digitally literate, problems, learners can develop important skills such as collaboration and
and culturally and globally sensitive citizens who are life-long learners with a keen communication. Additionally, problem-based learning can help learners develop
interest in their personal development and contributing to national development. a deeper understanding of the material as they apply it to real-world situations.
Given the diverse needs of learners, teachers need to have a thorough grasp • Project-Based Learning: Project-based learning is a hands-on approach to
of the different pedagogies as they design and enact meaningful learning learning that involves learners in creating a project or product.This approach
experiences to meet the needs of different learners in the classroom. The allows learners to take an active role in their learning and encourages them to
teaching-learning techniques and strategies should include practical activities, develop important skills such as critical thinking, problem-solving, collaboration,
discussion, investigation, role play, problem-based, context-based, and project- and communication. One of the main benefits of project-based learning is
based learning. Active learning strategies have become increasingly popular in that it allows learners to apply what they have learned in the classroom to
education as they provide learners with meaningful opportunities to engage real-world situations. Additionally, project-based learning can help learners
with the material. These strategies emphasise the use of creative and inclusive develop important skills from each other and develop a deeper understanding
pedagogies and learner-centred approaches anchored on authentic and enquiry- of the material.
based learning, collaborative and cooperative learning, differentiated teaching and • Talk for Learning Approaches: Talk for learning approaches (TfL) are a
learning, holistic learning, and cross-disciplinary learning.They include experiential range of techniques and strategies that are used to encourage learners to
learning, problem-based learning, project-based learning, and talk-for-learning talk by involving them in discussions and debates about the material they are
approaches. Some of the pedagogical exemplars to guide learning and teaching learning. This approach encourages learners to take an active role in their
of the SHS curriculum include: learning and helps them develop important skills such as critical thinking,
collaboration and communication and also makes them develop confidence.
• Experiential Learning: Experiential learning is a hands-on approach to One of the main benefits of TfL is that it encourages learners to think deeply
learning that involves learners in real-world experiences.This approach focuses about the material they are learning. By engaging in discussions and debates,
on the process of learning rather than the result. Learners are encouraged to learners can develop a deeper understanding of the material and make
reflect on their experiences and use them to develop new skills and knowledge. connections between different concepts.
Experiential learning can take many forms, including internships, service
• Initiating Talk for Learning: Initiating talk for learning requires the use
learning, and field trips. One of the main benefits of experiential learning is
of strategies that would encourage learners to talk in class. It helps learners
that it allows learners to apply what they have learned in the classroom to
to talk and participate meaningfully and actively in the teaching and learning
real-world situations. This can help them develop a deeper understanding of
process. Apart from developing skills such as communication and critical
the material and make connections between different concepts. Additionally,
thinking, it also helps learners to develop confidence. Some strategies for
experiential learning can help learners develop important skills such as critical
initiating talk among learners are Activity Ball; Think-Pair-Share; Always,
thinking, problem-solving and communication.
Sometimes, Never True; Matching and Ordering of Cards.
• Problem-Based Learning: Problem-based learning is an approach that
• Building on What Others Say: Building on what others say is an approach
involves learners in solving real-world problems. Learners are presented with
that involves learners in listening to and responding to their classmates’

SOCIAL STUDIES | 13
 ideas. This approach encourages learners to take an active role in their or sticky notes with different ideas or concepts into a diamond shape, with
learning and helps them develop important skills such as critical thinking the most important idea at the top and the least important at the bottom.
and communication. One of the main benefits of building on what others The Diamond Nine activity encourages learners to think critically about a
say is that it encourages learners to think deeply about the material they topic and prioritise their ideas. It also promotes collaboration and discussion
are learning. By listening to their classmates’ ideas, learners can develop a among group members.Teachers can use this activity to introduce a new topic,
deeper understanding of the material and make connections between different review material, or assess student understanding.
concepts. Additionally, building on what others say can help learners develop • Group Work/Collaborative Learning: Group work or collaborative
important skills such as collaboration and reflection. Some of the strategies learning are effective strategies for managing talk for learning in the classroom.
to encourage learners to build on what others say are brainstorming, concept These strategies encourage learners to work together to solve problems, share
cartoons, pyramid discussion, and 5 Whys, amongst others. ideas, and learn from each other. Group work and collaborative learning also
• Managing Talk for Learning: Managing talk for learning requires the use of promote communication and collaborative skills that are essential for success
various strategies to effectively coordinate what learners say in class. Effective in the workplace and in life. To implement group work effectively, teachers
communication is a crucial aspect of learning in the classroom.Teachers must must provide clear guidelines and expectations for group members. They
manage talk to ensure that learners are engaged, learning, and on-task in should also monitor group work to ensure that all learners are participating
meaningful and purposeful ways. Some strategies for managing learners’ and on-task. Teachers can also use group work as an opportunity to assess
contributions are debates, think-pair-share, sage in the circle etc. individual student understanding and participation.
• Structuring Talk for Learning: One effective way to shape learners’ • Inquiry-Based Learning: Learners explore and discover new information
contributions is to structure classroom discussions. Structured discussions by asking questions and investigating.
provide a framework for learners to engage in meaningful dialogue and develop • Problem-Based Learning: Learners are given real-world problems to solve
critical thinking skills. Teachers can structure discussions by providing clear and must use critical thinking and problem-solving skills.
guidelines, such as speaking one at a time, listening actively, and building on • Project-Based Learning: Learners work on long-term projects that relate
each other’s ideas. One popular structured discussion technique is the “think- to real-world scenarios.
pair-share” method. In this method, learners think about a question or prompt • Flipped Classroom: Learners watch lectures or instructional videos at
individually, and then pair up with a partner to discuss their ideas. Finally, home and complete assignments and activities in class.
the pairs share their ideas with the whole class. This method encourages all
• Mastery-Based Learning: Learners learn at their own pace and only move
learners to participate and ensures that everyone has a chance to share their
on to new material once they have mastered the current material.
thoughts. Another effective way to structure talk for learning is to use open-
• Gamification: Learning is turned into a game-like experience with points,
ended questions. Open-ended questions encourage learners to think deeply
rewards, and competition.
and critically about a topic. They also promote discussion and collaboration
among learners. Teachers can use open-ended questions to guide classroom These strategies provide learners with opportunities to engage with the material
discussions and encourage learners to share their ideas and perspectives. in meaningful ways and develop important skills such as critical thinking, problem-
Other strategies that can be used are Concept/Mind Mapping, “Know,” “Want solving, collaboration, and communication. By incorporating these strategies into
to Know,” “Learned” (KWL); Participatory Feedback; and the 5 Whys. their teaching, teachers can help learners develop a deeper understanding of the
material and prepare them for success in the real world. Effective communication
• Diamond Nine: The Diamond Nine activity is a useful tool for managing talk
is essential for learning in the classroom. Teachers must manage talk to ensure
for learning in the classroom. This activity involves ranking items or ideas in
that learners are engaged in learning and on-task. Strategies such as structuring
order of importance or relevance. Learners work in groups to arrange cards

14 | SOCIAL STUDIES
talk for learning, using Diamond Nine activities, and implementing group work/ as analysis, evaluation, and creation, which are essential for success in today’s
collaborative learning can help teachers manage talk effectively and promote complex and rapidly changing world. This framework is a valuable tool for
student learning and engagement. By implementing these strategies, teachers educators who want to design effective learning experiences that challenge
can create a positive and productive learning environment where all learners students at the appropriate level and help them develop higher-order thinking
can succeed. skills. By understanding the six levels of learning and incorporating them into their
teaching, educators can help prepare students for success in the 21st century.
Universal Design for Learning (UDL) in the SHS Curriculum The six hierarchical levels of the revised Bloom’s Taxonomy are:
The design of the curriculum uses UDL to ensure the creation of flexible learning
1. Remember – At the foundation is learners’ ability to remember. That is
environments that can accommodate a wide range of learner abilities, needs, and
retrieving knowledge from long-term memory. This level requires learners
preferences.The curriculum is designed to provide multiple means of engagement,
to recall concepts—identify, recall, and retrieve information. Remembering is
representation, and action and expression, so teachers can create a more inclusive
comprised of identifying, listing, and describing. Retrieving relevant knowledge
and effective learning experience for all learners. UDL is beneficial for all learners,
from long-term memory includes, recognising, and recalling is critical for this
but it is particularly beneficial for learners needing special support and learners
level.
who may struggle with traditional teaching approaches. The integration of UDL
in the pedagogy is aimed at making learning accessible to everyone and helping 2. Understand – At understanding, learners are required to construct meaning
all learners reach their full potential. For instance, teachers need to: that can be shown through clarification, paraphrasing, representing, comparing,
contrasting and the ability to predict. This level requires interpretation,
• incorporate multiple means of representation into their pedagogy, such as demonstration, and classification. Learners explain and interpret concepts at
using different types of media and materials to present information. this level.
• provide learners with multiple means of action and expression, such as giving 3. Apply – This level requires learners’ ability to carry out procedures at the
them options for how they can demonstrate their learning. right time in a given situation.This level requires the application of knowledge
• consider incorporating multiple means of engagement into their choice to novel situations as well as executing, implementing, and solving problems.
of pedagogy, such as incorporating games or interactive activities to make To apply, learners must solve multi-step problems.
learning more fun and engaging. 4. Analyse – The ability to break things down into their parts and determine
By doing these, teachers can help ensure that the curriculum is accessible and relationships between those parts and being able to tell the difference between
effective for all learners, regardless of their individual needs and abilities. what is relevant and irrelevant. At this level, information is deconstructed, and
its relationships are understood. Comparing and contrasting information and
Curriculum and Assessment Design: Revised Bloom’s Taxonomy organising it is key. Breaking material into its constituent parts and detecting
and Webb’s Depth of Knowledge how the parts relate to one another and an overall structure or purpose is
The design of this curriculum uses the revised Bloom’s Taxonomy and Webb’s required. The analysis also includes differentiating, organising and attributing.
Depth of Knowledge (DoK) as frameworks to design what to teach and assess. 5. Evaluate – The ability to make judgments based on criteria. To check
The Revised Bloom’s Taxonomy provides a framework for designing effective whether there are fallacies and inconsistencies.This level involves information
learning experiences. Understanding the different levels of learning, informed the evaluation, critique, examination, and formulation of hypotheses.
creation of activities and assessments that challenge learners at the appropriate 6. Create – The ability to design a project or an experiment. To create, entails
level and help them progress to higher levels of thinking. Additionally, the learners bringing something new.This level requires generating information—
framework emphasises the importance of higher-order thinking skills, such planning, designing, and constructing.

SOCIAL STUDIES | 15
Webb’s Depth of Knowledge (DoK) is a framework that helps educators and The main distinction between these two conceptual frameworks is what is
learners understand the level of cognitive engagement required for different measured. The revised Bloom’s Taxonomy assesses the cognitive level that
types of learning tasks.The framework includes four levels. By understanding the learners must demonstrate as evidence that a learning experience occurred.
four DoK levels, educators can design learning activities that challenge students The DoK, on the other hand, is focused on the context—the scenario, setting, or
to engage in deeper thinking and problem-solving. DoK is an essential tool for situation—in which learners should express their learning. In this curriculum, the
designing effective instruction and assessments. By understanding the different revised Bloom’s taxonomy guided the design, and the DoK is used to guide the
levels of DoK, teachers can design instruction and assessments that align with assessment of learning.The taxonomy provides the instructional framework, and
what they intend to achieve. DoK is a useful tool for differentiating instruction the DoK analyses the assignment specifics. It is important to note that Bloom’s
and providing appropriate challenges for all learners. Teachers can use DOK to Taxonomy requires learners to master the lower levels before progressing to the
Agricultural Science 
identify students who need additional support or those who are ready for more next. So, suppose the goal is to apply a mathematical formula. In that case, they
advanced tasks. The four levels assessment
of Webb’s’ task DoKrequires
assessment learners to analyse are:
framework and evaluate must
composite
first real-world
be able toproblems with formula
identify that predictable and outcomes.
its primaryA learner
purpose must(remember
apply logic,
employ problem-solving strategies, and use skills from multiple subject areas to generate solutions. Multitasking is
and understand).The cognitive rigour is therefore presented in incremental expected of learners at this steps
level.
• Level 1: Recall and Reproduction
3. Level 4: Extended– Assessment Critical at this level isand
Thinking on recall
Reasoning – At this level of assessment, the learner’s extended thinking to solve complex and
toThe
demonstrate the
belearning progression. Wheninvestigate,
measuring andassessments
reflect while in DoK,
of facts, concepts, information, and procedures—this
authentic involves basic
problems with unpredictable knowledge
outcomes is the goal. learner must able to strategically analyse, working
to specific
solve a problem, learners move fluidly through all levels. In the same example, while solving a
acquisition. Learners are asked questionsortochanginglaunch their approach
activities, to accommodate new information. The assessment requires sophisticated and creative thinking. As
exercises,
part of this assessment, the learner must know how to evaluate problem theirwith a formula,
progress learners recall
and determine whether thethey
formula are on(DoK
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feasiblethe problem
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and assessments.The assessment is focused on recollection and reproduction.
themselves. (DoK 2 and DoK 3). Depending on the difficulty of the problem to be solved,
• Level 2: Skills of Conceptual
The main Understanding
distinction between – Assessment
these two at this level
conceptual the learner may progress to DoK 4.
goes beyond simple recall to includeismaking
frameworks what connections
is measured. between The revised pieces of
Bloom's
information. The learner’s Taxonomy
application assesses
of skillsthe andcognitive
conceptslevel isthat learners
assessed. The must Webb’s Depth of Knowledge Assessment
demonstrate as evidence that
assessment task is focused more on the use of information to solve multi-stepa learning experience
occurred. The DoK, on the other hand, is focused on the Extende
problems. A learner is required
context—theto make decisions
scenario, aboutorhow
setting, to apply facts
situation—in which
Recall/
Reproduction
Basic Skills/
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Strategic
Thinking d
Reasonin
and details provided to them.
learners should express their learning. In this curriculum, the g

• Level 3: Strategic Reasoning – At this

revised Bloom's level, theguided
taxonomy learner’s strategic
the design, andthinking
the DoK is Create
used toand
and reasoning which is abstract guide the assessment
complex is assessed. of The
learning. The taxonomy
assessment task
DOK 1 DOK 2

provides the instructional framework, and the DoK analyses

requires learners to analyse and evaluate composite real-world problems with Evaluate
the assignment specifics. It is important to note that Bloom's
predictable outcomes. ATaxonomy
learner must requiresapplylearners
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to master problem-solving
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goal is to Analyse
DOK 3 DOK 4
Multitasking is expectedapply
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a mathematical formula. In that case, they must first be
• Level 4: Extended Critical able toThinking
identify that and formula
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of Apply DOK 2
(remember and understand). The cognitive rigour is
assessment, the learner’stherefore
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solve complex and authentic
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problems with unpredictable outcomes

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progression. The learner
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strategically analyse, investigate, and reflect

DoK, learners movewhilefluidlyworking
throughtoallsolve levels.a problem,
In the same
or changing their approach example, while solvingnew
to accommodate a problem
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assessmentlearners Remember
recall the formula (DoK 1) to solve the
requires sophisticated and creative thinking. As part of this assessment, the problem (DoK 2 and
DoK 3). Depending on the difficulty of the problem to be
learner must know howsolved,to evaluate their progress and determine whether
the learner may progress to DoK 4.
they are on track to a feasible solution for themselves. Figure 1: Revised Bloom Taxonomy combined with Webb’s Depth of Knowledge for Teaching and Assessment

The structure of teaching and the assessment should align with the six levels of Bloom’s knowledge hierarchy and DoK shown in Figure 1. Each level of
16 | SOCIAL STUDIES DoK should be used to assess specific domains of Bloom’s Taxonomy as illustrated in the table below:
Depth of Knowledge (DoK) Bloom’s Taxonomy applied to DoK
Assessment
Level 1: Recall and Reproduction Remembering, Understanding, Application, Analysis and Creation
Level 2: Basic Skills and Concepts Understanding, Application, Analysis and Creation
The structure of teaching and the assessment should align with the six levels should be used to assess specific domains of Bloom’s Taxonomy as illustrated
of Bloom’s knowledge hierarchy and DoK shown in Figure 1. Each level of DoK in the table below:

Depth of Knowledge (DoK) Assessment Bloom’s Taxonomy applied to DoK

• Level 1: Recall and Reproduction • Remembering, Understanding, Application, Analysis and Creation
• Level 2: Basic Skills and Concepts • Understanding, Application, Analysis and Creation
• Level 3: Strategic Thinking • Understanding, Application, Analysis, Evaluation and Creation
• Level 4: Extended Reasoning • Understanding, Application, Analysis, Evaluation and Creation
In line with the National Pre-Tertiary Learning and Assessment Framework, comprehension, whereas higher DoK levels might be more appropriate for
the Secondary Education Assessment Guide (SEAG) requires that classroom assessing more complex skills such as analysis, synthesis, and evaluation.
assessments should cover Assessment as learning (AaL), Assessment of • Develop assessment items that align with the DoK levels and the skills and
learning (AoL) and Assessment for learning (AfL). Therefore, teachers competencies you want to assess. These items should be designed to elicit
should align the Revised Bloom’s Taxonomy with the DoK framework of evidence of learning across the different levels of the DoK framework.
assessment. Formative assessments should include classroom discussions, project- • Administer the assessment and collect data. Analyse the data to gain insights
based assignments, and self-reflection exercises, while summative assessments into student learning and identify areas where learners may need additional
should include standardised tests and rubric-based evaluations of learners’ work. support or instruction.
It is important to seek feedback from learners themselves, as they may have The DoK framework is a powerful tool for assessing the acquisition of 21st
unique insights into how well they are developing these skills in the classroom. Century skills and competencies in the classroom, helping teachers to better
To assess 21st Century skills and competencies in the classroom, teachers will understand how learners are learning and identify areas for improvement.
have to use a combination of both formative and summative assessments to Educational success is no longer about producing content knowledge, but rather
evaluate learners’ acquisition of these skills and competencies. For instance: about extrapolating from what we know and applying the knowledge creatively
• Identify the specific 21st Century skills and competencies to be assessed. For in new situations.
instance, you might want to assess critical thinking, problem-solving, or creativity. The overall assessment of learning at SHS should be aligned with the National
• Align the skills and competencies with the DoK levels. For example, lower Pre-Tertiary Learning and Assessment Framework and the Secondary Education
DoK levels might be more appropriate for assessing basic knowledge and Assessment Guide. Formative and summative assessment strategies must be used.

SOCIAL STUDIES | 17
Definition of Key Terms and Concepts in the Curriculum
• Learning Outcomes: It is a statement that defines the knowledge, skills, • Assessment: It is the systematic collection and analysis of data about
and abilities that learners should possess and be able to demonstrate after learners’ learning to improve the learning process or make a judgement
completing a learning experience.They are specific, measurable, attainable, and on learner achievement levels. Assessment is aimed at developing a deep
aligned with the content standards of the curriculum. It helps the teachers understanding of what learners know, understand, and can do with their
to determine what to teach, how to teach, and how to assess learning. Also, knowledge because of their educational experiences. Assessment involves the
it communicates expectations to learners and helps them to better master use of empirical data on learners’ learning to improve learning. Assessment is
the subject. an essential aspect of the teaching and learning process in education, which
• Learning Indicators: They are measures that allow teachers to observe enables teachers to assess the effectiveness of their teaching by linking learner
progress in the development of capacities and skills. They provide a simple performance to specific learning outcomes.
and reliable means to evaluate the quality and efficacy of teaching practices, • Teaching and Learning Resources: Teaching and learning resources are
content delivery, and attainment of learning outcomes. essential tools for teachers to provide high-quality education to their learners.
• Content Standards: It is a statement that defines the knowledge, skills, and These resources can take various forms, including textbooks, audiovisual
understanding that learners are expected to learn in a particular subject area materials, online resources, and educational software. It is also important to
or grade level.They provide a clear target for learners and teachers and help avoid stereotypes and use inclusive language in teaching and learning resources.
focus resources on learner achievement. This means avoiding language that reinforces negative stereotypes and using
• Pedagogical Exemplars: They are teaching examples used to convey values language that is respectful and inclusive of all individuals regardless of their
and standards to learners. Pedagogical Exemplars are usually demonstrated background. Using a consistent tone, style, and design is very important.
through teacher behaviour.

18 | SOCIAL STUDIES
PHILOSOPHY, VISION AND GOAL OF SOCIAL STUDIES

Philosophy encourages teachers to focus on teaching for memorisation of factual

The philosophy of social studies underscores the cultivation of values and information rather than development of critical thinking skills.This approach
attitudes alongside acquiring knowledge of human experiences, empowering limits students’ ability to analyse and evaluate complex social issues.
students to address local and contemporary issues or challenges, and equipping ii. Limited diversity in perspectives: The 2010 social studies syllabus does not
them for adult life, work, and further studies. provide for GESI, Socio-emotional learning.
iii. Inadequate coverage of contemporary issues:The curriculum does not cover
Vision current social issues that are relevant to students lives, such as climate change
The vision of Social Studies is to nurture learners who are creative problem globalization, inequality and digital citizenship as well as ethical issues.
solvers, critical thinkers, and entrepreneurially literate with the right values and iv. Insufficient focus on social justice: The 2010 curriculum does not emphasise
attitudes to engage and address contemporary issues at local, national, and global social justice issues such as systemic, political exclusion in the distribution of
levels. national resources, inequalities, discrimination etc which are important for
promoting civic engagement and active citizenship.
Goal v. The pedagogical approaches adopted in this curriculum do not create
The goal for social studies is to develop the full potential of the learner to opportunities for the acquisition of 21st century skills and competencies
compete nationally and globally by providing value and attitude-based solutions that prepares learners for the world of work, adult life and further studies.
to contemporary societal issues and challenges. Consequently, graduates from SHSs have limited abilities and competencies
to appreciate key values of democracy, equality, justice, national and global
Contextual Issues
issues that influence human development and what goes on around them.
Social Studies is an integrated field of study that draws relevant content from To address these contextual issues/gaps in the 2010 SHS Social Studies curriculum,
the social sciences and humanities to promote civic competence. In Ghana, the the new SHS Social Studies curriculum has suggested the following to help in
integrated Social Studies provides opportunities to learners to acquire knowledge, the realisation of the philosophy, vision and goal of the new SHS Social Studies
skills and attitudes that are relevant for their personal development and the curriculum. Thus, the New SHS Social Studies curriculum:
growth of the society. An integrated approach to learning in Social Studies tries
to follow the learner’s natural ways of learning. Psychologically, it is thought that i. emphasises on the development of critical thinking and problem-solving skills,
learners, especially young children, do not naturally see the world through the adequate coverage of social justice and contemporary issues that threaten
eyes of the different academic disciplines. Young children do not see the world the survival of Ghana.
or their knowledge as separate things. Instead, the learners see them as a whole i. focuses on the development of competencies, positive attitudes and values
and ask questions that do not fit neatly into artificial subject/topic categories. in learners.
Unfortunately, among the gaps found in 2010 Senior High School Social Studies ii. suggests GESI, Socio-emotional learning oriented and culturally responsive
curriculum that are addressed in the new SHS Social Studies Curriculum to pedagogies and assessment approaches to be applied in both teaching/learning
power the subject to achieve its overarching goal include: and assessments of the subject.
i. Lack of emphasis on development of critical thinking and problem-solving iii. integration of ICT in teaching, learning and assessment
skills: The design of the 2010 SHS Social Studies curriculum unconsciously

PHYSICAL EDUCATION & HEALTH (CORE) | 19

Rationale inclusive pedagogies and authentic/performance-based assessment strategies in
Ghana is a multi-ethnic society with both common and diverse cultural practices, teaching, learning, and assessment of the subject are aligned with the subject’s
beliefs, values and norms. These can be harnessed to champion the social, content standards and indicators to aid learners acquire competencies, values
economic and political development of the nation.There is increasing indiscipline, and dispositions needed to adapt to multiple transitions, including after-school
waning patriotism and disregard for some of the respected societal values, beliefs opportunities.
and norms that historically has defined the Ghanaian as respectful, honest Social Studies will develop individuals with positive values and attitudes who
and hardworking. Other contemporary local and global challenges affecting are sensitive to GESI issues and equipped with the 21st century skills and
the environment, civic illiteracy, economic mismanagement, gender and social competencies to thrive in the world of work, adult life, become lifelong learners
inclusion, low sense of purpose and identity among young people, digitalization as well as effective Glocal citizens.
and technological advancement are changing the dynamics of global development.
In Ghana, these factors are impacting negatively on the country’s ability to develop
its human and capital resources to power economic development and compete
favourably in the global knowledge economy. The situation is compounded by the
current measurement-driven instructional practices that promote rote learning.
The SHS curriculum is structured to arouse, develop and sustain the interest
of all learners irrespective of their socio-cultural backgrounds to achieve their
fullest potential and contribute to the socio-economic development of Ghana,
to meet the needs of the country in an interconnected world.The curriculum is
also designed to give learners the opportunity to play active roles in the teaching
and learning process. Adequate provisions have been made for teachers and
learners to identify and resolve barriers and misconceptions that hinder the
teaching/learning of the subject. Opportunities are also afforded learners to study
from known to unknown which is reflected in the sequencing of the strands
and sub-strands. In meeting the needs of Ghana and the Global Community,
the strands, sub-strands and content standards are structured or organised to
include entrepreneurial skills, Civics, Environmental issues and Career guidance.
The teaching and learning of the subject is Science, Technology, Engineering, and
Mathematics (STEM)-driven and influenced by using indigenous technology to
enhance learning and present real-life experiences. It is also learner-centered,
Gender Equality and Social Inclusion (GESI) responsive, and context-based.
Computer-assisted learning pedagogies, field trips/visits, community walks,
resource persons, dramatisation, role-play, games and simulation, use of multi-
sensory teaching-learning resources/materials, etc and assessment strategies
(assessments as, for, and of learning) will also be employed to foster linkages
among learners, schools, industry and community agencies. The application of

20 | SOCIAL STUDIES
SOCIAL STUDIES CURRICULUM DEVELOPMENT PANEL

WRITERS 4. Dr. Kwame Adum- University of Ghana

Kyeremeh
Name Institution CURRICULUM WRITING GUIDE TEAM
1. Prof. Ebenezer Owusu University for Development Studies,
Sekyere UDS Name Institution
2. Prof. Felix Y.T Longi University for Development Studies, 1. Kwame Nkrumah University of Science
UDS Prof. Winston Abroampa and Technology
3. 2. Cosmos Eminah University of Education, Winneba
Dr. Mohammed Adam University of Education, Winneba
4. Dr. Emmanuel Agyei- 3. Aaron Akwaboah Ministry of Education
Boateng University of Ghana, Legon 4. Evans Odei Achimota School
5. Dr Anitha Oforiwaa Adu- University of Education, Winneba 5. Paul Michael Cudjoe Prempeh College
Boahen 6. Ahmed Amihere University of Education, Winneba
6. Dr. Matthew B Kursah University of Education, Winneba
NaCCA TEAM
7. Dr. Peter Partey Anti University of Cape-Coast
1. Prof K. O. Kwarteng 13. Bridget Anku
8. Dr. Charlotte Kpogli Ho Technical University
2. Prof Edward Appiah 14. Anthony Sarpong
9. Dr. Gbensuglo Alidu University for Development Studies,
3. Mr Matthew Owusu 15. Seth Nii Nartey
Buhari UDS
10. Dr. Samuel Pimpong University of Education,Winneba 4. Reginald Quartey 16. Kenneth Wontumi
11. 5. Joana Vanderpuije 17. Sharon Antwi-Baah
Simon Tengan Wa Senior High Technical School
6. Anita Collison 18. Dennis Adjasi
12. Jemima Ayensu Holy Child Senior High School
7. Rebecca Abu Gariba 19. Ogyampo S. Amankwah
13. Prince Essiaw Enchi College of Education
8. Genevieve Mensah 20. Abigail Owusu Oduro
14. Josephine Akosua Gbagbo Ngleshie Amanfro Senior High School
9. Veronica Odom 21. Priscilla B. Plange
15. George Boateng Berekum College of Education
10. Joachim Seyram Honu 22. Abigail Birago Owusu
REVIEWERS
11. Dr Mercy Nyamekye 23. Uriah Otoo
Name Institution
12. Nii Boye Tagoe 24. Julliet Owusu Ansah
1. Prof. Dacosta Aboagye Kwame Nkrumah University of Science
and Technology, KNUST EXTERNAL QUALITY ASSURANCE TEAM
2. Prof. Charles Adabo University of Cape-Coast, UCC 1. Prof. Kwame Akyeampong 4. Dr. Esinam Avornyo
Oppong 2. Dr. Jane Cullen 5. Dr. Christopher Yaw Kwaah
3. Dr. Nicholas Essah University of Education, Winneba 3. Dr. Sean Higgins

SOCIAL STUDIES | 21
SCOPE AND SEQUENCE

Social Studies Summary

S/N STRAND SUB-STRAND YEAR 1 YEAR 2 YEAR 3
CS 1 LO 1 LI 1 CS 2 LO 2 LI 2 CS 3 LO 3 LI 3
Identity, Significance and A Geographical and Historical Sketch of Africa 1 1 3 - - - - - -
1
Purpose Identity and National Cohesion - - - 1 1 3 - - -
Environment and Environmental Policies and Laws in Ghana - - - - - - 1 1 3
2
Sustainability Environmental Literacy and Sustainability - - - 1 1 2 - - -
Law Enforcement Mechanisms in Ghana - - - 1 1 2 - - -
Law and Order in the Wars and Conflicts and their Implications - - - - - - 1 1 2
3
Ghanaian Society Legal Frameworks - - - - - - 1 1 2
Civic Ideals and Practices 1 1 4 - - - - - -
Nationalism and European Encounter, Colonialism and Neo-Colonialism - - - 1 1 3 1 1 2
4
Nationhood Nationalism, Citizenship and Nation-building - - - 1 1 2 2 2 4
Indigenous Knowledge Systems 1 1 1 - - - - - -
Ethics and Human Values 1 1 2 - - - 1 1 2
Ethics and Human Civilisations of Africa 2 2 2 - - - - - -
5
Development Leisure and Tourism - - - 1 1 2 - - -
Revolutions that Changed the World 1 1 1 1 1 2 - - -
The Youth and National Development - - - 1 1 3 - - -
Economic activities in Africa 1 1 1 1 1 2 - - -
Entrepreneurship, Workplace Culture and Productivity 1 1 2 1 1 3 1 1 2
Production, Exchange
6 Consumer Rights, Protection and Responsibilities 1 1 2 1 1 2 - - -
and Creativity
Financial Literacy 1 1 3 1 1 2 1 1 2
Globalisation - - - - - - 1 1 2
Total 11 11 21 12 12 28 10 10 21
Overall Totals (SHS 1 – 3)
Content Standards 33
Learning Outcomes 33
Learning Indicators 70

22 | SOCIAL STUDIES
YEAR ONE

SOCIAL STUDIES | 23
 Subject Social Studies
Strand 1. Identity, Significance and Purpose
Sub-Strand 1. A geographical and historical sketch of Africa

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
1.1.1.LO.1
Use maps to describe key Geographical Knowledge and Skills: Learners develop geographical skills GESI: Learners having experienced a
geographical features of as they: teaching method that ensures gender
Africa and how they ● locate and identify key geographical features of Africa on a map. equality and social inclusion, where they
shaped Africa’s ancient ● analyse physical maps to understand variations in terrain, climate, and work with each other in an inclusive way
societies vegetation across different regions through cross-sharing knowledge and
understanding among groups and individuals
Critical Thinking and Problem-Solving Skills: Learners develop critical will be empowered to:
thinking skills as they: ● challenge traditional narratives that
● draw conclusions and make inferences about the relationship exclude the perspectives of marginalised
between geography and societal development groups
● analyse historical maps showing the locations of ancient settlements, ● highlight gendered roles and activities by
trade routes, and empires in relation to geographical features discussing how geographical features
● debate potential challenges and opportunities presented by different influenced the lives of women and men
geographical environments for early societies differently, considering access to
● formulate hypotheses about how specific features might have resources, division of labour, and
influenced social organisation, political systems, and cultural practices participation in trade and cultural
practices
Communication & Collaboration skills: Learners develop
Communication skills as they: SEL: Through different learning experiences
● effectively communicate geographical information and analysis using and exposure, learners:
maps, visuals, and written explanations ● acknowledge injustices and their impact
● present their findings to the class using visuals, maps, and clear on their learning
explanations ● collaborate effectively with diverse peers
● discuss the ethical implications of using
Historical Understanding and Inquiry Skills: Learners build historical maps and historical narratives to
understanding as they use historical evidence to understand the lives of represent different groups of people
people in ancient African societies

24 | SOCIAL STUDIES
National Values to be embedded in the
relevant pedagogy:
● Tolerance
● Honesty
● Truthfulness
● Respect
● Diversity
● Loyalty
● Social Cohesion

SOCIAL STUDIES | 25
 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.1.1.CS.1 1.1.1.LI.1 1.1.1.AS.1
Demonstrate Describe the major geographic features and ecosystems of Africa, e.g., rivers, deserts, Level 1 Recall
understanding of the mountains, coastlines, vegetations Level 2 Skills of
diverse geographical conceptual
features and resources Interactive map exploration: understanding
of Africa and their ● With the aid of maps of Ghana, learners identify geographical features, e.g., rivers (Pra, Level 3 Strategic
impact on early human Ankobra, Volta, etc.), mountains (Akwapim-Togo Range, Gambaga escarpment, etc.), reasoning
development vegetations (savannah, forest, coastal) Level 4 Extended
● With the aid of maps of Africa, learners identify the location of major geographic features critical thinking and
and ecosystems of Africa, e.g., rivers (Nile, Niger, Congo), deserts (Sahara, Namib, reasoning
Kalahari), mountains (Kilimanjaro, Guinea and Ethiopian Highlands), coastlines, vegetation
● With the aid of maps, videos or pictures, learners explore these features interactively and
describe them
1.1.1.LI.2 1.1.1.AS.2
Analyse how geographical features and ecosystems influenced the development of Level 1 Recall
agriculture, trade networks, and settlement patterns in early African societies Level 2 Skills of
Problem-based learning: conceptual
● In small groups, formulate historical questions to analyse how River valleys, like the Nile and understanding
Niger, provided fertile soil and reliable water for irrigation, enabling the cultivation of crops Level 3 Strategic
and supporting dense populations reasoning
● Use different sources to analyse how the highlands and vegetations of Africa offered diverse Level 4 Extended
agro-ecological conditions and allowed the cultivation of a variety of crops e.g., Savanna critical thinking and
(Groundnut, millet, etc.), Forest (kola nut, oil palm tree, etc.), Coastal (coconut, oil palm reasoning
tree, etc.)
● Learners explore historical sources to explain how geographic features, such as rivers,
coastlines, deserts, and mountains, served as natural pathways for trade networks to
flourish in early African societies, e.g., the Nile River provided a vital transportation route
for trade, the Sahara Desert became a vital trade route through the development of the
trans-Saharan trade

26 | SOCIAL STUDIES
 Talk for learning: In pairs, learners discuss how Africa’s geographical features can be exploited to
enhance Africa’s development, e.g., Rivers like the Nile, Congo, and Niger can be harnessed for
clean and renewable energy
1.1.1.LI.3 1.1.1.AS.3
Analyse how climate change influenced the movements and adaptations of early Level 1 Recall
African populations, such as the transition from nomadic hunter-gatherer lifestyles to Level 2 Skills of
settled agricultural communities conceptual
understanding
Experiential learning: Level 3 Strategic
● In small groups, learners research how climatic conditions that influenced the distribution of reasoning
resources, adoption of different lifestyles and patterns of settlement in Africa, e.g., Level 4 Extended
unpredictable rainfall and unavailability of fertile lands caused movement of people critical thinking and
● In a jigsaw activity, learners role-play different factors that influenced the transition from reasoning
hunter-gatherer lifestyles to settled agricultural communities, e.g., technological
advancements, discovery of fire, population growth, climate change
Teaching and ● Maps of Ghana and Africa showing ● Age-appropriate texts exploring the ● Interactive maps and websites with
Learning Resources different geographical features impact of geography on agriculture, historical and physical maps allowing
● Pictures, videos and digital maps trade, and settlement patterns students to explore geographical
showing different geographical ● Documentaries and educational features, trade routes, and
features and ecosystems in Africa videos exploring specific themes like settlement patterns across Africa.
the Nile River's role in Egyptian
agriculture

SOCIAL STUDIES | 27
 Subject Social Studies
Strand 3. Law and Order in the Society
Sub-Strand 4. Civic Ideals and Practices

Learning Outcomes 21st Century Skills and Competencies GESI1, SEL2 and Shared National
Values
1.3.4.LO.1
Analyse the causes and Computer/ digital literacy: Learners will watch videos on the causes and GESI: Learners, having experienced
consequences of road impact of road accidents different pedagogical strategies, will:
accidents in Ghana and ● Show respect for individuals of different
propose effective Critical Thinking and Problem-solving: Learners identify a given backgrounds
interventions to enhance problem or task based on the outcome/indicator(s) of the lesson to ● be sensitive to the inter-relatedness of
road safety formulate questions, collect data, analyse the data and draw conclusions the various spheres of life
● value and work in favour of an inclusive
Collaboration: Learners work in a safe/conducive environment to share society
ideas
SEL: Through different learning experiences
Communication: Learners share ideas/information orally during lessons, and exposure, learners:
observe, listen attentively to the resource person and ask questions ● acknowledge injustices and their impact
● collaborate effectively with diverse peers

National Values:
● Tolerance
● Friendliness
● Open-mindedness
● Commitment
● Integrity

1 Gender Equality and Social Inclusion

2 Socio-Emotional Learning

28 | SOCIAL STUDIES
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.3.4.CS.1 1.3.4.LI.1 1.3.4.AS.1
Recognise and Explain the meaning and purpose of road safety in the Ghanaian society Level 1 Recall
appreciate the Level 2 Skills of
importance of being an Experiential learning: conceptual
informed, concerned, ● Learners conduct research to explain the meaning and purpose of road safety understanding
participatory and ● Learners in groups, make a class presentation of their research findings Level 3 Strategic
responsible road user in reasoning
the Ghanaian society Level 4 Extended
critical thinking and
reasoning
1.3.4.LI.2 1.3.4.AS.2
Discuss the causes of road accidents, their socio-economic implications and how to Level 1 Recall
minimise road accidents in Ghana Level 2 Skills of
conceptual
Talk for Learning: Invite a resource person (e.g., from the National Road Safety Authority understanding
[NRSA] / Motor Traffic and Transport Department [MTTD] of the Ghana police service) to give a Level 3 Strategic
talk on the causes and implications of road accidents reasoning
Level 4 Extended
Experiential learning: Learners watch or observe videos/pictures of cases of road accidents and critical thinking and
discuss their causes and implications reasoning

Project-based learning: Learners prepare oral or written presentations on ways of minimising

road accidents in Ghana
1.3.4.LI.3 1.3.4.AS.3
Describe road signs and markings and their implications for road safety in Ghana Level 1 Recall
Level 2 Skills of
Experiential Learning: Search for materials (documentaries, videos, pictures) on road signs and conceptual
markings and discuss their meanings understanding
Level 3 Strategic
Collaborative learning: In mixed-ability groups, learners discuss the implications of road signs and reasoning
markings for their safety as road users

SOCIAL STUDIES | 29
 Level 4 Extended
critical thinking and
reasoning
1.3.4.LI.4 1.3.4.AS.4
Discuss the institutions responsible for maintaining road safety, the challenges they face Level 1 Recall
and how these challenges can be addressed Level 2 Skills of
conceptual
Initiating Talk for Learning: Learners, in groups, identify the institutions responsible for the understanding
maintenance of road safety in the Ghanaian society Level 3 Strategic
reasoning
Project-based learning: In differentiated task groups, learners research into the challenges Level 4 Extended
confronting the institutions responsible for maintaining road safety critical thinking and
reasoning
Collaborative learning: In pairs, learners discuss how to address the challenges facing institutions
responsible for maintaining road safety to make them effective
Teaching and ● Internet access ● Phones ● Projectors
Learning Resources ● Computer ● Standard textbooks ● Video clips on cases of road
accidents

30 | SOCIAL STUDIES
Subject Social Studies
Strand 5. Ethics and Human Development
Sub-Strand 1. Indigenous Knowledge Systems

Learning Outcomes 21st Century Skills and Competencies GESI3, SEL4 and Shared National
Values
1.5.1.LO.1
Use historical sources to Critical Thinking & Problem-Solving: Learners: GESI: Learners :
investigate the ● critically evaluate diverse sources like written documents, artefacts, oral ● highlight the contributions of
development and impact traditions, and archaeological evidence to understand indigenous marginalized groups in developing and
of indigenous technologies utilizing these technologies
technological ● consider the challenges faced by African societies and evaluate how ● create a safe and inclusive space where
advancements in Africa existing technologies addressed them, or imagine solutions based on all learners feel comfortable sharing their
historical understanding thoughts and perspectives

Communication & Collaboration: Learners: SEL: Through different learning experiences

● communicate and collaborate with peers to research, analyse, and and exposure, learners:
present findings on indigenous technologies ● recognise personal biases
● create presentations, reports, or multimedia projects to share ● develop strategies to manage strong
information effectively with diverse audiences emotions that may arise during
discussions
Creativity & Innovation: Learners:
● consider how principles or components of historical technologies could National Values:
be relevant to solving contemporary challenges ● Patriotism
● propose creative solutions or interpretations based on historical evidence ● Honesty and Integrity
and understanding ● Truthfulness
● Respect
Information Literacy & Digital Fluency: Learners integrate digital tools ● Diversity
for research, communication, and presentation of findings. ● Diligence
● Solidarity
Global Citizenship & Responsibility: Learners share knowledge and
appreciation of indigenous technologies with others to foster understanding
and global citizenship.

SOCIAL STUDIES | 31
 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.5.1.CS.1 1.5.1.LI.1 1.5.1.AS.1
Demonstrate Investigate the impact of indigenous technologies, such as metalworking, irrigation Level 1 Recall
understanding of systems, and transportation, in ancient Africa Level 2 Skills of
indigenous technological conceptual
advancement and its Technology-enhanced learning: understanding
impact on African ● Learners create multimedia presentations on how the presence of copper, iron ore, and Level 3 Strategic
societies gold deposits across Africa stimulated the development of metalworking skills in various reasoning
regions Level 4 Extended
● Learners watch documentaries on how early African societies mastered techniques for critical thinking and
smelting, forging, and shaping metals, creating tools, weapons, ornaments, and other objects reasoning
that enhanced their daily activities

Collaborative learning:
● In small groups, learners discuss how rainfall and the availability of water bodies shaped the
advancement of irrigation systems in parts of Africa, e.g., the invention of the Shaduf in
ancient Egypt
● Use primary sources to explore how early African societies utilized various modes of
transportation, e.g., canoes and boats for navigating waterways, camels for traversing
deserts, and carts and wagons for transporting goods and people over land

Project-based learning: In a jigsaw activity, learners discuss how indigenous technology can be
blended with modern technologies to serve as a unique tool for solving problems in the community
Teaching and ● Computers/Laptops ● Documentary on how early African ● Pictures/Videos of the Shaduf
Learning Resources ● Audio devices societies mastered techniques in ● Pictures of artefacts produced from
● Stationery indigenous technologies metalworking
● Pictures of irrigation methods ● Pictures/videos on modes of
transportation in ancient Africa

3
4

32 | SOCIAL STUDIES
 Subject Social Studies
Strand 5. Ethics and Human Development
Sub-Strand 2. Ethics and Human Values

Learning Outcomes 21st Century Skills and Competencies GESI5, SEL6 and Shared National
Values
1.5.2.LO.1
Discuss the relevance of Leadership: Learners take up leadership roles in class, school and in their GESI: Learners will be encouraged to:
ethics and ethical communities ● respect the views of individuals of
behaviour in the different backgrounds
development of the Communication and Collaboration: Learners: ● value and work in favour of an inclusive
individual and society ● communicate to enhance teamwork society
● share ideas confidently and ethically ● identify injustice in society and advocate
● learn from others and understand their perspectives for change

Critical Thinking and Problem-solving: Learners think deeply on the SEL: Through different learning experiences
ethics and ethical behaviour in the Ghanaian context and share their views and exposure, learners:
with their peers ● recognise personal biases
● develop strategies to manage strong
emotions that may arise during
discussions

National Values:
● Tolerance
● Friendliness
● Open-mindedness
● Patience
● Commitment
● Hard work and integrity

5
6

SOCIAL STUDIES | 33
 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.5.2.CS.1 1.5.2.LI.1 1.5.2.AS.1
Appreciate the need Examine the place of ethics and ethical behaviour in the development of the Level 1 Recall
for ethics and ethical individual and the Ghanaian society Level 2 Skills of
behaviour in the conceptual
Ghanaian society Initiating Talk for Learning & Talk for Learning: understanding
● Through thought shower, learners share ideas on the meanings of ethics and ethical Level 3 Strategic
behaviour and give examples reasoning
● In groups, learners discuss the place of ethics and ethical behaviour in the Level 4 Extended
development of the individual and the Ghanaian society critical thinking and
reasoning
Play-based learning: In groups, learners role-play the lessons learned from stories
embedded with ethical issues (e.g., Ananse stories)
1.5.2.LI.2 1.5.2.AS.2
Analyse the consequences of unethical behaviour Level 1 Recall
Level 2 Skills of
Experiential Learning: Through role-play, learners enact a scenario that concludes with conceptual
the statement, "Had I known is always at last" understanding
Level 3 Strategic
Collaborative Learning: In pairs, learners discuss the consequences of unethical reasoning
behaviour and make a presentation Level 4 Extended
critical thinking and
reasoning
Teaching and ● Stationery ● Folktales ● Standard textbooks
Learning Resources ● Smartphone/Tablets

34 | SOCIAL STUDIES
Subject Social Studies
Strand 5. Ethics and Human Development
Sub-Strand 3. Civilisations of Africa

Learning Outcomes 21st Century Skills and Competencies GESI7, SEL8 and Shared National
Values
1.5.3.LO.1
Use historical sources to Critical Thinking & Problem-Solving: Learners: GESI: Learners will be encouraged to:
analyse the common ● critically evaluate and compare different historical sources to • highlight the diverse roles men and
features of Ancient understand common features of ancient African civilisations women played in leadership, trade,
African civilisations ● analyse historical information to identify common features across religion, and society
different civilisations, considering factors like political structures, • use gender-neutral terms where
social organisation, religion, economic systems, and cultural practices appropriate and acknowledge the
fluidity of gender roles in some societies
Communication & Collaboration: Learners: • select sources that reflect the
● work effectively in teams to research, analyse, and debate various experiences of marginalized groups
features of ancient African civilisations
● clearly communicate findings and interpretations through SEL: Through different learning experiences
presentations, discussions, and written work, using historical and exposure, learners:
evidence to support claims ● recognize personal biases
● cultivate a classroom environment
Creativity & Innovation: Learners where diverse viewpoints are heard and
● utilize creative methods like mind maps, timelines, or visual models to respected
represent and analyse common features across different civilisations
● draw inferences and create narratives based on historical evidence to National Values:
understand daily life and experiences in ancient African civilisations ● Patriotism and National Awareness
● Honesty and Integrity
Information and Digital Literacy: Learners critically assess the accuracy, ● Adaptability and Resilience
bias, and context of digital information related to ancient African civilisations ● Respect and Diversity
● Open-mindedness
Global Citizenship & Responsibility: Learners critically analyse and ● National Cohesion
challenge Eurocentric narratives that may misrepresent or downplay the
achievements of ancient African civilisations

SOCIAL STUDIES | 35
 1.5.3.LO.2
Trace the origins, rise Critical Thinking & Problem-Solving: Learners critically evaluate and GESI: Learners will:
and fall of empires in compare diverse historical sources to understand the origins, rise, ● be mindful of how Western historical
Western Sudan using organisation, and fall of Western Sudanese empires perspectives might have marginalized
historical sources certain groups or downplayed their
Communication & Collaboration: Learners work effectively in teams to contributions
research, analyse, and debate different aspects of Western Sudanese empires ● question simplistic narratives and
consider the complexities of historical
Creativity & Innovation: Learners utilize creative methods like timelines, events from diverse perspectives
maps, or simulations to represent the rise, organisation, and fall of Western
Sudanese empires SEL: Through different learning experiences
and exposure, learners:
Information and Digital Literacy: Learners critically assess the accuracy, ● explore their own identities and how
bias, and context of digital information related to Western Sudanese empires they might connect to the history of
Western Sudan
Global Citizenship & Responsibility: Learners critically analyse narratives ● practice respectful dialogue and
that may misrepresent or downplay the achievements of Western Sudanese appreciation for diverse viewpoints
empires
National Values:
● Patriotism
● Adaptability and Resilience
● Respect and Diversity
● Open-mindedness
● National Cohesion
● Responsibility and Integrity

7 Gender Equality and Social Inclusion

8 Socio-Emotional Learning

36 | SOCIAL STUDIES
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.5.3.CS.1 1.5.3.LI.1 1.5.3.AS.1
Demonstrate Discuss the common features of ancient African civilisations Level 1 Recall
understanding of the Level 2 Skills of
common features of Collaborative learning: conceptual
Ancient African ● In small groups, learners discuss common political features of ancient African civilisations, understanding
civilisations e.g., centralisation of political power, divine status of kings, bureaucracy, council of elders, military Level 3 Strategic
base reasoning
● Learners form concentric circles to discuss common social features of ancient African Level 4 Extended
civilisations, e.g., the existence of complex social hierarchies, strong communal bonds critical thinking and
reasoning
Experiential learning:
● Learners watch and discuss documentaries on common economic systems of ancient
African civilisations, e.g., unique agricultural techniques, diversified economies, and craft
specialisation
● In small groups, learners observe pictures and watch documentaries on common intellectual
and scientific advancements of ancient African civilisations, e.g., development of writing skills,
calendar system, record keeping, preserving bodies (mummification), invention of the Shaduf
● Learners embark on Virtual Field Trips (VFTs) and discuss common arts, architectural and
religious features of ancient African civilisations, e.g., belief systems, construction of pyramids
and obelisks, paintings

NB: Teachers describe scenes of documentaries and pictures on the common features of African civilisation
to learners with visual and hearing impairment

Collaborative learning: In mixed-ability groups, learners analyse how common features from
ancient civilisations might have influenced or are reflected in contemporary African societies and
cultures
1.5.3.CS.2 1.5.3.LI.1 1.5.3.AS.1
Demonstrate knowledge Examine the origins, rise and fall of empires in the Western Sudanese region of Africa Level 1 Recall
and understanding of the
rise and fall of major Collaborative learning:

SOCIAL STUDIES | 37
 empires that existed in ● In a jigsaw activity, learners trace the origins of the ancient empires of Ghana, Mali, Songhai, Level 2 Skills of
the Western Sudanese and Kanem Bornu conceptual
region of Africa ● In small groups, learners develop chronological timelines to show the origin of the empires understanding
of Western Sudanese States Level 3 Strategic
reasoning
Project-based learning: Learners explore sources to analyse the factors that led to the rise and Level 4 Extended
spread of the Western Sudanese States, e.g., leadership, role of religion, strategic location critical thinking and
reasoning
Cooperative learning: In a graffiti wall activity, learners discuss factors that led to the fall and
eventual collapse of the Western Sudanese States

Project-based learning: In a jigsaw activity, learners create charts, timelines and simulations on
how the legacies of Western Sudanese empires are reflected in contemporary societies
Teaching and ● Ancient map of Africa showing the ● A chronological timeline showing ● Virtual Field Trips (VFTs), on arts,
Learning Resources Western Sudanese States the origins of the Western architectural and religious features
● Internet access Sudanese States of ancient African civilisations
● Primary sources on the emergence ● Stationery
of the Western Sudanese States

38 | SOCIAL STUDIES
Subject Social Studies
Strand 5. Ethics and Human Development
Sub-Strand 5. Revolutions that Changed the World

Learning Outcomes 21st Century Skills and Competencies GESI9, SEL10 and Shared National
Values
1.5.5.LO.1
Assess the impact of the Communication & Collaboration: Learners work effectively in teams to GESI: Learners wil:
Industrial Revolution of research, analyse, and debate the multifaceted impact of the Industrial ● acknowledge the diverse experiences of
the eighteenth century Revolution on different African regions and communities Africans during the Industrial Revolution
on the African continent ● be mindful of how Western historical
Creativity & Innovation: Learners use creative methods like timelines, perspectives might have marginalized
maps, or simulations to depict the changing dynamics of African societies due certain groups or downplayed their
to the Industrial Revolution contributions
● avoid perpetuating stereotypes about
Global Citizenship & Responsibility: Learners critically analyse narratives Africa or its people
that downplay or misrepresent the agency and experiences of African
communities during the Industrial Revolution SEL: Through different learning experiences
and exposure, learners:
● consider the experiences of people from
different backgrounds during the
industrial revolutions
● cultivate a classroom environment
where diverse viewpoints are heard and
respected

National Values:
● Adaptability and Resilience
● Respect and Diversity
● Open-mindedness
● National Cohesion
● Responsibility and Integrity

SOCIAL STUDIES | 39
 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.5.5.CS.1 1.5.5.LI.1 1.5.5.AS.1
Demonstrate knowledge Analyse the origin, the characteristics and impact of the Industrial Revolution on the Level 1 Recall
and understanding of the African continent Level 2 Skills of
industrial revolution of conceptual
the eighteenth century Initiating talk for learning: Learners form concentric circles to discuss the meaning and historical understanding
and its impact on the context of “Industrial Revolutions” Level 3 Strategic
African continent reasoning
Technology-enhanced learning: Using interactive maps, learners identify and examine the major Level 4 Extended
centres of the Industrial Revolution and the factors that contributed to the spread of critical thinking and
industrialisation in Africa reasoning

Project-based learning: In a Jigsaw strategy, learners evaluate the impact of the Industrial
Revolution on global trade, transportation, and communication systems, recognising both the
opportunities and challenges it presented for Africa’s development
Teaching and ● Interactive maps/ World Map/ ● Internet access ● Pictures or videos showing the
Learning Resources Globe ● Stationery impact of Industrial Revolution on
different sectors

9 Gender Equality and Social Inclusion

10 Socio-Emotional Learning

40 | SOCIAL STUDIES
 Subject Social Studies
Strand 6. Production, Exchange and Creativity
Sub-Strand 1. Economic activities in Africa

Learning Outcomes 21st Century Skills and Competencies GESI11, SEL12 and Shared National
Values
1.6.1.LO.1
Use historical sources to Critical Thinking & Problem-Solving: Learners: GESI: Learners:
analyse earliest domestic ● analyse complex trade dynamics, considering cultural motivations, ● highlight the roles of marginalized groups
and external forms of political pressures, and environmental factors in trade
trade in Africa ● propose solutions to address historical injustices or propose ● use inclusive language and imagery
alternative trade models
SEL: Through different learning experiences
Global Collaboration & Awareness: Learners: and exposure, learners:
● recognise the interconnectedness of past trade networks and their ● foster empathy for the diverse
influence on today's globalised world individuals and communities involved in
● collaborate with international peers to explore shared historical the trade
narratives and perspectives ● appreciate the diversity of trading
practices and traditions across Africa

National Values:
● Respect and Diversity
● Open-mindedness
● National Cohesion
● Responsibility and Integrity
● Equity
● Accountability

11 Gender Equality and Social Inclusion

12 Socio-Emotional Learning

SOCIAL STUDIES | 41
 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.6.1CS.1 1.6.1.LI.1 1.6.1.AS.1
Demonstrate knowledge Examine the origin and development of earliest domestic and external forms of trade Level 1 Recall
and understanding of in Africa Level 2 Skills of
earliest domestic and conceptual
external forms of trade Talk for learning: In a think-pair share activity, learners discuss the nature of trade in pre-colonial understanding
in Africa Africa, e.g., the forms of exchanges (barter), adoption of different legal tenders, items of trade Level 3 Strategic
reasoning
Problem-based learning: Learners form hypothesis to examine domestic/internal trade and Level 4 Extended
external/long-distance trade that existed in pre-colonial Africa critical thinking and
reasoning
Cooperative learning: In a fishbowl activity, learners discuss the reasons for the emergence of
the Trans- Saharan trade

Technology-enhanced learning:
● In mixed-ability groups, learners create multimedia presentations on the effects of the
Trans-Saharan Trade on African kingdoms
● Learners research on the factors responsible for the decline of the Trans-Saharan Trade

Collaborative learning:
● In mixed-ability groups, learners discuss the legacies of early African trade on contemporary
issues like fair trade and economic justice
● In small groups, learners develop charts showing advocacy skills to promote responsible and
equitable trade practices
Teaching and ● Pictures/documentaries showing the ● Pictures of different forms of early ● Internet access
Learning Resources nature of trade in pre-colonial currencies such as cowry, gold dust, ● Stationery
Africa gold bars, etc. ● Computer/Laptop, Projector

42 | SOCIAL STUDIES
 Subject Social Studies
Strand 6. Production, Exchange and Creativity
Sub-Strand 2. Entrepreneurship, Workplace Culture and Productivity

Learning Outcomes 21st Century Skills and Competencies GESI13, SEL14 and Shared National
Values
1.6.2.LO.1
Analyse the importance Entrepreneurial Knowledge and Skills: Learners: GESI: Learners will be encouraged to:
of entrepreneurship and ● develop knowledge in linking self-employment to entrepreneurship • promote awareness of the different
its relationship with self- ● acquire knowledge of the importance of entrepreneurship to their economic backgrounds in Ghana
employment personal development • challenge traditional gendered roles and
activities by discussing how
Critical Thinking and Problem-Solving Skills: Learners develop critical entrepreneurship influences the lives of
thinking skills as they: females and males differently
● identify the differences and similarities between self-employment and
entrepreneurship SEL: Through different learning experiences
● analyse the importance of entrepreneurship to their personal and exposure, learners: acknowledge the
development importance of personal development

Communication & Collaboration skills: Learners develop Collaborative National Values:

and Communication skills as they: ● Hard work and determination
● effectively communicate the link between self-employment and ● Honesty
entrepreneurship ● Truthfulness
● apply the importance of entrepreneurship to their personal ● Respect
development ● Diversity
● Accountability and Integrity

13 Gender Equality and Social Inclusion

14 Socio-Emotional Learning

SOCIAL STUDIES | 43
 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.6.2.CS.1 1.6.2.LI.1 1.6.2.AS.1
Demonstrate Discuss the importance of entrepreneurship to personal development Level 1 Recall
understanding of the Level 2 Skills of
importance of Talk for learning: conceptual
entrepreneurship and its ● In a think-pair-share activity, learners discuss the meaning of entrepreneur and understanding
relationship with self- entrepreneurship Level 3 Strategic
employment ● Learners debate the advantages and disadvantages of entrepreneurship to their personal reasoning
development Level 4 Extended
critical thinking and
reasoning
1.6.2.LI.2 1.6.2.AS.2
Analyse the similarities and differences between self-employment and Level 1 Recall
entrepreneurship Level 2 Skills of
conceptual
Collaborative learning: In mixed-ability groups, learners analyse the similarities and differences understanding
between self-employment and entrepreneurship Level 3 Strategic
reasoning
Level 4 Extended
critical thinking and
reasoning
Teaching and ● Stationery ● Computers/ laptops ● Standard textbooks
Learning Resources

44 | SOCIAL STUDIES
 Subject Social Studies
Strand 6. Production, Exchange and Creativity
Sub-Strand 3. Consumer Rights, Protection and Responsibilities

Learning Outcomes 21st Century Skills and Competencies GESI15, SEL16 and Shared National
Values
1.6.3.LO.1
Explain the types of Research Skills: Learners develop research skills through finding GESI: Learners will be encouraged to
consumer rights and the information on consumer protection challenge traditional gendered roles and
importance of consumer activities by discussing how consumer
protection Digital Literacy Skills: Learners develop digital literacy skills through protection influences the lives of females and
consumer protection as they will acquire knowledge in being mindful of males differently
personal information shared online
SEL: Through different learning experiences
Communication & Collaboration skills: Learners develop Collaborative and exposure, learners:
and Communication skills as they: acknowledge the importance of personal
● highlight how the consumer can be protected interest and the interest of others
● effectively communicate the types of consumer rights
National Values:
● Honesty
● Integrity
● Truthfulness
● Respect
● Diversity

15 Gender Equality and Social Inclusion

16 Socio-Emotional Learning

SOCIAL STUDIES | 45
 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.6.3.CS.1 1.6.3.LI.1 1.6.3.AS.1
Demonstrate Examine the types and relevance of consumer rights Level 1 Recall
understanding of the Level 2 Skills of
types of consumer rights Cooperative learning: conceptual
and the importance of ● In differentiated task groups, learners examine the various types of consumer rights understanding
consumer protection ● In small groups, learners discuss the relevance of consumer rights Level 3 Strategic
reasoning
Level 4 Extended
critical thinking and
reasoning
1.6.3.LI.2 1.6.3.AS.2
Discuss the meaning, importance of consumer protection and how the consumer can Level 1 Recall
be protected in Ghana Level 2 Skills of
conceptual
Talk for learning: understanding
● In a pyramid discussion, learners explain the meaning and importance of consumer Level 3 Strategic
protection reasoning
● In a fishbowl activity, learners discuss ways in which a consumer can be protected, e.g., data Level 4 Extended
protection, information transparency, consumer warranty, privacy protection, consumer critical thinking and
education reasoning
Teaching and ● Stationery ● Computers/ laptops ● Standard textbooks
Learning Resources

46 | SOCIAL STUDIES
 Subject Social Studies
Strand 6. Production, Exchange and Creativity
Sub-Strand 4. Financial Literacy

Learning Outcomes 21st Century Skills and Competencies GESI17, SEL18 and Shared National
Values
1.6.4.LO.1
Examine the concept of Communication and collaboration: Learners communicate effectively GESI: Learners will be encouraged to:
financial literacy and and share their views on the meaning of financial literacy ● develop respect for individuals of
efficient ways of using different backgrounds
individual and public Computer/ digital literacy: Learners exhibit a strong understanding of ● value and work in favour of an inclusive
finances and managing ICT and confidence in its application in financial literacy society
individual finances in ways
that can ensure financial SEL: Through different learning experiences
security and exposure, learners:
● acknowledge the importance of financial
literacy

National Values:
● Tolerance
● Friendliness
● Open mindedness
● Patience
● Commitment and hard work

17 Gender Equality and Social Inclusion

18 Socio-Emotional Learning

SOCIAL STUDIES | 47
 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.6.4.CS.1 1.6.4.LI.1 1.6.4.AS.1
Demonstrate Discuss the concept and features of financial literacy Level 1 Recall
understanding of the Level 2 Skills of
need to be financially Group work and collaboration: conceptual
literate and apply it in ● In differentiated task groups, learners discuss the meaning of financial literacy understanding
establishing a secure ● Learners research on the features of financial literacy and discuss findings Level 3 Strategic
personal and public reasoning
financial security Level 4 Extended
critical thinking and
reasoning
1.6.4.LI.2 1.6.4.AS.2
Examine strategies for ensuring financial security Level 1 Recall
Level 2 Skills of
Problem-Based Learning: Learners research and discuss strategies (budgeting, avoiding impulse conceptual
buying, saving, etc.) to ensure financial security understanding
Level 3 Strategic
Collaborative learning: In small groups, learners discuss how lack of financial planning affects reasoning
individual financial security Level 4 Extended
critical thinking and
reasoning
1.6.4.LI.3 1.6.4.AS.3
Examine ways of ensuring sustainable use of public finances Level 1 Recall
Level 2 Skills of
Collaborative Learning: In pairs, learners discuss how lack of financial planning affects public conceptual
financial security understanding
Level 3 Strategic
Talk for learning: Invite a resource person to give a talk on avenues for financial security reasoning
Level 4 Extended
Case Study: Learners research on cases of financial risks and present findings critical thinking and
reasoning
Experiential learning: Learners role-play/ dramatize scenarios on the implications of bad and
prudent financial decisions

48 | SOCIAL STUDIES
Teaching and ● Stationery ● Computers/ laptops ● Standard textbooks
Learning Resources ● Smartphone/Tablets ● Internet access ● Resource person

SOCIAL STUDIES | 49
 YEAR TWO

50 | SOCIAL STUDIES
 Subject Social Studies
Strand 1. Identity Significance and Purpose
Sub-Strand 2. Identity and National Cohesion

Learning Outcomes 21st Century Skills and Competencies GESI19, SEL20 and Shared National
Values
2.1.2.LO.1
Analyse Ghanaian values Critical thinking and Problem-solving: Learners analyse diverse GESI: Learners, having experienced
and traditions that perspectives on traditions and values, identify potential challenges to national different pedagogical strategies, will be
promote national cohesion, and propose solutions empowered to:
cohesion ● recognise and challenge biases and
Communication & Collaboration: Learners work effectively in groups, stereotypes that may hinder national
engage in respectful dialogue, and present findings clearly and concisely cohesion, and promote understanding
and respect for diverse groups
Digital Literacy: Learners research effectively using digital tools, evaluate ● become sensitive to the inter-
sources critically, and present information ethically relatedness of the various spheres of life

Creativity and Innovation: Learners think creatively about Ghanaian SEL: Through different learning experiences
traditions and values, and propose innovative ways to address social issues and exposure, learners:
● acknowledge injustices and their impact
● collaborate effectively with diverse peers

National Values:
● Tolerance
● Friendliness
● Open-mindedness
● Patience
● Commitment and hard work

19 Gender Equality and Social Inclusion

SOCIAL STUDIES | 51
 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
2.1.2.CS.1 2.1.2.LI.1 2.1.2.AS.1
Demonstrate Discuss values and traditions that identify a Ghanaian Level 1 Recall
knowledge and Level 2 Skills of
understanding of Collaborative learning: conceptual
Ghanaian values and ● In groups, learners discuss traditional and national symbols that showcase the Ghanaian understanding
traditions and how identity and values Level 3 Strategic
they promote or ● In differentiated task groups, learners discuss the similarities and differences in values and reasoning
challenge national traditions across various societies in Ghana Level 4 Extended
cohesion critical thinking and
reasoning
2.1.2.LI.2 1.1.1.AS.2
Examine the concept of false identity and its implications for Level 1 Recall
personal development Level 2 Skills of
conceptual
Talk for Learning: In small groups, learners discuss the concept of false identity and its understanding
implications for personal development Level 3 Strategic
reasoning
Experiential learning: Learners role-play a scenario to deepen understanding of the Level 4 Extended
challenges and opportunities in resisting false identities critical thinking and
reasoning
2.1.2.LI.3 2.X.3.1.AS.4
Discuss ways of promoting national cohesion in Ghana Level 1 Recall
Level 2 Skills of
Experiential learning: Learners watch videos/pictures on the re-enactment of the conceptual
Independence Day celebration, national durbar on cross-cultural displays, etc. understanding
Level 3 Strategic
Collaborative learning: Learners in small groups sing and reflect on patriotic songs and reasoning
their relevance in promoting national cohesion Level 4 Extended
critical thinking and
reasoning

20 Socio-Emotional Learning

52 | SOCIAL STUDIES
 Talk for Learning: Learners role-play scenarios on how to promote national cohesion in
Ghana

Teaching and ● Stationery ● Projector ● Computers with internet access

Learning Resources ● Smart Phones/Tablets/iPad ● Library facilities ● Standard textbooks

SOCIAL STUDIES | 53
 Subject Social Studies
Strand 3. Environment
Sub-Strand 2. Environmental Literacy and Sustainability

Learning Outcomes 21st Century Skills and Competencies GESI21, SEL22 and Shared National
Values
2.3.2.LO.1
Analyse the Critical thinking and Problem-solving: Learners analyse how human GESI: Learners, having experienced
interdependent activities impact the environment, identify environmental challenges, and different pedagogical strategies, will be
relationship between propose solutions grounded in scientific understanding empowered to:
humans and the physical ● recognise and analyse how
environment and ways of Communication & Collaboration: Learners work effectively in groups to environmental issues impact different
developing a sense of design and implement projects that address environmental issues, genders differently, considering access to
responsibility towards the communicating effectively with diverse stakeholders resources, traditional roles, and potential
environment vulnerability
Digital Literacy: Learners research on environmental issues using digital ● understand the environmental concerns
tools, critically evaluate sources, and communicate findings ethically and of marginalised communities and how
effectively they are disproportionately affected,
emphasizing the need for inclusive
Creativity and Innovation: Learners think creatively about solutions to solutions
environmental challenges, drawing on diverse knowledge and perspectives ● promote environmental practices that
prioritize ecological justice and ensure
Global citizenship and intercultural understanding: Learners equitable access to resources and
recognise the global interconnectedness of environmental issues, understand benefits for all
the impact of environmental degradation on different communities, and
promote sustainable practices for the benefit of all SEL: Through different learning experiences
and exposure, learners:
● acknowledge injustices and their impact
● collaborate effectively with diverse peers

National Values:
● Tolerance
● Friendliness

54 | SOCIAL STUDIES
 ● Open-mindedness
● Patience
● Commitment and hard work

21 Gender Equality and Social Inclusion

22 Socio-Emotional Learning

SOCIAL STUDIES | 55
 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
2.3.2.CS.1 2.3.2.LI.1 2.3.2.AS.1
Demonstrate knowledge Examine the relationship between humans and the physical environment and how they Level 1 Recall
and understanding of the promote sustainable development Level 2 Skills of
interdependent conceptual
relationship between Talk for Learning: In pairs, learners explain the concepts of physical environment and sustainable understanding
humans and the physical development Level 3 Strategic
environment and how reasoning
they promote Initiating Talk for Learning: Level 4 Extended
sustainable development ● In differentiated task groups, learners conduct research on the relationship between humans critical thinking and
and the physical environment for class discussion reasoning
● In small groups, learners explain how the relationship between humans and the physical
environment can promote sustainable development
2.3.2.LI.2 2.3.2.AS.2
Examine ways of developing a sense of responsibility among the youth towards the Level 1 Recall
physical environment with emphasis on environmental sanitation Level 2 Skills of
conceptual
Problem-based learning: In small groups, learners identify an environmental problem within the understanding
school or community and investigate the source(s) of the problem, its effects, and measures to Level 3 Strategic
address the problem and share their findings reasoning
Level 4 Extended
Experiential Learning: Learners watch a documentary on some environmental issues in Ghana critical thinking and
and discuss how they feel about the damage to the physical environment reasoning

Project-based learning: Learners design posters to be used in educating the community on a

sense of responsibility towards the physical environment
Teaching and ● Library facilities ● Stationery ● Smart Phones/Tablets/iPad
Learning Resources Standard textbooks ● Projector ● Computers with internet access

56 | SOCIAL STUDIES
Subject Social Studies
Strand 3. Law and Order in the Society
Sub-Strand 1. Law Enforcement Mechanisms in Ghana

Learning Outcomes 21st Century Skills and Competencies GESI23, SEL24 and Shared National
Values
2.3.1.LO.1
Analyse the need for the Communication & Collaboration: Learners engage in respectful dialogue GESI: Learners, having experienced
existence of law about complex issues surrounding law enforcement, collaborate effectively different pedagogical strategies, will be
enforcement institutions with diverse groups, and communicate findings in a clear and concise manner empowered to:
and mechanisms in Ghana ● analyse how law enforcement practices
Digital Literacy: Learners critically evaluate information from various and policies impact different genders
sources (academic research, media reports, government documents) differently, considering issues like
regarding law enforcement in Ghana, using digital tools effectively representation, access to justice, and
potential vulnerabilities
Civic Engagement and Global Citizenship: Learners develop an ● identify and challenge biases within law
understanding of the role of law enforcement in a democratic society, analyse enforcement systems that may
its impact on human rights and social justice, and engage constructively in disproportionately affect marginalised
civic discourse communities, advocating for inclusive
practices and equitable access to justice
Intercultural Understanding and Perspective-taking: Learners
consider diverse perspectives on law enforcement from different SEL: As learners effectively communicate
communities and social groups within Ghana, promoting empathy and during class discussions, they:
understanding ● build good social relationships through
working together in groups and with
partners
● develop sympathy and empathy for other
individuals through group works

National Values:
● Tolerance
● Courage
● Confidence

SOCIAL STUDIES | 57
 ● Teamwork

23 Gender Equality and Social Inclusion

24 Socio-Emotional Learning

58 | SOCIAL STUDIES
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
2.3.1.CS.1 2.3.1.LI.1 2.3.1.AS.1
Demonstrate knowledge Discuss the institutions mandated to enforce law and order in the Ghanaian society and Level 1 Recall
and understanding of how their functions help to maintain law and order Level 2 Skills of
law enforcement in conceptual
Ghana Build on what others say: In a thought-shower session, learners explain the meaning of understanding
constitution, law and order, and rule of law Level 3 Strategic
reasoning
Talk for Learning: In pairs, learners discuss why there is the need to obey school rules and Level 4 Extended
regulations critical thinking and
reasoning
Collaborative learning:
● In mixed-ability groups, learners discuss how the constitution and rule of law can be used in
maintaining law and order in Ghana
● Learners examine the functions of institutions responsible for the enforcement of law and
order in the Ghanaian society

Experiential Learning: Learners embark on a field trip to a nearby institution that enforces law
and order, interact and document activities for presentation in class
OR learners watch documentaries on activities of institutions responsible for law enforcement in
the Ghanaian society and discuss their functions in small groups
2.3.1.LI.2 2.3.1.AS.2
Examine the challenges of law enforcement in Ghana and how these challenges can be Level 1 Recall
addressed Level 2 Skills of
conceptual
Collaborative learning: In a think-pair-share activity, learners discuss the challenges of law understanding
enforcement in the Ghanaian society, e.g., political interference, bribery and corruption, lack of Level 3 Strategic
education reasoning
Level 4 Extended
Problem-based learning: In small groups, learners suggest innovative measures to deal with the critical thinking and
identified challenges of law enforcement in the Ghanaian society reasoning

SOCIAL STUDIES | 59
 Teaching and ● Standard textbooks ● Stationery ● Documentaries on activities of
Learning Resources ● Resource person institutions that enforce law and
order in Ghana

60 | SOCIAL STUDIES
Subject Social Studies
Strand 4. Nationalism and Nationhood
Sub-Strand 1. European Encounter, Colonialism and Neo-Colonialism

Learning Outcomes 21st Century Skills and Competencies GESI25, SEL26 and Shared National
Values
2.4.1.LO.1
Evaluate the historical Critical Thinking & Problem-Solving: Learners: GESI: Learners, having experienced
narratives surrounding ● analyse primary and secondary sources by reading, interpreting, and different pedagogical strategies, will be
European exploration and comparing diverse types of evidence (written, visual, oral) to identify bias, empowered to:
colonialism, highlighting limitations, and different perspectives ● use gender-neutral language and
the perspectives of the ● evaluate historical narratives by questioning accepted narratives, pronouns when possible
African people considering counter-arguments, and forming independent conclusions ● recognise and challenge the ways in
based on evidence which colonialism reinforced existing
social inequalities within African
Communication & Collaboration: Learners: societies, promoting understanding of
● engage in respectful dialogue by listening to and discussing diverse the diverse experiences of different
perspectives on exploration and colonialism with empathy and groups
understanding
● collaboratively build knowledge by sharing research findings, engaging in SEL: Through different learning experiences
constructive debate, and co-creating new understandings of the past and exposure, learners:
● consider the human cost of exploration
Digital Literacy: Learners leverage digital tools for analysis by employing and colonialism on African communities
multimedia tools (e.g., mapping software, timelines, data visualisation) to ● reflect on their own cultural biases and
analyse historical data and present findings effectively assumptions about Africa and colonialism

Creativity & Innovation: Learners develop alternative narratives by National Values:

creating new interpretations of historical events by incorporating African ● Reconciliation
perspectives and voices often marginalized in traditional narratives ● Honesty and Integrity
● Truthfulness
Global Citizenship & Intercultural Understanding: Learners: ● Respect
● analyse how historical narratives have been shaped by Western ● Diversity
perspectives and consider the limitations of this approach ● Diligence

SOCIAL STUDIES | 61
 ● recognise the richness and complexity of African cultures and societies ● Solidarity
before, during, and after colonialism

25 Gender Equality and Social Inclusion

26 Socio-Emotional Learning

62 | SOCIAL STUDIES
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
2.4.1CS.1 2.4.1.LI.1 2.4.1.AS.1
Demonstrate Explain the motivations behind European exploration of Africa Level 1 Recall
understanding of Level 2 Skills of
European encounter and Project-based learning: conceptual
colonialism in Africa, ● With the aid of a world map, learners identify the major European powers or countries understanding
recognising the involved in the exploration of Africa and their competing interests Level 3 Strategic
limitations and biases ● Create multimedia presentations on the role of technological advancements, such as reasoning
inherent in traditional caravels and navigation instruments, in facilitating the European exploration of Africa Level 4 Extended
Eurocentric narratives critical thinking and
Collaborative learning: In a jigsaw activity, learners identify the economic, political, and religious reasoning
factors that drove European interest in Africa
2.4.1.LI.2 2.4.1.AS.2
Explain the concept of the "Scramble for and Partition of Africa" and its impact on the Level 1 Recall
African continent Level 2 Skills of
conceptual
Technology-enhanced learning: understanding
● With the aid of internet or library sources, learners discuss the major events leading up to Level 3 Strategic
the Berlin Conference of 1884-85 reasoning
● With the aid of maps and documentaries, learners identify European countries that took Level 4 Extended
part in the Berlin Conference of 1884-85 critical thinking and
reasoning
Collaborative learning:
● In small groups, learners debate the reasons for the scramble and partition of Africa
● Using primary sources, learners analyse how the scramble and partition of Africa eventually
led to colonisation of some African states
2.4.1.LI.3 2.4.1.AS.3
Analyse the different forms and legacies of European colonialism in Africa and propose Level 1 Recall
solutions for present-day challenges arising from colonial legacies Level 2 Skills of
conceptual
COOPERATIVE LEARNING: understanding
● In a jigsaw activity, learners compare and contrast the methods of colonisation employed by Level 3 Strategic
different European powers, such as direct rule and indirect rule reasoning

SOCIAL STUDIES | 63
 ● In mixed-ability groups, learners evaluate the economic, social, and political impact of Level 4 Extended
colonialism on African societies, e.g., the exploitation of resources, the imposition of new critical thinking and
social hierarchies reasoning

Collaborative learning:
● In small groups, learners discuss the long-term impact of colonialism on contemporary
African states, e.g., issues of national identity, political instability, and economic
underdevelopment.
● In think-group-share, learners use real-world examples to draw connections between
colonialism and its impact, and propose ways to address present-day issues arising from
colonial legacy
Teaching and ● World map/globe ● Library sources ● Audio devices
Learning Resources ● Stationery ● Standard textbooks ● Documentaries/pictures on Berlin
● Internet access ● Computer/laptop Conference
● Cartoons on Berlin Conference

64 | SOCIAL STUDIES
Subject Social Studies
Strand 4. Nationalism and Nationhood
Sub-Strand 2. Nationalism, Citizenship and Nation building

Learning Outcomes 21st Century Skills and Competencies GESI27, SEL28 and Shared National
Values
2.4.2.LO.1
Analyse the origins and Communication and Collaboration: Learners work in groups to analyse GESI: Learners, having experienced
impact of Pan-Africanist primary and secondary sources, discuss interpretations, and build collective different pedagogical strategies, will be
ideals on the understanding empowered to:
decolonisation process in • use gender-neutral language and
Africa, highlighting how Critical Thinking and Problem-Solving: Learners: pronouns when possible
these ideals can be used ● critically evaluate the credibility and bias of historical sources, including • discuss the ongoing need for inclusivity
to solve contemporary speeches, documents, and artwork within Pan-African ideals and
problems faced by ● use evidence from sources to support their claims and interpretations of contemporary solutions
African countries Pan-Africanism's impact on decolonisation
SEL: Through different learning experiences
Personal Development and Leadership: Learners: and exposure, learners:
● take the initiative in researching Pan-Africanism, seeking additional ● foster empathy for the diverse
information and resources beyond assigned materials experiences of individuals and
● ask insightful questions, challenge assumptions, and develop their own communities involved in the Pan-
informed opinions on Pan-Africanism's legacy Africanism movement and its legacy
● reflect on their own cultural biases and
Cultural Identity and Global Citizenship: Learners recognise the diverse assumptions about Pan-Africanism
cultural and political contexts that shaped Pan-Africanism and decolonisation
across Africa National Values:
● Reconciliation
Creativity and Innovation: Learners propose original ideas and solutions, ● Honesty and Integrity
considering alternative perspectives on Pan-Africanism and its long-term ● Truthfulness
impact ● Respect
● Diversity
Digital Literacy: Learners practice ethical online behaviour, citing sources ● Diligence
appropriately and acknowledging intellectual property rights ● Cooperation

SOCIAL STUDIES | 65
 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
2.4.2.CS.1 2.4.2.LI.1 2.4.2.AS.1
Demonstrate Analyse the origins and impact of Pan-Africanism on the growth of nationalist Level 1 Recall
understanding of the consciousness in Africa Level 2 Skills of
origins and impact of conceptual
Pan-Africanist ideals, Collaborative learning: understanding
highlighting how these ● In a think-pair-share activity, learners explain the concept of Pan-Africanism Level 3 Strategic
ideals can be used to ● In pairs, learners identify images of prominent Pan-Africanists like Kwame Nkrumah, Jomo reasoning
solve contemporary Kenyatta, W.E.B DuBois and Marcus Garvey Level 4 Extended
problems faced by critical thinking and
African countries Source analysis: reasoning
● Learners explore primary sources to analyse excerpts from a Pan-Africanist speech or
writing, focusing on the following questions:
- What were the main ideas expressed in the text?
- How does the text/speech define Pan-Africanism and its goals?
- What were the challenges facing Africa at the time?
- How did Pan-Africanism inspire hope and action for liberation?
● In a jigsaw technique, learners create posters summarizing their analysis of the primary
source for a gallery walk
2.4.2.LI.2 2.4.2.AS.2
Analyse challenges faced by African nations after decolonisation and suggest solutions Level 1 Recall
informed by Pan-Africanist ideals Level 2 Skills of
conceptual
Case studies: understanding
● In jigsaw groups, learners select a case study of an African country in the post-independence Level 3 Strategic
era, highlighting challenges like: reasoning
- Economic dependence (e.g., cash crop economies, unfair trade agreements)
- Political instability and conflict (e.g., ethnic tensions, military coups, civil wars)

27 Gender Equality and Social Inclusion

28 Socio-Emotional Learning

66 | SOCIAL STUDIES
 - Social and cultural issues (e.g., poverty, health disparities, brain drain) Level 4 Extended
● In the same groups, learners discuss core principles of Pan-Africanism, like unity, self- critical thinking and
determination, and economic cooperation, highlighting how these ideals can be applied to reasoning
address the identified challenges

Action project: In mixed-ability groups, learners develop an action project that addresses a
specific post-colonial challenge in their community or region, drawing inspiration from Pan-Africanist
ideals
Teaching and ● Pictures/documentaries about Pan- ● Excerpts of Pan-Africanist speeches ● Stationery
Learning Resources Africanists and texts ● Internet access

SOCIAL STUDIES | 67
 Subject Social Studies
Strand 5. Ethics and Human Development
Sub-Strand 4. Leisure and Tourism

Learning Outcomes 21st Century Skills and Competencies GESI29, SEL30 and Shared National
Values
2.5.4.LO.1
Explore opportunities for Critical Thinking and Problem-Solving: Learners: GESI: Learners, having experienced
leisure and recreation in ● analyse the diverse leisure and recreation opportunities available in different pedagogical strategies, will be
Ghana and how leisure Ghana, considering accessibility, affordability, and cultural relevance empowered to:
and recreation can ● identify potential challenges and propose solutions to promote wider ● analyse how access to leisure and
contribute to individual participation recreation can differ based on gender,
and national development considering socio-cultural norms, safety
Communication & Collaboration: Learners work effectively in groups to concerns, and economic disparities
research and present on different leisure and recreation options, ● advocate for inclusive and equitable
communicating findings clearly and engagingly to diverse audiences participation in leisure activities
● recognise and challenge barriers that
Digital Literacy: Learners use digital tools effectively to research leisure prevent marginalized communities from
and recreation options, evaluate online resources critically, and share accessing leisure and recreation
information responsibly ● promote responsible leisure practices
that protect the environment and cultural
Creativity and Innovation: Learners think creatively about designing new heritage, contributing to the sustainable
leisure and recreation options that cater to diverse needs and interests development of Ghana

Global Citizenship and Intercultural Understanding: Learners analyse SEL: Through different learning experiences
how leisure and recreation reflect and shape Ghanaian culture, appreciating and exposure, learners:
diverse traditions and promoting cultural exchange ● reflect on their own cultural biases and
assumptions about leisure and tourism

National Values:
● Patriotism
● Honesty and Integrity
● Truthfulness

68 | SOCIAL STUDIES
 ● Respect
● Diversity
● Diligence
● Open-mindedness

29 Gender Equality and Social Inclusion

30 Socio-Emotional Learning

SOCIAL STUDIES | 69
 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
2.5.4.CS.1 2.5.4.LI.1 2.5.4.AS.1
Appreciate the Investigate opportunities for leisure and recreation Level 1 Recall
relevance of leisure and Level 2 Skills of
recreation to personal Initiating talk for Learning and Talk for learning: conceptual
and national ● Through thought shower, learners explain the concepts of leisure and recreation, considering understanding
development their significance for personal well-being and development Level 3 Strategic
● Conduct a community-based research project, visiting local leisure and recreational facilities like reasoning
parks, sports centres, or cultural centres, to identify the opportunities they offer for leisure and Level 4 Extended
recreation critical thinking and
● Collaborate in small groups to present findings through a multimedia presentation, highlighting reasoning
the specific opportunities for personal development that can be harnessed through engaging in
leisure and recreational activities
2.5.4.LI.2 2.5.4.AS.2
Discuss the relevance of leisure and recreation to personal and national development Level 1 Recall
Level 2 Skills of
Experiential Learning: Learners listen to an expert in the field of leisure and recreation to deliver conceptual
a talk on the importance of these activities for personal development understanding
Level 3 Strategic
Collaborative Learning: reasoning
● In small groups, learners explore and articulate the ways in which leisure and recreation Level 4 Extended
contribute to personal growth, physical health, mental well-being, and social interactions critical thinking and
● Learners conduct research using various resources to gather evidence and examples that reasoning
support the significance of leisure and recreation in fostering personal development
● Learners develop a personal plan for incorporating leisure and recreation into daily activities to
enhance personal well-being and development

Talk for learning:

● In a fishbowl activity, learners discuss the economic benefits of leisure and tourism
● In a case study, learners examine the economic benefits of leisure and tourism

70 | SOCIAL STUDIES
 Project-based learning: Engage in a project-based learning task to create a personal plan for
incorporating leisure and recreational activities into daily routines
Teaching and ● Stationery ● Smartphone/Tablet ● Resource person
Learning Resources ● Internet access ● Standard textbooks

SOCIAL STUDIES | 71
 Subject Social Studies
Strand 5. Ethics and Human Development
Sub-Strand 5. Revolutions that changed the World

Learning Outcomes 21st Century Skills and Competencies GESI31, SEL32 and Shared National
Values
2.5.5.LO.1
Analyse the evolution of Critical Thinking and Problem-Solving: Learners: GESI: Learners, having experienced
scientific ideas and its ● analyse evidence and identify fallacies by evaluating the strengths and different pedagogical strategies, will be
impact on the world weaknesses of historical evidence used to support scientific claims empowered to:
● analyse how scientific ideas have been understood and debated over time • acknowledge historical contributions of
marginalized groups in science
Communication & Collaboration: Learners: • question traditional narratives of
● actively participate in group discussions and debates about the evolution scientific discovery that may exclude
of scientific ideas and their impact and respectfully critique arguments and diverse perspectives
present evidence-based counterpoints
● work in teams to prepare presentations, written reports, or digital SEL: Through different learning experiences
multimedia projects that clearly explain the evolution of scientific ideas and exposure, learners:
and their impact on the world, using appropriate language and visuals ● reflect on their own biases and
preconceived notions about science and
Creativity and Innovation: Learners: history
● go beyond traditional narratives and propose alternative explanations for ● foster empathy and understanding of
the development and impact of scientific ideas how scientific advancements throughout
● explore the intersection of science with history, philosophy, ethics, or history have impacted marginalized
other relevant fields to gain a broader perspective groups

Digital Literacy: Learners use digital tools to present research findings in National Values:
engaging and informative ways, incorporating multimedia elements like ● Reconciliation
images, videos, or interactive timelines ● Honesty and Integrity
● Truthfulness
● Diversity
● Diligence

72 | SOCIAL STUDIES
 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
2.5.5.CS.1 2.5.5.LI.1 2.5.5.AS.1
Demonstrate knowledge Examine the major events leading to the rise of the scientific revolution in the Level 1 Recall
and understanding of the sixteenth century Level 2 Skills of
Scientific Revolution of conceptual
the sixteenth century Inquiry-based learning: understanding
and its impact on the ● In graffiti wall activity, learners explain the meaning and establish the historical context of Level 3 Strategic
world the Scientific Revolution reasoning
● Learners explore internet or library sources to identify and explain key figures and their Level 4 Extended
contributions to the Scientific Revolution, e.g., Copernicus, Galileo Galilei, Isaac Newton, critical thinking and
and others who challenged established beliefs and advanced scientific knowledge. NB: Search reasoning
for female contributors to Scientific Revolution

Technology-enhanced learning: In a jigsaw activity, learners watch documentaries and discuss

major scientific discoveries and advancements made during the Scientific Revolution in areas like
astronomy, physics

Project-based learning:
In mixed-ability groups, learners create posters to explain the impact of the Scientific Revolution on
the world, e.g., changes in worldview, the rise of secularism, and the development of modern
technology
2.5.5.LI.2 2.5.5.AS.2
Evaluate the relevance of the Scientific Revolution in shaping the modern world, Level 1 Recall
considering its lasting impact Level 2 Skills of
conceptual
Collaborative learning: understanding
● In pairs, learners identify emerging scientific technologies and their role in the human society Level 3 Strategic
reasoning

31 Gender Equality and Social Inclusion

32 Socio-Emotional Learning

SOCIAL STUDIES | 73
 ● In small groups, learners analyse contemporary ethical debates arising from scientific Level 4 Extended
advancements influenced by the Scientific Revolution (e.g., artificial intelligence) critical thinking and
reasoning
Teaching and ● Stationery ● Documentaries on the scientific ● Pictures or videos of key figures
Learning Resources ● Internet access revolution who contributed to the Scientific
● Standard textbooks ● A timeline showing major events Revolution
● AI technologies and software that occurred during the scientific
revolution

74 | SOCIAL STUDIES
 Subject Social Studies
Strand 5. Ethics and Human Development
Sub-Strand 6. The Youth and National Development

Learning Outcomes 21st Century Skills and Competencies GESI33, SEL34 and Shared National
Values
2.5.6.LO.1
Analyse the expectations Critical Thinking and Problem-Solving: Learners: GESI: Learners, having experienced
of the Ghanaian youth, ● analyse diverse data sources (surveys, interviews, research reports) to different pedagogical strategies, will be
the challenges they face, understand the aspirations, needs, and concerns of Ghanaian youth empowered to:
and ways of addressing ● identify root causes of challenges and propose evidence-based solutions ● analyse how expectations and challenges
these challenges differ for young men and women in
Communication & Collaboration: Learners work effectively in diverse Ghana, considering factors like gender
groups to research, discuss, and present findings on youth expectations and roles, access to education
challenges ● advocate for solutions that promote
gender equality and empower both
Digital Literacy: Learners use digital tools responsibly to gather genders
information, create presentations, and engage in online discussions about
youth issues SEL: Through different learning experiences
and exposure, learners:
Creativity and Innovation: Learners think creatively about solutions to ● reflect on their own biases and
address youth challenges, drawing on diverse knowledge and perspectives preconceived notions about youth
expectations and needs
Global Citizenship and Intercultural Understanding: Learners analyse
the global context of youth challenges (e.g., unemployment, climate change), National Values:
considering their interconnectedness and promoting international ● Tolerance
cooperation for solutions ● Friendliness
● Open-mindedness
● Patience
● Commitment and integrity

33 Gender Equality and Social Inclusion

34 Socio-Emotional Learning

SOCIAL STUDIES | 75
 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
2.5.6.CS.1 2.5.6.LI.1 2.5.6.AS.1
Demonstrate Assess the expectations of the Ghanaian youth and how they can be met Level 1 Recall
understanding of the Level 2 Skills of
expectations of the Structuring Talk for Learning: conceptual
Ghanaian youth, the ● In a panel group discussion, learners assess the expectations of the Ghanaian youth understanding
challenges they face, and ● In a whole class discussion, learners explore ways through which the expectations of the Level 3 Strategic
ways of addressing these Ghanaian youth can be met reasoning
challenges Level 4 Extended
Inquiry-based learning: Learners research on the nation’s expectations of the Ghanaian youth critical thinking and
and present their findings reasoning
2.5.6.LI.2 2.5.6.AS.2
Examine the challenges faced by the Ghanaian youth and how the challenges can be Level 1 Recall
addressed Level 2 Skills of
conceptual
Structuring Talk for Learning understanding
● In a panel group discussion, learners examine challenges faced by the youth in Ghana Level 3 Strategic
● In a whole class discussion, learners explore ways through which the challenges of the Ghanaian reasoning
youth can be addressed Level 4 Extended
critical thinking and
reasoning
2.5.6.LI.3 2.5.6.AS.3
Discuss ways in which the youth can be empowered to contribute to the development Level 1 Recall
of their communities Level 2 Skills of
conceptual
● In differentiated task groupings, learners conduct research on areas that can be exploited to understanding
empower the youth to contribute to national development Level 3 Strategic
reasoning
Level 4 Extended
critical thinking and
reasoning
Teaching and ● Ghana's National Youth Policy ● Projectors ● Computers with internet access
Learning Resources (2022-2032) ● Smart Phones/Tablets ● Stationery

76 | SOCIAL STUDIES
 Subject Social Studies
Strand 6. Production, Exchange and Creativity
Sub-Strand 1. Economic Activities in Ghana

Learning Outcomes 21st Century Skills and Competencies GESI35, SEL36 and Shared National
Values
2.6.1.LO.1
Examine the benefits and Critical Thinking and Problem-Solving Skills: Learners develop critical GESI: Learners, having experienced
challenges of local thinking skills as they: different pedagogical strategies, will be
production and ● examine the concept of local production empowered to:
consumption and how to ● examine the benefits of local production to national development ● promote awareness of the different
address the challenges economic backgrounds in Ghana
Communication & Collaboration skills: Learners communicate ● highlight gendered roles and activities by
confidently, ethically, and effectively in appreciating the diversity of local discussing how entrepreneurship
production across communities. influences the lives of women and men
differently

SEL: Through different learning experiences

and exposure, learners:
● acknowledge the importance of personal
development

National Values:
● Hard work
● Honesty
● Truthfulness
● Respect
● Diversity
● Accountability

35 Gender Equality and Social Inclusion

36 Socio-Emotional Learning

SOCIAL STUDIES | 77
 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
2.6.1.CS.1 2.6.1.LI.1 2.6.1.AS.1
Demonstrate Explain the concepts of local production and local consumption Level 1 Recall
knowledge and Level 2 Skills of
understanding of the Talk for learning: In think-pair-share, learners explain the meaning of local production and local conceptual
concept of local consumption understanding
production and Level 3 Strategic
consumption and their Collaborative learning: In buzz grouping, learners identify made-in-Ghana products reasoning
benefits to national Level 4 Extended
development critical thinking and
reasoning
2.6.1.LI.2 2.6.1.AS.2
Discuss the challenges of local production and how the consumption of made-in-Ghana Level 1 Recall
products can be promoted Level 2 Skills of
conceptual
Problem recognition task (case study)/ talk for learning: understanding
● In a mixed-ability group, learners analyse a case study to identify the challenges faced by Level 3 Strategic
local producers and the need to patronize made-in-Ghana products reasoning
● In buzz groups, learners discuss ways of promoting the consumption of made-in-Ghana Level 4 Extended
products in Ghana and the rest of the world critical thinking and
● In buzz groups, learners examine the negative impacts of reliance on foreign products reasoning

Project-based learning: Learners develop posters to educate members of the community on the
need to patronise made-in-Ghana products
Teaching and ● Stationery ● Computers/ laptops ● Standard textbooks
Learning Resources

56
78 | SOCIAL STUDIES
 Subject Social Studies
Strand 6. Production, Exchange and Creativity
Sub-Strand 2. Entrepreneurship, Workplace Culture and Productivity

Learning Outcomes 21st Century Skills and Competencies GESI37, SEL38 and Shared National
Values
2.6.2.LO.1
Evaluate the role of an Critical Thinking and Problem-Solving: Learners analyse the diverse GESI: Learners, having experienced
entrepreneur in national ways entrepreneurs contribute to national development, considering different pedagogical strategies, will be
development economic, social, and environmental factors empowered to:
● appreciate their uniqueness in relation to
Communication & Collaboration: Learners work effectively in groups to others
research and present case studies of impactful entrepreneurs in Ghana and ● develop respect for individuals of
beyond different backgrounds

Digital Literacy: Learners use digital tools effectively to research successful SEL: Through different learning experiences
entrepreneurs, access global databases and reports, and critically evaluate and exposure, learners:
online information sources ● acknowledge the importance of personal
development
Creativity and Innovation: Learners think creatively about how ● control their emotions by finding and
entrepreneurs can address specific challenges in Ghana, proposing innovative using different ways to deal with stress
solutions and business models that promote sustainable development
National Values:
Global Citizenship and Intercultural Understanding: Learners analyse ● Tolerance
the global context of entrepreneurship and its role in achieving Sustainable ● Friendliness
Development Goals, understanding the interconnectedness of different ● Open mindedness
economies and challenges ● Patience
● Commitment and hard work

37 Gender Equality and Social Inclusion

38 Socio-Emotional Learning

57
SOCIAL STUDIES | 79
 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
2.6.2.CS.1 2.6.2.LI.1 2.6.2.AS.1
Demonstrate knowledge Apply knowledge of the traits of an entrepreneur to assess one’s capabilities in setting Level 1 Recall
and understanding of the up a business Level 2 Skills of
relevance of an conceptual
entrepreneur to national Collaborative learning: understanding
development ● In pairs, learners research to identify the traits of an entrepreneur and present their findings Level 3 Strategic
● Learners use these traits as a guide to assess their own capabilities reasoning
Level 4 Extended
critical thinking and
reasoning
2.6.2.LI.2 2.6.2.AS.2
Examine the role entrepreneurs play in national development Level 1 Recall
Level 2 Skills of
Project-based learning: conceptual
● Learners research on the benefits of entrepreneurship to national development understanding
● Learners listen to an entrepreneur in the community on the benefits of entrepreneurship to Level 3 Strategic
national development reasoning
Level 4 Extended
critical thinking and
reasoning
2.6.2.LI.3 2.6.2.AS.3
Discuss challenges facing entrepreneurs in Ghana and how to sustain a business Level 1 Recall
Level 2 Skills of
Talk for learning: Leaners in groups examine the challenges entrepreneurs face in the operation conceptual
of their businesses understanding
Level 3 Strategic
Experiential learning: reasoning
● Learners embark on Virtual Field Trip (VFTs) to a business centre or enterprise and watch Level 4 Extended
documentary/videos on challenges entrepreneurs face and how they overcome them critical thinking and
● Learners watch online videos/documentaries and discuss how to sustain business reasoning
enterprises

58
80 | SOCIAL STUDIES
Teaching and ● Stationery ● Internet access ● Library facilities
Learning Resources ● Smartphones ● Computer ● TV
● Standard textbooks ● Projector ● Resource person

59
SOCIAL STUDIES | 81
 Subject Social Studies
Strand 6. Production, Exchange and Creativity
Sub-Strand 3. Consumer Rights, Protection and Responsibilities

Learning Outcomes 21st Century Skills and Competencies GESI39, SEL40 and Shared National
Values
2.6.3.LO.1
Examine the various Research Skills: Learners develop research skills through finding GESI: Learners, having experienced
forms of consumer information on consumer responsibility different pedagogical strategies, will be
responsibilities towards empowered to:
the nation Critical Thinking Skills: Learners develop critical thinking skills as they ● promote awareness of the different
identify the forms of consumer responsibility economic backgrounds in Ghana

Communication & Collaboration skills: Learners develop Collaborative SEL: Through different learning experiences
and Communication as they: and exposure, learners:
● effectively communicate the forms of consumer responsibilities ● acknowledge the importance of personal
● highlight the forms of consumer responsibilities towards the community development
● control their emotions by finding and
using different ways to deal with stress

National Values:
● Hard work or determination
● Honesty
● Truthfulness
● Respect
● Diversity

39 Gender Equality and Social Inclusion

40 Socio-Emotional Learning

60
82 | SOCIAL STUDIES
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
2.6.3.CS.1 2.6.3.LI.1 2.6.3.AS.1
Demonstrate knowledge Discuss the consumer responsibilities in choosing sustainable and eco-friendly products, Level 1 Recall
and understanding of the as well as proper product recycling Level 2 Skills of
various forms of conceptual
consumer ● Collaborative learning and problem-based learning: In pairs, learners research on the understanding
responsibilities towards various forms of consumer responsibilities towards the nation and discuss the results of their Level 3 Strategic
the nation research reasoning
Level 4 Extended
critical thinking and
reasoning

2.6.3.LI.2 2.6.3.AS.2
Examine how the various forms of consumer responsibilities ensure national growth Level 1 Recall
and development Level 2 Skills of
conceptual
Collaborative learning: Learners discuss how to choose sustainable and eco-friendly products understanding
Level 3 Strategic
Talk for learning: reasoning
● Learners in various groupings discuss proper disposal of products and product recycling Level 4 Extended
● Learners use thought shower activity to discuss energy conservation practices critical thinking and
reasoning
Teaching and ● Stationery ● Internet access ● Library facilities
Learning Resources ● Smartphones ● Computer ● TV
● Standard Textbooks ● Projector ● Resource person

61
SOCIAL STUDIES | 83
 Subject Social Studies
Strand 6. Production, Exchange and Creativity
Sub-Strand 4. Financial Literacy

Learning Outcomes 21st Century Skills and Competencies GESI41, SEL42 and Shared National
Values
2.6.4.LO.1
Examine ways of Analytical Skills: Learners develop analytical skills as they discuss the GESI: Learners, having experienced
developing responsible importance of savings different pedagogical strategies, will be
and effective saving habits empowered to:
to achieve financial goals Research Skills: Learners develop research skills by finding information on ● promote awareness of the different
effective saving habits economic backgrounds in Ghana

Communication & Collaboration skills: Learners develop Collaborative SEL: Through different learning experiences
and Communication as they: and exposure, learners:
● communicate effective saving habits in achieving financial goals ● acknowledge the importance of personal
● highlight the importance of saving and achieving financial goals development
● control their emotions by finding and
using different ways to deal with stress

National Values:
● Hard work or determination
● Honesty
● Truthfulness
● Respect
● Diversity

41 Gender Equality and Social Inclusion

42 Socio-Emotional Learning

62
84 | SOCIAL STUDIES
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
2.6.4.CS.1 2.6.4.LI.1 2.6.4.AS.1
Demonstrate knowledge Explain the importance of saving and its role in achieving financial goals Level 1 Recall
and understanding of Level 2 Skills of
effective saving habits to Talk for learning: conceptual
achieve financial goals ● Learners think-pair and share the meaning of saving understanding
● Learners debate the advantages and the disadvantages of saving in achieving financial goals Level 3 Strategic
● Learners discuss the importance of saving in achieving financial goals reasoning
● Learners identify the different ways of saving and where to save Level 4 Extended
critical thinking and
reasoning
2.6.4.LI.2 2.6.4.AS.2
Create a personalised saving plan based on short-term and long-term financial goals Level 1 Recall
Level 2 Skills of
Collaborative learning: conceptual
● With graffiti wall, learners indicate their short and long–terms financial goals understanding
● In mixed-ability groups, learners create saving plans based on short and long-terms financial Level 3 Strategic
goals reasoning
● Learners use case studies to describe how to develop responsible and effective saving habits Level 4 Extended
critical thinking and
reasoning
Teaching and ● Stationery ● Internet access ● Smartphones
Learning Resources ● Standard Textbooks ● Computer ● Projector

63
SOCIAL STUDIES | 85
 YEAR THREE

86 | SOCIAL STUDIES
Subject Social Studies
Strand 2. Environment and Sustainability
Sub-Strand 1. Environmental Policies and Laws in Ghana

Learning Outcomes 21ST Century Skills and Competencies GESI, SEL and Shared National
Values
3.2.1.LO.1
Explore the key laws and policies on Critical thinking and Problem-solving: Learners critically GESI: Learners, having experienced
environmental protection in Ghana examine Ghana's environmental laws, engage in activities different pedagogical strategies, will:
emphasizing the importance of the environment at individual, ● develop respect for individuals of
community, and national levels, and analyse and propose solutions different backgrounds
to environmental degradation challenges ● examine and dispel misconceptions
and myths in society that lead to
Communication & Collaboration: Learners effectively discrimination
collaborate, communicate, and engage in group discussions to
understand, respect, and work with their peers on environmental SEL: Through different learning
laws and policies experiences and exposure, learners:
Creativity & Innovation: Learners develop creativity and ● ask for or provide assistance and
innovation by proposing new sustainable approaches and solutions support when needed
to address environmental challenges ● stand up for the rights of others and
for the environment
Digital literacy: Learners develop digital literacy using technology
to access, analyse, and present environmental laws, building skills in National Values:
research and digital communication ● Tolerance
● Friendliness
● Open-mindedness
● Patience
● Commitment and integrity

65
SOCIAL STUDIES | 87
 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and GESI Assessment
3.2.1.CS.1 3.2.1.LI.1 3.2.1.AS.1
Demonstrate knowledge Level 1 Recall
Discuss the key environmental laws and policies in Ghana
and understanding of Level 2 Skills of
key environmental laws conceptual
Talk for Learning:
and policies in Ghana understanding
● In a graffiti wall activity, learners identify the key environmental laws and policies in Ghana,
Level 3 Strategic
e.g., Environmental Protection Act, 1994 (Act 490), Environmental Sanitation Policy, Climate Change
reasoning
Policy, Mining and mineral laws, Environmental conservation and wildlife and Water resource policies
Level 4 Extended
● In pairs, learners explain the objectives of Act 490 in Ghana critical thinking and
reasoning
Collaborative learning: In mixed-ability groups, learners select one of the environmental policies
or laws highlighting the key issues the policy seeks to address
3.2.1.LI.2 3.2.1.AS.2
Identify the regulatory authorities responsible for enforcing the environmental laws and Level 1 Recall
policies in Ghana and describe their responsibilities, e.g., EPA, Mineral Commission, Level 2 Skills of
Forestry Commission conceptual
understanding
Initiating Talk for Learning: Level 3 Strategic
● In differentiated task groups, learners identify key regulatory bodies responsible for enforcing reasoning
environmental laws and policies in Ghana Level 4 Extended
● In mixed-ability groups, learners discuss the roles and responsibilities of the regulatory critical thinking and
bodies responsible for enforcing environmental laws and policies in Ghana reasoning:

Project-based learning: Learners conduct research on the role of the youth in contributing
towards environmental sustainability in Ghana
3.2.1.LI.3 3.2.1.AS.3
Outline the challenges environmental regulatory bodies face in enforcing environmental Level 1 Recall
laws and policies and suggest ways of addressing the challenges Level 2 Skills of
conceptual
Initiating Talk for Learning: understanding
Level 3 Strategic
reasoning

66
88 | SOCIAL STUDIES
 ● Learners listen to a resource person from any of the regulatory bodies, e.g., EPA, Minerals Level 4 Extended
Commission, Forestry Commission on the challenges they face in enforcing environmental critical thinking and
laws and policies in Ghana reasoning
● In a think-pair-share activity, learners suggest ways to address the challenges faced by the
regulatory bodies

Experiential Learning: Learners embark on an outreach in their community to sensitise community

members on the laws and policies governing environmental protection in Ghana
Teaching and ● Resource person ● Stationery ● Copies of Environmental policies
Learning Resources ● Standard textbooks and laws

67
SOCIAL STUDIES | 89
 Subject Social Studies
Strand 3. Law and Order in the Society
Sub-Strand 2. Wars and Conflicts and their Implications

Learning Outcomes 21st Century Skills and Competencies GESI43, SEL44 and Shared National
Values
3.3.2.LO.1
Analyse historical records Critical Thinking & Problem-Solving: Learners: GESI: Learners, having experienced
to describe the causes, ● evaluate diverse sources for accuracy, bias, and perspective different pedagogical strategies, will:
stages and impact of ● build arguments supported by evidence, considering multiple • avoid portraying Africans solely as
major world wars on the interpretations victims or perpetrators
African continent • refer to people with respectful and
Communication & Collaboration: Learners: accurate terms, avoiding generalisations
● work effectively in groups to analyse complex information and
perspectives SEL: Through different learning experiences
● present findings clearly and persuasively in various formats (oral, and exposure, learners:
written, visual) ● appreciate the human cost of war from
different viewpoints
Global Citizenship & Social Responsibility: Learners: ● analyse historical sources critically and
● consider the human cost of war and diverse experiences across challenge biases
various groups within Africa
● examine the global interconnectedness of conflicts and their impact National Values:
on different regions ● Patriotism
● Honesty and Integrity
Information and Media Literacy: Learners evaluate the credibility and ● Truthfulness
relevance of diverse sources of information while effectively employing digital ● Respect
tools for research, analysis, and presentation ● Diversity
● Compassion
Creativity & Innovation: Learners propose ways to address ongoing ● Unity
challenges arising from the historical legacies of war ● Solidarity

Historical Thinking: Learners understand and utilize historical concepts

like periodisation, causality, and change over time

69
90 | SOCIAL STUDIES
 Map Literacy: Learners interpret and analyse historical maps to understand
spatial dimensions of the wars

43 Gender Equality and Social Inclusion

44 Socio-Emotional Learning

70
SOCIAL STUDIES | 91
 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
3.3.2.CS.1 3.3.2.LI.1 3.3.2.AS.1
Demonstrate Analyse the causes and stages of the First and Second World Wars and their Level 1 Recall
understanding of the implications for Africa’s development Level 2 Skills of
major world wars in conceptual
history and their impact, Collaborative Learning: understanding
particularly on the ● In pairs, learners analyse historical maps to identify continents and countries that were Level 3 Strategic
African Continent involved in the First and Second World Wars reasoning
● In mixed-ability groups, learners explore different sources and discuss the immediate and Level 4 Extended
remote causes of the First and Second World Wars critical thinking and
● In small groups, learners research and create chronological charts showing key events reasoning
before and during the World War I (WWI) and World War II (WWII)

Talk for Learning:

● In a fishbowl strategy, learners discuss how different European powers formed alliances, e.g.
Allied and Central Powers (WWI) or Allied and Axis Powers (WWII)
● Learners cite scenarios to discuss questions relating to joining and forming alliances: e.g.,
- Should you always support a friend, no matter what he or she does?
- What might be the long-term consequences of refusing to help an ally?

Cooperative Learning:
● In a jigsaw strategy, learners explore the global impact of the World Wars beyond Europe,
highlighting how Africans were affected, e.g., how Ghanaians were affected
● In pairs, learners reflect on the implications of the World Wars for present-day issues and
potential actions for a more peaceful future
3.3.2.LI.2 3.3.2.AS.2
Evaluate the origins and nature of the Cold War and assess its impact on the world Level 1 Recall
today Level 2 Skills of
conceptual
Collaborative learning: understanding
● In pairs, learners explain the term “Cold War” Level 3 Strategic
● In a snowball activity, learners discuss the causes of the Cold War reasoning

71
92 | SOCIAL STUDIES
 Project-based learning: Level 4 Extended
● Learners do oral or written presentations that describe the main stages of the Cold War critical thinking and
● Learners research and present on how the Cold War's legacies continue to shape reasoning
contemporary issues like nuclear proliferation, cyberwarfare, and proxy conflicts
Teaching and ● Historical map of the world ● A chronological timeline on major ● Stationery
Learning Resources ● Videos/documentaries on the events that took place before and ● Internet access
causes of WWI and WWII during WWI and WWII ● Laptop/computer
● Audio devices ● Projector and screen

72
SOCIAL STUDIES | 93
 Subject Social Studies
Strand 3. Law and Order in Society
Sub-Strand 3. Legal Frameworks

Learning Outcomes 21st Century Skills and Competencies GESI45, SEL46 and Shared National
Values
3.3.3.LO.1
Assess the need for Critical thinking and problem-solving: Learners: GESI: Learners, having experienced
fairness and social justice ● engage in deep thinking processes on legal channels to address different pedagogical strategies, will:
in the Ghanaian society, human rights issues ● understand and promote gender equality
and how to utilise ● engage in thinking about the processes by which justice is enforced ● recognise and address social biases and
appropriate legal channels prejudices
to address human rights Communication and collaboration: Learners: ● advocate for social inclusivity and
issues ● communicate confidently, ethically and effectively in different legal diversity
contexts
● communicate effectively and share their views on legal channels to SEL: Through different learning experiences
address human rights issues and exposure, learners:
● develop self-awareness and self-
Civic and ethical responsibility: Learners become empowered to regulation
contribute positively to society, make ethically informed decisions, and ● develop empathy and compassion
partake in the creation of a more just and sustainable world ● build healthy relationships

National Values:
● Patriotism
● Honesty and Integrity
● Truthfulness
● Respect
● Diversity

45 Gender Equality and Social Inclusion

46 Socio-Emotional Learning

73
94 | SOCIAL STUDIES
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
3.3.3.CS.1 3.3.3.LI.1 3.3.3.AS.1
Demonstrate Explore the processes by which justice is administered in Ghana Level 1 Recall
understanding of the Level 2 Skills of
role of the legal Collaborative Learning: In a jigsaw activity, learners explain the following legal framework conceptual
framework in addressing concepts: Constitutional provision, Legislative Instrument (LI), Executive Instrument (EI) and Judicial understanding
public concerns to Review Level 3 Strategic
ensure equitable reasoning
outcomes in the Talk for Learning Level 4 Extended
Ghanaian society ● In a thought shower activity, learners discuss the structure of the judicial system critical thinking and
● In a think-pair-share activity, learners discuss legal proceedings and court hierarchy reasoning
● In small groups, learners discuss the relevance of fair and impartial trials in addressing
societal injustices in Ghana
3.3.3.LI.2 3.3.3.AS.2
Analyse the role of the judiciary in overseeing administrative actions of the Level 1 Recall
government and providing avenues for redress Level 2 Skills of
conceptual
Collaborative learning: understanding
● In a snowball strategy, learners discuss the role of the judiciary in overseeing administrative Level 3 Strategic
actions of the government reasoning
● In groups, learners explain the judicial remedies for abuse of ones right. e.g., habeas corpus, Level 4 Extended
mandamus, prohibition, certiorari, quo warranto, injunction and declaration critical thinking and
● In a jigsaw strategy, learners examine the conditions required for application for judicial reasoning
remedies when one’s right is infringed upon
● In a think-pair-share activity, learners discuss the limitations of legal frameworks and suggest
ways of improving the framework
Teaching and • Standard textbooks • Documentary evidence of • The 1992 Constitution
Learning Resources court proceedings

74
SOCIAL STUDIES | 95
 Subject Social Studies
Strand 4. Nationalism and Nationhood
Sub-Strand 1. European Encounter, Colonialism and Neo-Colonialism

Learning Outcomes 21st Century Skills and Competencies GESI47, SEL48 and Shared National
Values
3.4.1.LO.1
Analyse the roots of neo- Critical Thinking & Problem-Solving: Learners analyse diverse historical GESI: Learners, having experienced
colonialism and its impact sources (textual, visual, oral) for bias, perspective, and context different pedagogical strategies, will:
on Ghana • understand a diverse range of historical
Communication & Collaboration: Learners communicate complex ideas sources that represent various genders,
clearly and concisely, both orally and in writing, using various media ethnicities, and social groups within
(presentations, debates, creative projects) Africa
• highlight the differential impacts of neo-
Information Literacy & Media Literacy: Learners identify media bias and colonialism on different genders and
propaganda techniques used to perpetuate neo-colonial narratives social groups
• showcase the importance of inclusivity
Creativity & Innovation: Learners brainstorm novel solutions and and collective action in overcoming
resistance strategies against neo-colonialism neo-colonialism

Global Citizenship & Intercultural Competence: Learners: SEL: Through different learning experiences
● demonstrate empathy and understanding of diverse African and exposure, learners:
experiences and perspectives ● reflect on their own biases and
● analyse the global context of neo-colonialism, its interconnectedness assumptions about Africa and neo-
with other power structures colonialism
● analyse historical sources critically and
challenge biases
National Values:
● Patriotism
● Honesty and Integrity
● Truthfulness
● Respect
● Diversity
● Unity

75
96 | SOCIAL STUDIES
 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
3.4.1.CS.1 3.4.1.LI.1 3.4.1.AS.1
Demonstrate knowledge Trace the origins of neo-colonialism in Africa to the colonial period, identifying the Level 1 Recall
and understanding of economic and political structures that facilitated continued foreign influence after Level 2 Skills of
neo-colonialism and its independence conceptual
impact on Ghana understanding
Collaborative learning: Level 3 Strategic
● In pairs, learners explain the concept neo-colonialism including its roots reasoning
● In an inquiry-based activity, learners research on international organisations such as the Level 4 Extended
World Bank and the International Monetary Fund and their role in African economies critical thinking and
reasoning
Project-based learning: In differentiated-task groups, learners create multimedia presentations on
the impact of neo-colonialism on Ghana’s development (e.g.,, economic dependency, socio-cultural
Influence, political Interference, resource exploitation)
3.4.1.LI.2 3.4.1.AS.2
Assess the potential for resistance in the face of neo-colonialism Level 1 Recall
Inquiry-based learning: Learners explore different sources such as newspapers, news items, Level 2 Skills of
journals, etc. for examples of resistance movements against neo-colonialism in Ghana, such as anti- conceptual
understanding
colonial protests, labour strikes, and calls for economic sovereignty
Level 3 Strategic
reasoning
Collaborative learning: Level 4 Extended
● In a fishbowl activity, learners discuss the role of social movements and activism in critical thinking and
challenging neo-colonial structures and advocating for social justice reasoning
● In groups, learners discuss the potential for Africa to break free from neo-colonial
dependence and pursue a path of self-determination and sustainable development

47 Gender Equality and Social Inclusion

48 Socio-Emotional Learning

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 Teaching and ● Internet access ● Stationery ● Journals
Learning Resources ● Laptops/Computer ● Primary sources ● Documentary on neo-colonialism in
● Projector and screen ● Old newspapers Africa
● Audio device ● News items/bulletins

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Subject Social Studies
Strand 4. Nationalism and Nationhood
Sub-Strand 2. Nationalism, Citizenship, and Nation-building

Learning Outcomes 21st Century Skills and Competencies GESI49, SEL50 and Shared National Values
3.4.2.LO.1
Examine the sources and Communication and collaboration: Learners communicate confidently, GESI: Learners, having experienced different
role of taxes in nation- ethically, and effectively in different social contexts pedagogical strategies, will:
building as well as the Critical thinking and problem-solving: Learners engage in deep thinking ● develop respect for individuals of different
challenges of taxation and processes and come up with sources of taxes backgrounds
how these challenges can Digital literacy: Learners exhibit a strong understanding of ICT and are confident ● value and work in favour of an inclusive
be addressed in its application society
● interrogate and eradicate their stereotypes
and biases

SEL: Through different learning experiences and

exposure, learners:
● manage emotions, stress, self-discipline,
motivation, goal-setting, organisation,
leadership, and agency
● develop understanding of others'
perspectives, and consider different
viewpoints

National Values:
● Tolerance
● Friendliness
● Open mindedness
● Patience
● Commitment and hard work
3.4.2.LO.2
Analyse the principles of Critical thinking and Problem-solving: Learners critically evaluate the GESI: Learners, having experienced different
democratic governance and functioning of democratic governance systems and their impact on national pedagogical strategies, will be empowered to:
development

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their relevance to national Civic literacy and citizenship: Learners develop understanding of the rights, ● promote awareness of the rich cultural
development responsibilities, and mechanisms of democratic governance within the context of heritage and achievements of all groups
national development across different regions of Africa
Communication and media literacy: Learners critically analyse and interpret ● challenge traditional narratives that exclude
information related to democratic governance and national development from the perspectives of marginalised groups
various sources SEL: Through different learning experiences and
Ethical and moral reasoning: Learners consider the ethical implications and exposure, learners:
moral principles underlying democratic governance and its impact on national ● develop empathy
development ● become self-aware
Global awareness and cross-cultural understanding: Learners recognise the ● monitor and regulate emotions
diverse ways democratic governance can manifest in different national contexts and National Values:
understanding global perspectives on governance and development ● Patriotism
● Respect for Diversity
● Loyalty
● National Cohesion

49 ‡†‡”“—ƒŽ‹–›ƒ†‘ ‹ƒŽ  Ž—•‹‘

50‘ ‹‘Ǧ‘–‹‘ƒŽ‡ƒ”‹‰

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100 | SOCIAL STUDIES
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and GESI Assessment
3.4.2.CS.1 3.4.2.LI.1 3.4.2.AS.1
Demonstrate knowledge Discuss the concept of taxation and the sources of taxes in Ghana Level 1 Recall
and understanding of the Level 2 Skills of
sources and role of taxes Talk for learning: Learners use thought shower to discuss the meaning of taxation conceptual
in nation-building as well understanding
as the challenges of Problem-Based Learning: Learners research on sources of taxes in Ghana and present their findings Level 3 Strategic
taxation and how these reasoning
challenges can be Level 4 Extended critical
addressed. thinking and reasoning
3.4.2.L1.2 3.4.2.AS.2
Examine the role taxes play in nation building, challenges of taxation, and how the challenges Level 1 Recall
can be addressed Level 2 Skills of
conceptual
Talk for learning: Learners listen to a resource person on the role of taxes in Ghana understanding
Level 3 Strategic
Experiential learning: Learners role-play on the role of taxes in nation building reasoning
Level 4 Extended critical
Collaborative learning: Learners discuss the need for paying direct taxes in nation building thinking and reasoning

Problem-based learning: Learners research on the problems of taxation in Ghana and discuss their
findings using pyramid discussion
3.4.2.CS.2 3.4.2.LI.1 3.4.2.AS.1
Demonstrate Discuss the democratic processes of decision making in Ghana Level 1 Recall
understanding of the Level 2 Skills of
principles of democratic Project-based learning: conceptual
governance, advocacy ● Learners research on the relevance of participating actively in local governance activities understanding
and community ● In small group, learners discuss ways by which individuals can participate in democratic governance Level 3 Strategic
engagement and their to promote development at the community level reasoning
relevance to national Level 4 Extended critical
development Problem-based Learning: thinking and reasoning
● Learners role-play activity that showcases a democratic process of decision making at the school
level

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 ● Learners reflect on the benefits and challenges of democratic decision-making process

3.4.2.LI.2 3.4.2.AS.2
Examine the relevance of advocacy and community engagement to Ghana's development, Level 1 Recall
recognising the impact of positive and peaceful collective action on societal development Level 2 Skills of
conceptual
Talk for Learning/Project-based Learning: understanding
● In a Socratic seminar strategy, learners discuss the relevance of advocacy and community engagement Level 3 Strategic reasoning
to Ghana's development Level 4 Extended critical
● In groups, learners discuss the impact of positive and peaceful collective action on societal thinking and reasoning
development
Teaching and ● Internet access ● Smartphones ● Video clips
Learning Resources ● Computer ● Standard textbooks ● Resource person
● Projectors ● Stationery ● Audio devices

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Subject Social Studies
Strand 5. Ethics and Human Development
Sub-Strand 2. Ethics and Human Values

Learning Outcomes 21ST Century Skills and Competencies GESI, SEL and Shared National
Values
3.5.2.LO.1
Analyse the influence of the media Critical thinking & Problem-Solving: Learners think critically GESI: Learners, having experienced
on democracy and civic engagement and articulate disparities between traditional and digital media and different pedagogical strategies, will:
in Ghana gather information on the challenges of the digital era ● value and work in favour of an inclusive
society
Communication & Collaboration: Learners: ● examine and dispel misconceptions and
● create a safe environment for learners to freely share ideas myths in society that lead to
and provide respectful feedback discrimination
● share ideas and attentively observe discussions on media ● appreciate the influence of socialisation
influences on democracy and civic engagement during in shaping gender roles and norms
lessons
SEL: Through different learning
Leadership: Learners will learn to persuade, encourage, and experiences and exposure, learners:
address challenges during group tasks and learning activities, ● develop self-awareness by recognising
demonstrating honesty and determination in using influence and assets, emotions and integrity
authority
National Values:
● Tolerance
● Friendliness
● Open mindedness
● Patience
● Commitment and integrity

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 Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and GESI Assessment
3.5.2.CS.1 3.5.2.LI.1 3.5.2.AS.1
Demonstrate knowledge Examine the influence of media on democracy and civic engagement in Ghana Level 1 Recall
and understanding of the Level 2 Skills of
influence of the media Collaborative learning: conceptual
on democracy and civic ● In pairs, learners identify examples of traditional media (Radio, Television, Newspaper) and understanding
engagement in Ghana digital media (Social Media, Websites, Online Podcasts) Level 3 Strategic
● Working in pairs, learners discuss the influence of the media in democracy and civic reasoning
engagement (how the media can inform and misinform citizens) Level 4 Extended
● In mixed-ability groups, learners outline the challenges of democracy and civic engagement in critical thinking and
reasoning
the era of digital media and suggest ways of overcoming these challenges
● In a jigsaw activity, learners practise the use of different fact-checking strategies (5Ws1H,
google fact-check) to verify the authenticity of media content
PROJECT BASED LEARNING
● Learners design posters to educate members of the community about how they can search
for authentic information from the media
3.5.2.LI.2 3.5.2.AS.2
Analyse the impact of false information on the well-being of Ghanaians Level 1 Recall
Level 2 Skills of
Collaborative learning: Form concentric circles to discuss ways that misinformation, conceptual
disinformation, fake news and falsified information can affect the individual’s well-being understanding
Level 3 Strategic
Project-based learning: Learners develop mind maps on the consequences of irresponsible use of reasoning
the media and suggest remedies for victims affected by false information Level 4 Extended
critical thinking and
Talk for learning: In a fishbowl activity, learners discuss ways by which citizens (especially the reasoning
youth) can use digital media responsibly and ethically
Teaching and ● Digital media ● Laptops/Computers ● Newspapers
Learning Resources ● Smartphones ● Projector ● Radio
● Standard textbooks ● Stationery ● Television

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 Subject Social Studies
Strand 6. Production, Exchange and Creativity
Sub-Strand 2. Entrepreneurship, Workplace Culture and Productivity

Learning Outcomes 21st Century Skills and Competencies GESI51, SEL52 and Shared National
Values
3.6.2.LO.1
Explore ways of Creativity and Innovation Skills: Learners develop creativity and GESI: Learners, having experienced different
developing skills and innovation skills through identification of business opportunities and pedagogical strategies, will:
techniques to generate generation of ideas • promote awareness of the different
and implement business economic backgrounds in Ghana
ideas for nation building Critical Thinking and Problem-Solving Skills: Learners develop critical • highlight gendered roles and activities by
thinking and problem-solving skills as they identify business opportunities discussing how entrepreneurship influence
provide solutions to societal problems through entrepreneurship the lives of women and men differently,
considering access to resources, division
Communication & Collaboration skills: Learners develop Collaborative of labour, and participation in trade and
and Communication skills by developing a simple business plan and cultural practices
effectively communicate their ideas
SEL: Through different learning experiences
and exposure, learners acknowledge the
importance of personal development

National Values:
● Hard work or determination
● Honesty
● Truthfulness
● Respect
● Diversity

51 Gender Equality and Social Inclusion

52 Socio-Emotional Learning

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
3.6.2.CS.1 3.6.2.LI.1 3.6.2.AS.1
Demonstrate knowledge and Identify business opportunities emanating from societal problems in Ghana Level 1 Recall
understanding of Level 2 Skills of
entrepreneurial idea Collaborative Learning conceptual
generation and ● In mixed-ability groups, learners: understanding
implementation for nation ▪ discuss the entrepreneurial mindset Level 3 Strategic
building ▪ discuss case studies of successful entrepreneurs reasoning
▪ identify market gaps and pain points Level 4 Extended
▪ conduct market research and trend analysis to discover business opportunities critical thinking and
reasoning
Project-Based Learning
● In mind mapping and concept visualization, learners analyse business opportunities in
Ghana
● In class presentations, learners discuss the divergent and convergent nature of their ideas
and validate the ideas
3.6.2.LI.2 3.6.2.AS.2
Examine the key components of the implementation of an entrepreneurial idea Level 1 Recall
Level 2 Skills of
Collaborative/Project-Based Learning: conceptual
understanding
● In thought shower, learners discuss the components of entrepreneurial idea
Level 3 Strategic
implementation plan reasoning
● In mixed ability groups, learners develop a plan that outlines their business concept, goals, Level 4 Extended
strategies, marketing, operations, financial projections and how they will execute their critical thinking and
ideas reasoning
● In differentiated task groups, learners choose a legal structure for their business (e.g., sole
proprietorship, partnership, LLC etc.)
● Learners watch videos and discuss leadership and team management skills needed for the
implementation of their ideas
● In a mixed ability group, learners explore ethical and sustainable business practices

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106 | SOCIAL STUDIES
Teaching and Learning ● Stationery ● Computers/ laptops Standard textbooks
Resources ● Projector ● Internet access

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Subject Social Studies
Strand 6. Production, Exchange and Creativity
Sub-Strand 4. Financial Literacy

Learning Outcomes 21st Century Skills and Competencies GESI SEL and Shared National Values
3.6.4.LO.1
Examine how to take Financial Literacy Skills: Learners develop research skills through finding GESI: Learners, having experienced different
control of personal information on consumer protection pedagogical strategies, will:
finances and make sound • highlight gendered roles and activities by
financial choices Critical Thinking Skills: Learners develop critical thinking skills as they discussing how consumer protection
create their personal budgets to achieving their financial goals influence the lives of women and men
differently, considering access to resources
Digital Literacy Skills: Learners develop digital literacy skills through: • value and promote patriotism, national
● usage of financial apps and online calculators to track their personal cohesion and justice in society
expenses
● the using Microsoft Excel to create their personal budgets SEL: Through different learning experiences and
exposure, learner acknowledge the importance of
Communication & Collaboration skills: Learners develop personal interest and the interest of others
Communication skills as they effectively communicate their budget
National Values:
● Honesty
● Truthfulness
● Respect
● Diversity

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108 | SOCIAL STUDIES
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and GESI Assessment
3.6.4.CS.1 3.6.4.LI.1 3.6.4.AS.1
Demonstrate knowledge Explain the concept of budgeting and its relevance to personal finance Level 1 Recall
and understanding on Level 2 Skills of
how to take control of Talk For Learning: conceptual
personal finances and In whole class discussions, learners discuss the concept of budgeting in relation to understanding
make sound financial achieving financial goals Level 3 Strategic
choices Learners role-play the relevance of budgeting in achieving personal financial goals reasoning
Level 4 Extended
critical thinking and
reasoning
3.6.6.LI.2 3.6.6.AS.2
Create a personal budget based on income, expenses, and financial goals Level 1 Recall
Level 2 Skills of
Technology-Based Learning: conceptual
Learners utilize budgeting and personal finance apps, and digital tools to track their own understanding
expenses and create personal budgets Level 3 Strategic
Learners practice the use of Microsoft Excel to create their personal budget reasoning
Level 4 Extended
critical thinking and
reasoning
Teaching and ● Stationery ● Computers/ laptops ● Internet access
Learning Resources ● Microsoft Excel Software ● ICT laboratory ● Standard textbooks

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Subject Social Studies
Strand 6. Production, Exchange and Creativity
Sub-Strand 6. Globalisation

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
3.6.6.LO.1
Analyse globalisation and Collaboration: Learners collaborate to explore how individuals and nations GESI: Learners, having experienced different
its impact on the become interdependent and receive feedback pedagogical strategies, will:
growth and development ● highlight gendered roles and activities by
of Ghana Communication: Learners share ideas orally, eg, through role-play, discussing how consumer protection influence
brainstorming, and group presentations for various assignments the lives of women and men differently,
considering access to resources
Creativity and Innovation: Learners develop independent, creative, and ● value and promote patriotism, national
personalised approach to understanding interdependence cohesion and justice in society
● interrogate and eradicate their stereotypes and
Adaptability and Resourcefulness: Learners independently gather biases
information, set criteria, select strategies, and evaluate outcomes for learning
SEL: Through different learning experiences and
exposure, learners the importance of personal
interest and the interest of others

National Values:
● Honesty
● Truthfulness
● Respect
● Diversity
● Tolerance
● Friendliness
● Open mindedness
● Patience

90
110 | SOCIAL STUDIES
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and GESI Assessment
3.6.6.CS.1 3.6.6.LI.1 3.6.6.AS.1
Demonstrate Explain globalisation and its relevance to national development Level 1 Recall
knowledge and Level 2 Skills of
understanding of Initiate Talk for Learning: In a thought shower activity, learners explain the concept of globalisation, conceptual
globalisation and its highlighting its significance in the context of individuals and nations understanding
impact on the growth Level 3 Strategic
and development of Talk for Learning: reasoning
Ghana ● In a Socratic seminar strategy, learners discuss the opportunities created by globalisation and Level 4 Extended
explore how individuals and nations are connected critical thinking and
● In groups, learners discuss specific global issues and how the issues impact on Ghana’s reasoning
development
3.6.6.LI.2 3.6.6.AS.2
Discuss how the benefits of globalisation can be maximised for Ghana’s development Level 1 Recall
Level 2 Skills of
Talk for Learning: In a whole class discussion, learners talk about opportunities and challenges of conceptual
globalisation understanding
Level 3 Strategic
Initiating talk for learning and talk for learning: reasoning
● Through think-pair-share, learners discuss the benefits Ghana derives from globalisation Level 4 Extended
● In small groups, learners discuss ways Ghana maximises the benefits, considering factors such as critical thinking and
economic competitiveness, cultural preservation, and sustainable development reasoning
Teaching and ● Standard textbooks ● Projector ● Internet access
Learning Resources ● Stationery ● Computer/Laptops

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