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Elementary Teacher Guide

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ElementaryTeacher Guide

Culture and CommunityCultural Mathematics

Language

DEPARTMENT OF EDUCATION

Culture and Community, Cultural Mathematics, Language

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Issued free to schools by the Department of Education

First published in 2003 by the Department of Education, Papua New Guinea.Reprinted with amendments, 2004

Reprinted with amendments, 2005

Copyright 2003 Department of Education, Papua New Guinea

All rights reserved. No part of this publication may be reproduced, stored in aretrieval system, or transmitted in any form or by any means, electronic,mechanical, photocopying, recording or otherwise without the prior writtenpermission of the publisher.

Developed by the Curriculum Development Division of the Department ofEducation

ISBN 9980-930-23-3

Acknowledgements

The Elementary Teacher Guide was prepared by the CurriculumDevelopment Division of the Department of Education and was coordinatedand written by Jaking Marimyas, Dorcas Kilalema, Mirou Avosa and BarbaraSipou with assistance from organisations and trial schools which areacknowledged below.

Organisations

The National Department of Education is grateful to individuals in the followingorganisations who assisted in the development of this teachers guide:

Madang Local Level Government, Madang Province

West New Britain Province Literacy Personnel, West New Britain Province

University of Goroka, Goroka

Divisions of Education

North Solomons Province, West Sepik Province, Oro Province, West NewBritain Province, Madang Province, Central Province, National CapitalDistrict, Eastern Highlands Province, Western Province, Milne Bay Province,Morobe Province.

Trial schools

Sandaun Province: St Martin Elementary, Waromo ElementaryOro Province: Monge Elementary, Sumbiripa Elementary, Koipa ElementaryMadang Province: Lutheran Day Elementary, Dan Ben Elementary, KusbauElementary, Gum Elementary, Holy Spirit Elementary, Yabob ElementaryWest New Britain Province: Kilu Elementary, Catholic Elementary, KwalakesiElementary.

The Elementary Teacher Guide was developed with the support of AustralianGovernment through the Curriculum Reform Implementation Project.


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Contents

Inservice units ............................................................................................... iv

Secretary’s message ...................................................................................... v

Introduction ....................................................................................................1

Key features .................................................................................................. 5

Teaching and learning ....................................................................................8

Assessment, recording and reporting ..........................................................15

Units of work and programming ...................................................................21

Elaboration of learning outcomes .................................................................49

References .................................................................................................. 85

Glossary ...................................................................................................... 87

Appendix: Time allocations for Elementary subjects ................................... 91


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Inservice units

A set of Inservice units have been written to support the implementation ofthe Elementary reform curriculum.

These units are:

• self-instructional, so you can access them according to your needs whenand where suits you

• self-paced, so you can study at your own pace

• outcomes-based, so you can experience outcomes-based approaches toeducation

• based on adult learning principles of learning, doing, sharing andreflecting

• practical and related to your daily work as a teacher or a supervisor,

• collegial, so you can learn together in small groups, whole school orcluster settings

• accredited with PNG Education Institute, so you can improve yourqualifications

• designed to promote best practice, so you can effectively implement thecurriculum

• applicable across Elementary syllabuses.

These units integrate principles contained in the National CurriculumStatement (2002) and the National Assessment and Reporting Policy (2003).

These units can be used in conjunction with this teacher guide.


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Secretary’s message

Elementary curriculum is community-based and builds upon the skills andknowledge the children already have in their own language and culture. Theteachers in Elementary schools come from the local community and speakthe same language as the students.

This teacher guide is for all Elementary teachers teaching Elementary Prepto Elementary 2. The three syllabuses for Culture and Community, CulturalMathematics and Language identify the outcomes. The teacher guide givesmore information about what to teach and the ways of implementing thethree syllabuses. The teacher guide is supported by inservice units thathave been written to assist the implementation of the Elementarysyllabuses and provide valuable information about teaching.I also encourage teachers to work closely with members of their schoolcommunities to ensure that local community needs are met.

Important reforms to our education system will only be successful with thesupport and understanding of teachers and their involvement with thecommunity. This teacher guide contains detailed information aboutappropriate subject content and a broad range of ideas and strategies thatcan be used in an integrated approach to teaching and learning.

Teachers are encouraged to read the guide carefully and become familiarwith the content of each of the three syllabuses as specified in theelaborations.

I am encouraging Elementary teachers throughout the country to try out theideas and strategies that they believe will be effective in their schools withtheir students. Teachers have the right to adapt, modify and amend theseideas to suit their situations and the communities in which they are serving.

PETER M. BAKI, CBESecretary for Education


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Abbreviations

EP Elementary Prep

E1 Elementary 1

E2 Elementary 2

KWL Know, Want to know, Learned

Prep Preparatory Grade

SRE Shared-reading experience


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IntroductionThis teacher guide for Elementary Prep to Elementary 2, in conjunction withthe three new syllabuses: Culture and Community, Cultural Mathematics andLanguage, will help you to plan and teach the Elementary communitycurriculum. The ideas and examples in this book will help you think of otherrelevant ideas for your own community to make teaching and learninginteresting and enjoyable. You are encouraged to use the guide to help youin your efforts to produce good citizens of Papua New Guinea.

What is Elementary education?Elementary education recognises and respects the language and culture ofthe community. Elementary education helps students develop pride in theirculture and language. It consists of three years of education for studentswithin their communities using a language the students already speak.Students learn the knowledge, skills and attitudes that are important in thatcommunity.

Elementary classes should have an integrated community curriculum that isorganised into the following subjects:

• Culture and Community

• Cultural Mathematics

• Language.

Culture and CommunityThe Culture and Community Syllabus recognises and respects thelanguages and cultures of the community. It fosters students’ pride andappreciation in their arts, beliefs and values. It deals with how people liveand how the conditions in that environment affect their lives. The studentslearn knowledge, skills and attitudes that are important in that community.

Cultural MathematicsMathematics at the Elementary level of schooling is based on the everydaymathematics used in the community. Teachers need to provide opportunitiesfor relevant and purposeful learning of mathematics in real-life contexts. Thestudents need to develop their understanding of simple mathematicalconcepts and skills that are useful in real-life situations.

LanguageThe Elementary curriculum recognises and respects the languages ofstudents from different communities by providing a three-year initialeducation for students in their own communities using a language that thestudents already speak fluently. Students need to acquire language skillsand confidence in order to learn effectively in other subjects. Students needto learn to use language in different ways from expressive and artisticforms to using language to find information and acquire knowledge.


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LanguageMatch picture and word cards about types of

transport used in the river areas

Cultural MathematicsIdentify events that always happen

in the river such as a time for floodand things floating near the surface

Culture and CommunityTalk about effects of a dirty river and make a

list of rules for water hygiene

River

Links with different levelsThe three Elementary subjects set the foundations for learning for thesubjects in Lower and Upper Primary. Lower Primary subjects build upon theoutcomes in Elementary, which in turn link to outcomes in Upper Primary asshown below.

Elementary subjects Lower Primary subjects Upper Primary subjects

Culture and Community Environmental Studies

Community Living

Health

Arts

Physical Education

Science

Social Science

Making a Living

Arts

Personal Development

Cultural Mathematics Mathematics Mathematics

Language Language Language

Links with other subjects in ElementaryIn Elementary classes, the lessons will be more interesting and meaningfulwhen activities in one subject are integrated with activities in other subjects.One way to manage this integration is to develop integrated units of workbased on a theme that will be taught for a whole week or two weeks.

Here are some examples of Elementary Prep activities, which could be usedin line with the following learning outcomes to teach a theme, River.

Outcomes

Language: P.2.3. Recognise that writing and pictures are used to conveymeaning for different purposes

Cultural Mathematics: P.5.1 Identify events that always happen regularly inthe community

Culture and Community: P.3.3 Identify things they do that can encouragenutrition, personal safety and hygiene

River

Language

Match picture and word cards abouttypes of transport used in the river areas

Culture and Community

Talk about effects of a dirty river and makea list of rules for water hygiene

Cultural Mathematics

Identify events that alwayshappen in the river, such as atime for flood and thingsfloating near the surface

River


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What is a community curriculum?A community curriculum is one which is locally relevant. It is made up of theknowledge, skills and attitudes that the local community wants their childrento learn. It enables students to continue to develop their understanding oflocal languages and cultures. It means teaching in an integrated, community-centred way in a language that the students speak. It uses student-centredactivities and is based on themes. The Elementary syllabuses contain theoutcomes that the students will learn. Achievement of the outcomes willprepare students for Grade 3 in Primary schools.

Community calendars

All communities in the country take part in agricultural, social and culturalactivities at certain times of the year. These activities make up a villagecalendar. For Elementary education to be community-based asrecommended, it should respect and take account of the local villagecalendar. The calendar is based on the real cycle of events in the localcommunity that happen throughout the year. The curriculum is aimed atmaking students aware of their calendar. Teachers need to observe and planschool activities to fit with events on the calendar.

Teachers need to gather information about their communities to help themand the Community Curriculum Committee to develop a community eventscalendar. This calendar is the basis for planning the community curriculumand provides information about when to teach certain themes for the year.Work with members of your Local Curriculum Committee and your clustergroup to make a community calendar. When preparing the communityevents calendar, list the significant events that occur during different times ofthe year in your area. For example, if there is a special time for plantingcrops or harvesting, try to teach that theme at that time of the year when it isactually happening. Make sure your program matches your community’sactivities. Plan your teaching around the community’s activities.

Teachers only have to prepare one calendar each year. Make sure you keepit up to date with the small events that happen in your community. Much ofthe same information can be used the next year.

You will find an outline of the process for making or planning your communitycurriculum on page four. More explanation and examples are provided in thisteacher guide to help you plan and implement your community curriculum.


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A process to make the community curriculum program

Step 1: Develop a community calendar

Gather information from the community. Work with the CurriculumCommittee to find out what cultural events and community knowledge, skillsand attitudes need to be taught in the Elementary curriculum. Use theinformation to develop the community calendar.

Step 2: Map and organise outcomes

Select a small number of outcomes from the syllabuses that link naturallytogether. Another way is to look at the community calendar and pull out theoutcomes from Culture and Community and Cultural Mathematics to matchthe themes in the calendar.

Step 3: Identify topics or themes that link the selected outcomes

Identify relevant topics or themes that link the outcomes together and matchthem with events on the community calendar. You then develop a unit ofwork based on those outcomes that would enable you to teach for one ortwo weeks.

Step 4: Develop a yearly program

Organise your themes according to the timing of community activities onyour community calendar.

Step 5: Develop the term programs using themes

Develop each theme so that it includes relevant community activities.

Step 6: Write teaching and learning plan

Develop teaching and learning activities and assessment tasks for eachtheme for all three subjects: Culture and Community, Cultural Mathematicsand Language.

Step 7: Develop weekly programs

Sequence the activities in the order of how you would like to teach them andrecord in your weekly program.

Step 8: Write lesson plans for each lesson

Write lesson plans for each activity or lesson in your weekly program.


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Key features

The nature of Elementary educationElementary education is community based and requires teachers who arededicated, creative, fluent in the students’ vernaculars and respectfulmembers of the community.

Some features of Elementary education appear below.

• Elementary education provides three years of formal education forstudents, from Elementary Prep to Elementary 2.

• The language of instruction at this level is the students’ vernacular.

• The teachers speak the same vernaculars as the students.

• Community members play active roles in assisting the teachers todevelop a community-based curriculum.

• Teaching and learning materials mostly come from the local environment.

• The curriculum is integrated and based on local community events andactivities.

• Oral English is introduced in term three of Elementary 2.

Curriculum principlesThe Elementary curriculum is based on three learning principles.

• We learn best when we build new learning on what is already known.

• We learn well when we recognise an immediate use or need for what isto be learned.

• We use ideas and skills in a coordinated way to solve problems.

Benefits for studentsBenefits for students when they begin education at Elementary level includethe following:

• Students start education early at the age of six years.

• Students learn to read, write, speak and listen in their vernaculars.

• All of the curriculum is taught in the students’ vernaculars and based onwhat the students already know.

• There is a better opportunity for students to perform well in their schoolwork when their languages and cultures are valued and seen as a benefitin formal learning.

Catering for diversityStudents with special needsMany students have special needs including those who are gifted or those whoare disadvantaged physically, emotionally or intellectually. Provide opportunitiesin the curriculum for students with special needs so that they can participate in avariety of learning experiences to develop appropriate life skills. Use acceptableterms to describe people with disabilities, such as students with speech, sightor hearing impairment or students with a physical or intellectual disability.


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Inclusive curriculumStudents are surrounded with many situations, experiences and messagesthat are contained in the curriculum. Students use these messages to helpthem understand their world and form opinions about themselves and others.It is important that these messages and experiences lead students tounderstand that they all have a right to participate in any curriculum activityregardless of their gender, ability, language group, culture or where theycome from. An inclusive curriculum:

• supports students’ use of their vernacular language and encouragesteachers to use local materials and relate teaching to real-lifeexperiences

• helps students to value and appreciate different roles, responsibilities andobligations that males and females play in their society

• values and places equal emphasis on female and male experiences inthe curriculum

• recognises that students come from many different cultural and languagebackgrounds and caters for these differences

• provides a range of learning experiences to cater for students fromdifferent living environments

• recognises that everyone belongs to a cultural group and that all culturalgroups should be treated with respect

• allows students to appreciate, respect and participate where possible incultural activities from other cultures

• promotes a safe, healthy, happy and non-threatening learningenvironment

• provides opportunities for students to apply problem-solving and thinkingskills in a range of learning situations.

Elementary syllabusesThe three Elementary syllabuses are Culture and Community, CulturalMathematics and Language. All three syllabuses have a common format.The following points outline the syllabus contents:

• the content of the three syllabuses is presented in strands andsubstrands

• the strands and substrands are the same from Elementary Prep toElementary 2

• the knowledge, skills, attitudes and values that the students shouldachieve are written as outcomes

• each outcome in the syllabuses is a specific statement that identifies theknowledge, skills or attitudes all students should demonstrate at a certaingrade

• each outcome in the syllabuses has a set of indicators. The indicatorsgive examples of what students will be able to do, know and understandat a particular grade to indicate the achievement of outcomes.


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Some aspects of outcomes and indicatorsThe outcomes and indicators:

• give teachers flexibility to write units of work and programs to suit localconditions and individual student needs

• help teachers assess and report students’ achievements

• allow students’ achievement of the outcomes to be described inconsistent ways

• help teachers monitor students’ learning

• help teachers plan their future teaching programs.

Elementary subjects, strands and substrands

Subject Strands Substrands Emphasis

Culture andCommunity

Me and MyEnvironment

Using and caring for resources

Exploring environments

Changes in natural and humancommunities

The emphasis in Culture andCommunity is for students to respect,appreciate, recognise and take pride intheir culture, arts, beliefs and values.Students develop knowledge, skills,attitudes and values that will help themto care for their environment andpromote personal, school andcommunity health.

Me and MyCommunity

Relationships

Meeting needs

Living and working together

Events and ceremonies

Arts

Me and My Health Moving and growing

Games and activities

Hygiene, nutrition and safety

CulturalMathematics

Space Space

Shape

The emphasis in Cultural Mathematicsis for students to apply modern andcultural mathematical concepts andskills in their daily lives. This should bedone in purposeful and meaningfulcontexts with the students.

Measurement Measuring and estimating

Area

Time

Number Counting

Mathematical language

Operations

Money

Pattern Patterns

Chance Chance and information

Language Speaking andListening

Production

Skills and strategies

Context and text

The emphasis in Language is forstudents to use the language that theyalready speak fluently to acquireknowledge in formal learning. Studentsneed to acquire language skills inspeaking and listening, reading andwriting to communicate in a variety ofways to express themselves indifferent situations.

Reading Production


Context and text

Writing Production


Context and text


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Teaching and learningElementary teaching is integrated and based on learning that is relevant tothe students’ lives and the values in the communities in which they live.Teachers are encouraged to create enjoyable classroom environments anduse a variety of teaching and learning strategies that will help the studentsacquire relevant skills, knowledge and understanding.

Students learn best when the learning activities are done in a natural way.Natural learning is to learn things in the same way as we learn things ineveryday life outside the classroom. The way babies learn to talk and walk isa very good model of natural learning.

The model of natural learning shown below indicates that learning conditionsare similar from culture to culture. When you understand all the conditions oflearning you can provide natural learning situations for your students in yourclassroom.

Conditions of learning

{Conditions

Engagement

Learners must be allowed to make guessesabout how to say things. It is quite acceptablefor learners to make mistakes in order forlearning to take place.

Learning must beaccompanied by:

Learners must beinterested andwant to learn.

The level ofengagement willincrease if theseconditions arepresent in thelearningsituations.

Immersion

Demonstration

Expectation

Responsibility

Use

Response

Approximation

Occurs when thelearners areconvinced that:

• they have thepotential tomaster the skillbeingdemonstrated

• the skill beingdemonstratedhas a benefitfor them in life

• it is alright totake risks and tryout new things.

What does this mean?

Learners learn from feedback that reinforcescorrect solutions or corrects mistakes. Thisfeedback must be relevant and non-threatening.

Learners need time and opportunities topractise the skills and knowledge which theyhave learnt.

Learners make their own decisions about when,how and what to learn in any learning task.

Learners receive messages from other peoplewhich help them to realise that they have thecapability to master certain skills.

Learners need to receive many demonstrationsof how to do things.

Learners need to be surrounded with manylearning materials and situations.

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Learning conditions and natural learning

Conditions What does this mean In the learning situation

Immersion

To be surroundedby something

Children at home are surrounded withmany meaningful, relevant and real-lifeactivities. These relevant activities helpthe children to naturally developknowledge, skills, attitudes,understanding and values that areappropriate for life in their communities.

Surround students with learning materials such as:

• labels, weather charts, community eventscalendar

• mathematics linking cubes, objects and shapes

• pictures, kits and charts

• picture books

• big books and small companion reading books

• charts of stories written in class

• students’ own stories

• word-wall charts and posters.

Allow students to use these materials in small groupwork. This will allow them to interact with each otherin natural ways by asking questions and discussingand developing ideas together.

Demonstration

To be shown howto do something

At home everyone talks to the baby. Theyshow the baby how to talk. By doing this,the baby imitates the different soundsthat form speech and therefore learnshow to talk. The children are shown whatto do in singsing and other traditionalactivities such as making their owndecorations and bilas. They are shownhow to wear the headdresses and grassskirts or tapa cloth. They see sampledecorations and bilas made by otherpeople around them. This enables thechildren to see that it is possible to learnthese skills and show interest toparticipate.

Provide students with many suitable demonstrationssuch as:

• reading big books and other suitable informationtexts to them

• writing different types of texts with the students asa class, in small groups, in pairs and alone

• traditional dance steps

• solving simple number problems. Demonstrationsshould be of value to motivate students to want tolearn.

Expectation

To wait and lookforward to whensomething is goingto take place

Family members and friends look forwardto their children learning to talk duringtheir early years of development. It isnatural for family members to givepositive encouragement during thedevelopment period.

We expect the students to acquire literacy,numeracy, social and interpersonal skills. Teachersshould provide a learning environment wherestudents feel safe, yet challenged when they seethat it is possible to apply these skills in theireveryday living.

Responsibility

To be responsiblefor own learning

Children must learn to put on their ownclothes if they want to dress properly.They must learn what garment goes atthe top of the body and what to weararound the waist.

Encourage students to choose whether to draw apicture of a house or make a model house. Thishelps the students learn to make choices and takerisks when they make decisions.

Approximation

Nearly correct oralmost right

When babies try to talk, they makeguesses about how to say words. The‘baby talk’ that babies make enablesthem to practise speaking what theyhear. The beginning speech that babiesmake is not correct but they can beunderstood.

Students must be allowed to use ‘almost correct’words in speaking and writing activities when theyparticipate in Culture and Community, CulturalMathematics and Language, as long as what theysay or write makes sense.

Response

To reply, react oranswer

When children learn to talk, familymembers help them by encouraging andcorrecting them. The feedback fromfamily members gives childrenencouragement to try to talk or put to usenew skills that they are acquiring.

Honest and specific feedback is needed by thestudents to help them in their learning. Try todescribe what the students have done well such as,‘Your drawing of the dog looks real!’ Talk to thestudents about their efforts. This helps them feelgood about themselves and encourages them towork hard.


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Conditions What does this mean In the learning situation

Engagement

To be involved, todo it

Children learn through taking part in anddoing the actual activity. For example, achild learns to ride a bicycle by getting ona bicycle and riding it. If practice makesyou better at an activity, then morepractice should make you even better still.

Make learning situations interesting and meaningful.Make the learners feel that they are capable ofmastering the skills and knowledge beingdemonstrated. If they see that the skills will beuseful to their lives, they will take risks and try tolearn them.

Use

To put to serviceand apply

Children are allowed time to put to usethe skills that they acquire in their growthin real meaningful situations.

Students need time and opportunity to use andpractise the skills that they acquire by participatingin real community activities such as singsing andmaking bilas and decorations.


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Teaching and learning approaches

Student-centred approach

A student-centred approach to teaching and learning is when the studentsare the focus of the learning activities. The students assume moreresponsibility for their learning in this type of learning environment. The tablebelow provides suggestions for the roles of students and teachers in astudent-centred approach.

Student and teacher roles in a student-centred approach

Students Teacher

• do more talking than the teacher

• take part in many different activitiesthat relate to real-life experiences todevelop critical thinking andunderstanding

• discover new information on their ownand with guidance from the teacher

• use an inquiry learning approach toexplore a topic

• frequently work in small groups tocooperate with peers

• use real objects to support learning

• choose activities and topics for theirprojects

• have a chance to correct their efforts

• have a chance to evaluate their efforts

• choose who they will share the learningsituation with.

• plays the role of a facilitator

• provides a rich learning environmentfor students’ learning

• develops a supportive atmosphere inthe classroom

• plans learning activities that will requirethe students to use their senses: sight,sound, smell, touch and taste

• treats students with respect

• talks with students rather than at them

• shows faith in the students’ ability tolearn

• lets the students proceed at their ownpace

• praises effort rather than the students’characters such as, ‘You have written along story’, not ‘Good girl’ or ‘Good boy’

• accepts students’ efforts and showsthem how to improve further

• is aware of what the students do, howthey feel and respond withunderstanding

• has the learning task prepared andorganised

• is patient and gentle in his or herapproach.

Multigrade teaching

Usually, teachers in a school would have one grade to teach for the wholeyear. In many communities the enrolments are low, so schools may havemultigrade classes. This means that two or three different grades are groupedtogether and supervised by one teacher. The classes are made up of studentsof different ages, abilities, interests and needs grouped together for learning.

A successful multigrade classroom provides opportunities for students towork in small groups, pairs, individually and as a whole class. The groupwork must have a purpose. One way of grouping is in different ability groupsbased on the real needs identified. If the students are experiencingdifficulties, small groups will best meet the needs. The tasks provided foreach group needs to be challenging. The students must be clear aboutwhat they are expected to do and have them practise the skills whilethe teacher assists particular groups.


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Students in mixed ability groups can work on themes, topics or areas ofinterest in learning centres. Learning centres could have:

• a large table for group activities

• a storage area for materials like mathematics cards and a variety ofstories and books

• areas for displays for each of the subjects and for students’ work

• work corners where students can work as individuals, pairs or smallgroups.

Organising students in mixed ability groups is also appropriate becausestudents with different abilities and personalities often are able to help eachother. Teachers need to spend time and effort in planning and preparingmaterials at different levels.

An integrated approach using themes is recommended for multigradeclasses. The teaching and learning approach should be student-centred.Teachers need to:

• identify outcomes that will bring main ideas from the different grades andsubjects together and then decide on a theme that links the outcomestogether

• develop teaching and learning programs that outline different activities forthe class: EP and E1, E1 and E2 or EP and E1 and E2

• have one theme and have students work on activities according to theirgrade levels or individual needs.

For example, if students are going out to investigate their resources in theirlocal environment for different types of houses, then one group can:

• EP: Count and record the number of houses in their village

• E1: Classify the houses under the headings ‘traditional’ and ‘modern’according to the materials from which they are made

• E2: Classify and describe houses according to their uses.

It is most appropriate for multigrade classes to remain together as a groupfor at least two years with the same teacher constantly assessing theprogress and overall learning of the students.

Learning strategies

Strategies can belearned

Teach students to uselearning strategies.

Learning strategiestransfer to new tasks

Students can use learningstrategies on new activitiesif the new activities aresimilar to the students’ pastexperiences.

Active learners arebetter learners

Students learn best whenthey organise and linknew knowledge to knownexperiences. Learningtheory describes this asgoing from the known tounknown.

Learning strategies are ways that help us learn information.

Learning strategiesare important inlearning

Students who use andapply appropriatelearning strategieslearn more effectivelythan those who haveno experience withlearning strategies.

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Examples of learning and thinking strategies

It is our responsibility to help students learn how to learn and to applyreasoning skills in learning. Helping students learn how to learn and think islike showing a trainee carpenter how to use different carpentry tools. Thetrainee carpenter is expected to choose what tool to use, where to use it andhow to use it. This decision must be made by the trainee in order for the taskto be carried out effectively with quality results. Students likewise need to beassisted to learn strategies that will help them learn.

Examples of learning strategies and learning situations

Strategy Learning situations

Quickly look at the material or skim it, todecide if it is suitable

Students view materials such as pictures, charts, posters and books towork out if they are suitable and useful to use.

Plan what to do Students, with the teachers’ help, decide how to accomplish the learningtask. For example, does it require them to work in groups to make a largeclass mural to represent ideas, write ideas on charts, make posters or roleplay.

Select specific information Teachers will need to help students to look for specific information onposters, charts, diagrams, pictures and written texts such as locating keywords and main ideas.

Plan when, where, and how to carry outthe learning

Students work with the teacher to decide how they will approach a task.The teacher encourages students to make own choices about activitiessuch as when and where to go for the excursion.

Think while listeningThink while reading

Students ask themselves questions as they are listening or reading tocheck their own understanding.

Think while speakingThink while writing

Students ask themselves questions about their own oral and writtenproduction while these activities take place.

Self-assess Students check back and reflect on what new knowledge they havelearned and where they need some help.

Grouping Students sort objects or ideas into groups according to their characteristicsor features.

Use background knowledge Students relate new concepts to known knowledge to assistunderstanding.

Sequencing Students sequence ideas and events in order.

Learning from or through pictures: visuallearning

Students use pictures to learn new information or solve a problem.

Predict Students guess what might happen next or predict upcoming information.

Use context clues Students use given information to understand new information.

Ask questions Students ask peers or teacher questions to gain additional information orclarification.

Work with peers Students work with peers and help each other to complete tasks or solveproblems and give and receive feedback on their work.

Think positive Students have confidence in themselves, take risks and try out newmethods and ideas.


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Before teaching students to use learning strategies, keep in mind thefollowing points:

• the type of activities or tasks that you plan for the students to do willdetermine the type of strategy to use

• teach the students one or two strategies and let them feel confident usingthese before introducing more

• be sure to use simple activities or tasks at the initial stage whenintroducing the strategies to the students

• be sure that the strategy introduced has some connection to the students’past experiences

• consider whether the strategy introduced could be applied in otherlearning situations.

Learning strategies used in Elementary should focus on concrete tasks.For example, students might use a KWL strategy when they work on a topicin Culture and Community such as ‘What types of plants grow well in whatseason?’

KWL strategy

K (what I already know)

What I know about food,plants and seasons

W (what I want to know)

What I want to knowabout food, plants andseasons

L (what I have learned)

What I learned aboutfood, plants andseasons

Apply the following steps to get the students to use the KWL strategy.

1. Organise students into small groups.

2. Tell students the lesson topic.

3. Ask students in small groups to list what they already know about thetopic.

4. Get groups to share their ideas with the class as a whole.

5. Ask students to talk about what they want to know about the topic. Ifstudents are only beginning writers, invite a community member to comein and scribe for the students.

6. Students, with help if needed, complete the first two columns as theywork with this topic.

7. The third column is completed at the close of the unit.


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Assessment, recording and reportingAssessment and reporting practices described here are detailed in theNational Assessment and Reporting Policy (2003) and in other assessmentsupport materials produced by the Department of Education.

AssessmentAssessment is the ongoing process of identifying, gathering and interpretinginformation about students’ achievement of the learning outcomes. Theoutcomes for Elementary are described in the three subject syllabuses.

Teachers record evidence of students’ learning and use it to makejudgements about students’ achievement of the learning outcomes. Toensure that assessment is fair and balanced, teachers should use a range ofassessment methods including:

• observing and recording details of students’ demonstrations of processskills and their performances on particular tasks

• asking open-ended questions that students respond to orally and inwriting where appropriate

• keeping portfolios of students’ work.

Teachers should provide opportunities for students to assess their ownlearning through self-assessment and the learning of others through peerassessment. The teacher and students develop simple assessment criteriatogether. The purpose of assessment is to improve student learning.

Assessment in Elementary

Assessment in Elementary is the continuous process of finding out what thestudents have learnt. When the students are assessed, the teacher candecide what must be taught next. Assessment includes observing andrecording students’ learning during classroom activities. It is a process of:

• observing students at work

• conferencing, talking and questioning the students about their learning tofind out how they are thinking and feeling and their attitudes towards theirlearning

• looking at students’ work samples to find information about what studentscan do

• identifying further teaching and learning needs from that information

• recording what the students can do and how they do it

• planning for future learning using the assessment information

• reporting or communicating with parents and guardians about their child’slearning.


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All assessment and recording must link back to the outcomes. Teachersmust decide when students have achieved each outcome.

All Elementary teachers need to gather information about students’ learningand develop classroom programs based on this information. The quality ofclassroom programs, and therefore the learning of students, depends on thequality of the assessment.

Continuous assessment for young students is essential. Their knowledgeand skills are continually developing as they learn more. It is important forteachers to be aware of what the students know, can do and understand.When this information is known about the students in the class,programming can be made more relevant and meaningful and should matchthe students’ needs.

Assessment methods

Assessment methods are ways that teachers can collect information aboutstudents’ learning. Teachers will use a range of different assessmentmethods or ways of collecting information throughout the day. Assessmentmakes use of a variety of tools and processes including the following threemain assessment methods outlined below.

Assessmentmethods

What does this mean? Why is it important?

Observation Looking at and listening carefully tostudents to make an assessment aboutwhat each student knows, understandsand can do. The teacher asks questionsand observes how they help each otherto complete a task.

The teacher needs to observe individuals or groupsof students to gather information about:

• their ability to organise themselves to start alearning activity

• their understanding of the content of the learningtask

• how the students are thinking

• their leadership skills

• their social skills

• their ability to work with others.

Conferencing Discussion with students that involvestalking and questioning individuals, smallgroups or the whole class about theirlearning. This is a good way of finding outwhat the students know (knowledge),how they can do the task (skills) and howthey feel about what they are learning(attitudes).

Conferencing helps the teacher gather informationabout:

• what a student knows, can do and understands

• the students’ attitudes to learning

• how the students get through the process oflearning a new skill.

Studying worksamples

The teacher thinks about and examineswork samples from students. Worksamples can be written tasks on paper,small chalkboards or slates, mathematicswork, drawings or models.

Studying work samples helps the teacher to assess:

• the students’ levels of knowledge andunderstanding of the learning taking place

• the students’ thinking skills and their ability tobring their own ideas and be creative

• how much time and effort the students used to dothe piece of work

• the skills the student has used to produce thework

• if the work meets the outcome of the task.


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Record keepingTeachers need to keep or collect many different types of records. Some ofthe most important records you must keep are those showing the students’progress or achievements. These are called assessment records.Assessment records must describe the students’ achievements of thelearning outcomes from observations, conferencing and studying students’work samples.

Teachers must keep accurate records of students’ achievements so that theycan plan and program for future learning. Recording methods will include:

• journals, diaries or anecdotal notes

• portfolios

• progressive records

• checklists

• work samples with comments written by the teacher.

Recordingmethods

What does this mean?

Journal, diary oranecdotal notes

Teachers write notes in a book describing for each student, their:

• development

• behaviour

• special interests and talents

• special needs or help required

• social skills or ability to share and cooperate when learning

• important achievements.

The notes should include date and time and you can have a page or two for each student.

Portfolios A portfolio is a file or folder of each student’s writing, drawing or pieces of work done for the wholeyear. The file with work samples will give teachers a clear idea of the achievement and progressof each student. It will also be good evidence for parents, other teachers and the students when itcomes the time for reporting.

Progressiverecords

The teachers can record ongoing observation notes about students’ progress:

• after watching them at work

• having a conference with them

• from studying a student’s work samples.

Checklists A checklist is one way to record who has achieved what you wanted them to learn and who stillneeds help. It is a quick and efficient way of recording specific information that the teacher hasobserved or found out when conferencing or studying a work sample. Students can record theirassessments of their own and others’ work using simple checklists. First they need to be taughtthe skills of observing each other using simple assessment criteria and being shown how to reportin positive ways.

Work sampleswith commentswritten by theteacher

Studying work samples involves collecting students’ work and then thinking about what it tells youabout the students’ learning. Work samples include:

• writing

• drawings

• art work

• Mathematics models such as three-dimensional shapes or patterns.

Teachers need to focus on what the student has done, not whether or not the work wascompleted.


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Below are some of the examples of manageable recording methods.Teachers will need to read and explain peer assessment to students andshow them how to complete the forms.

Students’ observation checklist for a talking activityObserver’s report:Name of student:

Was the child talking loudly enough for everyone to hear? Yes

Was the child looking at the class? Yes

Was the talk interesting? Yes

Did the other students ask questions? Yes

Is there anything else you would like to report?

Sample conferencing checklist

Class: E2 Key: � means the student has completed the task satisfactorily � means the student has not completed the task satisfactorily

Task 1 Task 2 Task 3

Date Name Copyingspellingwordsfrom theblackboard

Writing asentencedescribingan activity

Correctspelling ofname

Comments

23/05/02 Karo Mark � � � Needs practice usingdescribing words

Social skills checklist

Name Listensto others

Respondswhenspoken to

Can stayon tasks

Takesturns

Respectsothers’opinions

Helpsothers ifneeded

Self-confident

Showssense ofhumour

MaxBecker

� � � � � � � �

Teacher’s comments:

No

No

No

No

Yes No


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Sample records of observation notes

Subject: Culture and Community Year 2003

Term 2 Term 3

Name

Date

Comments

Nakula Kila

25/05/03

Made a toy canoe,joining each pieceneatly. The canoefloated when tested.

…………………….........

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…………………….........…………………….........…………………….........…………………….........

…………………….........

Name

Date

Comments

…………………….........

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…………………….........…………………….........…………………….........

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…………………….........…………………….........…………………….........

…………………….........…………………….........…………………….........

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Name

Date

Comments

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…………………….........…………………….........…………………….........…………………….........

…………………….........…………………….........…………………….........…………………….........

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This table can also be used for weekly observation.

ReportingReporting is communicating students’ achievements in fair and accurateways to parents, guardians, teachers, students and others. Reports shouldbe based on assessment information collected from ongoing assessment.Schools will decide how reports will be presented to best suit the needs oftheir communities. It should be communicated to the parents in the languageof the community, especially when it is a written report. Reporting can bedone in a variety of ways:

• formal talks with parents and guardians known as parent–teacherconferences or interviews

• informal talks with parents and guardians as needed before or afterschool

• a written report for parents or guardians and the student’s new teacher,usually completed near the end of the year.

Parents and guardians will be very eager to hear about their child’s progresswhen students first start school in Elementary Prep. Teachers need to hold aparent–teacher interview either at the end of the student’s first term or earlysecond term at school.

In Elementary 1, teachers may decide to hold formal talks with parents andguardians at interviews or conferences. These could be held halfway throughthe year and at the end of the year.

In Elementary 2, teachers may decide to hold formal talks with parentsand guardians in the middle of second term and provide them with awritten report at the end of the year.

Class: E1 Term 1 Name Term 4e

…………………….........…………………….........

…………………….........…………………….........…………………….........


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EvaluationTeachers will use assessment information to evaluate the effectiveness oftheir teaching, learning and assessment programs and to makeimprovements to their teaching practice in order to improve students’learning.

Schools may use whole school assessment data to evaluate theeffectiveness of teaching and learning in a particular subject or at particulargrade levels and make decisions on how to improve teaching and studentlearning.

Units of work are developed in many different ways around both broad andspecific learning concepts. These concepts are identified in the learningoutcomes from the three syllabuses. It is possible to develop a unit of workfrom a cluster of outcomes or just one outcome. However due to theintegrated nature of learning at Elementary level we will focus on integratedunits of work. Integrated units of work are based on more than one outcome.The unit of work describes in detail, the content of learning for the students.

In the initial planning of a unit of work, the teacher must identify:

• the content of learning described in the learning outcomes in thesyllabuses,

• how learning is going to be organised and delivered,

• suitable materials and resources that will enhance learning,

• how long a unit of work will take to teach,

• the various types of learning activities to meet individual needs ofstudents,

• suitable assessment tasks to allow students to demonstrate achievementof the outcomes,

• the need to be flexible and allow for spontaneous learning.

Planning of the unit of work is done with the view to encourage teachers tolink community activities to students’ learning and experiences. In the unitsof work teachers are required to develop:

• a community calendar,

• a yearly plan,

• term programs,

• teaching and learning plans,

• weekly programs.


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UUnits of work and programming

Writing units of workUnits of work are developed in many different ways around both broad andspecific learning concepts. These concepts are identified in the outcomesfrom the three syllabuses. It is possible to develop a unit of work from acluster of outcomes or just one outcome. However, due to the integratednature of learning at Elementary level we will focus on integrated units ofwork. Integrated units of work are based on more than one outcome. Theunit of work describes in detail the content of learning for the students.

In the initial planning of a unit of work, the teacher must identify:

• the content of learning described in the outcomes in the syllabuses

• how learning is going to be organised and delivered

• suitable materials and resources that will enhance learning

• how long a unit of work will take to teach

• the various types of learning activities to meet individual needs ofstudents

• suitable assessment tasks to allow students to demonstrate achievementof the outcomes

• the need to be flexible and allow for spontaneous learning.

Planning of the unit of work is done with the view to encourage teachers tolink community activities to students’ learning and experiences. In the unitsof work teachers are required to develop:

• a community calendar

• a yearly plan

• term programs

• teaching and learning plans

• weekly programs.


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Making your own community curriculum

The nature of Elementary education requires the curriculum to be developedand taught in the local language or vernacular. This means that suitablecommunity members are identified to work with teachers to develop thelocal curriculum. They identify relevant cultural knowledge, skills, attitudesand values to provide the basis of the content of learning in their curriculum.The local curriculum must:

• be culturally relevant, community-oriented and taught in an integrated way

• be jointly developed by the teachers and knowledgeable people in thecommunity

• be focused within an environmental context students are familiar with

• enable students to develop better understandings of their culture andlanguage

• help students to transit into Lower Primary.

During the curriculum development process, be mindful that in everyday lifestudents learn in an integrated way. This means that Elementary curriculumis developed and taught using an integrated approach. This approach buildsupon students’ known experiences to help them acquire new skills,knowledge and attitudes with understanding.

In an integrated approach to teaching and learning:

• learning is planned by connecting common concepts within or acrosssubjects

• students’ learning needs to be related to community activities

• new learning experiences are built on past experiences

• learning is focused within a familiar environmental context

• opportunities are provided for a wide variety of student-centred activities

• local resources are used to support learning.

This section of the teacher guide focuses on how to develop acommunity-based curriculum. The following steps have been arranged insequence to guide teachers in the process.

Step 1: Developing a community calendar

A community calendar lists the significant cultural and community events thatoccur in your area in the year. To develop your own community calendar,follow the steps given below to guide you.

1. Collecting information

Visit the local community. Work with your Community Curriculum Committeeand knowledgeable people to gather local information. List local informationgathered from the community onto the calendar sheet with the help of thecommittee. Arrange your list of events and activities according to theseasons of the year.


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2. List main community events involving students

Identify suitable events and activities for your students from the listdeveloped in step 1.

See the sample below given from North Solomons Province. Present yourinformation in the same way.

Sample activities from North Solomons Province

There are certain activities or events that occur seasonally and can provideopen learning situations for the students. Some examples of these areshown below.

Making new gardens

Cocoa picking

Food harvesting

Hunting for certain animals

Fishing for certain fish, like sea worms

Christmas

Mother’s Day celebration

Independence Day

Father’s Day celebration

District tournaments

Easter

Youth sports carnivals

Use the education calendar to include the events that are coming up in theschool year. Examples appear below.

Village cleaning

Planting of food gardens

Cocoa cleaning, picking, selling

Village funeral feasts

Feasting

Fishing

Sports tournament

School closing activities

Graduations

Selling and buying food stuff and gardenproduce

House building

3. Write community events into the calendar sheets

The community calendar sheet is divided into eight columns.

Column 1: Traditional months

Check with older members of the community for correct names. List thetraditional months, windy or wet and dry times used in your communityand the seasons.

Column 2: Seasons

Fill in the names of the seasons we have in the country.

Column 3: Environmental changes

Fill in the environmental changes column with information such as whencertain trees lose their leaves or when mangoes bear fruit.


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Column 4: Seasonal activities

Fill in the seasonal activities column with activities that occur at differenttimes of the year such as planting, making new gardens, fishing, housebuilding, harvesting, when certain fish spawn or are plentiful. If thesethings are not seasonal in your area then record them in theenvironmental changes column.

Column 5: Cultural, religious and national activities

Fill in the main festivals and celebrations of your community for the yearsuch as Christmas, Easter, Moka, Yam Festival, Independence, TolaiWarwagira, Hiri Moale and Show Day.

Column 6: Sporting and other community events

Sporting events might include soccer, softball, boat races or volleyballgames. Other community events might include the building of a newchurch, a new community centre or water supply or such activities aschoir competitions. Some families may be planning to build new houses,marriages, bride price ceremonies, funerals, feasts or births. As the yeargoes keep on adding to the calendar. Many of these activities will not befully planned a whole year in advance.

Column 7: School terms

Show in this section when each school term starts and ends. This columnwill help you to plan your yearly, daily and term programs.

Column 8: English months

Write in the names of the English months so that they relate to thetraditional months.

A sample community calendar is given on the next page to assist you todevelop your own community calendar. Do not copy the sample. It is anexample taken from a community in North Solomons Province.


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Sample community events calendar from a community in North Solomons Province

Traditionalmonths

Seasons Environmentalchanges

Seasonalagriculturalfishing andhuntingactivities

Cultural,religiousandnationalactivities

Sportingand othercommunityevents

Schoolterms

Englishmonths

Nonuopira Wet New Year Break January

Kepirago

Paipira

Korepira

South-easterlywind

Harvesting Easter Rugby

Soccer

Volleyball

Basketball

1 February

March

April

Upupira

Tugipira

Flooding Fish trapping Mother’sDay

WorldEnvironmentDay

Queen’sBirthday

Feasting 2 May

June

Paipiratuo

Kepiragotuo

Kampurotuo

Destruction ofgarden foodsfamine

Cocoaseason

Father’s Day

IndependenceDay

Sportstournament

3 July

August

September

Kipuro

Nonuoropira

Luugo

Kepirago

Luugo

Dry Flowering oftrees

Fruit treesbearing mangoand laulau

North westwinds

Planting offoodgardens

Fishingseasons

Sea worms

Month ofHoly Rosary

Schoolclosingactivities

Sportingassociationsending

Feasting

4 October

November

December


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Step 2: Mapping and organising outcomes

To develop integrated units of work it is necessary to map and organise theoutcomes into groups or clusters. Two common ways of mapping andorganising the outcomes are to:

• select outcomes from the Culture and Community and CulturalMathematics syllabuses that link naturally either in one subject or acrossboth subjects

• identify themes from the community calendar and outcomes from Cultureand Community and Cultural Mathematics syllabuses to match thethemes.

Before clustering the outcomes it would be very helpful to:

• read through your syllabuses and be familiar with the content

• identify outcomes that have common concepts in the subject or acrossthe curriculum

• consider what knowledge, skills and attitudes in the outcomes areappropriate to the language and cultural contexts of the students.

Note that the Language outcomes are linked to all learning areas so will notbe clustered in this example. Language outcomes can be added as youbegin planning units of work. Teachers are encouraged to work in groupsthroughout this process. the sample below was developed by a group ofElementary teachers from North Solomons Province.

Sample of mapping outcomes for Elementary Prep

Below are some examples of how you could cluster some of the ElementaryPrep outcomes and match them with cluster themes to develop units of work.

Cluster 2


P.1.2 Sort common things from their environment into living

and non-living things

P.1.4 Recognise changes that occur in the natural

environment


P.1.2 Identify locally known shapes by their visual

appearance

P.2.2 Measure how much space is covered by things using

their own informal units

Cluster theme: Changes in the natural environment

Cluster 3


P.2.1 Identify relationships within their own family

P.2.3 Identify familiar places used by the people of the

community

P.3.3 Identify things they do that can encourage nutrition,

personal safety and hygiene


P.2.1 Measure the length, weight and capacity of things

using their own informal measuring units

Cluster theme: What people do

Cluster 4


P.2.4 Participate in cultural and ceremonial activities

P.2.5 Observe and identify arts for their own clan and

cultural groups


P.5.1 Identify events that always happen regularly in the

community

P.2.3 Use time markers

Cluster theme: Events and celebrations

Language

Cluster 1


P.1.1 Identify resources we use from the environment

P.2.2 Identify needs of living things


P.3.3 Solve simple problems using concrete materials

P.3.4 Describe traditional money and Papua New Guinean

money

Cluster theme: Resources for basic human

needs and wants


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Always refer to your identified outcomes to make sure all student activities focuson students achieving them. Study the sample on page 26 and follow thesteps below to make your own clusters of outcomes and cluster themes.

A process for clustering outcomes

1. Clustering outcomesIdentify clusters of outcomes from which to plan units of work. Do this byeither selecting outcomes from the Culture and Community and CulturalMathematics syllabuses that link naturally together either in one subject only,or across the two subjects. Another way is to identify themes from thecommunity calendar and pull out the outcomes from Culture and Communityand Cultural Mathematics syllabuses to match the themes.

2. Identify common concepts and a cluster theme that links theoutcomes

Group the selected outcomes and pick out the ideas and concepts that linkthese outcomes together. Describe and confirm the links and identify acluster theme by which you can teach the outcomes. Use this theme toname the cluster of outcomes. These themes will be referred to as clusterthemes.

3. Repeat steps 1 and 2 to create other clusters of outcomes andcluster themes

4. Confirm your decisions Make sure that:

• each cluster has a broad, common learning concept that easily connectsall the outcomes

• outcomes are not forced together when they do not really fit

• outcomes only appear in one cluster

• your group discusses, describes, confirms your decisions and gives eachcluster a name

• the cluster name relates to the theme you will use to teach that cluster ofoutcomes.

5. Identify any outcome that has not been clusteredPlan to teach these outcomes separately in their specific subject areas.

Now you should have clustered all of your outcomes for your grade level forCulture and Community and Cultural Mathematics.


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Step 3: Identifying smaller themes from the clusterthemes

You need to now identify smaller themes from your cluster themes. This willgive you themes or topics to plan units of work. The content of learning in thecluster themes is very broad such as Changes in the natural environment orEvents and celebrations. To make smaller themes teachers need to:

• make sure the learning content is relevant to the learners’ context andcommunity

• cater for learning in all subjects: Culture and Community, CulturalMathematics and Language

• identify relevant knowledge, skills and attitudes from the clusteredoutcomes

• estimate how much time is needed to teach each small theme

• obtain and use local resources to support students’ learning.

When going through this process, make sure that all the outcomes for eachgrade in all three syllabuses will be taught during the year.

Sample of smaller themes worked out from the cluster themes

Study the sample given below, to help you identify smaller themes from yourcluster themes.

Elementary Units of Work

Unit 3

Cluster theme

Resources forbasic humanneeds and wants

Unit 4

Cluster theme

Changes in thenatural evironment

Unit 1

Cluster theme

What people do

Unit 2

Cluster theme

Events andcelebrations

Theme 1Clothing

Theme 2Food

Theme 3Water

Theme 4Shelter

Theme 1Land

Theme 2Plants

Theme 3Animals

Theme 4Weather

Theme 1Family

Theme 2Leaders

Theme 3Community arts

Theme 4Religion

Theme 1Festivals

Theme 2Communityactivities

Theme 3Seasonal activities

Theme 4Recreation andsporting activities

Note: There are events that are happening in the community at certain timesof the year such as Easter, Independence Day, Book Week, Education Weekand Christmas. Plan to teach these activities at the right times of the year.


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Process for developing and sequencing your smallerthemes

Follow the steps given to help you develop your yearly program of themes.

1. Look through each of the cluster themes you have developed.

2. Brainstorm main ideas for each cluster of outcomes to identify smallerthemes.

3. Estimate how much time is needed to teach each small theme in thecluster theme.

4. List the smaller themes under the cluster themes. Keep the number ofsmaller themes to a maximum of four for each cluster theme.

5. Repeat steps 1, 2, 3 and 4 for the remaining cluster themes.

6. Refer to your community calendar to ensure that the themes are relevantto the students’ community.

7. List the outcomes that have not been clustered.

Outcomes not clustered

The outcomes not clustered in Culture and Community and Cultural Mathematics fromthe sample given above are listed below so that they will be taught on their ownwhenever appropriate.


• P.1.3 Use their senses to gather information about the environment

• P.3.1 Explore basic movements

• P 3.2 Create and play simple games


• P.1.1 Follow and give simple directions for moving in a space

• P.3.1 Count objects in vernacular using local number systems

• P.3.2 Describe the four operations using simple vernacular words

• P.4.1 Make simple patterns


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Step 4: Developing a yearly program

There are many ways to develop a program for the school year. In thissection we look at how to develop a yearly program using the clustered unitthemes and the community calendar. The yearly program will include:

• suitable units to teach in each term in the school year

• cultural activities with themes that match your community calendar

• special community and calendar events

• opportunities for students to develop the vernacular, cultural knowledgeskills, attitudes and values from their communities.

Process for developing a yearly program

The sample below has been done with reference to the information above.Follow the given steps to complete a yearly program for your grade.

1. Consult the community calendar and decide which themes will be taughtin Terms 1, 2, 3 and 4.

2. Draw up a table like the one in the sample below for your yearly program.

3. Estimate how much time is needed to teach each small theme.

4. Write names of cluster themes that you want to teach in each term withthe smaller themes listed underneath.

5. Complete your yearly program like the sample below.

6. Write outcomes not clustered at the end of each term in the yearly program.

7. Check your yearly program against the community calendar to make surethat the themes are written at the correct term of the year.

Sample yearly programClass: Elementary Prep Year:

Week Term OneWhat people do

Week Term TwoEvents and celebrations

1 Orientation 1-2 Festivals

2-3 Family 3-4 Community activities

4-5 Leaders

5-6 Seasonal activities

6-7 Community Arts7-8 Recreation and sporting activities

8-9 Religion9-10 Culture and Community P.3.2

10 Culture and Community P.3.1 Cultural Mathematics P.1.1

Week Term ThreeResources for basic human needs and wants

Week Term FourChanges in the natural environment

1-2 Clothing 1-2 Land

3-4 Food 3-4 Plants

5-6 Water 5-6 Animals

7-8 Shelter 7-8 Weather

9-10 Cultural Mathematics P.3.1, P.3.2 9-10 Culture and Community P.1.3Cultural Mathematics P.4.1

Outcomes that are not clustered must be included in the yearly program. They should be planned and programmed atappropriate times of the year using themes or as separate lessons.


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Step 5: Making a term program using themes

Making a term program is important. There are four terms in a year and eachclass teacher should produce a program for each term. When planning yourterm program it is important to:

• identify community activities that match the relevant themes for the term

• identify activities in the community suitable to teach as main activitieswith the class

• always refer to the community and education calendars to make sure thatthemes are taught at the right times of the year.

Process for developing a term program

Study the sample below. Read the steps given to do your class termprogram.

1. Draw up a table with five columns.

2. Write in:

• column 1 the length of time in weeks for teaching each theme

• column 2 the names of themes that are to be taught in each term

• column 3 the community activities related to the themes

• column 4 the main class activities or shared experiences

• column 5 titles of suitable big books or other relevant informationtexts. If texts are unavailable write your own.

3. Plan to teach the outcomes that have not been clustered in each termprogram.

4. Check the program against the sample to see that relevant information iswritten in the right columns.


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Sample term programTerm: 1 Grade: Elementary Prep Year: 2003

Week Theme Community activities Main class activities Big books

1 Orientation Getting to know each other, theirnames, things they like anddislike

Be familiar withbooks and otherschool materials

2-3 Family Doing these activities together:

• playing

• cooking

• singing

• working

• worshipping

• cleaning community

• gardening.

Visit the village to listen to anelder

Role-play daily village activities

Make models of members of thefamily using seeds, sticks, stones

Have a sharing day to sharehealthy food brought from home

My Family

4-5 Leaders Roles of community leadersinclude:

• leading meetings

• solving problems in thecommunity

• going out to meetings

• planning and organising feastsin the community

• welcoming visitors.

Name different types of leaders inthe community

Discuss different responsibilitiesleaders have

Leaders visit the school and talkto the children

Our Leader

6-7 Communityarts

Community arts include:

• making decorations

• making baskets

• weaving mats

• making choppers

• making masks and diggingtools, axe handles and canoes.

Guest speaker

Excursion to take children to seeactual community arts and crafts

Describe the uses of bowls,mats, baskets and other piecesof art

Describe the use of traditionalmoney

The Magic Spear

8 Religion activities include:

• reciting morning and nightprayers

• practising hymns

• decorating church for differentoccasions

• receive holy Eucharist together

• attend church services.

Discuss the procedures of prayer

Learn to respect the church

Visit the church

Listen to church pastors andworkers

The Creation

9-10 Culture andCommunityoutcomeP. 3.1Explorebasicmovements

Activities include:

• playing games together

• practising different ways ofmoving using different bodyparts.

Religion

Free-play activities


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Step 6: Writing units of work

Writing units of work, which are similar to teaching and learning plans, isvery important. Units of work give a detailed plan of teaching and learningactivities and assessment tasks designed to help students achieve particularoutcomes. A unit of work helps teachers:

• identify knowledge, skills and attitudes that the community wants theirchildren to develop

• write suitable indicators, learning activities and assessment tasks foreach theme

• make sure that assessment tasks will allow students to demonstrate theknowledge, skills and attitudes given in the outcomes

• identify locally relevant resources for the learning of the unit

• estimate number of activities to cater for the duration of the unit.

Process for developing units of work

Follow the steps given to complete a unit of work for your class.

1. List the outcomes from your cluster theme. Don’t forget to add theLanguage outcomes you plan to teach.

2. Choose suitable indicators from the three syllabuses that match yourselected outcomes or develop your own to suit the theme. Rememberthat indicators show what the students know and can do.

3. Draw a table with four colums.

4. Write in column one suitable indicators for each outcome for each subjectrelevant to the theme.

5. Write in column two suitable teaching and learning activities for eachindicator to help students achieve the outcomes.

6. Identify suitable assessment tasks that link with the outcomes. Writethese in column three.

7. Develop assessment criteria for each assessment task and record thesein column four.

8. List suitable local resources students will use to learn.

9. Check your completed unit of work to make sure that you havesufficiently catered for all three subjects.


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Sample unit of work for Culture and Community, Cultural Mathematics andLanguageClass: Elem. Prep Term: 1 Weeks: 2 and 3

Theme: Family

Culture and Community outcomesP.2.1 Identify relationships within their own familyP.2.3 Identify familiar places used by the people of the communityP.3.3 Identify things they do that can encourage nutrition, personal safety and hygiene

Resources

Paper, pairs of scissors, crayons or something to draw or write with,permission notes to take students out of the school, food samples, cookedfood to share.

Indicators Teaching and learning activities Assessmenttasks

Assessmentcriteria

Culture andCommunity

• illustrate roles offamily members

• know whichfoods arenutritious andwhich are not

• talk aboutcommonhygienepractices andknow why theyare important

Main class activities

• excursion to a local community to look at:

– family relationships

– the nutrition, safety and hygiene of familymembers

Family relationships

• draw family members and describe orally whateach member does

• make models or show photographs of familymembers and describe how they help each other

• imitate or mime the roles of family members

• talk about members of the family with specialneeds

• make a poster or chart showing various ways ofhelping family members with special needs

Nutrition and hygiene

• display a variety of food samples and sort theminto healthy and unhealthy food

• make a chart showing nutritious food from thegarden and stores

• talk about the food chart displayed showing thetypes of food their families eat

• play simple nutrition games such as ‘Snakes andLadders’

• bring and share food prepared at home

• dramatise hygiene practices such as washinghands before touching food and after using thetoilet, washing plates and cups and putting themaway in a safe place

• display parts of plants their families use for curingsores and illnesses

Draw a picture ofeach member ofthe family and saywhat roles theyplay in the family

Make a poster orchart showingnutritious food andfamily hygienepractices

Students:

• describecorrectly themain roles ofeach familymember

Students:

• name correctlyhealthy andunhealthy foods

• talk about threehygienepractices andsay why they areimportant


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Assessmentcriteria

Cultural Mathematics outcomes

P.2.1 Measure the length, weight and capacity of things using their own informal measuring units

CulturalMathematics

• estimate,compare andmeasure weight,length andcapacity usinglocal units

Weight

• transfer amounts of water, soil or sand intodifferent containers and say which container isheavy and which is light

• lift different containers, bilums, bags or basketsand say whether it is heavy or light

• arrange the containers from heaviest to lightest

• play a seesaw game to see who is heavy and whois light

Length

• estimate the distance from their classroom to theschool toilet, the water well to their house, or fromthe school to the village clinic

• estimate and measure the length and width of theirfamily homes using own informal units such aspaces, sticks and ropes of certain lengths

Capacity

• fill water containers of various sizes and say howwhich container holds the most and which holdsthe least

• estimate the number of commonly used smallercontainers to fill selected big containers

• arrange containers according to how much waterthey hold from the most to the least

• transfer amounts of water, soil or sand in differentcontainers and say which container holds moreand which holds less

Arrange fivedifferentcontainers:

• from theheaviest to thelightest

• in order from theone that holdsthe most waterto the one thatholds the leastwater

Sort five objectssuch as sticks orropes from thelongest to theshortest

Students:

• test theirguesses bycomparing thefive objects

• sort themaccurately in theright orderaccording to:– weight

– length

– capacity

Resources

Containers from home, water, bags of sand, measuring units for length,measuring units for weight such as seesaw.

Language outcomes

P.1.1 Communicate with peers and known adults on familiar topics

P.1.3 Use basic requirements of speaking and listening

P.1.5 Identify different oral contexts and situations

P.2.1 Read and understand short predictable texts

P.2.2 Develop strategies to read and understand short predictable texts

P.3.1 Use pictures and writing to represent ideas and information

P.3.2 Recognise strategies that help them to write

While addressing all of these outcomes briefly, the teacher would probablyonly choose to assess one or two of them. In this unit of work theassessment tasks focus on outcomes P.1.1 and P.2.1. Activities addressingthe other Language outcomes are just for practice andwill not be assessed.


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Language -Reading

• read along withothers in bigbook shared-readingexperiences

• ask and answerquestions aboutbig books

• relate personalexperiences tothe text


Assessmentcriteria

Reading

Following the shared-reading experience (SRE) talk,read, talk, read, do, talk

Students:

• predict the big book text using the cover andillustrations or teacher tells a story about the topicof the big book text to students and asks questionsabout the topic (Talk)

• listen to teacher reading big book text or wall chartswith expression and right speed (Read)

• in small groups discuss the text and ask questionswith each other and the teacher (Talk)

• read the big book text together with teacher (Read)

• play a whispering game or abreak-and-order game in groups using keysentences from the big book (Do, Talk)

• read and re-read big book focusing on differentactivities:

– discussing illustrations: answering questionsabout the text

– hiding and guessing missing words (oral cloze)

– making up different endings to the story andteacher writes it on a wall chart

– telling stories about the chart text

– role-play characters from the story

– answering who, when and where questions aboutthe text

• write new words on ‘word-wall’ chart. Do ‘word-wall’activity

• play break-and-order games with key sentences insmall groups

• revise words from word wall chart and add andlearn more new words

• play theme-word game to learn new letter sounds

• clap theme words when teacher says them

• fast phonics to learn the new sounds. (Group orpair activities)

• read small books or wall charts and library texts inpairs

• talk about their feelings when helping out withfamily duties in pairs then do an illustration and askthe teacher to help them write the title for thepicture

• tell peers about favourite part of the big book ormodelled text using picture sequence cards

• use letter word cards and word cards to makewords, phrases and sentences found in big booktext or chart text

• do cloze activityusing content ofchart text

Teacher conferenceswith small groups ofstudents about thebig book text. Theteacher asksquestions and listensto students’responses to seehow well eachstudent understandsthe text. Use achecklist ofassessment criteriaand make notes foreach student.

Students

• answerquestionscorrectly aboutthe charactersand the mainevents in thetext

• relate their ownexperiences tothe text


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Language:Speaking andlistening

• describe objectsof interest to theclass

• talk about theirfamilyexperiences

• respondappropriately toquestions


Assessmentcriteria

Speaking and listening

• show and tell peers about a favourite object usedby own family at home such as carved objects andtools like a coconut scraper

• take turns to speak and listen to peers aboutthings that own family members do such asgardening, basket weaving or cooking mumu insmall groups

• retell stories heard from family members to peers

• role-play different family members and adapt theirspeeches to suit the characters that they role-play

• clap for words that begin with same beginningsound such as ‘mama’, ‘mi’, ‘maski’

• play a say-it-fast game using level one words

• listen and identify the sound or the syllable in thewords read aloud by teacher and clap when theyhear the sound

Writing

Pre-writing activities

• trace around cardboard letter shapes or shapes ofthings found in the home

• trace over their own names

• make some basic strokes such as l l l l l or o o o o o

• practise basic letter stroke such as l ? l ? l

• make up a story that is related to the theme for theteacher to model writing process

• illustrate characters or events from the storywritten by the teacher

• find the letters puzzle: students find the letters onthe chart paper that matches the one on the lettercard

• modelled writing lesson using steps for creativewriting: talk, write, read; talk, write, read, publishusing a topic from the theme, in this unit of work:Families

• re-read modelled text, edit and publish as a bigbook: students illustrate a page each in the book

Students talk totheir peers aboutthings theirfamilies do

Students:

• speak willingly tothe class aboutthe topic

• speak loudlyenough foreveryone to hear

• answer anyquestionsappropriately

Resources

Big book My Family, Elementary Language Resource Book, flashcard words,Language Resource Book, students bring objects from home, cardboardletter shapes and shapes of things in the home, word wall chart, ActivityBook 1, blank chart, vernacular letter word cards, wall chart with written text,flashcards with letters

See sample language plan (pp40-41) for detailed plan.


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Sample of a unit of work for a single outcome not in acluster

This table shows a sample unit of work for an outcome that has not beenclustered. It is important for teachers to plan for these outcomes to be taughtseparately. It must be taught according to the time frame for each term sothat the students acquire the knowledge, skills and attitudes from all of theElementary outcomes.

Culture and Community outcome: P.3.1 Explore basic movements


Assessmentcriteria

Perform basicwhole-bodymovements suchas twisting,balancing,bending andstretching in free-play activities

• talk about ways their body parts move

• stand and stretch up on toes

• bend forwards, backwards, sideways and jump up

• twist your body, walk five steps, twist and run fivesteps

• stretch, bend and twist your waist and sit down

Perform differenttypes of commonmovements

• walk freely, slowly, fast, tall, small and sideways

• run freely, slowly, fast, backwards and forwards,sideways

• leap freely in the air, sideways, forwards or over amark

• jump freely, high, low, sideways, fast and slow

Name a body partand demonstratedifferentmovements itmakes

Developing a weekly program

A weekly program is developed to sequence the lesson activities from theunits of work. These activities are sample lessons for the weekly program. Inthe weekly program you must:

• state each activity clearly

• sequence activities according to the flow of lessons in each day of theweek

• indicate the number of minutes for each activity

• give the total number of minutes for learning in the week.

A process for developing a weekly program

Follow the steps below to develop a weekly program for your class. Thesample below will assist you.

1. Look at your unit of work.

2. Select activities and write them according to the order of presenting themas lessons.

3. Write beside each activity the length of time each activity will take.

4. Allocate times to all learning areas so that all subjects are taughteffectively.

5. Give the total of given times for each lesson.

Refer to the Appendix for recommended times for each subject.

Students:

• show at leastfive differentbodymovements

• show a simplesequence of atleast threemovements


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Sample weekly program for first week of the unit of work

The sample below is for only the first week of this unit of work. You will need toprepare a weekly program like this for each week of the unit of work. Be sureto make time for the assessment tasks to occur during normal lesson time.

Grade: Elem. Prep Term: One Week: Two of term

Theme: Family Resources: Language Resource Book Activity Books: 1 and 2 Big book: My FamilyTime Monday Tuesday Wednesday Thursday Friday

8:00 Morning assembly8:15 Culture and

Community

• Introduce thetheme

Use picture KWL

30 min

Language

• SRE: Re-read bigbook

• do-talk:break-and-ordergame

• tell story fromfamily

• pre-writing:practise basicstrokes

• shared-reading

• different ending tobig book text

• do-talk: themeword game

• word-wall act

• role-play character

• model story writing

• group work75 min

Language

• shared-reading

• different endingto big book text

• theme wordgame

• word wall activity

• role-play: adaptfamily members’speeches

• teacher to modelwriting process

• group work

75 min

Language

• SRE: with newending

• break-and-ordergame

• key sentence

• word-wall

• illustrate formodelled writing

• prewriting:practise basicstrokes

• group work

75 min

Language

• SRE: big book text

• role-play big bookcharacters

• identify themeword

• clap for word thatbegins with samesound

• group work

75 min

8.45 Language

Shared-reading

• talk: predict bigbook text cover

• listen to big bookread by teacher

• ask about text

• do-talk: game

• show-tell: objecttheir family use

• talk: with peersabout things theirfamily use

• do: trace aroundletter shapes

10:00

75 minCultural MathsPlay seesaw to seewho is heavy andlight

30 min

Cultural Maths

Estimate andmeasure the lengthand width of someplaces at schoolsuch as the gardenbed and theclassroom

30 min

Cultural Maths

Estimate distancesfrom the classroomto familiar places

30 min

ReligiousEducation

Taken by villagepastor or a churchrepresentative

30 min

Morning Break

10:30 Cultural Maths

• use tall and shortto describefamily members

• arrangethemselves fromtallest to shortest

30 min

Culture and Com.

• dramatisehygiene practicesfor self, homeand school

• make models offamily membersand describe howthey help family

Culture and Com.

• visit localcommunity tolook at familyrelationships andwhat they do tokeep familymembers healthy

90 min 90 min

Culture and Com.

• talk aboutmembers of theirfamily who havespecial needs

• make a chartshowing whatthey do for themembers of theirfamily withspecial needs

90 min

Culture and Com.

• talk about familiarplaces their familymembers usesuch as church,market, water well

• clean the familiarplace the familyuse such as toilets,church, clinic

90 min

11:00Culture andCommunity• imitate and mime

roles of familymembers

• draw familymembers anddescribe rolesplayed to helpthe family

60 min

Summary: Culture and Community = 450 mins, Cultural Maths= 120 min Language = 375 min Religious Education = 30 min Total number of minutes = 975 min

12:00


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Sample language plan

Key sentence: ____________Key sound (phonics) / syllable: ___________

Note: Choose activities to total approximately 75 minutes per day and listthem in order of presentation if possible. The focus is on shared-readingexperience (SRE) using the big book.

Week 1

Strands Activities Assessment Resources

Day 1

ReadingProduction(25 min)

Following the shared-reading experience(talk, read, talk, read, do-talk)

Talk : students predict the big book text using thecover illustration or teacher tell a story about thetopic of the big book text to students or askquestions about the topic

Read: students listen to teacher reading big booktext with expression and right speed

Talk : student in small groups discuss, talk and askquestions about the text with each other and theteacher

Read: student and teacher read the big book texttogether

Speak willinglywith peers aboutfamiliar topics

big bookFamily

ElementaryLanguageResource Book

Flashcard words

LanguageResource Book

Students bringobjects from home

Cardboard lettershapes and othershapes

Activity Book 1ReadingSkills andstrategies(15 min)

Do-Talk : students in groups do whispering game orbreak-and-order game using key sentence

Write new words on ‘word-wall’ chart. Do ‘word-wall’activity

Speaking andlisteningProduction(10 min)

Show and tell peers about a favourite object used byown family at home such as carved objects

Speaking andlisteningSkills and strategies(10 min)

Take turns to speak and listen to peers about thingsthat own family members do such as gardening,basket weaving or cooking mumu in small groups

WritingSkills and strategies(10 min)

Trace around cardboard letter shapes or shapes ofanimals and other objects (prewriting activity)

Day 2


SRE: Re-read the big book text (talk, read, talk,read)

Retell the big book text using the illustrations as aguide as a whole class and then in pairs.

Use sequence intelling andretelling stories


Word-wall chart

Activity Book 1ReadingSkills and strategies(15 min)

Do-talk: Break-and-order game with key sentence insmall groups

Revise words from word-wall chart and add morenew words.

Speaking andlisteningSkills and strategies(10 min)

Retell stories heard from family members to peers

WritingSkills and strategies(10 min)

Make some basic strokes such as l l l l l or o o o o o

Teacher conferencessmall groups ofstudents about thebig book text. Theteacher asksquestions and listensto students’responses to seehow well eachstudent understandsthe text. Use achecklist ofassessment criteriaand make notes foreach student.

Students talk totheir peers aboutthings theirfamilies do


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Strands Activities Assessment Resources

Day 3


SRE: Re-read the big book text (talk, read, talk, read).Hide words and ask students to supply them (oralcloze)

Make up a different ending to the big book text.Students give the new ending and teacher will write iton a chart


Word-wall chart

Blank chartReadingSkills andstrategies(10 min)

Do-Talk : Theme word game to learn new lettersound

Word-wall activity to learn more words from bigbook text

Speaking andlisteningContext and text(10 min)

Role-play different family members and adapt theirspeeches to suit the characters that they role-play

WritingProduction(15 min)

Make up a story that is related to the theme for theteacher to model writing process

Day 4


SRE: Re-read the big book text with the new endingwritten by teacher in the previous day (talk, read,talk, read)

Aware that wordsmade up sentences


ReadingSkills andstrategies(10 min)

Do-talk: Break-and-order game using key sentence

Do word-wall activity and add new words to the chart

WritingProduction(15 min)

Do illustration to go with the story model by teacherin the previous lesson

WritingSkills andstrategies(10 min)

Practise basic letter stroke such as l _ l _ l _ l _

Day 5


SRE: Re-read the big book text (talk, read, talk,read)

Role-play characters from the story or an experiencethat is related to the topic of the big book text insmall groups


Vernacular letter-word cards

ReadingSkills andstrategies(10 min)

Do-Talk: Clap for theme word when teacher saysthe word

Speaking andlisteningSkills andstrategies(15 min)

Clap for words that begin with same beginningsound such as ‘mama’, ‘mi’, ‘maski’

No group activities on Day 1: Four groups rotate to do the different activities on day two, three, four and five.

Group/pair activities (20 min) No. 1: Read in pairs small books or wall charts and library texts

Group/pair activities (20 min) No. 2: Talk about their feelings when helping out with family duties in pair and then do anillustration and ask the teacher to help them write the title for the picture

Paired/group activities (20 min) No. 3: Tell peers about the favourite part of the big book using picture sequence cards

Paired/group activities (20 min) No. 4: Use letter-word cards and word cards to make words, phrases andsentences found in big book text


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Writing lesson plans for each lesson

A lesson plan describes the order of how teaching and learning will takeplace. It outlines outcomes and expected objectives and how students willparticipate in the learning experiences. These plans will differ depending onthe lesson content. When planning and writing lesson plans use the followingas a guide:

• have clear learning objectives

• relate student learning activities clearly to the outcomes and objectives

• build new learning on students’ known experiences

• plan clear explanations and demonstrations

• write student-centred activities that will cater for different learning needs

• prepare locally relevant resources available for teaching and learning

• estimate how much time each part of the lesson will take.

Lesson plans can be written in several different ways. Here is arecommended format that is easy to follow and can be used for all subjectareas. This format has the following parts:

1. lesson objectives

2. introduction and motivation

3. explanations and demonstrations

4. student practice and learning activities

5. assessment

6. total time

7. preparation

8. lesson evaluation.

Each lesson part has been further described below to help you plan andprepare your lessons.

1. Lesson objectives

Lesson objectives are very specific statements that:

• describe the students’ achievement for the day in a lesson

• are written at the ability level of the students in a particular grade

• use action words to ensure that students participate actively in thelearning.

2. Introduction and motivation

You are advised that this part of the lesson plan is very important as it isdesigned to:

• focus the students’ attention and interest on the objective of the lesson

• arouse the interest and thinking of students on the lesson topic

• build on what the students already know and can do.


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Below are examples of possible introductory activities:

• show pictures about the topic

• tell a story

• talk about their experiences which relate to the topic

• revise the previous lesson through questioning

• dramatise some situations relating to the aspects of the topic

• sing a song about the topic.

You may like to add your own ideas to the list.

After listing suitable introductory activities, estimate the time taken for thispart of the lesson.

3. Explanations and demonstrations

In this section you as the teacher will:

• explain clearly to students what the class will do in their activities

• show one or two examples for the class to see

• encourage the students to retell in their own words what they will do inthe lesson activities.

For example, if your lesson is about the theme ‘Family’, get students to tellthe class about activities families do such as:

• working together

• visiting places together.

Organise group work for the students to do that involves talking, drawing,reading, writing, dramatising, role-play, modelling, miming, singing songs,and reciting poems and rhymes.

In the case of a guest speaker:

• get a student to introduce the guest with the teacher’s assistance

• explain to the students what the guest will talk to them about.

Now, estimate the amount of time needed for this part of the lesson.

4. Student practice and learning activities

In this part of the lesson you should:

• carefully plan and write down the activities the students will do to achievethe objective

• have student-centred activities that match explanations ordemonstrations given and match the outcomes

• allow plenty of time for students to work on activities individually, withpeers and in groups

• encourage students to apply appropriate learning strategies to do theiractivities.


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Below are some of the activities for the students to do:

• talk about

• tell a story

• write

• read

• investigate

• act out or dramatise

• draw or make murals

• play a game

• model items

• identify or recognise

• mime

• go on an excursion

• sing a song

• explain

• listen

• display

• make balls, toy,charts, posters

• collect

• describe

• compare

The activities you plan should encourage the students to:

• actively practise the skills related to the outcome

• have many opportunities to read, write, speak, do things and also listenand follow simple instructions

• gain a better understanding

• achieve the lesson objective.

Give students enough time to explore and talk about ideas with you andother students in order for them to understand and complete their tasksthoroughly.

For example, in Elementary Prep, your objectives for one lesson in the unitof work on ‘Family’ might be as follows: By the end of the lesson thestudents will:

• name family members and describe their roles

• draw family members working together.

The students will:

• in groups name family members and give a simple description of eachmember

• individually draw a picture of his or her family working together

• role-play family members’ characters.

Estimate how much time the students need to complete their tasks.

5. Assessment

This part of the lesson is to show to some extent that students haveachieved the lesson objectives. The teacher, individual student or group cando this by:

• displaying the completed work with teacher’s feedback

• drawing attention to the common errors made in the student activities

• expressing thoughts about a completed drawing or model.

This type of assessment is informal and does not need to occur in everylesson. Some lessons will require more formal assessment whenassessment tasks are to be completed by students and individual resultsrecorded by the teacher. Estimate how much time is needed for this step.


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6. Total time

Teachers must:

• record the total number of minutes for each part of the lesson

• give total number of minutes for each lesson in the week

• make sure that the lesson time fits in the weekly program.

7. Preparation

For this part of the lesson plan, teachers must make sure that relevantmaterials are locally available. This will include:

• lesson notes

• teaching materials

• students’ learning materials.

Do not prepare materials when teaching is taking place. Do this in yourown time before the lesson.

8. Lesson evaluation

Evaluation is done by the teacher at the end of a lesson. This happens intwo parts: for the students and for the teachers.

Evaluation for students focuses on:

• how well they have performed

• how well they have completed a task

• how much interest they showed.

Teachers evaluate to see:

• the effectiveness of the lesson in terms of students’ learning

• whether learning needs of all students have been met

• the effectiveness of teacher performance and whether you should dosome things better or differently

• whether students have achieved the objectives.


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Sample lesson plan 1

Subject: Culture and Community

Grade: Elementary Prep

Unit: People

Theme: Family

Lesson topic: Naming family members

ObjectivesBy the end of the lesson students will be able to recognise, name and talkabout their family members from the picture he or she has drawn.

Preparation

Picture charts of families, coloured pencils, charcoal, small chalkboards,cardboard, drawing paper, people.

Introduction and motivationIntroduce the lesson:

• display a picture drawn or printed of a Papua New Guinean family

• talk about pictures of the family displayed in the classroom

• sing family songs such as Jisas laikim olgeta and We are one big happyfamily.

Explanations and demonstrations

Explanation

Teacher will explain main points of the lesson:

• that each child is a member or part of a family

• that family members help, care, share, respect, love, play and worktogether

• that family members are father, mother, brother, sister and baby. Preparemain points on a chart.

Demonstration

Teacher leads the students through the following activities:

• meet a family: one of the children’s families or the teacher’s family

• create family groups in class

• name members of the family created.

Student practice and activities

Students as individuals:

• draw individual families

• name members of the family drawn

• present a talk about his or her own family drawing.


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Evaluation

Point and name in vernacular the family members drawn by the class on thechart.

Sample lesson plan 2

Subject: Cultural Mathematics

Grade: Elementary Prep

Unit: People

Theme: Family

Lesson Topic: Counting family members

Objective

By the end of the lesson each student will be able to count in vernacular thenumber of people in a friend’s family and their own family.

Preparation

Chart with game instructions, cardboard and mud figures of family membersand number cards.

Introduction and motivation

Introduce the lesson with the following activities:

• look at picture charts of families

• count the number of people in the picture in vernacular

• count the number of family members standing before the class

• discuss the picture generally.

Explanation and demonstration

Teacher will explain in simple short instructions that students will need toknow how many people in their family and be able to count them invernacular.

Explanation

Before the students are given their activities to do in groups or individually,the following points must be made to the students. They will need to:

• count vernacular numbers in order

• count for meaning by one to one matching: picture of father, number wordor number symbol in Arabic.


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Demonstration

Teacher to show the concepts told in the explanation in an activity form forthe students to see. This demonstration activity will be in the form of anumber game called Family puzzle. The game goes like this:

• show picture of father or any family member

• show a number card

• put the number card beside the cardboard figure of the father

• repeat this activity for all members of the family.

Student practice and activities

The class in their groups will do the following activities:

• lay out cut-out pictures of groups of family members

• lay out number cards facing up

• place beside each picture a number card that matches the number ofpeople in the picture

• play the number game Family puzzle.

In groups, play the game as shown by the teacher until all family membersthat have been cut out are organised to form the whole family.

Evaluation

Teacher observes students during activities to see which students havegrasped the concept of vernacular counting and which students need help.

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Elaboration of Elementary learning outcomesElaborations provide further clarification for teachers about the outcomes.Each outcome is described in terms of what students should know and do.Like the indicators, the elaborations are there to assist you to developactivities for the students.

In the elaborations below, the section entitled ‘Recommended knowledge’ isfocused on the knowledge associated with the outcome. The section entitled‘Recommended skills’ is focused on the skills that students are expected todevelop in association with each outcome.

Culture and CommunityStrand: Me and my environment Substrand: Using and caring for resources

Elementary Prep Elementary 1 Elementary 2

Learningoutcomes

P.1.1Identify resources we usefrom the environment

1.1.1Illustrate how resources areused in the environment

2.1.1Use, reuse and care forthings in the environment

Recommendedknowledge

• recognise resources in theenvironment such as plants,animals, land, forest, peopleand water

• understand that differentresources have different usessuch as:

– animals for clothes, foodand tools

– plants for food, clothing,shelter and transport

– marine life for food

– water for living animals

• know names of differentresources such as plantsused regularly

• be aware of resources on theland and in the water

• recognise different types ofresources in the community

• know the names and uses ofdifferent plants and animals

• know stories and legendsabout useful resources suchas water, rainforest, sea andplants

• recognise types of soil thatare good for planting differentplants

• recognise different types ofenvironment we use fordifferent purposes

• understand simple foodchains

• know the importance ofdifferent resources such as

– sea for food, homes for fishor sea animals andtransport

– rainforest for homes,transport, shelter, food andclothes

• recognise useful parts ofplants and animals that areused for food, for planting,tools

• know stories and legendsabout animals and plantspeople use regularly

• know parts of plants,animals and made thingspeople use and reuse formany purposes

• understand basic rules forcaring for things we use andreuse at home, school andaround the environment

• know that changes in theenvironment may becaused by people

• be aware of some badpractices that happen in thecommunity that damage thenatural environment, suchas breaking bottles, cuttingdown trees, throwingrubbish into the river

• understand the importanceof using and reusing soil

Grades


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Recommendedskills andsuggestedactivities

Strand: Me and my environment Substrand: Using and caring for resources

• identify and describedifferent types of resourcesthat are common

• describe ways of lookingafter the common resourcesthey use

• describe uses of differenttypes of resources such asleaves for clothes, fruits forfood, wood for shelter andlogs for transport

• express personal viewsabout the use of differenttypes of resources aroundthem

• ask community membersquestions about theresources they use

• describe uses of differentplants and animals

• identify what different partsof plants and animals areused for

• demonstrate how commonanimals and plants arecared for

• identify what harmfulanimals and plants can doto human beings

• use a variety of methods toshow how some plants andanimals help us

• describe how resources areused for different purposes

• demonstrate how resourcesin the community can beused or reused

• explain why differentresources are to be usedwisely

• practise rules for caringabout things they use orreuse

• listen and find out moreabout how resources canbe reused in the community,for example, coconut shellscan be cleaned and used asa cup, bamboo can be usedfor storing water

• describe good and badthings people do to theenvironment

• talk about the importance oflooking after theirenvironment

• use and reuse materials intheir environment to makethings

• sort resources out to thosethat cannot be reused andresources that can bereused, for example,firewood cannot be reusedbut plastic can be reused


E

51

Strand: Me and my environment Substrand: Exploring environments

Learningoutcomes

P.1.2Sort common things fromtheir environment into livingand non-living things

1.1.2Identify uses of commonliving and non-living things intheir environments

2.1.2Identify where living thingsare found in the environment


• know names of a variety ofliving and non-living thingsand their characteristicssuch as leaves of differentcolours

• know that different livingand non-living things arefound in differentenvironments

• understand the differencebetween living and non-living things

• recognise that land is usedfor different purposes

• know that some living andnon-living things can beharmful

• know the uses of differentliving and non-living things

• recognise the habitats ornatural homes of livingthings

• know that it is good to usesafety rules for living andnon-living things

• be aware of safety ruleswhen using living and non-living things

• describe how some plantsand animals help us

• recognise places wherespecific groups of livingthings such as food crops,fish, certain plants andanimals are found in theenvironment

• know certain places thatsome living things go tohave their young

• understand that living thingsdepend upon each other forsurvival


• share experiences aboutcommon living and non-living things in theenvironment

• group things found in thecommunity into living andnon-living things

• compare differencesbetween living and non-living things

• identify and group non-livingand living things accordingto their common uses

• demonstrate the use ofliving and non-living thingsthrough role-play anddrawings

• apply safety rules whenusing living and non-livingthings

• use a wide range ofmethods to illustrate the useof living and non-livingthings

• use maps and diagrams toshow where certain thingssuch as the village, gardensand rubbish pits are in theenvironment

• construct mosaics or walldisplays using scraps suchas paper, leaves and plasticbags showing where livingthings are

• make things like flowers,decorations from wastematerial

• describe where living thingsgrow best in theenvironment

• observe and createdrawings, pictures andmodels to show where livingthings are found

Elementary Prep Elementary 1 Elementary 2Grades


52

Strand: Me and my environment Substrand: Exploring environments

Learningoutcomes

P.1.3Use their senses to gatherinformation about theenvironment

1.1.3Use different ways ofcollecting information aboutthe environment

2.1.3Interpret and recordinformation gathered aboutthe environment


• know the five senses: sight,sound, smell, touch andtaste

• recognise sounds made byanimals, insects and peoplein their environment

• understand the uses of oursenses

• know that our senses areimportant and helpful inmany ways

• know the signs in thenatural environment thatmay indicate differentevents and happeningssuch as lightning, thunderand clouds

• understand traditional waysof collecting informationabout the environment

• know ways of observingand inquiring about howthings happen

• know that our senses canhelp us to learn about ourenvironment

• recognise traditional waysfor finding directions of windblowing at different times ofthe year

• recognise traditional andmodern ways of collectingand recording informationabout the natural and builtenvironment

• understand that it isimportant to learn aboutpeople and other livingthings that share theenvironment

• know how to look forspecific information on howthings happen in theenvironment


• use sense of sight, smell,hearing, touching andtasting to gather informationabout common living thingsin the environment

• sort things into groups suchas hot, cold, big, small,sweet, sour, long, short,rough, smooth using theirsenses

• identify and describe thingsaround them using theirsenses

• use different ways of findingout about things

• interview communitymembers to gaininformation about differentnatural signs such asflowering plants at certaintimes of the year

• identify and discusscommon plants and animalsthat are in their environment

• imitate and interpretdifferent sounds of animals

• encourage each other toshare experiences abouttheir environment

• collect information aboutrivers, forests and swampsin their environment

• interpret the meanings ofmovements in dance,symbols, patterns anddesigns and how they relateto real life activities

• observe and question whycertain things happen intheir environment

• present information abouttheir environment in avariety of ways such asdisplaying crafts anddrawing pictures

• record and presentinformation about naturalhappenings such asdrought, floods, wind andvolcanoes

Elementary Prep Elementary 1 Elementary 2Grades


53

Strand: Me and my environment Substrand: Changes in natural and human communities

Learningoutcomes

P.1.4Recognise changes thatoccur in the naturalenvironment

1.1.4Recognise the importance ofnatural events in theenvironment

2.1.4Describe the links betweenenvironmental events andactivities in the communitycalendar


• recognise changes such asmaking roads and gardensand felling trees that aremade by people in thenatural environment

• understand that somechanges can cause dangerto people, animals andplants

• understand differentseasonal changes foranimals and plants

• know stories and legendsabout natural happeningsthat have caused changesto the natural environmentin the past and today

• know when different plantsbear fruit, when certain fishappear in the sea and whencertain birds appear in thetrees in different seasons

• know natural events thatchange the features of thenatural environment

• know traditional beliefs,myths and legends aboutnatural events in theenvironment

• know how seasonalchanges affect plants andthe movement of fish, birdsand animals

• recognise seasonalactivities and relate them tocommunity activities in thecommunity calendar

• know traditional andmodern months and link theactivities to the communitycalendar

• understand the linksbetween modern andtraditional events


• experience stories aboutchanges such as loggingthat affect themselves andtheir community

• talk about different seasonalchanges and how theyaffect their community

• draw pictures and makemodels to illustrate differentseasonal activities such asplanting, harvesting andhunting

• use mime, role-play anddrama to show ways ofavoiding dangers fromchanges such as tsunami,earthquakes, floods andlandslides in the naturalenvironment

• explain reasons why peopledo certain things at acertain time of the year

• identify good and badchanges that take place inthe local area and how theyaffect the people and otherliving things

• keep a journal of eventsand activities that takeplace in the environment

• make a community calendarto link the events andactivities that happen in theenvironment

• present a play or mime toillustrate important eventsfrom the communitycalendar

• identify and give reasonswhy particular events occurat certain times of the year



E

54

Strand: Me and My Environment Sub-Strand: Exploring Environments

Strand: Me and mMy Community Substrand: Relationships


Learningoutcomes

P.2.1Identify relationships withintheir own family

1.2.1Describe their family structureand cultural backgrounds

2.2.1Identify similarities anddifferences between familygenerations


• know the roles andresponsibilities of eachfamily member

• recognise ways ofapproaching,communicating, sharing,and caring for members ofthe family

• understand the importanceof living together as familymembers

• know the cultural group theybelong to

• know their family originssuch as the clans theirfather and mother belong to

• recognise the relationshipsthey have in their family andextended families

• be aware of their behaviourwhen talking to people ofdifferent age groups

• understand that familiesbelong to a cultural group

• know important people inthe clan

• know the roles of differentage groups in their clan andcommunity

• recognise different ways ofcommunicating with certainpeople in the community orclan


• describe things they can dofor their family members

• imitate the roles of themembers of the family

• illustrate through role-playand mime to show whatfamily members do for eachother

• identify and talk aboutpositive relationships withintheir families

• demonstrate ways ofapproaching other membersof the family to ask forthings politely, offer to helpand be considerate

• participate in familyactivities such as sharingthings and working together

• describe the members thatmake up their family

• use role-play and mime toshow activities that they dofor their own families andother clan members

• listen to and retell storiesabout the origins of theirfamily members

• tell stories about activitiesthey are expected to dotogether to help their clanmembers

• identify origins of differentcrafts with symbols, designand patterns found in thecommunity

• illustrate through role-playand mime things we do toshow good relationships inthe clan and family

• draw a family tree to showthe origins of their family

• use drawings and picturesto illustrate the types ofactivities that they can dowith family and clanmembers to maintain goodrelationships

• make posters such as thedifferent ways of dressing,types of food and ways oflife to show different familygenerations

• write about activities we dotoday compared to whatother groups did in the past

• mime roles different agegroups of people do in thecommunity

Grades


E

55


Strand: Me and My Community Substrand: Meeting needs


Learningoutcomes

P.2.2Identify needs of living things

1.2.2Describe how living thingsmeet their needs and satisfytheir wants

2.2.2Describe how other groupsmeet their needs and satisfytheir wants

• know that all living thingssuch as people, plants andanimals need air, food,water and shelter to survive

• know that plants need air,water, nutrients, sunlightand a suitable temperatureto grow

• understand that living thingsdepend on each other fortheir basic needs forsurvival

• know that needs of livingthings change over time

• know that people need loveand support to stay healthy

• know the differencebetween needs and wants

• know that different livingthings meet their needs indifferent ways

• know that people meet theirneeds in different ways toother living things such asplants and animals

• know that people do thingsto meet their own needsand satisfy their own wantsand those of others,including people withspecial needs

• understand roles andresponsibilities to meetneeds and wants of self andothers

• understand that differentgroups of people and otherliving things have differentneeds and wants

• understand that differentpeople have different waysof meeting their needs andwants

• recognise the obligationsand benefits of differentgroups of people in meetingtheir needs and wants

• know that there are manyways of interacting withpeople to meet their specialneeds and wants

• recognise different waysfamilies live and do things inthe community to meet theirneeds

• know that some living thingsform groups because oftheir common needs


• observe and talk about whatdifferent living things needto stay alive

• illustrate things we do tocare for common plants andanimals we use

• look at the differencebetween needs of differentliving things

• interpret what living thingsneed by observing animalsand plants outside

• illustrate by drawing howneeds of living thingschange over time

• identify how different livingthings meet their needs andsatisfy their wants

• use role-play or drama toshow how living things meettheir needs and how peoplesatisfy their wants

• illustrate tasks people do tomeet their needs and theneeds of other living thingsby making a chart or poster

• display common things thatpeople need and want fromtheir community

• describe by drawing andwriting how groups of livingthings meet their needs andsatisfy their wants

• identify needs and wants ofdifferent living things fromsample objects and pictures

• use pictures or samples toidentify and explain in theirown words about needs andwants of living things

• talk or write about the roles,rights and responsibilities ofdifferent groups of peopleand how these help them tomeet their needs and satisfytheir wants

• make a mural or collage toshow what different groupsdo to help meet humanneeds

Grades


E

56

Strand: Me and My Community Substrand: Living and working together


LearningOutcomes

P.2.3Identify familiar places usedby the people of thecommunity

1.2.3Identify and care for placesthat provide services in thecommunity

2.2.3Demonstrate where importantplaces are found in theircommunity


• know places people use forspecial activities in thecommunity

• understand that familiarplaces they use must becared for

• be aware of when theycome into contact withfamiliar places in thecommunity

• know the importance ofsome of the places in thecommunity

• recognise places thatprovide special services fordifferent groups of people inthe community

• know things that individualsor groups do to provideservices for the community

• know the special servicesindividuals get at certainplaces in the community

• understand the importanceof certain places in thecommunity

• recognise simple maps andmodels of important placesin the community

• understand the signs onimportant places and whatthey mean

• know special places thatprovide special help


• name and describe theuses of familiar places inthe community

• listen to an elder talk aboutcertain places in thecommunity

• talk about different laws,rights and taboos of certainplaces

• describe good and badthings about familiar places

• abide by the laws andtaboos of familiar places

• participate in activities totake care of familiar places

• draw tools and other thingsused to take care of thoseplaces

• visit and talk about certainplaces that provideservices for theircommunity

• make models of placesthat provide services tothe community

• draw pictures of placesthat provide help for thecommunities and theirfamilies

• write captions or a fewsentences explaining whatservices are provided atcertain places in thecommunity

• explain how services helpthe community and theirfamilies

• make a puppet-playshowing roles of peoplewho provide help to thecommunity

• identify where importantplaces are found in thecommunity

• express the importance ofthose places

• draw simple maps of thecommunity showing whereimportant places are

• make a model of placesusing plasticine, mud orempty cartons

• give directions on how toget from one importantplace in the community toanother

• draw pictures of importantplaces in the community

• identify different signs ofimportant places

Grades


E

57

Strand: Me and My Community Substrand: Events and ceremonies


Learningoutcomes

P.2.4Participate in cultural andceremonial activities

1.2.4Describe how traditionalpractices reflect the identitiesof cultural groups

2.2.4Explain different beliefs andcustoms from current andpast times


• know about different culturalactivities and ceremonies intheir community

• recognise differentdecorations, bilas anddressing for specificoccasions

• understand the importanceof cultural activities

• know when certaincommunity or culturalactivities occur in the year

• understand that differentcultural groups have theirown traditional dances,songs, designs, patternsand traditional crafts

• know the sacred places andtaboos of their culturalgroup

• recognise different signs,symbols and rituals in theirculture

• know that cultural patternscan be put in the bilas

• know different local beliefsand cultures from the pastto present

• understand traditional andmodern beliefs aboutmaking things

• recognise stories andlegends about theircommunity and peoplearound them

• know some significantevents from the past andpresent

• recognise traditional andmodern symbols and theirmeaning in the community


• participate in traditionalsingsing

• make bilas for bodydecorations

• dress up for singsing withthe help of an adult or elder

• perform body movementsand actions to the sound ofa kundu beat

• identify main celebrations ofthe year

• identify and talk about whatthey are celebrating

• describe occasions andcelebrations such as brideprice and birthdays

• talk about landmarks andritual places

• discuss main ideas andpoints of some local storiesand legends

• tell the difference betweentraditional and other specialoccasions

• make bilas that representtheir own cultural or clangroup

• identify different culturalgroups through facialappearance

• display and talk aboutartefacts of their area

• draw and label artefactsfrom the past and present

• take part in localcelebrations and events

• tell how some stories andbeliefs have changed

• write about different signsand symbols of their ownclan or community

• identify differences in theway of life in the past andtoday

• value and show pride intheir beliefs and customs

Grades


E

58

Strand: Me and My Community Substrand: Arts


Learningoutcomes

P.2.5Observe and identify arts fortheir own clan and culturalgroups

1.2.5Show how arts are used intheir community

2.2.5Apply a range of arts skillsand techniques for differentpurposes


• understand that arts areimportant, includingpatterns, designs andtraditional crafts for theirown clan and culturalgroups

• recognise their clanhandicrafts

• know instruments, tools andornaments used in theircommunity

• recognise the traditionalmusic and dances fromtheir own clan

• know that traditionalmusical instruments can bemade and used

• know that some cultural artsare used in the communityfor different purposes

• recognise different forms ofarts

• recognise arts used intraditional dances,ornaments, costumes,chants, poems and crafts

• know traditional totems oftheir own people

• understand the importanceof their cultural arts

• understand the importanceof different arts

• recognise traditionalactivities such as spear-making, bilum making andbasket weaving that usespecial skills

• know the meanings oflegends, stories, chants andsymbols

• recognise people withspecial skills such asdancers, fishermen, huntersand magicians

• know different decorationsthat are used by men orwomen only


• observe and talk about artsuch as prowboards ofcanoes, designs onbuildings, kundu drums,locally made tools, bowsand arrows and grass skirtsthey see in their community

• draw or paint patterns anddesigns of their own clan

• make toys or other itemstheir people make in theircommunity

• thread simple necklacesusing local materials

• draw masks expressingtheir local designs withpermission of clan-owners

• take part in traditionalsingsing

• make a display withcaptions of different types ofarts of their cultural groups

• describe different signs andsymbols of their owncultural group

• make and use simple bilas

• perform traditional dances

• write descriptions of howcertain things like head-dress, ornaments, drumsand other crafts are madeand used

• make and use traditionaltools, bilas and instruments

• tell stories or legends aboutcertain activities and events

• participate in traditionalactivities

• create and perform dances,play and movement fordifferent occasions

• dramatise characters suchas hunters, fishermen,dancers and warriors fromstories or legends

• sing songs with instruments

E Grades


E

59

Strand: Me and My Health Substrand: Moving and growing


LearningOutcomes

P.3.1Explore basic movements

1.3.1Perform basic movementsand skills

2.3.1Demonstrate a range ofcontrolled movements andskills for different purposes


• know the basic bodymovements such astwisting, bending andstretching

• know the commonmovements such ashopping, running, leaping,jumping, skipping andwalking for moving theirbodies from one place toanother

• know names of commonand basic movements

• recognise movementgames

• understand that you canmove to music and othersounds

• know that different bodyparts perform differentmovement skills

• recognise simple movementpatterns

• understand coordinatedmovements

• know that basic movementskills can be performed withsimple or improvisedequipment

• understand that basicmovements can beperformed in a number ofways

• know different types ofbasic movement skillswhich are coordinated forspeed, direction and level

• recognise simple movementpatterns and sequences

• know that improvisedequipment can be used toperform movements

• know that safety isimportant when performingmovements

• know parts of the body thatcarry weight when moving

• recognise basic combinedmovements and skills toperform simple game skills


• perform during free playsuch movements asswaying, rolling andbending

• create a variety ofmovement patterns bycombining movements suchas jumping and skipping

• move specific parts of thebody in response todifferent instruments suchas drums

• imitate movementsfollowing a leader

• express different feelingswith their faces

• identify movements fordifferent body parts, suchas kicking and balancing

• perform simple movementsequences with and withoutequipment

• perform coordinatedmovements such ascatching, throwing at atarget and kicking a ballwith a partner

• perform movements suchas hitting and lifting withand without equipment

• demonstrate movements forplaying alone or in groups

• control movements to showchanges in speed, directionand level

• take weight on differentparts of the body such ashands, knees, back andhips

Grades


E

60

Strand: Me and My Health Substrand: Games and activities


Learningoutcomes

P.3.2Create and play simplegames

1.3.2Play traditional, seasonal andintroduced games andactivities

2.3.2Take part in modified gamesaccording to the rules


• understand the importanceof using rules in simplegames

• recognise traditional gamesand activities played atcertain times of the year

• know that simple movementgames can be created

• understand safety rules forsimple games, equipmentand playing fields

• be aware of safe andunsafe environment forplaying simple games

• know that improvisedequipment can be madeand used to play simplegames

• understand the importanceof having rules in traditionaland minor games

• know that safety rulesprevent injury in games

• recognise seasonal,traditional and introducedgames

• understand that all studentsmust participate in playactivities

• recognise play activitieswhere only boys or girlsparticipate

• understand simple rules forgroup, minor, traditional orsimple modified games

• understand that improvisedequipment can be madeand used in simple modifiedand traditional games

• recognise safe play areasand fields and safety rulesto prevent injuries in games

• understand that games canbe created with their ownrules and improvisedequipment

• know that in any playactivity there must begender equity so that it isfair for girls and boys


• use safety rules in games

• discuss and play traditionalgames and activities

• play different games atcertain times of the year

• create and perform free-play games in groups, pairsor alone

• create and play simplemovements in games

• use simple body coordinationin games such as shootingtargets

• select or choose simplegames they like to play ingroups, pairs or alone

• use rules to play traditionaland introduced games

• use safety rules in differentseasonal games

• participate actively intraditional and introducedgames with guided rules

• discuss the importance oftraditional rules for games

• make materials fortraditional games whereapplicable

• respect and cooperate withothers during games andactivities

• participate in games

• play obstacle gamesfollowing guided rules

• discuss and follow rules ofsimple modified games

• make own games and rulesto suit the time of the yearand the environment

• use rules consistently andfairly

• perform skills in games withmoderate success

Grades


E

61

Strand: Me and My Health Substrand: Hygiene, nutrition and safety


Learningoutcomes

P.3.3Identify things they do thatcan encourage nutrition,personal safety and hygiene

1.3.3Describe activities thatpromote hygiene and healthyliving in the community

2.3.3Describe cultural practicesthat encourage healthy living


• know basic hygiene andsafety rules for self, homeand school

• understand that safety rulesprevent accidents

• know that it is important totake care of their bodies

• recognise nutritious food inthe local community

• know that eating nutritiousfood is good for their bodies

• know that it is important tohave three main mealsevery day

• know that homes,classrooms and villagesmust be clean all the time

• recognise locally grownfood that is nutritious fortheir bodies

• know that activities such assleeping, relaxing andexercising are very good forthe body

• understand that it isimportant to care for theirbodies

• know that some places inthe community must be keptclean at all times

• be aware of healthyactivities in which thecommunity participates

• recognise dangeroussituations such as aflooding river, bushfire,sharp knives and know howto act to prevent accidents

• know healthy and helpfulcultural practices such ascooking, sharing andpreparing food together

• recognise traditionalattitudes and behaviour thatare positive and healthy

• recognise foods locallyavailable that protect usfrom sicknesses, help ourbodies to grow and give usenergy

• know that traditional ormodern safety measuresare important in travel orany activity where peopleparticipate

• recognise local herbs usedfor curing sicknesses, soresor skin diseases


• demonstrate personalhygiene practices such aswashing hands after usingthe toilet

• identify people in thecommunity that they cantrust

• identify animals and plantsthat are dangerous to avoid

• apply simple rules to avoidaccidents

• draw pictures of food theycan eat for healthy body

• perform role-play of safetypractices at home and atschool

• mime or role-play safe,healthy living such ascleaning and buryingrubbish

• draw pictures to showhealthy living activities theydo in their community

• draw and label pictures ofdifferent types of healthyfood

• talk about what their peopledo when people are sick intheir community

• talk about things such ashaving vaccinations andhaving a good diet that theirfamily members do to stopsickness

• write about helpful culturalpractices such as caring forothers in the family, clanand community

• listen to guest speakers talkabout positive healthattitudes and behaviours

• participate in preparing foodusing healthy habits

• role-play some culturalpractices to show healthyliving

• describe the use of differentherbs and cures brought tothe classroom

Grades


E

62


Strand: Space Substrand: Space


Learningoutcomes

P.1.1Follow and give simpledirections for moving in aspace

1.1.1Follow and give directions tomove from place to place

2.1.1Follow directions from simplemaps


• know local names fordirections such as east iswhere the sun rises andwest is where the sun sets

• know direction words suchas sideways, forwards andbackwards, to the left or tothe right

• know position words suchas on, under, on top of andnext to

• understand simpleinstructions to move fromone place to another

• use direction words likeforwards and backwards inactivities such as playinggames

• be aware of things movingin space such as themovement of clouds, wind,animals, cars and trucks

• give directions based oneveryday life, for examplegive directions on how towalk from the school backto your house

• follow a simple sequence ofmovements

• locate familiar locationssuch as a market place,street, house, school byfollowing directions from asimple map

• use the language ofdirection in describing mapsand locations

• use direction words invernacular and Englishsuch as turn left, turn right,go up, go down

• understand words thatdescribe directions andlocations on a model of thevillage


• give and follow directionsusing position words suchas forwards, backwards, tothe left and to the right

• make lists of local namesfor directions such as eastand west

• use direction words to movein a space

• follow simple directions formoving from room to roomin school or to the bus stopand back

• give directions to a personto find a place in thecommunity

• respond appropriately toand use the language ofposition such as under,behind, in front of, below,on, alongside, near, rightand left

• respond appropriately to anduse language movementssuch as back, forward,round, past and turn

• use appropriate words todescribe directions on howto get to a location usingsimple maps

• make simple maps of theclassroom and school

• make a model to showwhere familiar places are inthe community

• locate familiar places on themodel such as the market,streets, houses and theschool

Grades


E

63

Strand: Space Substrand: Shape


LearningOutcomes

P.1.2Identify locally known shapesby their visual appearance

1.1.2Compare and group shapesin the community

2.1.2Investigate and describe thefeatures of geometric shapes


• recognise locally knownshapes of objects such asvegetables, fruits andutensils

• know vernacular names forshape words such as circle,square, rectangle, round,curved, straight

• identify shapes used inpictures, drawings, carvingsand buildings

• know comparison wordssuch as bigger, smaller,straight and curved todescribe differences andsimilarities in shapes invernacular

• recognise features ofdifferent shapes such asedges, curves and corners

• identify common shapesseen in objects such as thefront of houses, walls of thehouse and buildings

• know that geometric shapescan have edges, faces andcorners

• know and use vernacularand English words anddescriptions for variousshapes

• know that geometric shapeshave different features


• make models of locallyknown shapes using sand,clay or mud

• name and describe differentshapes of objects collected

• gather and trace shapes ofdifferent objects such asleaves, fruit and branches

• sort their collections intosimilar shapes

• identify and group differentshapes in the environment

• group objects and say whythey are grouped together

• recognise and name simpleshapes and objects and useeveryday language todescribe them

• name and identify differentshapes

• identify and discuss types ofshapes such as curved,round, sharp or flat

• make a model of a givenshape such as the shape ofa house

• compare and group shapesaccording to differencesand similarities

• use local materials to makecommon geometricalshapes

• group common geometricalshapes according to edges,faces and corners

• describe different featuresof geometrical shapes suchas edges, faces andcorners

• use vernacular and Englishwords and descriptions forvarious shapes

Grades


E

64

Strand: Measurement Substrand: Measuring and estimating


Learningoutcomes

P.2.1Measure the length, weightand capacity of things usingtheir own informal measuringunits

1.2.1Measure and compare thelength, weight and capacity ofthings using local informalunits

2.2.1Compare the accuracy oflocal measures of length,weight and capacity


• measure the length ofcommon objects such asbuildings, sticks, gardensand playgrounds using theirown units such as footstepsor hand spans

• measure the weight ofcertain objects bycomparing them with otherknown objects. Forexample, is it lighter orheavier than a coconut?

• use the vernacular terms forlight and heavy

• measure the capacity ofwater in differentcontainers: small, medium,large

• know the local units ofmeasurement

• know the words that helpyou compare differentmeasurements such asshort, long, light, heavy, tall,short, full, empty

• know that capacity meansthe space inside a container

• use comparison words invernacular

• know traditional ways ofmeasuring length, weightand capacity

• know comparison words invernacular


• match and compare lengthand height using their ownunits

• collect items of differentweight and arrange them inorder from lightest toheaviest using their ownunits

• match and compare lightand heavy objects

• arrange light and heavyobjects in simple order

• compare different lengths ofmeasurement

• match, compare, guess andorder different weights

• use comparison words suchas light, lighter, lightest

• use different containers andother items to measurecapacity

• draw pictures of objects andlabel them using localinformal units

• collect objects of differentlengths

• guess their lengths andorder them

• write the names of objectsin order

• measure capacity usingvarious common containers

• compare local ways ofmeasuring weight

• measure lengths in differentways and decide whichmethod was more accurate

Grades


E

65

Strand: Measurement Substrand: Area


Learningoutcomes

P.2.2Measure how much space iscovered by objects using theirown informal units

1.2.2Compare and measure anarea using local ways ofmeasuring

2.2.2Estimate the number ofobjects needed to cover asurface


• know that flat surfaces suchas books, sleeping matsand tabletops take upspace and that you canmeasure that space

• know that you can use localunits to measure flatsurfaces

• know the vernacular wordsto describe area

• know vernacularcomparison words such asbig, bigger, biggest, small,smaller, smallest

• know some informal unitssuitable for measuring areaof surfaces

• know how to take a cleverguess to find out how manyobjects will cover a flatsurface

• recognise examples ofwhen family and communitymembers need to know thearea of a space, such aswhen they are planting agarden, marking out thespace for their houses orpainting a wall


• place objects such as shellsor stones to cover flatsurfaces and count howmany shells or stones ittakes

• use vernacular words todescribe the amount ofspace taken by different flatsurfaces

• measure, and compare theareas of flat surfaces in theclassroom and the schoolyard

• sort them from biggest tosmallest

• play games to sort andgroup objects by theamount of flat space theytake up: area

• estimate or guess howmany leaves, stones orshells it will take to cover agarden bed or other flatsurface

• count objects used and seewhose estimate was theclosest

• play games to estimateareas within the schoolgrounds and compare withthe actual areas

Grades


E

66

Strand: Measurement Substrand: Time


LearningOutcomes

P.2.3Use time markers

1.2.3Tell and use time in traditionalways

2.2.3Identify and sequence eventsthat occur at different times


• recognise parts of the day

• know which days are schooldays and which days areweekends

• know the times forgreetings, such as saying‘good morning’, ‘goodafternoon’ in theirvernacular

• identify different parts of theday and night

• know the months of theyear

• know the months when thewet and dry seasons start

• know about commontraditional days used forharvesting crops, fishingand hunting

• know the main divisions ofthe school year, half yearand terms

• know the months for majorevents in the year

• know the days of the weekin vernacular and English

• know the months of theyear in vernacular


• use time markers such asmorning, midday, afternoonand night and day

• use ‘before’ and ‘after’

• identify days of the week

• order events in time

• estimate time intervals inmake-up units

• talk about some annualevents and celebrationssuch as harvest time,Easter, Independence Day,Christmas Day

• name different parts of theday and night

• tell times using theirtraditional ways

• identify wet and dry seasons

• use the traditional calendarto list seasons and otherevents

• list important events of theyear when feasts andcelebrations occur

• name the major events inthe year such as EducationWeek, Independence Day,Easter and Christmas

• name the events that takeplace in their communitycultural calendar

• tell a sequence of eventsusing time words like ‘first’,‘then’, ‘next’

• name the days and monthsof the year

• list the weather patternsand activities for eachseason

• mark daily events on acalendar

EGrades


E

67

Strand: Number Substrand: Counting


Learningoutcomes

P.3.1Count objects in vernacularusing local number systems

1.3.1Count groups of objects in thevernacular

2.3.1Count objects in vernacularand English using local andstandard number systems


• know the names ofnumbers from zero to thehighest number possible inthe vernacular

• understand the concept ofnumbers from zero to ten orhigher where possible

• understand the order oflocal numbers

• recognise representationsof local numbers

• understand that concreteobjects can be groupedusing local numbers

• understand the value ofcounting in local numbers

• know local double-digitnumbers if there are any inthe local number system

• recognise and use localnumbers in written form

• represent the concept ofnumber with concreteobjects and say the name ofthe number

• understand the concept of‘place value’

• write and know the wordsfrom zero to ten or highestnumber possible

• know how to count by twos,fives and tens

• count objects and groups ofobjects in both vernacularand English

• write numerals and wordsfor each number invernacular

• recognise the use of localnumbers in traditional orfree play

• understand the value oflocal and standard numbersystems

• know that both numbersystems can be used sideby side


• count in vernacular usingconcrete objects

• match objects to numbers,one to one

• count on from a givennumber

• sequence and count objects

• match number names withsets of familiar items

• name numbers from zero tothe highest number that ispossible in vernacular

• count common objects ingroups by their own numberwords

• count groups of commonobjects such as fish,peanuts or kaukau

• match local number wordswith groups of objects

• count numbers from zero toa hundred in English usingthe international numbersystem

• match concrete objects withEnglish and vernacularnumber words

• read and write number wordsin vernacular up to 100

• count to 100 in groups oftwos, fives, and tens invernacular and in English

• count numbers accurately incard games, board gamesand playground activities

• write locally used positionnumbers: ordinal numbersfrom first to tenth or as faras the language can go

• say the position or ordinalnumbers in English

EGrades


E

68

Strand: Number Substrand: Mathematical language


Learningoutcomes

P.3.2Describe the four operationsusing simple vernacularwords

1.3.2Use number symbols thatmean the same as vernacularnumber words

2.3.2Use vernacular and Englishwords for number symbolsand operational signs

Recommendedknowledgeeeee

• know vernacular words foroperations: addition orputting together, subtractionor taking away,multiplication or groupingand division or sharing

• recognise numberoperations in vernacular

• understand the traditionalways of using local numberoperations

• know that local numberscan be represented inwords, pictures or symbols

• recognise vernacularnumber words and symbols

• know how to play simpletraditional games andactivities

• say and write numbersymbols for vernacular andEnglish words from zero toa hundred

• know signs for addition,subtraction, multiplicationand division

• understand the numberoperations and symbols canbe used and recognisedanywhere in the world


• use simple vernacularoperation words to say whatthey are doing with concretematerials

• use concrete objects orpictures to show the fouroperations such as puttingtogether, taking away,having lots of and sharingequally

• practise using thevernacular words whenexploring simple problems

• play simple number-matching games andactivities

• use number symbols toshow what they are doingwith concrete materials

• match vernacular words tonumber symbols

• use number symbols tomake simple numbersentences

• make a set of posters tomatch number words,symbols and pictures

• match numbers, vernacularand English words andpictures

• count, read and writenumber words and symbolsfrom zero to a hundred

Grades


E

69

Strand: Number Substrand: Operations


Learningoutcomes

P.3.3Solve simple problems usingconcrete materials

1.3.3Solve problems usingtwo-digit numbers to 20 orclosest to 20 in vernacular

2.3.3Solve problems usingtwo-digit numbers up to 99


• identify ways of solvingsimple problems

• know how to show andsolve simple numberproblems using concretematerials

• know traditional ways ofcounting that can be usedto solve simple numberproblems

• know single and double-digit local numbers in thecounting system

• group objects into lots of,such as two lots of, threelots of

• know ways to solve simpleaddition and subtractionproblems with no trading

• share groups of objects intoequal parts such as twoparts and four parts

• know that concretematerials can be used tomake number sentences

• solve multiplication anddivision problems usingconcrete materials withouttrading

• solve addition andsubtraction problems usingconcrete materials withtrading

• understand one-digit andtwo-digit number sentences

• know place value ofone-digit and two-digitnumbers


• use traditional ways ofsolving simple numberproblems

• draw pictures to show oneor two ways of solvingproblems

• show problems withconcrete materials

• add and subtract one andtwo-digit numbers usingconcrete materials

• group objects into lots of,such as lots of two and lotsof three

• share objects into equalgroups such as groups oftwo and groups of four

• use concrete materials tosolve addition andsubtraction problems withno trading

• use concrete materials toshow lots of numbers and toshare groups of objects

• practise making simplenumber sentences to showproblems with concretematerials

• use concrete materials tosolve two-digit numberproblems using place value

• play number games to solveone and two-digit numberproblems

• use concrete objects toshow one-digit and two-digitnumber problems

Grades


E

70

Strand: Number Substrand: Money


Learning0utcomes

P.3.4Describe traditional moneyand Papua New Guineanmoney

1.3.4Use different amounts ofmoney to make up varioussums of money

2.3.4Make and solve moneyproblems


• recognise traditional forms ofmoney and know their names

• know how traditional moneyis used

• know the value of traditionalmoney

• know that traditional moneyis made from things in theenvironment

• recognise Papua NewGuinean currency, theirnames, their uses and theirvalues

• use words in connectionwith money

• know the correct symbols: Kfor Kina and t for toea

• be familiar with Papua NewGuinea notes and coins

• know when and wheremoney is used

• talk about uses of money inthe community

• understand the value ofPapua New Guinean money


• talk about traditional moneywith community membersand get them to explain itsvalue

• conduct barter and tradeactivities

• recognise Papua NewGuinean money andcompare it to traditionalcurrency

• identify and sort coinsaccording to colours,shapes, size, edges,animals and numbers

• identify and sort the notesby their colours andnumbers

• use different coins to makeup K1.00

• show different notes andcoins used

• calculate their change froma given amount aftershopping or marketing

• make up given amounts ofmoney

• explain ways used

• play ‘shop’ with change toK10.00

• write vernacular andEnglish names for PapuaNew Guinean money

• write numerals and symbols

• give play money inexchange for goods in theclassroom shop and putprices on items whenplaying shop

• calculate costs of what theyintend to buy

• calculate the remainingamount after their spending

• check their change

• sort coins and notes andrecognise that they havedifferent values

Grades


E

71

Strand: Pattern Substrand: Patterns


Learningoutcomes

P.4.1Make simple patterns

1.4.1Recognise various localpatterns

2.4.1Collect and compare variouspatterns


• recognise locally knownpatterns such as long andshort, repeated lines,repeated curvy lines

• know how to form patterns,working out how the simplepattern is produced

• make patterns such as dotpatterns, linking cubepatterns and pattern cards

• recognise different patternsin animal markings and ingarden beds

• see patterns in drawingsand weavings

• recognise different patternssuch as long lines, shortlines, curved lines andpatterns used on bilumsand kundu drums onobjects

• recognise simple patternson craft items

• identify simple pattern rulessuch as over-under-over,

• repeat sound patterns suchas clap-snap-clap

• show patterns usingconcrete items such asflower, stick and leafpatterns

• know the local system ofgrouping objects usingpatterns

• solving simple numberpatterns

• play games using patterns


• make simple patterns

• draw local patterns

• create own patterns

• copy and create patternsinvolving turning and slidinga shape

• explore various patternsused in the community orclassrooms such as walls,doors and window frames

• use simple rules andlanguage such as ‘over andover’, ‘repeat’, ‘again’ todescribe patterns

• draw traditional designs

• weave or draw patterns

• create own patterns

• identify patterns in musicand dance

• recognise and completesimple number patterns

• make up representations ofa repeating or countingnumber pattern

• use common colours tomake patterns

Grades


E

72

Strand: Chance Substrand: Chance and information


Learningoutcomes

P.5.1Identify events that alwayshappen regularly in thecommunity

1.5.1Identify and describe eventsthat sometimes happen in thecommunity and theenvironment

2.5.1Make guesses about eventsthat will happen, may happenor will never happen


• use words and expressionsto describe different levelsof certainty

• recognise events that aresure to happen

• know signs that show whenevents are going to happen

• use vernacular expressionsfor events that sometimeshappen in the communityand the environment

• know that things do happensometimes without signsand warnings

• make predictions related toevents that may happen ormay never happen

• use vernacular words todescribe when events are acertainty

• use vernacular words todescribe uncertainty whenevents may not happen


• use language such as ‘willhappen’

• use words and expressionsto describe activities orevents that often happen inthe community

• identify routines such asgetting up, going to bed,eating and washing

• identify daily cycles such as‘the sun comes up and goesdown,’ ‘tides come in andgo out’

• identify rainy and dryseason

• draw and talk about eventsthat sometimes happen inthe community and the localenvironment

• use vernacular words toidentify and describe thingsthat sometimes happen inthe community

• identify events such aswhen it is going to rain,when people are going outto catch fish, when fruit isgoing to be picked, whetherthe day is going to be clear,when yam is planted andharvested

• identify and talk aboutevents that may happen, forexample, landslides,volcanic eruption, riverflooding, high tides

• discuss events that mighthappen, for example, it willrain, it is going to be windy,wet clothes will dry quickly ifthe wind is strong, themotor will start

• draw pictures showingcertain events and activitiesand the never-happeningevents and activities andlabel them accordingly

• ordering events from leastlikely to most likely

Grades


E

73

Language


Strand: Speaking and listening Substrand: Production


Learningoutcomes

P.1.1Communicate with peers andknown adults on familiartopics

1.1.1Communicate with peoplefrom the school communityon familiar and introducedtopics

2.1.1Communicate with peoplefrom the community for arange of purpose

• real-life experience such asstories about themselves,peers, their family membersand other known adults

• current issues andhappenings such asweekend games andsingsing from thecommunity

• stories about communitycelebrations such asweddings, feasts andinitiations

• stories and informationabout animals found in theircommunity

• legends from their community

• stories about land animals,water animals, plants, birds,bush, mountains and rivers

• common rhymes, jingles,chants and poems used inthe community

• role-play and dramas

• current events and storiesabout happenings such assports events andcelebrations in thecommunity

• know that stories told orread aloud have messagesto learn from

• know some common jokesand riddles and why peopletell them

• experience stories aboutthemselves, their familymembers and friends

• identify reasons why peopleexpress feelings, needs andwants, likes and dislikes

• know how to use role-play

• recognise that news heard onradio or seen on televisionaffects the people in thecommunity

• recognise oral situations atschool such as morningnews, school assembly,

group work and teacher talk

• know about current eventsand happenings from thecommunity that haveaffected them

• know when to contributeideas in class, groupdiscussions and in meetings

• know when to listen andwhen to talk

• recognise that own personalexperiences are worthtalking about

• recognise when it isappropriate to offer one’sown point of view indiscussions and meetings


• speak to peers, teacher andother adults such asparents or other teachers inthe school on familiar topicsfrom the community

• take part in role-play whichrequires them to adapt theirspeech to suit differentaudiences and purposes

• retell stories and eventsheard or told to whole class,small groups and peers

• tell stories of their own topeers

• listen to stories told or readto them by teacher andpeers and respond to thecharacters and story

• develop listening skillsthrough a variety ofactivities such as listeningto class news and followinginstructions

• present reports on issuesand happenings in thecommunity such as sportsevents and celebrations toclass groups, small groups,peers and adults

• retell main points in storiestold or read aloud to them

• take part in role-play anddrama using body and facemovements

• listen to teacher, anotheradult and peers telling orreading stories

• listen attentively andrespond constructively toother points of view in groupand class discussion

• take part by contributingideas in small groupdiscussions

• retell radio and televisionnews to peers

• offer explanations or putforward complaints whichinclude one or two reasonsto support an argument

• prepare and present to classor small groups detailedaccount of a known topic

• present information reportson places and things suchas ‘What is HausTambaran?’ or ‘Whatanimals are seen at night?’and ‘What animals are seenin the daytime?’

• present a strong point ofview to peers in a groupand offer some consideredreasons or arguments

• role-play and dramatise toexperiment with a variety oftechniques such as bodyand face movements, toneand emphasis

• discuss with peers and inbig groups events that takeplace in their communities

• initiate and maintainconversation with anunfamiliar audience

• show willingness to talk withan unfamiliar audience

• discuss ideas and interactwith others willingly

• listen and respond to shortpresentations or argumentsthat offer alternativeviewpoints on a familiar issue

Grades


E

74

Strand: Speaking and Listening Substrand: Production


Learningoutcomes

2.1.2Respond to basic Englishinstructions and messages


• understand simple Englishquestions, commands andinstructions


• try to speak in English

• respond to basic Englishinstructions and messagesappropriately

• use verbal and non-verbalcommunication such asresponding to questions byusing gestures, nodding orgiving one-word or two-word responses

No outcome at this gradeNo outcome at this grade

Grades


E

75

Strand: Speaking and Listening Substrand: Skills and strategies


Learningoutcomes

P.1.3Use basic requirements ofspeaking and listening

1.1.3Apply speaking and listeningskills in the classroom andcommunity

2.1.3Use speaking and listeningskills in a range of roles


• recognise gestures used inthe local community andhow to respond to them

• use suitable words andways of describing thingssuch as objects, toys andpets

• know appropriate wordsthat describe what theyhave seen and what theyhave done

• know how to ask questionsand how to reply toquestions

• know how to make requestsand how to respond to them

• know that a change of pitchcan affect the meaning ofwords

• be aware of languagestructures in own vernacular

• recognise words with similarbeginnings and endingssuch as Tok Pisin ‘mun’ andEnglish ‘man’

• recognise words with similarbeginnings but differentendings such as ‘mumu’and ‘mama’

• know different ways ofdescribing objects, eventsand ideas

• know appropriate ways oftalking to a group of peoplesuch as peers, usingmaterials to assistunderstanding

• know that information andstories are told in sequence

• demonstrate how torespond to questionsappropriately

• recognise how to rephrasesentences to make meaningeasily understood

• understand that there aremany ways of using wordsto clarify meaning

• understand and respond tonon-verbal communication

• be aware that people telljokes and riddles

• be aware that eye contactand hand movements candraw and hold listeners’attention

• know how to carry outsimple interviews to gatherspecific information

• understand the importanceof rehearsing items beforepresenting them to theaudience

• understand the purpose ofeye contact, emphasis,timing, tone of voice,gesture and volume inspeech

• know how to direct andcontrol discussions duringclass meetings or smallgroup meetings

• show willingness to speakto peers, teacher and otheradults

• understand the role ofemphasis and pause inspeaking


• use a variety of gesturesthat are commonly used inthe community

• ask and answer questionssuch as who, what, where,when, why and how aboutdifferent topics

• identify beginning andending sounds in words

• use sufficient words toenable messages to beinterpreted by others

• select appropriate aids andsupport material to helpunderstanding when talkingto the class

• ask and answer questionssuch as who, what, where,when, why and how aboutdifferent topics

• rephrase things in their ownwords

• explain the meaning ofsome words

• make changes to existingtexts

• work out main points infamiliar texts

• have control over theirvoices when speaking

• explore the effect ofchanged intonation on themeaning of phrases andsentences

• ask and answer questionssuch as who, what, where,when, why, how and what ifabout different topics

• prepare a set of questionsfor an interview seekinginformation from communitymembers about an issue ortopic

• rehearse and tell a story topeers and students in othergrades using strategies thatmaintain listeners’ attention

• contribute to decision-making regarding class rules

• accept the views of otherpeople and express theirown relevant ideas andreasons

• participate in discussionsintended to solve real orimaginary problems

• ask questions to clarify issues• ask for help from others to

solve problems• initiate activities• prepare and present oral

reports on experiments,books read and personalexperiences

Grades


E

76

Strand: Speaking and Listening Substrand: Skills and strategies


Learningoutcomes

2.1.4Compare vernacular alphabetsounds with English alphabetsounds


• be aware that some Englishalphabet sounds aredifferent from vernacularalphabet sounds

• know some basic Englishrhymes, songs and fingerplays


• repeat English letter sounds

• follow and give basicEnglish instructions


Grades


E

77

Strand: Speaking and listening Substrand: Context and text


Learningoutcomes

P.1.5Identify different oral contextsand situations

1.1.5Adapt spoken vernacular tosuit different day-to-daysituations

2.1.5Use a variety of oral textsspontaneously andappropriately


• know that people uselanguage in different waysin school such as atassembly, a parents’meeting or classroomdiscussions

• understand the differencebetween a question and astatement

• understand that people useoral communication fordifferent purposes such asrole-play and drama, guestspeakers, groupdiscussions and communityactivities

• know how to adaptmessages from friends tosuit a different audience

• recognise different ways ofusing spoken language tocommunicate face to face,to a crowd, on the radio andby phone

• realise that differentinterpretations of oralmessages are possible

• know how to greet differentpeople differently forexample, greeting ateacher, community elder,pastor and peers

• know how spoken languageis used differently in avariety of situations such asthe playground, home,classroom, the marketplaceand in church services

• know that role-play can beused to create or show realor imagined situations andcharacters

• use various kinds oflanguage, body gesturesand facial expressions tohelp listeners’understanding

• know that gestures andbody language areappropriate in somecontexts and not in others

• realise that body languagecan have an effect onothers

• understand the differencebetween informal andformal language such aslanguage used in theplayground and at schoolassembly


• talk to teacher, peers andwhole class about topics ofpersonal interest andschool-related topics

• present information to peersusing pictures, drawingsand models

• show a willingness to shareand talk about stories andother general discussions

• identify purpose for listeningsuch as listening forpleasure, to plan action orfollow directions

• greet other teachersappropriately and conveymessages to them

• compare different ways ofusing spoken language

• select and use differenttypes of oral texts fordifferent purposes andexplain why they used thattype of language

• use role-play to illustrateformal and informal settingssuch as talking with peersand friends and listening toa community member givea talk

Grades


E

78

Strand: Speaking and listening Substrand: Context and text


Learningoutcomes

2.1.6Say English words andphrases in context to suit thesituation


• know when to use simpleEnglish greetings such as‘good morning’, ‘goodafternoon’, ‘good night’,‘hello’ and ‘goodbye’

• know English names of thedays of the week

• know that numbers such asone, two, three, four, fiveare international numbers

• know English names ofcommon food such aspawpaw, banana, pumpkin,sugar and biscuits

• know the names of colours

• know names of commonshapes such as square,circle and triangle


• use a variety of greetings,and farewells


Grades


E

79

Strand: Reading Substrand: Producton


Learningoutcomes

P.2.1Read and understand shortpredictable texts

1.2.1Read and respond to a rangeof texts

2.2.1Read independently usingown knowledge andexperiences


• be aware that pictures andprint communicatemessages

• understand simple storieswhich are read aloud

• be aware that the cover of abook usually indicates whatthe book is about

• understand shortinstructional texts that showhow to do or makesomething

• recognise and interpret printsuch as on signs, posters,notices and advertisementsin the environment

• be aware that writing islanguage with meaning thatcan be read aloud

• understand that texts arewritten by people andrepresent real andimaginary experiences

• be aware that signs andnotices seen in thecommunity give messagesto the reader

• begin to read different typesof texts:

– narratives such as mythsand stories

– procedures such asrecipes and instructions

– recounts such as retellingof personal experiences

– reports such as simplescience or communityreports


• join in shared-readingactivities such as readalong with the teacher andpeers from big books,discuss the pictures, retellthe story and change thenames of characters

• tell stories about pictures ondifferent topics

• point out details in picturesthat help reading andunderstanding

• recognise that there is a linkbetween the words on thepage and what is readaloud

• differentiate print fromdrawing

• name favourite charactersand talk about them topeers

• request favourite stories tobe read

• begin to read print and notonly pictures

• share impressions aboutdifferent texts with peersand the teacher

• describe reactions to textswith peers

• read a variety of informationtexts

• read aloud to teacher andpeers

• read own written texts topeers

• read labels, charts, bigbooks and displays in theclassroom and environment

• retell information gainedfrom texts

• give reasons why things arehappening in stories

• give reasons for feelingsshown in pictures, drawingsand photographs

• read rules and instructionssuch as school rules andinterpret them for others tounderstand

• make connections betweenown knowledge andexperience and informationin the text

• read descriptions offamiliar people and places

• make predictions andexpress opinions aboutcharacters and theiractions, qualities andcharacteristics anddescribe how these thingsrelate to their ownexperiences and behaviour

Grades


E

80

Strand: Reading Substrand: Skills and strategies


Learningoutcomes

P.2.2Develop strategies to readand understand shortpredictable texts

1.2.2Use a range of strategies tounderstand print and picturetexts

2.2.2Select and apply a variety ofstrategies to interpret printand picture texts


• show awareness thatpictures help us tounderstand texts

• understand that pages of astory are in order

• understand that reading isfrom left to right and fromtop to bottom

• know that a story has abeginning and an end

• know that letters stand forsounds, words are made upof letters and sentences aremade up of words

• know that words areseparated by spaces

• show understanding thatprint is in chunks: wordsand sentences and thatthey have meanings

• be aware that readers gaininformation from printmaterials

• understand that events andpictures in stories areorganised in sequence

• know that a book hasdifferent parts such as thecover page, title page andtable of contents

• know that the person whowrites the book is called theauthor and the person whodoes the drawings is theillustrator

• understand that there arebooks for entertainmentsuch as story or picturebooks and magazines

• understand that there areinformation texts such asnewspapers and other non-fiction books

• know that punctuation suchas commas and full stopsare an aid to reading andunderstanding

• be aware that there aredirect and hidden messagesin texts

• know that they can usepicture clues, letter-soundclues and other contextclues to help reading andunderstanding

• understand that stories,instructions in books andinformation texts have mainideas and messages forreaders

• be aware that makingguesses or predictionsabout things read in storiesmakes reading fun andinteresting

• see how events in storiesrelate to each other

• locate specific informationfrom texts

• understand the purposes forreading such as forenjoyment or to findsomething out or to followinstructions


• use pictures to predict andtell stories in their ownwords

• turn book pages from left toright

• use context clues to predictmeaning in written texts

• demonstrate readingbehaviour such as holdingbooks, turning pages,looking at pictures andpointing to words

• use picture clues to workout the main idea in texts

• identify capital letters, fullstops and question marks intexts

• try to self-correct whenreading by pausing andrepeating words or phrasesto be sure that the readingmakes sense

• predict what a text will beabout by using the title ofthe text, illustrations andbackground information

• recognise words they havepreviously read

• talk about beginning andending of stories

• talk about words andphrases that describecharacters in texts

• talk about words andphrases that tell when,where and why

• compare characters andsituations from books withtheir own experiences

• use headings andsubheadings to locateinformation in instructionaland information texts

• interpret an author’s orcharacter’s intentions instories and justify them

• read silently

• respond with appropriatetone of voice, punctuationmarks and direct speechwhen reading aloud

• apply specific purposessuch as reading carefullywhen following instructions,reading silently andrehearsing reading beforereading to an audience

• talk about characters frombooks, their actions andqualities

Grades


81

Strand: Reading Substrand: Context and text


Learningoutcomes

P.2.3Recognise that writing andpictures are used to conveymeaning for different purposes

1.2.3Identify ways in which writingand pictures are structuredfor different purposes

2.2.3Interpret how texts are usedfor different social and culturalpurposes


• recognise the letters of thealphabet and showawareness of theletter-sound relationship

• recognise that a series ofwords make up a text

• recognise that informationcan be presented indifferent ways such aspictures, photographs,posters, charts, graphs,pamphlets, diagrams andpicture books according tothe purpose and audience

• recognise that texts arewritten for particularpurposes and for particularaudiences

• show understanding ofpurposes for reading suchas a recipe book, song bookor story book


• request information booksand other reading materialsto be read for particularpurposes such as findingout about insects, animals,birds and rivers

• identify and use differentkinds of reading materialssuch as posters, pictures,labels and letters

• use picture clues to predicttexts and make connectionsbetween the illustrationsand the words

• work out ways in whichmeaning is expressedthrough pictures

• talk about the purposes ofdifferent texts such as toprovide information, to giveinstructions or to tell a story

• compare texts in terms ofaudience such as children’sstory books, the Bible andhymn books

• make a selection of differenttypes of texts such as textsthat tell stories, informationtexts and texts that tell howto make or do something

• read a wide range of texts

• link different types ofreading materials todifferent topics

• talk about who the text iswritten for

• interpret and give opinionsabout written texts such asfavourite stories and theireffect on audience

• identify different parts of abook such as the frontcover, the title page, thecontent page, the index andthe back cover and talkabout their use

• predict the topic of a textbased on the title andillustrations

• use advertisements andposters to give and gaininformation

Grades

Culture and Community, Cultural Mathematics, Languag

E

82

Strand: Writing Substrand: Production


Learningoutcomes

P.3.1Use pictures and writing torepresent ideas andinformation

1.3.1Write texts for a variety ofpurposes

2.3.1Plan, write, edit and publishfiction and information texts


• differentiate between writingand drawing

• know that pictures and printcommunicate messages

• know that the languagethey speak can be writtendown

• know that there are differentkinds of writing such asbirthday or Christmas cards,stories, letters and texts thatgive information

• begin to recognise featuresof different types of textssuch as narratives: stories,instructions on how to makeor do something:procedures, letters andsimple factual sentences:reports

• know that written texts havesequence and order

• understand that writtenmessages can berehearsed orally beforewriting them down

• show evidence of carefulrevision, editing andproofreading in final drafts

• understand the purpose ofnote-taking and planning aspart of preparation before awritten activity

• understand the power ofwords such as expressivewords and phrases tocreate excitement in writingand use them


• readily use a range ofwriting materials such assmall chalkboards, chalk,crayons, charcoal andpaper

• engage in ‘writing-like’behaviour by using picturesand symbols tocommunicate messages

• produce written symbolswith the intention ofconveying an idea ormessage

• dictate text for the teacher,older students or otheradults to write

• contribute to groupdiscussions that lead towriting of texts

• create a series of picturesthat tell a story

• begin to write simplesentences, letters, cardsand stories

• read own writing to peersand respond to anyquestions they may ask

• write about familiar topicsfrom the community

• try different kinds of writingwith the teacher as a wholeclass, with a partner and bythemselves

• use writing to record simplemessages for peers, otherteachers and thecommunity

• write simple stories andsimple information texts forbig books as a class

• work with members of thecommunity to make bigbooks and illustrate them

• keep a collection of differenttypes of writing

• keep a journal and writesuch things as personalexperiences, helpful ormoving ideas and otheritems of interest

• use other texts as models togain an understanding ofhow the text is organised

• write information reportssuch as weekend gamesand group project reports

• plan writing with peers bytaking notes, making listsand drawing diagrams

• use sources such ascommunity members, localnewspaper and parents toresearch information beforewriting

• publish a range of texts forother classes in the schooland for the community

Grades


E

83

Strand: Writing Substrand: Skills and strategies


Learningoutcomes

P.3.2Recognise strategies thathelp them to write

1.3.2Use a range of strategies towrite texts

2.3.2Select and apply a variety ofstrategies to plan, review andedit texts


• know that each word in asentence is separated by aspace

• recognise that letter shapesin words are always writtenin the same way

• know that letters makesounds in words

• understand vernacularletters, for example, ‘a’ as inakis, anis and mama or ‘u’as in tumbuna and bungimby shape and name

• know that writing goes fromleft to right and top to bottom

• know that letters make upwords and words andphrases make upsentences

• know how to handle writingmaterials such as crayons,markers, charcoal and smallchalkboards and paper

• recognise differences andsimilarities in basic letterstrokes and small andcapital letters in theirvernacular alphabet

• know that each word hasone correct spelling

• recognise misspelt words inown writing

• learn how to self-edit andself-correct own writtenwork

• know sounds of the lettersin the vernacular alphabet

• recognise letter-soundrelationships and how touse these in spelling words

• know how to change lettersounds in known words tomake new words

• know how to write small andcapital letters in script print

• know about various aspectsof the writing process suchas planning andpreparation, drafting,editing, proofreading andpublishing

• know how to separatesounds and syllables inwords

• know when to usepunctuation marks such ascapital letters, full stops andquestion marks

• know how to spell mostvernacular words correctly


• apply left-to-right directionin written activities

• identify and begin to usecapital and small letters

• form letters correctly using‘script print’

• create messages usingknown letters

• use the letter sounds oftheir vernacular alphabetsto help them spell words

• use basic letter strokes towrite the letters in thevernacular alphabet

• form most letters of thealphabet correctly

• make a vernaculardictionary

• make signs and posters forreal purposes such asadvertising communityevents or giving directions

• locate words needed forwriting using big books orother known texts andresources

• self-correct own writtenwork by re-reading

• write familiar words withoutcopying them

• use lists, drawings andnotes to plan their writing

• edit own and peers’ writtenwork by carefullyproofreading the drafts toadd, delete and changeinformation

• write all the letters of theirvernacular alphabets

• develop class and individualalphabet books andvernacular dictionary

• spell a large number ofwords correctly

Grades


E

84

Strand: Writing Substrand: Context and text


Learningoutcomes

P.3.3Recognise that pictures andprint are used for differentpurposes

1.3.3Identify some of the purposesof writing

2.3.3Identify ways in which printand pictures differ accordingto their purpose and audience


• recognise a variety of waysto use pictures and writingin real activities

• identify familiar written textssuch as signs,advertisements and labelsthat they see around them

• start to understand howpictures are used differentlyin different texts accordingto the purpose andaudience

• understand reasons whypeople write

• understand that writtentexts such as notices andposters at marketplaces,shops, health centres andchurch buildings havemessages that help us togain information

• recognise different writtenvernacular texts that exist intheir community

• understand the advantagesof writing and recordinginformation

• recognise types of writingthat occur within their families

• understand the purposes ofdifferent types of writingused in the community, forexample, letter-writing,recipes, hymns, songs,notices and posters

• know how familiar textssuch as stories, letters, listsand recipes are structured

• identify different words intexts such as action words,describing words and wordsthat name things


• create a variety of textssuch as simple poems,labels, sentences, lettersand cards with the teacherand peers for specificaudiences

• explore the purposes of avariety of written texts forexample, labels in theclassroom, notices at themarketplace, church hallsand trade store signs andpictures used in thecommunity

• innovate with familiar textsby making changes to suchthings as the names of maincharacters, the setting ofthe text and create differentendings to suit differentpurposes and audiences

• identify different types oftexts used, such as letters,notices and advertisementsand describe their purposesin the community

• explore how writtenmaterials such as books,posters, signs andnewspapers giveinformation to people

• work out some of thedifferences between storiesand other forms of writing

• identify different types ofwritten communication suchas letters, notices,advertisements and howthey can be sent or received

• use language appropriatelyto suit different audiencessuch as peers, parents andschool assembly

• select own topics and writefor a range of purposes

• share own writing withpeers

• proofread, edit, revise andrewrite own work and that ofothers to make sure themeaning is clear and it issuitable for the audience

• discuss the differencesbetween texts such asnarratives and informationtexts and their uses

Grades


85

ReferencesBeyer, K Barry 1991, Teaching Thinking Skills: A Handbook forElementary School Teachers, Allyn and Bacon, Sydney, Australia.

Buschner, A Craig 1994, Teaching Children Movement Concepts andSkills, Human Kinetics, California.

Cambourne, B 1988, The Whole Story Natural Learning and theAcquisition of Literacy in the Classroom, Ashton Scholastic, Sydney,Australia.

Chamot, U Anna and O’Malley M 1989, The Calla Handbook, AddisonWesley Publishing Company, America.

Department of Education and the Arts 1987, Pathway of LanguageDevelopment, Tasmania, Australia.

Equity Programs Unit 2000, Why Wait: A way into teaching criticalliteracies in the early years, Education Queensland.

Far Northern Schools Development Unit 1991, Social Cultural andEnvironmental Education Resource Book, Dept of Education, Queensland

Hammett, T Carol 1992, Movement Activities for Early Childhood HumanKinetics, Windsor, Canada.

Hopple, J Christine 1995, Teaching for Outcomes in Elementary PhysicalEducation, Human Kinetics, Windsor, Canada.

Hough, L 1999, Language Context and Meaning. Heinemann, PortMelbourne, Australia.

McLean, K 1994, English Curriculum and Teaching Program Using theEnglish Profile, Curriculum Corporation, Australia.

Outdoor Education 1995, Health and Physical Education Course Advice,University of Melbourne, Australia.

Queensland School Curriculum Council 1999, Studies of Society andEnvironment Years 1 to 10 Queensland, Australia.

School Curriculum Council 1998, Preschool Curriculum GuidelinesQueensland, Australia.

Thomas, R J, Lee, M A and Thomas, T K 1988, Physical Education forChildren, Human Kinetics Books, California.

Department of Education (NDOE)National Department of Education 2002, National Curriculum Statement,NDOE, Waigani.

National Department of Education 1999, Cultural Resource Book forMathematics, NDOE, Waigani.

National Department of Education 1999, Elementary Activity Books 1, 2and 3, NDOE, Waigani.

National Department of Education 1999, Making Your CommunityCurriculum, NDOE, Waigani.

National Department of Education 1998, Elementary CurriculumStatement, NDOE, Waigani.


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National Department of Education 1998, Elementary Scope andSequence, NDOE, Waigani.

National Department of Education 1997, A Handbook for ElementaryEducation, NDOE, Waigani.

National Department of Education 1994, Elementary Attainment Targets,NDOE, Waigani.

National Department of Education 1994, Maths for Prep TeachersResource Book, NDOE, Waigani.

National Department of Education 1979, Teachers Guide Grade 1Community Life, NDOE, Waigani.


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Glossary

Culture and CommunityAnecdotal notes short notes, journals or diaries describing the students’learning performance in

class

Captions words printed above or below a picture, newspaper article or diagram to saywhat the picture or article is about or to give more information

Content ideas or knowledge, skills and attitudes put together to develop a learning areafor each grade for each subject

Context everything surrounding the learner or the conditions in which learning takesplace

Coordinated the way in which body parts are controlled to move together to performmovement such as kicking, throwing or catching a ball

Criteria standard principle based on the outcomes on which teachers base theirdecisions of the students’ learning performance

Disabilities unable to use parts of the body or mind properly. This makes it hard for theperson to do things on their own. The person needs family members for helpand support

Dodging a way of moving suddenly aside to avoid an obstacle such as moving quicklyaway from a partner in a game

Ethics a group of organised beliefs, morals, rules or principles of behaviour that aperson or group of people lives by

Explicit clear and fully detailed information on a topic, a word or a situation

Fair play play a game according to rules so that everyone enjoys the game and has anunderstanding of having one winner and one loser

Foster helping, promoting or encouraging an idea and developing it to suit the needs ina situation

Holistic learning a way students learn about all aspects of happenings in the environment, suchas deaths, volcano eruption, flooding river in ways that are meaningful to thelearner

Introduced games games such as ‘Dog and the Bone’ and ‘Fill the Bucket’ brought into thecommunity by missionaries or others for young children from four to ten yearsold

Juggling a game played by keeping several objects in the air at the same time bythrowing them up quickly and catching them

Leisure a time when someone is free from work or duties of any kind

Morals principles of knowing right from wrong to make decisions sothat actions reflect positive attitudes in everyday living

notes movement

learning


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Movement patterns movements such as walk, run, jump, skip are performed repeatedly in a pattern

Cultural MathematicsCapacity the quantity or amount a container can hold and contain

Chance is the way people predict or make guesses that an event will, may or will neverhappen

Currency money that is used by the country to buy and sell. For example, in Papua NewGuinea, Kina and toea is used to buy and sell goods at the markets and stores

Digit any single number between zero and nine. For example, number ten has twodigits

Dimensional shapes that have height and length: two dimensions or height, length, width:three dimensions

Estimate make guesses, predictions and calculations with approximate judgement tosolve problems

Geometric patterns of shapes such as oblongs, triangles and squares formed by joiningstraight lines

Geometry study of angles and shapes that are formed by relating to lines, surfaces andsolids such as triangles, cubes and circles

Informal units non-standard units such as arm spans, paces, sticks and ropes used formeasuring in the daily activities of different communities. For example, we mayuse paces to measure the length of a family house

Interpret to work out and say in their own words, the meaning and understanding ofpictures, symbols or words

Investigate a way of collecting or gathering information that describes or gives clearmeaning and better understanding

Irregular shapes shapes that have uneven or different sized parts

Mathematical mathematical concepts are general ideas such as number, measurement,shapes, pattern and chance

Mathematical words that describe ideas, knowledge and skills relating to understandingmathematics in the vernacular

Pattern a repeated set of lines, shapes, numbers or colours arranged in order to form adesign on a surface

Representation a way of showing a value or of taking the place of a number or an object

Similarities general likenesses of two objects

Symbols signs or marks with special meaning, such as operational signs +, –, x, ÷, =,traffic lights, cultural marks

shapes

shapes

language

concepts


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Symmetrical having both sides or halves of an object or shape exactly the same

Uncertainty having doubts, being not sure of or undecided about events that might happenor occur

Visual appearance the appearance of an object or image of known shape tothe eye

Without trading without ‘borrowing’ when calculating

Language

Context a situation in which a spoken or a written communication occurs. Whenstudents use oral or written communication they learn to select and present thecontent of their communication in the form that is appropriate for the audienceor context and the situation

Conventional refers to the standard way of writing words in a language. In the early stagewhen students are learning to write they usually use made-up spelling wordsthen gradually they learn to spell using standard or conventional spelling

Gestures such as body gestures, facial expression, eye contact and hand movementshelp understanding and meaning in spoken communication

Initiate to start discussions in group work without being told to do so

Innovate giving new meanings to the main characters of text, changing the setting of thetext and giving the text a different ending

Integrate is to use a topic or a group of related ideas to link learning from one study areato the next

Interpret make sense of what students ‘hear, see and read’ using a variety of forms suchas pictures, drawings and written texts. They develop skills to help them seehow oral and written texts are used for different purposes

Literate describes a person who is able to read and write. We want our students inElementary to be able to read and write in the language that is used in thecommunity

Modify taking an idea and making changes to it to make it suit thesituation in the classroom

Multicultural a society where people with different languages, cultures and attitudes live andwork together and yet maintain their ways of life as much as possible

Recite to say aloud something that is learned from memory such as saying aloudpoems and rhymes

Rehearse to allow students time to practise things such as role play, a speech or a songbefore presenting them to the audience

Rephrase a statement or idea is said in another way, usually to make clearer the meaningof communication

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Spontaneous something done on the spot without any preparation when the need arises

Strategy a method or way that is used to help others understand and learn new ideas

Text a spoken or written piece of information that is presented to specific group ofpeople for a particular purpose

Visual information on pictures, charts, posters, diagrams, photographs, films andtelevision


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Appendix: Time allocations for Elementarysubjects

In Elementary, the subjects to be taught and their time allocations per weekare:

Culture and Community 660 minutes

Cultural Mathematics 180 minutes

Language 360 minutes

All subjects must be allocated the required number of minutes per week.Each subject is equally important for the goal of Integral HumanDevelopment.

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