Teachers Guide Upper Primary Personal Development PDF

Personal Development
Upper primary
Teachers Guide
2003
Papua New Guinea

Department of Education
i
Upper Primary Teachers Guide
Issued free to schools by the Department of Education
Published in 2003 by the Department of Education, Papua New Guinea

© Copyright 2003, Department of Education, Papua New Guinea
All rights reserved. No part of this publication may be reproduced, stored in a

retrieval system, or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording or otherwise without the prior written
permission of the publisher.
ISBN 9980-930-34-9
Acknowledgments
This Teachers Guide was written and coordinated by Colette Modagai. The National
Department of Education acknowledges the work of the Curriculum Development
Division, the Subject Advisory Committee, United Nations Population Fund (UNFPA)
through the Population Education Project and the following provinces, schools,
colleges, institutions and individuals contributed to the development of this Teachers
Guide through workshops and through consultation meetings.
Senior inspectors and other inspectors and provincial education officers and head
teachers, teachers in the following primary and community schools were involved in
the subject trial.
Schools
East Sepik: Kaindi, St Mary’s, Kreer, Moem, Hayfield, Maprik Catholic, Maprik
Admin, Brikiti, Supari, Sir Peter Lus
Milne Bay: Alotau Ladava, Rabe, Divinai, Siasiada, Sideia, Logeia, Fife Bay, Naura,
Lelehoa, Goilanai, Hagita, St Mary’s Okaikoda, Losuia, Omarakana, Silaketa
Western Highlands: Rabiamul, Tarangau, Hagen, Kagamuga, Holy Trinity, Banz
New Ireland: Carteret, Pinikidu, Eli Wanera, Sacred Heart, Livitua, Lakurumau,
Kimadan, Halis
East New Britain: Keravat, Malaguna, Napapar, Vunadidir, Tanaka, Vunairoto
Madang: Bahor, Holy Spirit, Megiar, Sagalau, Bogia, Jomba, Lutheran Day, Gum,
Dangsai, Dor, Naringel, Kambos
Manus: Lorengau East, Pombrut, Bundralis, Dunomashi, Pityluh, Vorei, Bipi, Powat,
Pityluh, Baluan, Kari, Kawaliap, Lombrum, Mokoreng, Wilhem Metpi Melpi, Buyang
Institutions
PNG Education Institute, Gaulim Teachers College, Kabaleo Teachers College, Our
Lady of Sacred Heart
Individuals and Non-Government Organisations

Lester Billy, Division of Health, Alotau, Desley Paanasae, Ninikin Division of
Community Development, Wewak, Mary Soondrawu, Council of Women, Wewak,
Daniel Bu,Youth Development, Wewak, Sally Business Group, Kokopo, Catholic
Diocese of Mt Hagen, Goroka University, Goroka Institute of Sports.
This document was developed with the support of the Australian Government
through the Curriculum Reform Implementation Project.
ii
Contents
Introduction …………………………………………………………….. .. 1
Key features ...................................................................................... 3
Teaching and learning strategies ...................................................... 5
Assessment ....................................................................................... 12
Programming ..................................................................................... 21
Elaboration of outcomes ................................................................... 25
Units of work ..................................................................................... 56
Resources ......................................................................................... 69
Glossary ............................................................................................ 70
Appendix (Time allocations) .............................................................. 74
iii
Inservice Units
A set of inservice units have been written to support the implementation of

the Upper Primary reform curriculum.
These units are:
• self-instructional, so you can access them according to your needs when

and where suits you,
• self-paced, so you can study at your own pace,
• outcomes-based, so you can experience outcomes-based approaches to

education,
• based on adult learning principles of learning, doing, sharing and

reflecting,
• practical and related to your daily work as a teacher or a supervisor
• collegial, so you can learn together in small groups, whole school or

cluster settings,
• accredited with PNG Education Institute, so you can improve your

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

curriculum,
• applicable across Upper Primary Syllabuses.
These units integrate principles contained in the National Curriculum

Statement (2002) and the National Assessment and Reporting Policy (2003).
These units can be used in conjunction with this Teachers Guide.
iv
Secretary’s Message
Primary teachers are generalist teachers and this Teachers Guide is for all
teachers in Upper Primary schools. It is one of a set of seven guides written
for teachers of Upper Primary, Grades 6 to 8.
The Upper Primary Syllabuses identify the learning outcomes. The Teachers
Guides give more information about what to teach and describe ways of
implementing the Syllabuses. The Teachers Guides are supported by the
Inservice Units that have been written to assist the implementation of the
Upper Primary Syllabuses and provide valuable information about teaching.
I also encourage teachers to work closely with members of their school
communities to ensure that local community needs are met.
Important reforms to our education system will only be successful with the
support and understanding of teachers. Every Teachers Guide contains
detailed information about appropriate Subject content, a broad range of
ideas and strategies to help teachers use and understand the Subject
Syllabuses. Each guide is written for a particular Subject but many of the
ideas and strategies can be used with different Subjects or when using an
integrated approach to teaching and learning.
Teachers should read each guide carefully and become familiar with the
content of each Subject as specified in the Elaborations section in each
guide.
I encourage teachers to try out the ideas and strategies that they believe will
be effective in their schools with their students. Teachers have the right to
modify and amend these ideas to suit their local circumstances.
Peter M. Baki
Secretary for Education
v
Introduction
Purpose of the Personal Development

Teachers Guide
The Personal Development Teachers Guide is designed to provide teachers
with many practical ideas and processes on how to use the key parts of the
Syllabus. The Teachers Guide and Syllabus should be used together in the
teaching and learning of the Outcomes in all subjects including Personal
Development. The Teachers Guide provides guidelines and directions to
help you plan and develop teaching and learning opportunities for the
achievement of learning Outcomes. There are ideas and strategies to help
you develop:
• student activities using the elaborations of Outcomes,
• weekly, term and yearly programs,
• other relevant elements that link with the Syllabus.
The elaborations of Outcomes include recommended knowledge, processes
and skills and sample suggested activities that you can use to create
suitable activities for your students. The guide also includes examples of
how you can assess, record and report students’ achievements.
You are encouraged to select and adapt the strategies and processes
illustrated in the guides to meet the needs and demands of your students
and their communities.
How to use the Teachers Guide

The Teachers Guide also provides information for teachers about the
processes for developing units of work with the support of the elaborations of
the Outcomes, teaching and learning, and assessment strategies. It also
provides a step-by-step guide to develop units of work for selected learning
Outcomes. The information will assist teachers to help students achieve the
Outcomes outlined in the Personal Development subject for Grades 6 to 8.
Therefore you should:
• read each guide carefully,

• become familiar with each Syllabus, the Strands and the Substrands,
• read the Outcomes and indicators in each of the Syllabuses,
• read each section of the Teachers Guide again and make notes about
those ideas, strategies and processes that you think will be useful to you,
• meet with other teachers, share your ideas and plan how you will work
together to write programs and units of work,
• now be ready to try out some of the units of work in the Teachers Guides,
• now be confident to write your own programs and units of work using the
information in one or more of the Teacher Guides and the subject
Syllabuses.
1
Nature of Personal Development

Students of Papua New Guinea are challenged daily with changes taking
place as they observe and experience these changes and events in their
lives. Personal Development deals with needs and issues that are sensitive.
There is not always a right answer to them because they are based on
individual and cultural values and beliefs. Students try to understand about
themselves, how their bodies grow and develop, the relationships they form
and activities in which they participate. Students should also understand
their own and other cultural practices associated with rules and values that
they will uphold as they grow. This makes the nature of Personal
Development unique and will require teachers at this level to be flexible to
deliver facts and seek support from various sources to make learning more
desirable and meaningful. A lot of practical applications should be used to
provide students with skills to make informed choices in the future. The use
of the Personal Development processes, skills and other teaching and
learning strategies will assist teachers in teaching the subject.
Links with different levels

Personal Development is one of the seven subjects at the Upper Primary
level. The learning of knowledge and application of skills and attitudes will
enable students in the Upper Primary school to achieve the overall aims of
Personal Development as stated in the Syllabus. The students undertaking
Personal Development will have studied similar content with different level of
complexity in the areas of Community Living, Health and Physical Education
at Lower Primary. The teacher's role is to provide opportunities for students
to explore, be able to make informed decisions and to foster positive
attitudes in the society in which they will live.
PERSONAL Elementary Lower Upper Lower Upper

Aspects of PD Primary Primary Secondary Secondary
DEVELOPMENT
are covered in Health Personal Personal Personal
LEARNING Community living
Culture and Development Development Development
AREA Community Physical to include including
Education
Links with other subjects

The integration of different aspects of the curriculum will provide students
with an understanding of the ways in which all aspects of the world are
linked and depend upon each other. Personal Development also provides
opportunities for teachers to develop integrated units of work using Strands,
Substrands and Outcomes that link different subjects. The knowledge, skills
and attitudes from various subjects will assist teachers to create relevant
activities to make learning more holistic and meaningful. Strands and
Outcomes that do not link themselves well with other subjects should not be
integrated forcefully but rather be taught separately. Some subjects that
Personal Development can link well with are Science, Arts, Social Science
and Making a Living. An expansion of how different subjects and Strands are
linked is shown in the units of work section.
2
Key features
The unique aspects of Personal Development

Personal Development, like other subjects in the curriculum, also promotes
the curriculum principles Our Way of Life and Integral Human
Development. It provides opportunities for students to know how to interact
positively with each other, and to develop physically, mentally and socially
to their fullest potential in order to live productively. Personal Development
addresses health issues that are important to people in Papua New Guinea
and gives students the opportunity to develop health care practices to
prevent or reduce the risk of illness and disease. Taking part in physical
activity is an important part of Personal Development and contributes to
healthy living. Personal Development emphasises rules and laws of
families, communities and the nation as well as the duties and obligations
each citizen has in relation to these laws.
The students learn to appreciate and value other people’s cultures, even
though they present them differently. They learn to appreciate that customs
and traditions affect both the expectations and reactions of people.
Recognition of the social and cultural diversity of Papua New Guinean
society also means recognising the traditional taboos in different societies
concerning issues of spirituality, intimate relationships, sexuality, and
sensitive issues such as family planning, reproductive health, sexually
transmitted illnesses STIs and HIV/AIDS which in some societies may be
taboo. Respect for these taboos is essential and will influence the ways in
which these issues are addressed as part of the Personal Development
program.
Approaches and processes

Students of Personal Development need to develop and use a range of
processes to enable them to achieve and demonstrate the Outcomes
outlined in the Syllabus. These processes will help students to
communicate and interact effectively with others to formulate ideas, reflect
on experiences, gather and interpret information, and make judgments
about personal and social actions, issues and concerns. The three
approaches used for planning and teaching Personal Development are:
• Personal Development process skills,

• the inquiry-based approach,
• the three-step approach OES.
These approaches are explained in detail in the Teaching and Learning
Strategies section of this document.
3
School, home and community support

Cultural values and beliefs shape people’s behaviour in their communities.
The quality of relationships is important not only within the school, but also
between the school, parents and wider community. What students learn and
practise in the classroom will be enriched and the development of health-
enhancing behaviour supported, when the values and skills of family, friends,
home and community reinforce and are in line with those taught in school
programs. Community and family support is very important in teaching and
learning Personal Development because they can influence the way
students develop values and behaviour and how they conduct themselves in
the community.
Essential content
The content of the Syllabus is organised into five Strands that outline the
knowledge, skills and attitudes distinctive to Personal Development.
The Strands are:
• Relationships,
• Our Culture, Lifestyle and Values,
• Movement and Physical Activity,
• Health of Individuals and Populations,
• Living and Working Together.
The content is expressed through the Substrands, Outcomes, indicators and
elaborations that are specific to each Strand. Personal Development will
make a significant contribution to preparing students to take a responsible
and productive role in society and to develop in them a commitment to life
planning by developing in each student the following:
• cultural understanding and appreciation,
• self-esteem and social wellbeing,
• movement skills and personal fitness,
• an ability and commitment to make and act upon informed health
decisions.
Refer to Personal Development Syllabus, pages 9 to 12, and Teachers Guide,
under Elaborations of Outcomes for detailed information on content.
Catering for diversity

Papua New Guinean culture is unique and diverse with many cultural beliefs,
practices, languages, celebrations, rituals and customs. These cultural
beliefs and practices shape a unique cultural environment that values this
diversity and becomes the foundation of cultural and personal identity. Each
person's life and decisions are greatly influenced by their cultural groups.
The extended family becomes a very important part of each person’s growth
and development. Personal Development will continue to promote this
diversity both in the formal and informal curriculum.
4
Teaching and learning strategies
Student–centred approach
To develop suitable activities within the selected teaching and learning
approaches, it is important to first identify the Outcomes to be demonstrated,
and what students are expected to know and do with respect to the
Outcomes. The student-centred approach to Personal Development
provides opportunities for students to practise critical and creative thinking,
problem solving and decision-making. It involves the use of skills and
processes such as recall, application, analysis, synthesis, prediction and
evaluation all of which contribute to the development and enhancement of
conceptual thinking. This approach encourages students to reflect on and
monitor their thinking as they make decisions and take actions.
While working towards their goals, students develop communication skills to

enable them to work with others to discuss issues, needs, values, feelings,
opinions and attitudes. These skills include:
• interpersonal skills of listening, speaking, responding, being assertive,
questioning and justifying a position,
• presenting feelings, ideas, views, decisions and findings in written or
graphic forms or through movement or drama,
• literacy skills such as reading, writing, and speaking in ways that suit the
context and audience and using the specialised language of Personal
Development.
In order to enhance effective and efficient learning for students, Personal

Development promotes three types of student-centred approaches.
Approach 1: Personal Development process approach

This approach incorporates all the processes and skills that students will
need to develop and use in Personal Development. This approach involves
four steps:
• gathering information,
• analysing information,
• taking action,
• evaluation and reflection.
Gathering information
This phase requires students to find, investigate and gather information
about the issue, topic or task from a variety of sources including books,
journals, radio, television, resource personnel or people from the community.
Students can also use questionnaires, surveys or interviews to gather
information about the topic or issue. Movement skills are an important
component of Personal Development and students can gain information
5
about their physical fitness and physical performance by doing the activities
and describing their feelings and the physical changes that occur during and
after the activity.
Analysis and processing

The information gathered then needs to be analysed to explain, suggest
solutions or arguments and make judgements about the reliability of the
information. Processing the information includes grouping or classifying it
into categories, interpreting information through a process of critical
evaluation, identifying and clarifying values and deciding what to believe,
and applying problem-solving and decision-making skills to consider options.
Planning and action

Students will use the results of the decision-making process to make
decisions, set goals, consider the consequences of their decisions and
develop strategies to achieve the goals.
Evaluation and reflection

Students will reflect on and evaluate the Outcomes of their decisions and
actions. They will then make any changes to their goals and reflect on how
values and attitudes have influenced their decisions.
Layout of Approach 1
You can use a table similar to the one below to plan teaching and learning
activities using the Personal Development process.
Learning Outcomes:
Student Gathering Analysing Taking Evaluation

activities information information action
6
Approach 2: Inquiry-based approach

This approach focuses on students developing problem-solving and
decision-making skills and skills needed to demonstrate Outcomes. To
develop appropriate activities within the inquiry-based approach it is
important to first identify the Outcomes to be demonstrated and what
students are expected to know and do to demonstrate the Outcomes. The
inquiry-based approach is presented in four phases and sequenced in a way
that student activities progress as they move from one phase to another.
The four phases are:
• understanding,
• planning,
• acting,
• reflecting.
Phase 1: Understanding
Identifying the topic, issue or task
The topic should be related to:
• a Strand, Outcomes and elaborations,
• the students' needs and interests.
For example the Health of Individuals and Populations Strand could include
a healthy diet and how we grow and change. To gather the information
needed to explore the topic, issue or task:
• find information from a range of different sources such as surveys,
relevant resources, and interviews,
• explore the topic,
• use the information gathered to consider possible actions.
Some useful questions
• What do I want to learn from this topic or issue?
• How do I feel about this topic or issue?
• Where can I obtain the information about this topic or issue?
Phase 2: Planning interpreting, analysing and reviewing information

Processes and skills for this step include:
• interpreting, analysing and reviewing the information gathered,
• setting goals and developing an action plan,
• making judgments about the reliability and suitability of the information,
• identifying and clarifying values about issues and considering what
options are available. For example, students may need to explore
different or conflicting views about issues such as cultural beliefs and
sexuality.
7
Making decisions and setting goals

• deciding on appropriate actions to take in relation to the topic, issue or task,
• considering the alternatives for action,
• choosing an alternative,
• setting goals.
Personal behaviour relates to the health and wellbeing of others. Refer to

the decision-making process outlined in the Elaborations of Outcomes under
Living and Working Together for a follow-up activity on decision-making.
Deciding on an action plan

• developing strategies to enable them to achieve their goals,
• identifying factors that will help them achieve the goal,
• identifying skills they will need and practise them.
Phase 3: Acting
The emphasis in this phase is the implementation of plans or goals. This
may result in the presentation of findings about working towards their goals
in order to learn about themselves and others. They will establish control
over their health, physical activity, relationships and how they live and work
in the society of which they are part. Real-life practice builds knowledge,
confidence and skills for future actions and where necessary, students can
monitor and modify their actions.
Phase 4: Reflecting
Students reflect on and assess what they have done. They evaluate the
Outcomes of their actions and use this as a guide to further planning.
Students can use their own experiences as a basis for evaluation and
consider the significance of what they have learned. At the same time
teachers will be able to observe and monitor students' progress and assess
their learning.
Learning Outcomes:
Understanding Planning Acting Reflecting
Teaching and Identify issue Interpret, Make Decide on Identify Carry out Consider
learning or topic analyse decisions action plan factors that the action what has
activities Gather and review Set goals support the or been learnt
information information achievement perform Replan if
of goals task necessary
8
Approach 3: Three-step approach: orienting, enhancing,

synthesising (OES)
There are three phases to this approach.
Orientate
Activities are planned to focus on students' interest in the topic to be
explored. Teachers need to find out students' prior knowledge and
understanding of the topic.
Enhance
In this phase, students undertake investigative hands on activities,
describing their understanding of the topic and testing their ideas. They
begin to discuss and compare their understandings with others in the class
and the teacher. Teachers will begin to introduce new terminology and skills
that students need to explore the topic.
Synthesise
During this phase, students will reflect on their learning, and will be able to
demonstrate what they know and can do in relation to the topic. As students
move through the different phases, teachers will have a number of
opportunities to make judgments about the students' progress, their
understanding of issues and the development of skills necessary to
demonstrate the Outcomes.
Learning Outcomes:
Student Orientate Enhance Synthesise

activities
9
Teaching and learning tools to support the strategies and

samples for each tool
Teaching tool How to apply it Samples
Discussion Discussion offers opportunities for: • brainstorming

• the exchange of information between • debates
teachers and students and students and • question banks
students,
• reporting
• students to gain understanding and
respect for each other’s feelings and • forums
views, • interviews
• students to ask questions,
• bringing sensitive issues into an open
forum,
• assessing students' levels of
understanding.
Practice and Practice and rehearsal strategies require • role play
rehearse students to be placed in simulated • drills
situations that allow them to trial and refine
• skill checklists
skills and behaviour. Practice and
rehearsal strategies should be: • simulations such as first aid or emergency
• relevant to real-life situations, situations
• of sufficient duration to allow of skill

consolidation.
Questioning Questioning involves students in asking • quizzes and tests
and responding to questions. Students' • question and answer situations
response to questions may take different
• question bank
forms such as written, verbal, movement
and pictorial responses. Questioning • interviews
allows students to: • case studies
• recall information,
• organise data,
• seek explanations,
• obtain conclusions,
• think creatively.
Research Research is a structured method of gaining • case studies
information about practical and social • interviews
problems. In response to a stated problem,
• reporting
research will involve students:
• surveys
• selecting methods of data collection,
• experiments
• collecting and organising information,
• field trips and excursions
• interpreting and analysing data,
• observations
• drawing conclusions.
• files and logbooks
Demonstration It can be done by: • teacher demonstration
• illustrating variety or depth of a skill or • demonstration by individual students
acceptable styles, • group demonstration
• showing something unique or different, • expert demonstration
• pointing out techniques or approaches, • audiovisual demonstration
• showing progress • construction of models
Values exploration Values exploration is a reflective and sharing • moral dilemmas

strategy. It involves the teacher raising • dramatisations
value-related issues and presenting activities
• attitude scales
designed to help students become aware of:
• debates
• their personal value positions on such
issues, • values clarification activities
• differing value positions within society, • journals or diaries
• the influence their values have on
behaviour.
10
Teaching tool How to apply it Samples
Directed learning In directed learning, the teacher makes all • drills

the decisions about what, when, where and • lectures
how to teach. Directed learning capitalises
on the expertise of teachers and requires • chalk and talk
students to move through a set of • word games
sequenced activities. • demonstration
• directed study
Discovery learning In discovery learning the teacher determines • experiments
the concepts or skills to be taught and the • projects
best sequence for guiding students to the
desired response. It involves: • simulation activities
• setting a specific task, • movement problems

• role play
• allowing students time for exploration and
investigation, • field trips
• discovering solutions.
Exploration Exploration offers opportunities for students to: • play
• freely express their thoughts, ideas and • improvisation
feelings through different media, • mime
• produce creative, original and imaginative • creative movement
Outcomes (stories, plays, games, dances),
• journals
• learn from their own actions and
• collages
observations,
• experience and investigate a variety of
materials and environments.
Group work Group work assists students to develop • cooperative learning
confidence in setting goals, identifying and
• projects
sharing tasks, planning appropriate action
and reflecting. It is of value: • problem-solving situations
• when dealing with sensitive social skills, • assignments
• when working in movement situations. • cross age tutoring
Its effectiveness will be related to the
amount of prior experience students have • productions and performances
in group situations.
Negotiated learning Negotiated learning offers opportunities for • contracts
individualised, personal instruction by • task cards
enabling students to work at their own rate
• individual learning programs
of learning or on an area of particular need
or interest. It involves: • goal setting tasks
• the identification of student interests and • assignments
needs, • study guides
• discussion,
• the formulation of a particular course of
action or program.
Peer learning In peer learning, the organisational structure • peer tutoring
is partner work. One student performs a skill,
• task cards
while the other acts as observer, corrector
and reinforcer. The teacher’s role is not in • checklists
correcting the performer but in interacting
with the observer to establish performance • rating scales
criteria and encourage effective • incidence charts
communication.
Board of Studies, New South Wales (1991) Personal Development, Health and Physical Education Year
7-10 Support Document. Board of Studies, New South Wales, Australia
11
Assessment
What is assessment?
‘Assessment is the ongoing process of identifying, gathering and interpreting
information about students’ achievement of the learning outcomes’ (National
Assessment & Reporting Policy , 2003).
Assessment requires that students are able to show what they have learned.
They can demonstrate what they know and can do. There is an integral
relationship between the experiences that promote learning and the
assessment methods that facilitate students’ demonstrations of Outcomes.
The assessment process is based on the Outcomes and assessment
methods and instruments are selected by teachers to enable students to
demonstrate the knowledge and skills outlined in the Outcomes. The
experiences provided for students will determine the specific assessment
task to be used. To clarify the expectations of the assessment process,
assessment criteria are developed by the teacher to describe characteristics
of ideal responses.
Purpose of assessment
The purpose of assessment is to assist teachers and students to gather
information, analyse it and judge or evaluate the quality of learning and
students' achievement of the Outcomes. The information obtained from
assessment will be used to:
• provide feedback on students' progress,
• inform decision-making about students’ learning,
• improve teaching and learning strategies and the effectiveness of
teaching, learning and assessment programs.
The National Assessment and Reporting Policy (2003) outlines the following
purposes:
• Feedback is provided to the individual learner and teacher on students'

progress towards the achievement of Outcomes.
• Students improve their standards of achievement by knowing what they
do well and where they need to improve.
• Evidence gathered from assessments is monitored and used by teachers
to improve their teaching and help students raise their standards of
achievement.
• Assessment information is reported to parents, guardians and other
stakeholders to enhance their understanding of students’ standards of
achievement.
• Reports are used to inform students’ choices of suitable careers and
selection for educational progression and employment.
12
Assessment principles
For assessment and reporting to be effective, it should:
• be appropriate for Papua New Guinea,
• focus on students’ demonstrations of Outcomes,
• be comprehensive,
• be valid and reliable,
• take account of the needs of individual students,
• reflect equity principles,
• be an integral part of teaching and learning process,
• provide opportunities for students to take responsibility for their own
learning and to monitor their own progress,
• be based on a criterion-referenced approach.
Upper Primary statement about assessment

The National Assessment and Reporting Policy (2003) states that
assessment at Upper Primary should:
• be flexible and use a range of assessment methods,

• be continuous and show development of knowledge, skills and
understanding in all school subjects,
• use local cultural approaches to assess and report students’ achievement
where appropriate,
• be mainly internal but may include external assessment at the end of
Grade 8,
• use criterion-referencing and Outcomes as the basis of external
assessment at the end of Grade 8,
• result in the issue of National Certificates of Basic Education approved by
the Board of Studies reporting academic achievement, attitudes, values
and other relevant achievements.
Roles and responsibilities

The National Assessment and Reporting Policy (2003) states that teachers
have a responsibility to:
• develop and implement effective school assessment and reporting

practices within school assessment and reporting programs,
• discuss with students the assessment, recording and reporting
procedures that meet the learning needs of individuals and groups of
students,
• develop students’ knowledge, skills and understanding of effective
assessment and reporting methods,
• maintain and share relevant records of student progress whilst
maintaining confidentiality where appropriate,
• plan tasks and activities, which provide sufficient evidence to show that
particular learning Outcomes have been achieved,
13
• report students' progress and achievements to students, parents,

guardians, teachers and others,
• use assessment information to inform and enhance their teaching and
learning practices,
• use assessment information to guide career paths,
• make valid report on students' achievement of Outcomes, attitudes and
values using the appropriate reporting or certification systems (p. 13).
Students have a responsibility to:

• use assessment information to improve their learning,
• ensure that they reach their highest potential (p. 14).
Process of assessment
Assessment is an integral part of the learning process. As you plan teaching
and learning activities, you should also plan how you will monitor students'
progress. Genuine assessment tasks should match students’ activities and
the teaching and learning methods used. The process of assessment is
identified during the process of planning a unit of work and it involves:
• providing students with opportunities to demonstrate what they know and
can do based on the required Outcomes and the teaching and learning
experiences,
• gathering and recording evidence of students' demonstrations of
Outcomes;
• making judgements about students’ demonstrations of Outcomes.
14
Assessment methods
Assessment methods should be selected according to the context in which
the outcome is being demonstrated and the type of evidence required.
Teachers are encouraged to familiarise students with assessment methods
through modelling and practice. A variety of assessment methods should be
used to gather information about students’ performance in Personal
Development. These could include demonstrations in a range of forms,
including written, oral or practical.
Written
Examples of written assessment methods could include tasks such as short
answer responses, portfolios, workbooks, Likert scales, peer assessment,
contracts, checklists, sentence completions, standardised tests, essays,
research projects, action plans, logbooks, journal entries, pictures or
drawings, posters, concept maps and brochures.
Oral
Examples of oral assessment methods could include tasks such as
presentations of data, class discussions, small group or team discussions,
debates, interviews, role play, peer assessment, projects, contracts, self
assessment and sentence completions.
Practical
Examples of practical assessment methods could include tasks such as
observations of performance in games, sports and other physical activities,
skill drills, peer tutoring, role play, group performances, creation of
movement sequences, incidence charts, peer assessment, projects,
contracts and tests.
Teachers’ professional judgment forms the basis for the assessment and
reporting process. Decisions should be based on explicit criteria, using a
range of evidence to determine demonstrations of learning Outcomes.
Students should be informed of the assessment criteria so that they know
the basis for judgment of their achievement and demonstration of the
Outcomes.
15
Sample assessment instruments, description and examples
Instruments Description Examples
Checklist A list for ticking items about knowledge, Length of jump Ao Oa Oe

competencies (physical skills, problem
solving or group interactions and work Jumped 1 metre
habits). Checklists can be based on
Jumped 2 metres
observations by a teacher or peers or
used as for self assessment. Jumped 3 metres
Contract A formal, signed agreement between the My goal is …
teacher and the student that shows what My plan is …
work is to be done by the student by a This is how I’ll present my work...
specific date. Both positive and negative My contract is for …
consequences that follow the completion or If I don’t honour my contract …
non-completion of the contract should be Date:
included. Student signature:
Teacher signature:
Diary or journal A dairy or journal can be a written, taped or Diary entries focussing on stress
oral reflection on issues, events or students' management strategies over a set period of
own choice of topics. Students should be time.
encouraged to provide personal reflections
rather than simple descriptions.
Formal or informal Short objective statements that describe an Date Student behaviour Comment
observation incident or individual student's behaviour, or incident
believed to be typical or distinctive.
Incidence chart A list of skills performed, recorded on a given Volleyball

chart. Incidence charts are particularly useful
for assisting the teacher in describing Name:---------------------------
movement performance to students. The serve: ---------------------
Incidence charts can also be used for peer
assessment. Into net On the net Out of court
Interview An interviewer, teacher or student, meets Interviews with students on their fitness
with one student or a group of students to programs, including discussion about:
obtain information or opinions about an issue • understanding of fitness,
or concern. The interview can be structured
• behaviour,
or unstructured.
• attitudes towards fitness,
• progress,
• barriers and solutions.
Likert scale A scale where students indicate to what SA A D SD
extent they agree or disagree with a stated
attitude or opinion. On this scale SA means Violent movies
strongly agree, A means agree, D means should be banned
disagree and SD means strongly disagree. on TV
This strategy is inappropriate for measuring
Teenage smoking
knowledge and skills but is appropriate for
is a big social
measuring attitudes or behaviour.
problem
Peer assessment This form of assessment can occur at both a After viewing each other’s dance
structured and unstructured level. The performance or role plays, students are
emphasis is on constructive observation and asked to give informal feedback to each
critical feedback. It is a particularly useful other focussing on positive comments and
strategy for skill assessment for formative areas that might need further attention.
purposes.
16
Instruments Description Examples
Portfolio or A collection of items which illustrates the

workbook work of a student or which records events
that took place during the course of study. It
may include items such as worksheets,
reaction statements, essays or diagrams.
Project A comprehensive study that can be practical Gymnastics display

in nature, such as a performance or display
Personal health appraisal
item, or theoretical in orientation, research
on a community or personal health issue. Research project on a health promotion
The manner of presentation may be set by initiative
the teacher or left as a matter for student
choice.
Self assessment This strategy requires students to be Video analysis of own skills performance
reflective, to set their own standards of ‘I’ messages
behaviour and make judgements about their Keeping journals on social skills
own work. It is a strategy that should be
used for formative purposes only.
Sentence A method of gathering information by My favourite food is...
completion providing the beginning of a sentence as a Child abuse is ...
stimulus and inviting students to complete Corruption is ...
the sentence in their own words. Passive smoking is...
Standardised tests Standardised tests are professionally
developed tests that include set procedures
for administering and interpreting results.
They are a commonly used to assess
movement skills.
Tests (objective) Objective tests can be teacher-developed or
standardised. They may involve multiple
choice questions, true or false questions,
completion items or matching items. They
can assess the ability of students to recall,
interpret, comprehend or apply knowledge.
Tests (free Free response tests, in either the short
response) answer or extended essay form, provide an
opportunity for students to organise,
integrate and express ideas. Free response
can be used as an assessment technique for
collecting information on student knowledge,
skill or attitudes.
Board of Studies, New South Wales (1991) Personal Development, Health and Physical Education Year
7-10, Support Document. Board of Studies, New South Wales, Australia
17
Developing a specific assessment task

Assessment tasks are an integral part of the students’ activities. You will
need to select the assessment method that best gives you evidence of
students' achievement of the Outcomes. Outcomes should be used as the
starting point in the process of planning assessment tasks.
When developing or writing an assessment task, the following are some

steps that you may find useful to follow.
1 Select students’ learning experiences and activities that you will use as
assessment tasks while planning the unit of work.
2 Choose which assessment method is most suitable for the assessment
task.
3 Develop assessment criteria by breaking down the Outcomes into
knowledge, skills or attitudes students will do in order to complete the
activity successfully,
4 Develop a manageable way of recording your assessment information:
• class or individual checklist, class grid to record observations,
• comments on students' work showing what they have done well
and need to improve on,
• work samples being added to a portfolio,
• test marks,
• students’ assessments of their own performance using the
assessment criteria,
• student’s assessment of their peers using the assessment criteria.
Application of the four steps above

A model of each step is shown below. You can use these samples to develop
your own assessment tasks, criteria and recording methods to judge
students' demonstration and achievement of the Outcomes.
Step 1: Select assessment tasks from students’ learning activities identified

during the planning of the unit of work.
Students’ learning activities selected from the sample unit of work shown in
the Units of Work section.
• Brainstorm with students the meaning of the word ‘group ‘ and list on a
board the different groups they belong to, such as family, class, team and
clan.
• Ask students to describe their place in the different groups, such as
daughter, son, sister, member of a team, youngest in the class.
• Students share with the class the customs and traditions of their family
and their clan, such as special celebrations, traditions, dress and songs.
• Ask class to identify similarities and differences between these customs
and traditions.
• Trainstorm with class the different members of families.
18
Assessment task
1. Students make a personal record of different groups to which they belong
and their place in each group.
2. Students write an essay on their plan to improve their sharing and
cooperative skills and describe how this affects their relationships with
friends.
Step 2: Choose an assessment method suitable for the assessment task.

The method most suitable for this activity will be in a written form. Students
will record information about the different groups to which they belong and
outline their plan on how to improve their sharing and cooperative skills. This
information based on the Outcomes can be stored in portfolios or workbooks
as evidence of students' achievements.
Step 3: Develop assessment criteria by breaking down the knowledge,

skills or attitudes from the Outcomes. The assessment criteria show what
students will need to do in order to complete the activity successfully.
Assessment tasks Assessment criteria
Students make a personal record of The student’s personal record should contain the following:
different groups to which they belong 1. an accurate list of all groups to which the student belongs,
and their place in each group. 2. a description of their place in each group such as within the family
responses could be son, daughter or nephew, and within a sports
team responses could be player, referee, coach or time keeper,
3. a description of their roles and responsibilities in two groups such as
family and school.
Write an essay on their plan to improve The essay should include:

their sharing and cooperative skills and
1. a description of the behaviour of others that make them
describe how this affects their
feel happy or good, and those that make them feel unhappy,
relationships with friends.
sad or angry,
2. a description of the consequences of those behaviour on
their friends,
3. a description of two or three kinds of behaviour they can practise to
demonstrate sharing and cooperative skills, such as sharing
their lunch with a friend or helping a friend to finish a task.
Step 4: Decide and develop a manageable way of recording and storing

the assessment information.
This section refers to recording and how to keep a record of students’ progress.
What is recording?
Recording is what teachers do to collect evidence of students’ achievement
of the learning Outcomes. The National Assessment and Reporting Policy
(2003) states the purposes of recording are:
• to check students’ progress,
• to plan and program future learning,
• to report students’ progress or achievement to parents, guardians and
others,
• to inform students about their progress.
19
The principles of assessment outlined earlier in this document also apply to

reporting.
Recording can be done a variety of ways including:

• checklists either whole class or individual,
• anecdotal records,
• journals,
• work samples with teacher comments,
• portfolios.
The table below relates to Step 4 of developing an assessment task and

shows a sample checklist.
The key for recording is for the assessment criteria developed in Step 3
above, and it covers only the first assessment task.
Assessment criteria
1 Provided an accurate list of the groups to which they belong.
2 Described their place within those groups.
3 Described the roles and responsibilities for two of those groups.
Code
A met the criteria to a high standard
B met the criteria to a satisfactory standard
C needs further work to meet the criteria
Sample recording checklist for the assessment task
Name of student Task Comments
Criteria 1 Criteria 2 Criteria 3 Criteria 1 Criteria 2 Criteria 3

Nani A A A
described groups described his described his role
he belongs to place in all and
groups he listed responsibilities
for the groups
listed
Ponu A A C described groups described her needs to know

she belongs to place in all her roles and
groups she responsibilities
listed for the groups
listed
Kakou
Lola
Reporting
Reporting is communicating clearly to students, parents, guardians, teachers
and others the information gained from assessing students' learning. The
National Assessment and Reporting Policy (2003) outlines ways in which
students' progress can be reported, including:
• formal reports,
• parent, teacher and student interviews,
• certification.
It also provides details about formal reports and certification.
20
Programming
The content included in teachers' Personal Development programs depends
largely on the needs and interests of the school and the community in which
it is based. Therefore, teachers should be flexible in their programs to
enable those needs to be addressed.
Options for period allocation

Personal Development has been developed as an integrated subject of 240
minutes. The tables below provide a number of options for period allocation
across the grades at Upper Primary. Choose or select one that is best for
your teaching or design your own.
Option 1 1 Option 2 Option 3 Option 4 Option 5
(Using 40-minute (Using 30-minute (Using 60-minute (Using 40-minute, (Using 40-minute
and 60-minute and 60-minute periods periods each 50-minute and 60- periods each week)
periods each week) each week week) minute periods
each week)
3 x 40-minute 4 x 30-minute 4 x 60-minute 2 x 40-minute 6 x 40-minute
periods per week periods per week periods per week periods per week periods per week
2 x 60-minute 2 x 60-minute 2 x 50-minute
periods per week periods per week periods per week
1 x 60-minute
period per week
Estimated number Estimated number Estimated number Estimated number Estimated number
of Personal of Personal of Personal of Personal of Personal
Development Development Development Development Development
lessons in a 10- lessons in a 10- lessons in a 10- lessons in a 10- lessons in a 10 -
week term week term week term week term week term
3 x 10 = 30 x 40- 4 x 10 = 40 x 30- 4 x 10 = 40 x 60- 2 x 10 = 20 x 40- 6 x 10 = 60 x 40-

minute lessons per minute lessons per minute lessons per minute lessons per minute lessons
term term term term per term
2 x 10 = 20 x 60- 2x10 = 20 x 60- 2x10 = 20 x 50-
minute lessons per minute lessons per minute lessons per
term term term
1x10 = 10 x 60-
minute lessons per
term
21
An estimated time break-up for Personal Development
Average number of Estimated no of Estimated no of Total number of PD

weeks in a term periods per week periods per term lessons in a year
Term one 11 weeks 3 x 40 min 33 x 40 min 55 lessons
2 x 60 min 22 x 60 min
Term two 10 weeks 3 x 40 min 30 x 40 min 50 lessons
2 x 60 min 20 x 60 min
Term three 10 weeks 4 x 30 min 40 x 30 min 60 lessons
2 x 60 min 20 x 60 min
Term four 10 weeks 3 x 40 min 30 x 40 min 50 lessons
2 x 60 min 20 x 60 min
Total number of 215 PD lessons
lessons in a year
Teachers either develop their teaching program individually or with other

teachers teaching the same grades. To effectively implement the Personal
Development Syllabus, schools will be required to undertake a similar
process whereby they develop a term and yearly program with special
consideration to the following points:
• whole staff or Upper Primary staff input,
• time,
• external factors,
• support for the different elements of the Syllabus.
Whole staff or Upper Primary staff input

It is important that all Upper Primary staff involved in teaching Personal
Development have input in determining the allocation of Strands and
Substrands across the grades and terms. Combining expertise within the
group promotes a shared ownership of the yearly program. It will also
provide a variety of ideas and strategies with solutions on how to implement
the program with special commitment and dedication.
Time
Teachers are always given a week to develop their yearly teaching
programs. The nature of Personal Development would require discussion,
evaluation and revision. It is important to provide time to make sure that
Personal Development is programmed effectively.
External Factors
Each education year has events that have impact on the time allocated for
teaching. Such situations may include:
• school carnivals, examinations, outdoor excursions, religious
celebrations, Independence Day and other public holidays,
• promotional events such as Education Week, World Environment Day
and International Womens Day,
• weather conditions and other features associated with a particular
location in which the school is situated.
22
Support for different elements of the Syllabus

The Syllabus is structured in a way to allow flexibility when developing the
yearly program. The program you develop should meet the particular needs
of students, school and the community. It is essential that the Personal
Development program:
• draws from all the Strands in the subjects outlined in the Syllabus,
• develops knowledge and understanding of all Strands,
• promotes skills and attitudes development outlined in the Syllabus.
Sample program for Personal Development
Sample 1: Yearly program based on the Strands and Substrands
TERM ONE TERM TWO TERM THREE TERM FOUR
Strand Substrand Substrand Substrand Substrand

Relationships Insert substrand Insert substrand Insert substrand Insert substrand
you want taught in you want taught in you want taught in you want taught in
this term this term this term this term
Movement and
physical activity
Our culture,
lifestyle & values
Health of individual
and population
Living and working
together
A yearly program with Strands and Substrands
TERM ONE TERM TWO TERM THREE TERM FOUR
Strand Substrand Substrand Substrand Substrand

Relationships Changing roles and Interactions in Cultural and personal Managing
responsibilities relationships and identity relationships
groups
Movement and Roles and Leisure and Safety and movement Fitness for health
physical activity responsibilities recreation skills
Our culture, lifestyle Culture Culture Lifestyle and changes Lifestyle and
and values changes
Health of individuals Growth and Personal health and Nutrition Community health
and populations development safety Use of drugs
Living and working Respecting rights Making choices Rule of law Good and fair
together and freedoms leaders
23
Upper Primary Teacher Guide
Sample 2: Term or weekly program based on themes

Here is an example of a Personal Development program based on a theme.
Sample 3: Based on themes for each grade
Term Grade 6 Grade 7 Grade 8

One The value of my name Playing traditional games Promoting national identity
through our culture
Two
Three
Four
You should plan units of work for the whole term so that tentative programs
can be given to supervisors such as head teachers, senior teachers, and
inspectors for their planning and other related administrative duties. A
tentative yearly or term program also helps you to determine the total
number of Outcomes in each Strand and the approximate number of weeks
required to teach all of the Outcomes. This is to make sure that all Outcomes
are covered by the end of the year.
24
Elaborations of outcomes
Sequence of outcomes with elaborations
This section outlines each Outcome with elaborations for Grades 6, 7 and 8.
The elaborations detail possible content and contexts to help you with your
planning so that your teaching helps students to achieve the Outcomes. This
content is drawn from the Strands outlined in the Syllabus. E
The elaborations provide teachers with the necessary background
information, recommended knowledge, processes and skills and sample
activities for each Outcome. You should select the content from the
elaborations that best meets the needs of your students.
25
Upper primary teachers guide
Strand: Relationships
Substrand
Sub-Strands Grade 6 Grade 7 Grade 8
Interactions in 6.1.1 Identify groups to which 7.1.1 Describe different types 8.1.1 Describe standards of
relationships they belong such as family, of families and the roles of behaviour that are important
and groups friends and tribes family members to their community and to
families and groups to which
they belong
E Recommended knowledge Recommended knowledge Recommended knowledge

Groups to which individuals Types of families Standards of behaviour
belong
extended family, nuclear · degree of respect, openness
family, clan, tribe, village, family, single parent, de facto and trust
sports teams, classmates blended, polygamous (several · level of intimacy and physical
clubs, religious groups wives), polyandry (several contact
friendship and peer groups husbands)
· being positive
Influence of groups Roles of different types of · stand up for our rights
· behaving and dressing in a family
· listen to others
particular way · help meet basic human · make good decisions
· ownership of properties needs
· give and accept compliments
· involvement of females in · provide respect, comfort,
decision making love, security Assertive behaviour
Recommended processes · provide support for healthy · stand up for one's right without
and skills and happy living putting others down by
· research and gather speaking confidently and
The importance of the
information dealing with criticisms in a
family and other groups
positive way
· conduct surveys · satisfy our physical needs Aggressive behaviour
· analyse different groups and · provide parenting skills and
their influences · behave without considering the
guidance
feeling of others
· use questionnaires · responsible for social, Submissive behaviour
emotional, intellectual and
Suggested activities · makes decisions with
spiritual needs
· interview and collect Recommended processes
hesitation or pretends that
information on different concerns and issues are not
and skills
groups difficult
· communicate and cooperate
· list groups students belong to with others Recommended processes
and their influences
· develop skills to make good and skills
· explore how names are used decisions · making decisions
to identify individuals and
their relationships with others · negotiate and handle family · making judgments
and group issues in positive · suggesting solutions
· suggest ways to be a positive and peaceful ways
member of a group · communicating and interacting
· be assertive effectively with others
Suggested activities Suggested activities
· research and gather · explain reasons for having
information on types of rules in the family
relationships
· discuss factors or behaviour
· identify and compare that make a relationship good
similarities and differences or bad
· consider options on how to · compare different cultural and
maintain and promote personal values and how they
positive relationships influence relationships
· set goals
· make a list of responsibilities
of people in different
relationships
26
Substrand Grade 6 Grade 7 Grade 8
6.1.2 Identify different types 7.1.2 Develop codes of 8.1.2 Examine the rights of
of relationships and how behaviour appropriate to individuals in different forms
people interact with each different relationships and of relationships
other groups
Recommended knowledge Recommended knowledge Recommended knowledge

Different types of
relationships
Codes of behaviour for
different relationships Rights of individuals in
E
different relationships
For example child · being assertive
– parent, peer group, student · making good decisions · right to think for themselves
– teacher, sibling (brother or · developing respect · right to speak for themselves
sister), player · right for freedom from
· feeling positive about you
– coach, doctor discrimination
and others
– patient, boyfriend – girlfriend, · right to life
employee – employer · listening to people's opinions
· recognise needs of others · right to name and nationality
How people interact with
· develop positive values such · right to health and
each other
as being trustworthy, helpful healthservices
For example a child and parent
· work together and sharing · right to a standard of living
· help each other · dealing with bullying · right to parental care
· support one another · right to education
Resolving conflicts of
· show love and concern different expectations · right to protection from
· listen to each other Group: family – child mistreatment
Skills for maintaining positive Behaviour: listen attentively, · right of parents to respect
relationships and skills for and respectfully
dealing with negative Equality and inequality in
Reasons for behaviour:
relationships relationships
· to understand, make · aggressiveness, power or
· expressing feelings appropriate decisions,
· assertive, non aggressive lack of power,
behave appropriately for that
communication interdependence
group and to know the
· resolution of conflict expected group behaviour Recommended processes
· dealing with sexual and skills
harassment, abuse or violence Recommended processes
and skills · finding information from a
Changes that occur in variety of sources
relationships · listen attentively · analysing the information
· birth, death, divorce, moving, · set goals · using questionnaires
illnesses, conflict, marriage, · develop and maintain
remarriage relationships Suggested activities
· coping with change, loss or grief · develop conflict resolution skills · discuss ways to uphold the
· influence of family change on laws that guarantee equal
self and other family members · use assertive, non-aggressive
communication rights for men and women
Recommended processes · discuss their opinions on
and skills Suggested activities certain rights of individuals
· team work and cooperation · explore and identify types of and how they can affect
· dealing with conflict relationships and ways of relationships
· communicating with others developing them
· listening attentively · brainstorm behaviour that
· making decisions promote positive relationships
Suggested activities · write an essay on how to
· gather information about develop and maintain a
different relationships relationship
· make a list of all the groups · describe how a good
to which you belong other relationship makes you feel
than your family and what
you get from each group
· list reasons for change in
relationships
27
Cultural and 6.1.3 Describe themselves 7.1.3 Describe differences 8.1.3 Explain how different
personal through images between people and their ways of describing people
identity similarities influence how people value
and treat themselves and
others
E Different ways people are Differences and similarities Ways of describing people
named between people and influencing how people
· the origin and reasons for · different groups such as value and treat themselves
first name, clan name, clan, sports, hobbies, and others
father’s name, surname religion, age, gender, and · words used to describe
· different characteristics language people can be positive or
people have such as · characteristics of people in negative
physical differences, groups · examples of describing
interests, mannerisms that - may have in common physical factors: large,
can be personal or family small, tall, short, fat, thin
traits - activities, values, dress,
diet, and interests · examples of describing
How you see yourself describe social factors:
· ways groups interact to
· positive person share values friendly, honest, caring,
· negative person angry, aggressive, bossy
- open discussion, being told,
· cooperative, honest copying, tradition, and · examples of describing
opportunity cultural factors: clothes,
How others see you decorations
· concern for others · signs, values and purpose
· examples of describing
· helpful · identity is shaped by others. intellectual factors: smart,
for example, non-smokers stupid, quick, slow, clever,
How I feel about how others
may smoke to be part of a useful
and I see myself
group
· the affect of positive and · stereotyping and
· we all have identities that discrimination might affect the
negative words used to
have been shaped and are type of friends you choose,
describe peopleWays in
expressed in different ways, where you live, the work you
which individuals can
for example; food, language do, the sport you play, the
understand and support
and dress person you marry, your way
each other
of doing things, the food you
· listen attentively, Recommended processes
eat and the way you dress
respectfully, understand and skills
· make appropriate decisions Coping and treating others
· clarifying own values
so their traditions are
· behave appropriately for that · interacting effectively with respected
group others and the environment
· understanding the unique
Recommended processes · thinking critically ways and traditions of others
and skills
Suggested activities · respecting differences
· explaining and describing
Recommended processes
· listening attentively · identify and list different and skills
· making decisions cultural groups’ similarities
and differences · researching information
· demonstrating positive · analysing situations
attitudes and skills · describe how they show
respect for the differences by · evaluating and drawing
Suggested activities identifying and stating conclusion
· write a description of reasons · demonstrate positive
themselves and of a friend attitudes
· state how they feel and see Suggested activities
themselves and how others
see and feel about them · research and write an essay
explaining how stereotypes
· role play situations which
and discrimination affect a
highlight low and high self
person’s sense of identity
esteem
and relationships
28
Changing roles 6.1.4 Describe changing roles 7.1.4 Outline how taking on 8.1.4 Outline their current
and and responsibilities in families different roles affects roles and consider how
responsibilities as they grow relationships, attitudes and positive role models can
behaviour affect how they carry out
these roles
Roles and responsibilities Roles and the effects on Some characteristics that E
· parents are providers, relationships, attitudes and positive role models have
nurturers, mentors, guides, behaviour · facing up to problems
and their responsibilities are · being organised
to love and care for their Some effective ways of
children working with peers on roles · recovering from setbacks
such as leader, team member · persistence and
· children are learners and and coach are to: determination
their responsibilities are to
love and respect their · discuss common problems · having a dream, a goal
parents and find solutions together
· speak kindly and clearly, Some characteristics that
· extended families are are necessary for students’
advisors and supporters and openly and honestly, when
communicating with others current roles
their responsibilities are to
love and respect the family“ · assist each other when there · confidence
· referees ensure games are is work to be done · courtesy
played according to the · be patient with each other · determination
rules and tolerate mistakes
· striving for excellence
· players play a game · behave in a trustworthy way
according to the rules so as with each other
· flexibility
to win, or have fun, or make Some changes of behaviour
· being organised
friends, or keep fit that can happen when roles · facing up to problems
· leaders guide a group are changing in positive · having a dream, a goal
towards a common goal ways
· show respect for the person Recommended processes
Changing roles and and skills
taking on your previous role
responsibilities · gather information
· try hard to perform the new
· males may now be looking role in ways that work well · analyse information
after babies, marketing,
shopping and cooking Recommended processes · make choices
and skills · evaluate results.
· females may now be leaders
and politicians · communicate effectively
Suggested activities
· identify changes and act
Recommended processes appropriately · do a short survey of different
and skills female and male role models
· participate with others
· research information and state reasons for
· perform to the best of your choosing them
· describe different roles and ability
responsibilities · list and discuss some
· support others characteristics of positive
· role play role models
Suggested activities · select a role model students
· choose a group and a wish to follow and have
· conduct a survey to find out physical activity them:
different roles and
- list the roles and - state reasons for their
responsibilities in different
responsibilities required of selection
situations
that group
· identify some traditional - indicate some
- describe the characteristics that their
roles for men and women
responsibilities that you role model does not
and roles that have
can carry out possess
changed, and discuss the
causes of these changes · suggest how taking on these
responsibilities can affect the
· describe how they can relationship, attitudes and
support the roles and
behaviour of members of the
responsibilities for groups
group
they are part of
29
Managing 6.1.5 Demonstrate sharing 7.1.5 Demonstrate skills 8.1.5 Describe ways in which
relationships and cooperative skills needed to maintain effective relationships form, develop,
relationships adapt and end

Some behaviour that affect How to maintain effective How relationships form,
E relationships are: relationships develop, adapt and end
· listening or not listening · listening, speaking kindly, · a good relationship or
· sharing or being selfish finding peaceful solutions, friendship is when a person
looking at the issues shows another respect,
· thinking positively about positively courtesy, compassion,
others or thinking negatively kindness, patience, love,
about others · reporting to an appropriate
authority generosity, loyalty and trust
· finding peaceful solutions or · changes in friendships and
being angry and violent · being assertive without being
aggressive (speaking kindly relationships can happen
· accepting differences as and firmly) when someone moves,
strengths or being passes away, learns new
prejudiced · thinking positively about things, completes or
themselves and others achieves something
· cultural differences can
affect relationships through Behaviour that can lead to · we can adjust positively by
differing beliefs, values, the breakdown of visiting and communicating
language, food, marriage relationships with friends who have
and laws shifted, accepting support
· people show anger and
· respect for the value and frustration by shouting, or from other friends, listening
attitudes of others to each other, sharing ideas
not cooperating, opposing,
fighting, or not listening to and celebrating together
others
and skills Recommended processes
· people are harassing and and skills
· listening attentively bullying others when they
· demonstrating cooperative · approaching and joining in
hurt others deliberately, put
and sharing skills down or humiliate and · negotiating
· solving problems peacefully disrespect others · speaking and requesting
· interacting positively politely
· developing friendships · listening attentively and
and skills
asking questions
· gather information by · demonstrating positive
observing and questioning attitudes
· write down behaviour of
others that make them feel · listening attentively
happy or good and those · communicating effectively Suggested activities
that make them feel with others · research and list
unhappy, sad or angry · giving and receiving characteristics of a good
compliments friendship
· describe how these
behaviour affect their · problem solving skills · discuss how new
friendships with others relationships are formed and
· evaluating issues and acting how to adjust to the changes
· discuss a plan of how to appropriately and needs of a relationship
improve their sharing and
Suggested activities · describe ways of how to deal
cooperative skills
· identify and describe ways to with ending relationships and
maintain healthy the type of support to give to
relationships and list the those who need it
necessary skills
· think about two people, one
you communicate well with
and one you do not
- describe your relationship
with each person and give
reasons for it
- discuss ways to maintain or
improve your relationship
with each person
30
Strand: Movement and physical activity
Movement skills 6.2.1 Demonstrate movement 7.2.1 Link a series of 8.2.1 Implement strategies in
skills and sequences in a locomotor and non locomotor games, using and adapting a
range of physical activities: skills using equipment in range of locomotor skills
games, sports and dance games and sports

Movement skills used in a
range of physical activities
Linking simple locomotor
skills
Strategies in games
adapting a range of
E
locomotor skills
· hand-eye coordination, for · combine running, jumping,
example, when throwing a hopping and skipping · apply tactics and simple
ball: look at ball, look where · taking off and landing using concepts like attack and
ball is going and put arm one foot or two feet defence in games
there · deny space and time to stop
· travel taking weight on
· throw for speed, distance, different body parts such as opposing team from scoring
accuracy and height hands a goal by using one to two
· move to catch differently defence players to prevent
· travel through water using the other team scoring
shaped objects different arm and leg actions
· balance of different body · coordinate with others in
Linking simple non- games which set strategies
parts on and off apparatus to locomotor skills
show stability and team efforts
· rhythmic actions with hands · improve movement skills
· float and use sculling actions and feet in personal space
to conserve energy for through practice
such as clapping hands or
survival in water clicking fingers · use mechanical principles of
· perform set body actions in movements such as
· spin, jump, turn and twist in momentum, pathways,
time to rhythmic or musical personal space
accompaniment distance of movement
Linking locomotor and non · make movement safe to
· coordinate with others in locomotor skills
games which use strategies avoid injuries to the body
and team effort · balance, rock then roll
· run, jump then balance Recommended processes
· develop control and and skills
coordination of basic · travel on a piece of wood
movements using hands and hang in · research information
various shapes · analyse skill
Recommended processes · explore ways in which · practise performance
and skills groups control individuals by · apply appropriate skill
· hand-eye coordination setting of rules
· evaluate skill performance to
· throwing and catching Recommended processes improve
· balancing and skills
· perform movement skills Suggested activities
· performing set body actions
· control and coordinate basic · control and coordinate body · apply skills to activities or
movements games commonly played in
movements
your area and practise the
· balancing
Suggested activities necessary skills and tactics
· observing and performing
· explore and practise · write down the skills to play
· linking movement skills a game in the order you
movement skills used in
different games common in Suggested activities think the skills should be
their area · select and practise skills learnt
· select a game of interest such as hopping, running - justify why you chose the
and identify and practise and rolling order you did for each
skills they can perform · practise games skills activity
· choose one skill from the emphasising a specific skill · play a particular game using
game and explain how this such as coordination and a variety of tactics and skills
skill will be used to improve speed required for the game
their performance · make up a game that · evaluate your performance
· practise particular skill till combines skills you learnt as and suggest ideas how to
they are able to perform well a child and what you learnt improve your weaknesses
and like now
· play the game with modified
skills and rules
31
Movement skills 6.2.2 Design movement 7.2.2 Perform movement 8.2.2 Provide feedback on
sequences to allow for skills that demonstrate body the performance of oneself
differences in ability control and others based on
movement control and
improve performance in a
game
E Recommended knowledge Recommended knowledge Recommended knowledge

Movement sequences for Movement skills that Competent movement skills
different abilities demonstrate body control
· specialised skills relating to
· movement sequences are · movement skills are learnt major games including
formed from a series of from observing, practising, individual games or team
movement skills such as: building on skills and games such as football,
dribble and throw for mastering the skills with cricket, soccer, hockey,
distance or for accuracy body coordination and netball, water polo or
using a shoulder pass control disabled sports
· run and jump for distance · range of motor skills that
Examples of movement require body control and
· take into account the ability skills that require body
levels when designing coordination
control
movement sequences for · movement sequences that
themselves and others · throw for speed, distance, involve linking three or more
accuracy and height balance positions
· improve personal
performance for specific · move to catch different · competence in specialised
movement skills and shaped objects movement skills increases
movement sequences · balance on different body options for participation in
parts on and off apparatus to games, aquatics and
Recommended processes show stability athletics
and skills · perform set body actions in
· classifying movement time to rhythmic or musical Recommended processes
sequences accompaniment and skills
· combining basic locomotor, · turn or twist correctly when · perform movements with
non-locomotor and executing body movements correct action
manipulative skills · improve movement skills
· demonstration of movement Recommended processes with control, coordination
sequences and skills and purpose
· performance of skills · throw and catch · apply skills appropriately
· evaluation of skills · balancing · self and peer evaluation
· performing with body
Suggested activities coordination Suggested activities
· select a combination of · turning and twisting with · identify strengths and
basic movement skills body control weakness and setbacks in
performing movement skills
· observe how they should be and sequences
performed then practise the Suggested activities
skills · combine a sequence of · analyse performance of
locomotor and non- skills and make a tally of
· combine these skills into information gathered
routines or sequences locomotor skills to
demonstrate coordination, · suggest ways to maintain
· practise movement skills flow and timing strengths and improve
and sequences till you weaknesses when
perform them well · select skills from games that
require body control and performing competent
· combine sequences of team practise them movement skills
members of different abilities
to create patterns, team · play a mini-game with
work and set plays emphasis on movement
skills requiring body control
and coordination
32
Fitness for 6.2.3 Describe what it means 7.2.3 Participate in a variety 8.2.3 Design a personal
health to be fit and demonstrate of physical activities that fitness program
activities that promote health- contribute to the development
related fitness of particular components of
fitness

What it means to be fit Activities that contribute to Fitness components
E
particular components of
· being able to participate in fitness
Fitness is divided into parts
everyday activities without called fitness components
getting tired · continuous running, that include:
· being able to relax the mind swimming and walking · strength
and muscles contribute to cardiorespiratory
endurance
· power
· being able to recover breath · flexibility
quickly after exertion · regular stretching of body
joints contributes to flexibility · muscular endurance
· feeling happy and energetic
· lifting weights and · stamina or aerobic capacity
· getting along well with participating in weight-
others
· agility
bearing activities where arms
· speed or anaerobic capacity
Activities that promote and legs contribute to
muscular strength and · body composition
fitness
endurance · balance and coordination
· walking, jogging, swimming,
dancing, cycling and walking
· participate in social and Personal fitness program
up the mountains promote recreational activities or with principles of training
other community activities
heart and lung fitness and · balanced diet for energy
such as cutting grass,
muscular strength · physical activities for fitness
gardening, dancing and
· stretching promotes joint physically helping community including muscle endurance,
mobility intensity, aerobic work,
· climbing and swimming Health-related fitness timing, duration and
components frequency
· stress need for eating the
right food, diet · aerobic capacity · monitor and progressively
· muscular strength and increase exercise duration
Recommended processes endurance · rest and recovery time
and skills
· flexibility · type of activities
· research information
· body composition Recommended processes
· analyse information
and skills
· summarise information Recommended processes
and skills · research information
· role play activities that can
promote health · demonstrate different fitness · analyse information
components such as: · participate in physical
Suggested activities muscular strength, activities
· conduct a survey in your endurance, aerobic fitness, · practise fitness tests and
community to find out what flexibility, coordination, power measures
people think about fitness, and speed, balance
· design fitness program
what they do to keep fit and
how important they see Suggested activities Suggested activities
fitness · list all the competitive and · make a list of fitness
non competitive physical components that you need
· indicate two types of
activities in which you have to improve:
exercise that a person does
taken part
regularly - choose activities you
· analyse the information · participate and perform a would like to do to improve
range of fitness activities each component
gathered and summarise to
define what fitness means · participate in daily activities - perform activities to fit
and explain why it is that help improve fitness lifestyle and how long you
important · keep a log of how much time have to exercise
· list activities that one can do each day is spent on these - indicate your rest days
to promote health and fitness activities
- outline how you will
fitness evaluate program and
make changes
33
Safety 6.2.4 Identify rules and 7.2.4 Develop procedures for 8.2.4 Demonstrate behaviour
demonstrate safety dealing with unsafe or that influence personal safety
procedures in play and emergency situations and the safety of others in
games games and play

E Rules and safety procedures Safety procedures Assessing risk
· move into space to receive · assist victim in difficulty · reliance on feelings
the object of play from team · leave and report violent or · testing
members abusive situations · instinctive responses
· dodge to avoid contact with · seek assistance or advice
others in non contact games
· analyse factors that cause
· identify and assess risks or specific accidents
· communicate with others to hazards to self and others Behaviour that influence
coordinate play
· learn self-defence safety
· cooperate with team members
to score runs or goals
· devise action plans and · learning first aid
implement ways to minimise · being assertive
· respond to officials' decisions risks
· twist and turn correctly · seeking advice and assistance
· learn first aid basics
Causes of injuries
· taking precautions
· lack of training Risk taking · recognising danger signs
· inappropriate safety · some risk-taking behaviour · being supportive

helps you to develop into a · avoiding unsafe situations
equipment
responsible person while
· disobeying rules and safety other risk taking can be
· developing positive
regulations destructive to people attitudes·and skills
· unsuitability of environment · examples of positive risk · conducting safety
awareness.
· taking risks taking includes saving
Risks in the environment: someone's life and · outlining importance of injury
preventing accidents prevention
· examples include snakes,
rubbish and sharp objects · examples of negative risk Unsafe behaviour and
taking behaviour includes attitudes
Dealing with risks
actions that could cause · acting without thinking
· first aid death, injury, pain,
· showing off
· treating cuts, scratches, embarrassment or grief
minor burns and bleeding
· rushing or refusing to do
Recommended processes something
· procedures for seeking and skills
assistance from teacher, · careless and thoughtless
parent or elder · research risky situations · aggressive and irresponsible
· making choices behaviour
and skills · discuss safety measures Recommended processes
· and skills
· demonstrate safety demonstrate strategies to
procedures avoid risks · recognising danger signs
· describe unsafe · demonstrate first aid skills · being assertive
environment and procedures · discussing how to be supportive
· create and write up safety · describing ways to seek
rules assistance
· practise first aid · list three activities you have
taken part in recently that · making decisions
Suggested activities involved risks: · acting appropriately in
· choose a game and a - write down the risks different situations
location · demonstrating first-aid skills
- suggest how you could
· draw up rules for the game handle those risks to avoid Suggested activities
· illustrate important safety accidents taking place · write a list of behaviour that
tips to watch out for and - list the risks involved in a tend to cause accidents
state how to seek assistance sport you play · role play two behaviour from
· simulate a situation, where a - write down how you can list and show how they
person is injured and practise avoid risk of injury cause accidents
first aid skills necessary for · make a list of safety tips that
that situation would prevent accidents
34
Leisure and 6.2.5 Describe what is meant 7.2.5 Plan different strategies 8.2.5 Describe how people
recreation by leisure and recreation and to promote participation in and facilities influence the
take part in a variety of recreational and leisure choice of recreation, sporting
relevant leisure and activities and leisure activities
recreational activities

What is leisure and Strategies to promote Factors that can influence
E
recreation? participation the choice of recreation,
· activities people do on their · promote an activity for a sporting and leisure activities
own or with others for a selected group such as · type of services available
change from normal activities students with disabilities, · quality of facilities
Advantages of recreational young students or girls
· how much access people
activities · propose ways to improve have
· decide when to play, how access for women and girls
to physical activity
· comparison of male-female
long for and with whom participation
· no need to compete unless · start fitness and skill
workshops
· the community's needs for
you want to different recreational and
· develop own fitness · work out when to participate leisure activities
in recreational activities
· develop new friends and · level of skills needed
skills · organise team competitions
in games like netball, softball
· time, cost and location of
· have fun and relax the mind and volleyball
facilities
Community leisure and · discuss ways to access · media coverage
recreational activities facilities · type of activities available in
· bush-walking, mountain · promote a sport for building both urban and rural areas
climbing, fishing, swimming, community relationships Recommended processes
sailing, camping rather than just winning and skills
Recommended processes · suggest ways to accept · using interviews to gather
and skills losing information
· research information · categorising information
· conduct surveys Recommended processes
and skills · assessing the relevance and
· classify information suitability of the activity
· investigate how different
· consider options activities are conducted
· developing strategies
· design awareness programs · interview people to gather · cooperating in a group task
· participate in leisure and information · creating solutions
recreational activities · assess the relevance of Suggested activities
Suggested activities different activities
· conduct a survey in the · research recreational
· conduct an awareness activities people undertake
community to find the types raising campaign in urban and rural areas
of leisure and recreational
activities people do and why Suggested activities · discuss and list reasons for
· design a questionnaire and the type of activities that are
- analyse the information
chosen by people in those
and classify into two groups interview different groups of
areas
- activities that have set rules people to find out how
and regulations and those recreational activities can be · suggest a few activities you
improved or promoted want promoted in a
that do not
particular area and state
· discuss most suitable times · organise the information
your reasons
to participate in leisure activities gathered and suggest
reasons for what is · describe an activity you want
· discuss ways of improving presented introduced in the area you
leisure facilities and live
recreational activities · suggest or propose ways to
improve or promote a leisure - explain why
· create more awareness activity for selected groups - suggest a group of people
about existing facilities and of people and describe how you would most prefer to
discuss how to promote it will benefit the community participate and state your
good health
reasons
· select a leisure activity to
participate in and state
reasons
35
Roles and 6.2.6 Identify different 7.2.6 Describe how taking on 8.2.6 Develop effective ways
responsibilities responsibilities attached to different roles affects of communicating and
different roles in games and attitudes, relationships and cooperating in team games
sport behaviour
E Different roles Codes of behaviour for

various roles
Ways to communicate and
cooperate in team games
· these include coach,
spectator, leader, manager, · player plays by the rules, is · select and play a game with
captain, referee, player, non-violent, involves other rules and procedures and
team member, judge or members of the team, takes communicate with players of
scorer notice of captain or coach different abilities
Some responsibilities of a · spectator does not shout or · establish criteria to evaluate
team member intimidate, but is supportive performance
· perform to the best of their and encouraging · get feedback from others,
ability · referee knows and adheres both verbal and non-verbal
· turn up to practices and to the rules and is fair to both · practise to consolidate
performances on time sides technique
· attend training · coach develops performers' · think and contribute
skills and fitness, positively
· follow instructions encourages fair play,
· support others disciplines performers and
· provide feedback to others
· report things that may cause tries to prevent injury · feeling of acceptance
danger, accidents or problems · identify different social
Effects of different roles situations and match
· play fair
· creates new relationships behaviour
Responsibilities of a coach
· develops understanding for · intervene appropriately and
· develop performers' skills different roles advocate on behalf of
and fitness people from different
· recognises the importance of
· encourage fair play rules and laws cultures
· discipline performers · improves approaches and Recommended processes
· ensure a safe environment attitudes to activities and skills
to prevent injury
Recommended processes · listen effectively
Rules and purpose
and skills · follow rules
· ensure fairness in a game
· observing behaviour or · practise negotiation and
· prevent injuries and aggression performance conflict-resolution skills
Recommended processes · demonstrating · make decisions
and skills responsibilities · provide feedback
· role play roles and · role play
expectations of various Suggested activities
games and sports · cooperating in team work
· think of a sport or team
· demonstrate how to control Suggested activities game you play and describe
emotions, attitudes and some of the relationships
other related behaviour
· observe a game or physical
activity performed by a group and skills that you have
· experience the feeling of and list the roles and learnt in this sport
being the referee responsibilities you observe · discuss and list all the
· take on different roles · write an essay to explain necessary skills, attitudes
Suggested activities your view on how different and behaviour required to
roles were undertaken with play as a team
· research and find out the types
of roles and responsibilities the responsibilities · describe how to play and
involved in a physical activity - describe the weaknesses communicate more
and the strengths positively in a team game
· choose a physical activity in
you normally participate in - suggest ways to improve · outline what you will do to be
as a member of a team their weaknesses next time able to enjoy the game
- discuss and list the the game is played
responsibilities that you
carry out and those you
need to improve upon
36
Strand: Our culture, lifestyle and values
Culture and 6.3.1 Describe the customs, 7.3.1 Discuss what can be 8.3.1 Consider how traditional
values rituals and traditions done to maintain cultural cultures and customs
associated with local cultural practices valued by the contribute to a national
groups and consider how community identity
they influence family and
community life
Recommended knowledge Recommended knowledge Recommended knowledge E
Cultures of local groups Maintaining valued cultural Traditional cultures and
practices customs
· consider cultural customs,
beliefs and traditions such · promoting our own cultures · maintain and value cultures
as trading, dancing and through shows, art festivals and customs in PNG; such
initiation groups, food, and dances as dance, dress, food,
dressing, making new house · practice and performance of language, ways of building
or garden, social hierarchy, different cultural elements shelter, trade and money
marriage celebration and such as language, dressing · practise traditional cultures
recognition and food and customs during national
Cultural symbols events or gatherings
Celebrations and their
· importance of symbols such
purposes National identity
as necklace which
symbolises place · development of feelings of · show our national identity
community through symbols such as
· traditional money such as
· celebration of different flag, emblem, anthem,
shells, dogs’ teeth, snake
beliefs such as Christian, currency, parliament,
skins, nuts
Muslim, other spiritual beliefs animals and plants
· tattoos, dress, food and
language · national pride and identity · celebrate national days such
as Independence Day and
Changes in customs and Behaviour associated with Remembrance Day
tradition celebrations · discuss how we use our
· dress, food, language, · acceptance and respect of cultural identity to develop a
shelter and ways of fishing, the unique features of other national identity through
gardening cultures languages, food and dress
Positive and negative · familiarity and appreciation
effects of change Recommended processes
· sensitivity to specific cultural and skills
· pride in traditional dress practices
· greater variety of food
· identifying similarities and
Recommended processes differences
· increased expense of food
and skills · classifying
· access to unhealthy food
· researching and gathering · debating issues
Recommended processes information
and skills Suggested activities
· demonstrate how to
· researching and gathering preserve cultural traditions · research and illustrate
information common aspects of cultural
· participate in cultural groups in different regions
· preserving cultural traditions practices
and customs · make a list of elements
Suggested activities common to all regions
· reinforce the value of
respect · conduct a survey to find out · describe how aspects of
cultural customs and beliefs local cultures contribute to
Suggested activities for a particular area national identity
· invite elders to speak about · investigate some reasons · discuss values and how we
their culture and the why some customs, beliefs show pride in different
changes they have noticed or other cultural practices aspects of our culture
· discuss and describe ways are valued more than others · debate whether one of our
cultural practices influence · explain how those cultural three commonly spoken
our way of life, for example, practices can be maintained languages: English, Motu
dressing, food, transport or improved and Pidgin, be used as our
and language use national language instead of
· suggest ways to preserve using all three
appropriate cultural
practices and beliefs for the
family and community
37
Lifestyle 6.3.2 Outline the effects of 7.3.2 Explore changes in the 8.3.2 Compare a range of
and changes in community physical and economic lifestyles and outline
changes lifestyles over a period of time environments and how they elements of a lifestyle they
affect their lifestyle would prefer in the future
E Effects of changes in
community lifestyles
Changes and their effects
on the physical and
Range and preference of
lifestyle and their elements
· different ways of living, economic environment · range of a variety of
dressing, types of food, · changes in building styles lifestyles such as:
trade, spiritual beliefs, improve safety and hygiene village life with traditional
physical changes and · roads improve safety and housing and diet with basic
languages access to markets, schools services;
· lifestyle: ways of dressing and health services town life with modern
from traditional costume to housing and diet and basic
· reservation of land provides services;
modern clothes recreational and community
city or suburb with better
· type of change: grass skirts, activities
quality and quantity of
tapa cloth and leaves to · changed farming methods services and modern
cotton and silk clothes improves and allows new housing
· effect: can be expensive, if crops, increases the variety
imported, cash is needed of foods and products Factors affecting choice of
· what I should do: dress · hospitals and health lifestyle
appropriately for different services lead to improved · preservation of tradition
occasions, dress proudly in community and personal · access to education
traditional dress and modern health
clothes when it is
· access to employment
· clean water reduces risk of
appropriate water-borne diseases
· ability to travel
Recommended processes · electricity improves living Recommended processes

and skills conditions and skills
· gathering information · new and well-maintained · investigate changes
schools provide educational · think critically
· analysing information opportunities
· applying appropriate actions · make decisions
· clearance of land for
· evaluating the actions for commercial practices · demonstrate how to take
improvements causes damage to land, care of environment
rivers, wildlife, pollution, loss
Suggested activities Suggested activities
of farming lands and water
· conduct a survey to gather · research, from a variety of
information on changes that Recommended processes sources, the type of
have occurred in the and skills opportunities and choices
community and ask people · investigate changes available to enable them to
their opinion on those live the lifestyle of their
· think critically choice
changes
· make decisions · analyse their findings and
· compile findings and
indicate the changes in two · demonstrate how to take describe some elements of
groups, major and minor care of environment different lifestyles
changes and state what has discovered from the
Suggested activities research
caused those changes
· write an essay to: · conduct an excursion to a · select a choice of lifestyle
site with many changes, they may prefer
- describe positive and identify and list changes
negative effects of changes - give reasons for choosing it
on community lifestyles
· research physical, social
- describe how they will
and environmental changes
- suggest ways they could achieve the goals of their
from other places and note
retain things that the preferred lifestyle
the causes of those changes
community may lose due
to the change
· explain how changes have a
positive and negative affect
on the lifestyle of people and
the community
38
Strand: Health of individuals and population

Growth and 6.4.1 Describe the stages in 7.4.1 Explore the functions of 8.4.1 Identify and describe
development growth and development and different systems and parts of behaviour that promotes
the health needs at various the body growth and development,
stages taking into account heredity
and environment
Stages of growth and Main functions of the Behaviour that promotes
E
development reproductive system growth and development
· infancy, early childhood, · Male reproductive system · balanced diet
childhood, adolescence, - function of penis, foreskin, · fitness and exercise
adulthood, old age scrotum, testes, urethra, · rest and leisure
Areas of development sperm
· mental exercises such as
· physical, intellectual, social, · Female reproductive system reading
emotional - function of vagina, clitoris, · cleanliness and personal
Factors that influence cervix, ovary, ovum, hygiene
growth and development fallopian tubes or oviducts,
uterus
· love and care
· exercise, diet, rest and · family, community and
sleep, safety, absence of Beliefs about conception
friends' support
illness and disease · within marriage
· economic and social aspects Responsibilities of parents
and skills Process of conception · balanced diet
· gather information through · including: · not smoking or using drugs

research - release of ovum (egg) · no alcohol
· describe stages of growth - release of sperm into · caring for the foetus during
and development vagina pregnancy
· explain ways to care for the - fertilisation of egg by sperm Recommended processes
body - formation of zygote and skills
Suggested activities - passage of zygote in oviduct · research information by
· research various sources - division of zygote to form interviewing
about different stages of ball of cells called an · analyse different situations
growth and development embryo · make decisions
· interview someone you - embryo implants into lining · take appropriate actions
know very well who is of uterus
between young adulthood Behaviour Suggested activities
and late adulthood · importance of using correct · make a list of your physical
- ask the person about the names and respect for body features and personality
changes and · responsibility of individuals characteristics that are
responsibilities he or she to care for their bodies by similar to those of your
experienced protecting themselves from mother and father
· list changes that have illness and disease · research and list different
occurred to that person’s Recommended processes behaviour and conditions
way of life and skills that promote or lessen
· discuss and describe factors growth and development
· classifying and organising
that influence the growth of · describe how our families
an individual · drawing diagrams and and cultural groups
labelling body parts correctly influence growth and
· making decisions development
Suggested activities · describe the roles and
· draw diagram of responsibilities of parents
reproductive systems, and how they help to
indicate functions of each promote the development of
part their children
· describe how body parts can
be taken care of with reasons
· describe function of parts of
male and female
reproductive systems
39
Growth and 6.4.2 Explore influences of 7.4.2 Describe physical, 8.4.2 Outline issues arising
development inherited characteristics and social and emotional changes from differences in rates of
environmental factors on in both boys and girls during growth and development and
growth and development puberty how individuals manage the
changes

E Inherited characteristics Physical changes Issues
· genetic determination of · height, weight and changing · adolescence is a time of
characteristics such as body shapes change, especially in
height, shape of body, facial · secondary characteristics relation to feelings such as
features, skin colour and such as facial and pubic hair sexual preferences, friends,
type of hair and development of breasts family, body and
Environmental factors and onset of menstruation entertainment
· physical living conditions: · romantic love: a type of
Social changes relationship common in
exercise and rest
· strong involvement with adolescence
· social and emotional: peers
support from families and · adolescents experience a
relationships
· greater independence broad range of feelings such
· experimenting with new as embarrassment or
· intellectual: information we shyness associated with
relationships
obtain, programs we watch, slower or faster
conditions of our lives · development of sense of
development than peers
personal sexuality
· body build and shape:
effects of location, diet, type · development of values, How individuals manage
of shelter beliefs and behaviour changes
associated with and · seek advice from parents
· security
influenced by traditional and peers
· personal habits perspectives of masculinity
· availability of resources and femininity · seek guidance from elders
· exposure to risks · link changes at puberty with
Emotional changes changing roles in society
Actions to promote growth such as being recognised as
· boys and girls experience
· social: say ‘no’ to peer strong emotions such as part of adult society and
pressure, use skills to love and hate, likes and able to take part in
manage relationships, report dislikes, being aggressive, community rituals
bullying, racism and being idealistic, being critical
harassment of others and arguing easily Recommended processes
· biological: manage changes and skills
associated with puberty Recommended processes · identify and describe issues
and skills regarding adolescence
· environmental: monitor land
and water quality · exploring and investigating · modelling skills for handling
Recommended processes · discussing and asking the different issues
and skills questions
· research inherited features · discussing sensitive issues
openly · draw a series of large circles
that influence growth
that are linked
· analyse information · identifying body changes·
describing options and · write some issues
· skills to care for the body concerning adolescence in
taking action appropriately
· how to say ‘no’ to peer each circle
pressure Suggested activities · write words that show your
Suggested activities · research and list social, feelings about each issue
· research and describe physical and emotional · using the decision making
social, cultural and changes in males and model in Living and Working
economic factors that affect females during puberty Outcome 6.5.2 to discuss
your health and growth · discuss how to manage with a partner what you
· draw a concept map of how changes associated with would do to address
these factors link and discuss puberty different issues
· suggest ways to handle
factors that may have a
negative effect or impact on
health and growth
40
Growth and 6.4.3 Investigate various 7.4.3 Identify situations and 8.4.3 Identify different cultural
development sources of information about behaviour relating to the beliefs and values about
sexual development human body and how these sexuality
behaviour promote or lessen
respect for individuals and
groups
Recommended knowledge Recommended knowledge Recommended knowledge E

Sources of information on Behaviour that promotes Cultural beliefs and values
sexual development respect for individual and about sexuality
· media: newspapers, TV, groups · sexuality is everything about
radio and video · hugging: varies from place to a person to do with sex and
· parents and elders place females and males have
· greeting someone by smiling equal rights concerning
· teachers, peers, sexuality. Sexuality includes:
or shaking hands
· books and magazines - sexual intercourse
· comforting or helping
· verbal: interactions with
someone in need - changes during puberty
friends about puberty and
sex · caring for old or sick person - sexual feelings and
· humble oneself thoughts
Evaluating sources - relations with others of the
· be critical of information Behaviour that lessens same and opposite sex
gathered about sexual respect · sexuality is influenced by
development · Behaviour such as shouting, media, family beliefs, values,
· evaluate information its insulting or abusive religions, cultures, peers,
validity and relevance language, using names of emotional and physical
body parts as abuse, sexual feelings and personal
Recommended processes harassment, inappropriate values, being male and
and skills touching, showing bitterness, female
· gathering information fear, anger or jealousy, not
paying attention Attitudes to sexuality
· analysing information
Influences on our behaviour · respect individual choices
· making decisions about sexuality
· influences such as value
· taking appropriate actions systems, parents and · different cultural groups
religious beliefs, what we have beliefs about
expect to gain from appropriate ways of
· research and explain behaviour, social and cultural expressing sexuality
definitions of terms; sex, factors, community and · our sexual behaviour needs
sexuality, sexual pressure groups, wealth to be responsible to avoid
development and sexual
Recommended processes the possible consequences
· discuss sources where and skills of unwanted pregnancy,
adolescents go to seek STI and emotional turmoil
· identifying behaviour
answers about sexual
development and consider · classifying behaviour into Recommended processes
whether information is negative and positive and skills
reliable · improving negative · demonstrating responsibility
· write questions adolescents behaviour for handling sexuality
ask relating to sexual · making decisions about
development Suggested activities
sexuality
· write an essay to give · research or work with a
opinions on the sources partner and list your Suggested activities
where correct information on partner’s behaviour and then
list the influences on the
· discuss with a partner when
topics related to sexual is the right time to have a
health can be gathered behaviour
sexual relationship
· list factors that help you
maintain a health-enhancing
· list what needs to be
considered before having
behaviour
starting a sexual relationship
· think of a negative health
behaviour you would like to
· describe strategies to
handle pressure from
change. List and explain one
various sources for a sexual
of the factors that prevent
relationship
you from changing
41
Nutrition 6.4.4 Explain how choosing 7.4.4 Explain why groups and 8.4.4 Discuss some social,
and eating healthy food individuals in the same physiological, cultural and
promotes health community may have environmental reasons for
different eating and meal people’s food choices
patterns

E Our health is affected by Influences on choices of Reasons for people's food
the food we choose food choices
· when choosing food · cultural beliefs, practices · reasons such as easily
consider: fresh food, food for and taboos grown, easy to prepare,
energy, protection, growth, · availability of food nutritious, available in the
food from each of the food environment, most common
groups, avoiding foods high
· affordable food food eaten, traditionally
in fats and sugar, a balanced · time taken for food accepted as staple food,
nutritious diet preparation helps in income-earning,
Basic nutrients · social pressure, for example affordable, choose to eat or
from peers not eat particular foods
· carbohydrates for energy, because of beliefs
two types, starches and · nutritional needs of different
sugar age groups Factors that influence food
choice
· proteins for bone, skin, blood Health problems related to
muscles, hormones, · food taste preferences
food we eat
enzymes · changing growth and
· being overweight development needs
· fats to insulate body from
cold weather, protects vital · malnourishment associated with puberty and
organs, provides energy · high blood pressure pregnancy
· minerals to help body to · teeth decay · type of lifestyle
function well, such as iron, · eating disorders · physical activity levels
phosphorus and calcium · specific health conditions
· constipation
· vitamins for growth and and needs
repair and body functions Recommended processes · cultural background
· water for every body function and skills
· family size
· fibre for moving waste, food · research and review food · food promotion through media
or unwanted chemicals rules and customs
through the intestines · describe food choices and and skills
restrictions
Recommended processes · gathering information
and skills
· make choices on food types
· analysing information
· researching food groups · practise a balanced diet
· making choices
· demonstrating skills for food · taking appropriate actions
selection · invite a guest speaker to talk
about some basic rules and Suggested activities
· making decisions about the
food to choose and eat
customs related to food · identify and list some major
· discuss rules and customs influences on people's food
· practising eating a balanced choices
as identified by guest
diet
speaker and list the ones not · describe foods prepared and
Suggested activities mentioned eaten by particular cultural
- explain why these rules and groups
· discuss foods popular
among young people customs differ from one · write about myths and
area to another beliefs associated with
· explain factors that influence particular foods and how
food choice and eating · analyse the rules and
customs related to food from they are prepared
patterns
different areas and indicate · conduct survey to identify
· list and analyse foods and two rules that you would groups with special
drinks consumed in the two
want to either practise or nutritional needs or diet
days. Describe how to
improve - suggest factors that
improve this diet to maintain
- state your reasons influence the type of food
or improve health
they require and write a
short summary on how to
monitor what they take
42
Nutrition 6.4.5 Plan and prepare a 7.4.5 Plan meals to meet 8.4.5 Plan, develop and
meal using safe and hygienic nutritional needs using locally implement strategies to
methods of food preparation available food address a nutrition-related
issue in the school

Food preparation Coastal food Strategies to address a
nutrition-related issue in
E
· safe and hygienic methods · energy: taro, yam, banana
of food preparation and sweet potato the school
- planning and preparation · growth: fish, prawns, crabs, · school lunch policy
- quantity of food pork, chicken and soybeans · nutrition checklist
- quality of food · protection: aibika, tulip, · nutritious cooking by the
pumpkin tips and cabbage class or mothers
- type of food
· nutrition day
· resources needed for food Highlands food
preparation such as - bill boards, posters,
· energy: taro, yam, banana, poems,displays of variety
kerosene, firewood, gas, sweet potato
matches, wrappers, leaves, of foods
cooking utensils
· growth: fish, pork, soya · health promotion programs
beans
· cleaning materials · nutrients are basic
· protection: aibika, cabbage, substances that are needed
· for goods bought from ferns
stores, make sure to check for the following:
the expiry date, check Basic nutrient requirements - supply of energy to the
weight and price relations · these are carbohydrates, body
proteins, fats, minerals, - normal growth,
Safe and hygienic methods
vitamins, water and fibre development and
· clean environment functioning of the body
· safe storage and safe Recommended processes - building, repair and
handling of food and skills regulation of the functions
· manners or behaviour · practise safe and hygienic of cells in the body
required when eating ways for handling food - resistance to disease and
· demonstrate food infection
Recommended processes preparation skills
and skills Recommended processes
· make decisions on food and skills
· practise safe and hygienic choices
ways for handling food · practise safe and hygienic
· prepare a meal ways for handling food
· demonstrate food
preparation skills · demonstrate food
preparation skills
· make decisions on food · research the major nutrients
choices · make decisions on food
and their functions for the
choices
· prepare a meal body
· prepare a nutritious meal
· prepare an awareness
Suggested activities campaign on: Suggested activities
· explain which groups of food - the importance of eating
should make up a meal · discuss issues related to the
nutritional meals type of food eaten by the
· in pairs, identify and list - the relationship between a community and how it
factors that a person should physical activity and the affects the health of
check for when planning and amount of food intake individuals
preparing a meal required · suggest strategies that could
· draw up a food model that is · plan and prepare a balanced be used or adopted to get
best suited for the meal young people to change
community their daily dietary intake
· plan and prepare a nutritious · suggest possible ways to
meal improve the type of food
taken in the school and
prepare a report and
submission for the
establishment of a school
canteen
43
Personal health 6.4.6 Describe personal 7.4.6 Develop a personal 8.4.6 Outline health issues
and safety hygiene practices and how health plan based on a that are of concern to young
they promote personal health personal health goal people
Promoting personal health Health concerns in the Health issues that are of
E · this should include activities
such as bath daily, brush
community
· HIV/AIDS and other sexually
concern to young people
· peer pressure
teeth, comb and wash hair, transmitted infections: STIs · use of drugs such as
clean or keep fingernails · drug and alcohol-taking smoking cigarettes or using
short, encourage others to other illegal substances
take care of themselves,
· type of food taken
treat sores, take medication · body image · consuming alcohol
when necessary, exercise · bullying, harassment and · chewing betelnut
regularly, eat a balanced abuse · lack of exercise
diet, avoid excess intake of ·
· domestic violence body image
alcohol or tobacco smoke,
make informed decisions Health goals · grooming and dressing
· include goals such as say no · type of food eaten such as
Where to obtain health to drugs and to sex-related sweets and greasy food
messages activities, take regular · HIV/ and other sexual
· local community health exercise, develop personal transmitted infections: STIs
centres hygiene, develop positive or
good relationships with Health goals
· media such as TV, radio and
books others, develop positive self · include goals such as say
esteem, be assertive, avoid no to drugs and to sex-
· parents and teachers unsafe or threatening related activities, take
· church groups situations, protect oneself, regular exercise, develop
· non-government develop correct attitudes to personal hygiene, develop
organisations handle different situations positive or good
Recommended processes relationships with others,
Recommended processes and skills develop positive self
and skills esteem, be assertive, avoid
· gather information and
· demonstrate actions one identify health concerns unsafe or threatening
would take to promote situations, protect oneself,
· review and analyse different
health develop correct attitudes to
health concerns and their
· describe how to keep own handle different situations
effects
body clean
· decide on an action plan Recommended processes
· describe how to keep own · take appropriate actions and skills
body healthy
Suggested activities · gather information and
Suggested activities identify health concerns
· put yourself in the position of
· discuss and describe a person who lost a leg from · review and analyse health
everyday actions a person a car accident due to drink concerns and their effects
can do to help promote driving · decide on an action plan
health of an individual - identify how you would feel
· describe how certain - identify feelings others
hygienic practices and might have about you · identify health issues that
related products help to are of great concern to
- discuss reactions if you or young people
promote health needs
one of your parents had the
· talk about some of the injury · describe how these issues
choices you would like to affect young people
· identify the most serious
make in relation to your · conduct a survey to identify
health concerns affecting our
health strategies on how to handle
society
- discuss the influences of or solve different health
· state three health concerns problems
these decisions on your
that may be of greatest
personal health · identify groups that help with
concern
young people's health and
· develop a personal health state how to obtain
plan based on a personal information to assist those
health goal that need it
44
Personal 6.4.7 Investigate how 7.4.7 Propose ways of 8.4.7 Discuss safe sexual
health and illnesses are spread and how responding to situations that behaviour and sexual
safety they can protect themselves threaten personal health and responsibilities
from illness and disease safety

Common illnesses and
diseases
Risks Safe sexual behaviour E
· using drugs such as · have only one sexual partner
· malaria, colds and influenza, tobacco, alcohol, caffeine, · no sex outside of marriage
gastroenteritis, dengue marijuana and petrol sniffing
fever, tuberculosis, grille, and exposure to STIs and
· use condoms for protection
tinea and typhoid HIV/AIDS · avoid unwanted pregnancies
How illnesses are spread Strategies to promote Sexual responsibilities

· include insects, germs, personal safety · respect yourself and others
viruses, eating contaminated · say ‘no’ to drugs and quit · stay faithful
food and drinking smoking and drinking alcohol · use condoms
contaminated water, sharing · say ‘no’ to sex or other
of utensils, coughing sexual activities Ethical values that can
spreads air borne germs and govern your actions and
viruses, sexual contact, · exercise more often and
participate in leisure and decision making
heredity, unclean home and
recreational activities · self-respect, personal
environment
- go to church integrity, respect dignity of
Protection from illnesses others, respect values of the
· seek guidance and
· include clean environment counselling community
and home, use of protective · responsibilities including
resources such as mosquito
· keep dangerous objects and
substances away from obligations to family and
nets, avoid contaminated community welfare
food say from roadside children
stalls, have safe sexual · wear safe clothing and use · showing concern including
safety equipment being caring, compassionate,
contact, wash and keep
loyal, tolerant, considerate,
hands clean, wash and boil · play by the rules in activities cooperative and share in
utensils, cover mouth when · abide by messages on signs decision-making
coughing or sneezing, take
and from people in authority
prescribed medication Recommended processes
· avoid risks and dares
and skills
Recommended processes · avoid unsafe social
and skills situations and places · discuss negative sexual
behaviour
· identifying common illnesses
and finding out the causes Recommended processes · identify sexual responsibilities
and skills of males and females
· describing effects and
dangers and developing · discuss safety precautious · recognise importance of
preventive measures · compare effects of drug using condoms
taking and diseases · demonstrate ways to
Suggested activities promote healthy living
· share personal and group
· brainstorm and gather experiences
information about common Suggested activities
· demonstrate skills for
illnesses and their causes, · demonstrate responsible
responding to negative
list the signs and symptoms sexual behaviour and how to
pressures
· describe the effects and protect oneself against
dangers of different illnesses Suggested activities pressures
and diseases · list symptoms of HIV/AIDS · discuss different age groups
· identify ways to prevent the and gather information about and identify high risk groups.
spread of illnesses and risks of STIs and HIV/AIDS · describe some preventative
diseases · design steps to deal with measures that apply to
· plan and conduct a program situations that threaten different situations
to promote healthy practices personal health and safety · plan and conduct a program
in the community · suggest safety measures for to promote healthy practices
the home, school and and safe living in the
workplace community
45
Personal health 6.4.8 Identify potentially 7.4.8 Describe behaviours 8.4.8 Develop strategies to
and safety hazardous situations at that affect personal and respond to unsafe or risky
school, home and the community safety situations
community

E Risks and hazards Behaviour that affects safety Strategies to respond to
Lack of clean water Causes unsafe situation
No proper toilet facilities Including drinking in public Learn to assess risks
No proper means of areas, drinking and driving, Be assertive
disposing rubbish smoking in public places, Learn or practise first aid
Over crowding grounds chewing betel nut, throwing Do ‘warm-up’ before activities
Inadequate ventilation, rubbish, writing on walls Learn and demonstrate self
Unclean environment. (graffiti), individual and group defence
No proper shelter harassment and abuse such Plan to prevent or minimise
Water safety as rape risk
Medicines Effects Use appropriate equipment
Poisonous animals and Including fighting, accidents and skills for activities, design
plants and deaths, damage to and promote road safety
Hazardous situations such as property, damage to the rules, fire and water safety
swimming in flooded creeks environment, high risks of rules, safe storage of tools
and rivers, starting and transmitting HIV/AIDS and and chemicals, safe handling
moving around a fire, other illnesses and infections, of tools, practical first aid
attempting tasks beyond skill unwanted pregnancies and Actions to respond to
level, taking medicine without other related conflicts unsafe situations
proper prescription, playing Ways to promote personal Remove yourself from the
with dangerous animals or safety situation, alert others of
plants, brawls in families and Such as wear safety clothes unsafe situations, act to make
tribes, drunkeness, rape and and use safety equipment, a situation safe or minimise
stealing wash hands the danger
Recommended processes Recommended processes Actions to respond to
and skills and skills emergency situations
Remain calm and assess
- Collect information and - Identify common
danger to self and others,
identify hazardous behaviours that influence
remove self and others from
situations or affect peoples’ safety
danger, follow first aid
- List and describe - Describe effects of certain procedures and administer
hazardous situations in behaviours first aid, seek assistance,
levels of danger
- Compare causes and follow set procedures and
- Design and perform
effects of behaviour rules
investigation Recommended process and
- Formulate strategies on - Make links between causes
and effects of different skills
how to avoid high risk
behaviours • Observe and demonstrate
situations
safety strategies.
Suggested activities - Make informed decisions
about types of behaviour • Develop or propose strategic
• Collect information on plans to respond to unsafety
that promote positive and
dangerous situations and situation.
healthy living
research these in order to
Suggested activities • Discuss and describe unsafe
report or present the class
or risky situations
• Organise, plan and conduct • Select one type of behaviour
and make links between • Express points of view on
an awareness campaign
causes and effects how to deal with unsafe
about hazardous situations
situations
in the community using • Write 2-3 paragraphs on how
posters, role plays, music to make improvements for • Reason and make wise
healthy and positive living decisions.
• Plan and carry out a long
term project for improvement Suggested activities
• Design posters and
and action with assistance pamphlets and distribute to • Review, construct steps and
from the school and the community to raise list safety rules in the school
community such as new awareness about healthy and community and explain
tanks, water pumps, medical and positive living why these rules are
supplies, council work important
• Invite a speaker to talk about
bad behaviours and ways of • Research signs and design
improving these safety symbols for objects
46
Community 6.4.9 Describe ways in which 7.4.9 Describe basic concepts 8.4.9 Identify a community
health the community promotes the and methods of health health concern and propose
health of community and promotion and illness actions to respond to that
individuals prevention in the community concern

Major health concerns Health issues Common health concerns E
· include HIV/AIDS, drug use, · include HIV/AIDS, nutrition, · include environmental
malnutrition, environmental maternal health, pollution, air pollution or
health such as pollution of communicable and infectious smoking; water pollution
water, land or air diseases caused by waste disposal
Health services Health promotion and and chemical run off from
· include community health prevention concepts factories or mining;
workers like those at · include education programs, harassment, bullying and
immunisation and maternal racism; uncooperative
use of contraception,
health clinics, school health services provided by non behaviour by community
education and use of health government organisations members
promoting schools to support and other organised groups, Concepts in the community
healthy island concept, radio and TV awareness that enhance healthy living
hospitals, doctors and dentists, programs and · include clean water or
church groups, non- advertisements, providing minimise water and air
government organisations, immunisation programs and pollution and proper waste
Ways of caring for their provision of medication disposal; put up and follow
community to promote health through clinics and hospitals road signs; safety
· cooperate with others to Ways to promote health procedures and policies;
complete an activity enhancing social and cooperation, tolerance,
physical environments respect among individuals;
· respect and support others celebrate events peacefully
at home and at play · including: comply with rules,
policies and procedures for Proposed actions to
· report bullying to protect address areas of concern in
waste disposal and actively
themselves and others
support clean water and the community
· report damaged equipment clean village campaigns; · including: lobbying of
and property participate in safety authorities; discussing
· use bins and assist with programs; use and promote solutions with parties;
waste disposal public transport cleanliness comply with rules and
Recommended processes Recommended processes policies; deal with conflict in
and skills and skills acceptable ways; advocate
· discuss ways of promoting · gather information and changes to rules and laws for
health of individuals and better living
compare basic health
community promotion methods Recommended processes
· list major health concerns · identify stakeholders and and skills
how they benefit from · gather information about
· investigate cause and community health concerns
effects of health concerns community health awareness
programs · investigate causes and
· identify various health effects
services and their roles · practise health promotion
and prevention campaigns · design ways to minimise or
Suggested activities prevent concerns
· investigate health concerns in
the school, home and · discuss traditional and · make informed decisions to
province modern methods of promote healthy living
promoting healthy ways of Suggested activities
· develop long - and short- living at home, in the
term measures to address · investigate common health
community and school
these issues concerns
· investigate common high · design preventative
· identify health services risk illnesses and explain the
available in the community measures to minimise its
health promotion strategies negative effects of one
and outline their functions
available to prevent and
· explain how the community can: concern on people’s lives
treat them
- assist in maintaining · invite health authorities or
· conduct research into leaders to inspect sites
available health services methods of promoting health supported by the board of
- use different ways to practices in and around the
management or student
promote healthy living community
representative council
47
Community 6.4.10 Identify the health 7.4.10 Investigate how the 8.4.10 Describe the effects of
health services available to various environment is being changed family size and growing
groups in the community by human behaviour and communities on the provision
development and the effect of of health services and
these changes on health community facilities

E Health services available Health-related impact of Effects of growth in
· health clinics and centres, human behaviour on families and communities
hospitals, aid posts for environment. · positive effects include
medical care, creative and · emissions from industry and strengthening of the working
self help centres for people vehicles that lead to air pollution capacity of families and
with disabilities, health such as on mining sites communities; love, care and
promoting school programs, · removal of vegetation by protection for all family
school visits by health logging companies, for members; support for each
workers, dentists, doctors’ example, destroys the land other when family lacks
surgeries in big towns and and spoils natural beauty something such as food or
cities, first aid centres for needs help
emergency treatment, health · improper disposal of litter
and waste affects the quality · negative effects includes
clinics for nutritional movement of people from
information, churches for of drinking water
rural to urban areas; stress on
counselling services, · vandalism of property and health services; economic
pharmacies or supermarkets facilities creates safety issues: families with financial
for medicines, eye care and issues and wastes valuable difficulties such as school fees
treatments of minor injuries resources and food; difficulties in
and illnesses, fitness centres Effects on health meeting individual needs and
and department stores for wants for land, money and
· spoils water systems used
fitness products food; resources in short
for drinking and fishing
Reasons for choosing and supply; social issues: health
· destroys hunting areas
using different health services inadequate; social
services · pollution to the environment problems when needs are not
causes illness and diseases met; high health risks for
· including recommendations such as gastroenteritis
from friends, religious and mothers and children;
cultural beliefs, level of · increases risk of diseases or inadequate community
health knowledge, closeness related illness caused by services
to home, access by transport exposure to chemicals Recommended processes
or walking distance, type of Recommended processes and skills
treatment offered, only and skills · compare family sizes with
service available · investigate changes in the health and education
Recommended processes environment caused by human services available
and skills behaviour and identify causes · discuss effects of increasing
· identify services and their and effects of changes and population
roles in the community make comparisons and
generalisations on the effects
· analyse current situations
· interview people about the on health · make informed decisions for
benefits of different services future family size
· analyse effects of changes
· propose ways on how to on lives of people Suggested activities
maintain and improve
different health services · make judgements and draw · conduct survey on family
conclusions size and growing
· create community awareness communities and effects on
Suggested activities services and facilities
· research environmental change
· carry out a survey in school caused by human behaviour
· conduct a debate: PNG
and at home to identify families should have a
common health needs · write a report on causes and maximum of two children
effects of changes on health
· write letters requesting of human beings and other
· discuss and compare life in
assistance from specialist the past to the present
living things
health groups · write an essay giving views
· plan and design a health
· collect information for school campaign on how to improve
on increasing family size
about health groups -their and its effects: indicate what
the school or community
roles, address, phone and they want in future and state
environment
location their reasons
48
Use of drugs 6.4.11 Describe the beneficial 7.4.11 Describe decisions 8.4.11 Evaluate the effects of
and harmful effects of drugs people make about drug use drug use on the community
on health and the result of those
decisions on the community
and the individuals
Definition Drug use in Papua New Effects of drug use on the E
A drug is any chemical substance Guinea community
that changes the physical, mental · becoming a major concern and · include breakdown of law and
or emotional state of the body. causes problems resulting in order and relationships;
Types of drugs deaths, diseases, accidents, conflicts between families,
abuse, violence, break up of clans and villages; poor health
· illegal drugs including cannabis,
relationships and crime of community members;
marijuana, amphetamines,
heroin, home brew, cocaine, · tobacco and alcohol have the inability to do work; spread of
methylated spirits highest impact on health of diseases such as HIV/AIDS
Papua New Guineans and STIs; spoils image, status,
· legal drugs:
Factors affecting decisions reputation and respect of the
- prescription drugs
people make whether or not community
prescribed by a doctor
such as penicillin, some to take drugs Short term effects of smoking
analgesics or pain killers · our thoughts, feelings and habits · including breath and hair
and some antibiotics · the influences of our parents, smells, lung capacity
- non-prescription drugs you other family members, friends decreases, blood carries less
can legally buy without a and peer groups oxygen, pulse rate up, brain
doctor's prescription such · the influence of the media activity increases, sense of
as alcohol, tobacco, · the influence of society taste and smell decreases,
betelnut, cough medicine, blood flow to skin is
Possible effects of drug use restricted, fitness decreases,
stimulants like caffeine
· tobacco causes illness, even skin temperature drops
found in tea, coffee and
through passive smoking
cola drinks and herbal Long term effects of smoking
medicines · alcohol is used for social and
· include lung disease such as
religious occasions; used in
Reasons for taking drugs emphysema, chronic
excess it may cause violent
· prevention and cure of illnesses bronchitis, smokers' cough,
behaviour, destruction of property
lung cancer, damaged lungs,
· social relaxation and road accidents
heart disease
· to improve performances · illegal drugs may result in
convictions, mental illness Possible long term effects of
· to satisfy curiosity
and economic hardship alcohol
· to escape boredom, loneliness,
· medicines used for · include alcoholism, cancer,
poverty or insecurity
controlling disease usually cirrhosis of the liver, malnutrition,
Effects of harmful drugs violence, job loss, brain damage
have positive effects
· include loss of weight, and memory failure
economic problems, mental Recommended processes
and skills
illness, diseases such as and skills
asthma and lung cancer, · gather information about the
consequences of drug taking · conduct surveys to find out
side effects, loss of control, effects of drugs in PNG
family break down, loss of · analyse information
respect · make decisions wisely · role play long or short term
effects of drug use
Recommended processes Suggested activities
and skills · make informed decisions
· gather information about
whether or not to take drugs
· research and identify types positive and negative effects
of drugs of taking drugs Suggested activities
· analyse effects of drugs · describe effects of those · describe the pressures on
decisions of the health of individuals to take illegal and
· make informed decisions
individuals and the community legal drugs
whether to take harmful drugs
· in pairs or groups, discuss · list reasons why tobacco or
the feelings, thoughts and alcohol is used in PNG, tick
· research and list different attitudes you or your family those that would influence you
types of drugs, both illegal has about those who take to take those two drugs.
and legal drugs · discuss effects of too much
· research the benefits of · conduct a survey to find out the alcohol, tobacco or other drugs
drugs or how drugs can influences drugs have on on the behaviour and health of
cause harm to your health individual’s behaviour and health individuals and community
49
Use of drugs 6.4.12 Identify reasons 7.4.12 Propose ways of 8.4.12 Describe the programs
people use drugs responding to pressures to offered by support agencies
use harmful substances and counselling programs in
the community
E People take drugs for a

variety of reasons
Ways of responding to
pressures to use harmful
Programs offered by
support agencies and
· to prevent illness substances counselling programs in
· participate in activities such the community
· to cure disease
as sports, choir and church · church groups: family life
· for self-satisfaction
groups and drugs
· for celebrations and
· say ‘no’ to drugs · non-government
relaxation
· drink in moderation organisations: community
· to feel better living and productive life
· avoid drinking in risky
· to feel part of a group
situations such as drinking · Narcotics Bureau: drug
· to avoid depression and driving counselling
· to relax minds from family · get involved in other · public health: family life
and social problems recreational activities counselling for better health
· to improve performance, for · be selective with friends and Recommended processes
example, in sports peers and skills
· to cover up poor · develop assertiveness skills · conduct surveys
communication skills
Recommended processes · role play how to help people
· to escape boredom, stop taking drugs
loneliness, poverty or and skills
insecurity · role play and practise · demonstrate assertive skills
· because parents and other strategies on how to say ‘no’ · make informed decisions
family members influence to drugs · take appropriate actions
them · make informed decisions
· to gain attention from people · take appropriate actions
around them · research programs available
Suggested activities in the community that assist
Recommended processes · research, from various people with problems or
and skills sources, the agencies that concerns about taking
· gather information on help people to stop taking harmful drugs
reasons why people take drugs · in pairs or groups, discuss
drugs · suppose you were addicted how you can assist to
· analyse the information to a particular drug: maintain or establish
centres or programs that
· make informed decisions - develop strategies you help the community deal
· take actions could use to assist you to with drug taking: outline
decrease usage or stop
strategies you would use
Suggested activities using that particular drug
· write two to three - identify people you would
paragraphs saying why you want to seek assistance
think people start to take from
drugs and what your views
are on drug taking
· identify a role model in the
community or the country
who has achieved status and
who you think can influence
young people in deciding not
to take harmful drugs
50
Strand: Living and working together
Making choices 6.5.1 Outline what it means to 7.5.1 Describe how 8.5.1 Describe choices
be a positive member of a participating in community people make when taking
family, clan or community service helps the whole part in community life
community
Qualities of a positive
member
Reasons for participating in
community service
Positive choices people
make E
· include honesty, · including keeping places · including be respectful, live
trustworthiness, caring, clean, resolving conflict, peacefully, cooperate and
flexibility, kindness, loyalty, working together for participate, lead responsibly
thankfulness, tolerance, community resources, and be a role model, be
working hard, helpful, working on projects, accepted in the community,
obedient, questioning for improving community and be open-minded, share skills
good of community, personal life and resources, look after
balanced views themselves, show
Ethical values on which we commitment
Ethical values on which we base our decision making
base our decision making · including respect: respect for Positive attitudes
· including respect: respect for self and others, the rule of · having sense of
self and others, the rule of law, authority, public and achievement, being loving,
law, authority, public and private property caring, taking risks, working
private property · including honesty: maintain well with others, being
· including honesty: maintain confidentiality, impartiality, imaginative and innovative,
confidentiality, impartiality, fairness, trustworthiness, having close relationships,
fairness, trustworthiness, dependability, recognise being well, being honest,
dependability, deal with corrupt practices assisting others, standing up
dishonest and corrupt for beliefs, participating,
· including obligations to having a duty to others,
practices family and community, being respectful use of authority,
· including keeping obligations open minded and inquiring
respect others, accountable
to family and community, · including concern: being for actions, having pride,
being open-minded and compassionate, tolerant, being understanding and
inquiring caring, considerate, knowledgeable
· including concern: being cooperative, share decision
caring, compassionate, making Negative actions that
loyal, tolerant, considerate, · including dedication: being discourage free choice
cooperative, sharing, informed, community · include working against
decision-making participation, industrious, someone, not sharing a
· including dedication: being patriotic civic minded community resource, not
informed, industrious, civic · including justice: equality, taking care of property,
minded, patriotic, fairness, human rights, due stealing or misusing
participating in community process community money, talking
· including justice: fairness, negatively about others, not
equality, human rights, due Recommended processes fulfilling promises
process and negotiation and skills
· involvement in community and skills
Recommended processes service projects
and skills · gathering and analysing
· thinking critically and making information
· participating and choices
cooperating in the · making choices
community, making choices
· developing team work skills
· taking actions
· demonstrating how to be Suggested activities
socially competent Suggested activities
· describe things done to
serve community and · discuss choices people
Suggested activities make when they want to be
identify the values
· identify five most important associated with these part of a community and its
values and give reasons for activities
your choice
· conduct a survey to find
most needy areas in · identify influences people
· share these five values with community and suggest face when making choices
friends and ask them what ways to address them · outline negative actions that
they think discourage free choice
51
Making 6.5.2 Describe the process of 7.5.2 Outline the positive and 8.5.2 Make decisions about
choices making decisions negative results of making school and classroom issues
choices
Steps in decision-making Personal choices Classroom or school
E 1. dentify the issue or problem
2. Consider options
· to develop good relationships
with friends and family
issues
· vandalism
3. Identify possible · to decide on the job you want · graffiti
consequences of options: and work towards achieving it · fighting, bullying and teasing
the benefits and · whether to: take or not take · showing disrespect to
disadvantages of different drugs; have sexual relationships; teachers
options drink alcohol; smoke, gamble;
eat well and exercise regularly
· littering
4. Make decisions or choices
after considering the Community choices
· harassment and abuse
possibilities
· take a leadership role in the · discrimination and equity
5. Describe feelings about issues
community
choices made
· take part in community activities · boy, girl sexual relationships
6. Reflect and evaluate results Strategies to resolve issues
· help to resolve conflicts
of decisions · collaborative decision
peacefully, protect the
Influences on environment making
decision-making · conflict resolution
· sell drugs, alcohol and
· adequate knowledge about smokes; gambling · promotion campaigns
the situation
Positive consequences of · community involvement
· our thoughts and feelings choices
· others' thoughts and feelings · improvement in health and skills
including those of family,
peers and community · better personal and family · gathering information on
relationships different issues
· personal, family and
community values · improvement in the environment · classifying issues
· peer pressure Negative consequences of · identifying causes
choices
· parental pressure · suggesting solutions
· gambling: financial, social · making decisions
· the effects on others and the and economic problems
community Suggested activities
· taking drugs and alcohol can
· conflicts between modern lead to anger and violence · find out issues from various
and traditional values sources affecting the school
· promiscuity can lead to spread and community
Recommended processes of sexually transmitted
and skills illnesses, including HIV/AIDS · classify issues from major
· gathering information about Recommended processes
problems to least important
the situation or issue · discuss and describe
and skills
· analysing the information
· gathering information
causes and suggest ways in
· considering the consequences which these issues can be
· thinking critically and listing resolved by individuals or
· listing choices options the community
· making decisions · analysing consequences
· evaluating actions · making decisions
Suggested activities · taking actions
· list some important life matters Suggested activities
which you may have to make
decisions about in the future · identify issues and problems
affecting society
· think of a situation where you
have to make a decision: · describe lifestyle factors that
using the decision-making influence people’s choices
steps, write a description of and suggest other possible
how you will make your choices
decision · discuss each choice and
· discuss with a partner how how each could affect
you used the steps for individuals, families or the
decision making community
52
Good and 6.5.3 Describe the qualities of 7.5.3 Explain the roles and 7.5.3 Analyse the processes
fair leaders a good and fair leader responsibilities of leaders in a of choosing a good and fair
community leader

Qualities of a good and fair Expectations of the Current practices
leader community of the role
leaders play
· calling for nominations E
· a good role model who · voting for chosen candidate,
upholds Christian values, · accountability secret ballot
and is a God-fearing person,
with a stable family
· representing equally the · no interference in the voting
people in the community process
background
· honest, loyal, humble
· facilitating appropriate Traditional practices
development in the · choosing from the wealthy
· ethical behaviour community clans
· organisational ability · transparency in dealing with · listening to elders
· patience in encouraging others
others
· in some societies choosing
· high standard of moral male leaders
· using skills and capacities in conduct
the community
· in some societies choosing
· being well informed about from a particular clan
· recognising contributions of issues concerning the
others community · appointing the most
educated person
· tolerance of mistakes · communicating openly and
effectively with the · electing a relative
· being able to solve problems
community including Some ways these practices
in peaceful ways
listening can be improved
· respected by the community
· understanding needs and · listening to what people
· firm in decision-making rights of everyone in the have to say and choosing
· in good health, both community the person with the best
physically and mentally · listening to what the other ideas and skills to lead
· being able to listen leader says · reducing threats to voters
· being one with the people · respecting the community · discouraging bribery
· being transparent and · not giving into force or
accountable Recommended processes coercion
and skills
· adequate knowledge of the · choosing a candidate who
community · demonstration of personal has the reputation of being
organisation skills honest and well-informed
· knowledge of development
with realistic goals for the · role play roles and · choosing a healthy, wise and
country responsibilities of leaders energetic person
Recommended processes · describe ways to support · expecting a high standard of
and skills leaders moral and ethical principles
· research positive qualities of Suggested activities Recommended processes
a leader and skills
· discuss things the leaders
· describe leadership qualities can assist with or do to · demonstrate how to choose
· demonstrate problem- improve the community leaders
solving skills · describe roles and · make informed decisions
responsibilities of leaders · take appropriate actions
Suggested activities and members of the Suggested activities
· invite a guest speaker to talk community
about the types of different · research and review
· suggest ways leaders and different practices used to
leadership qualities a good community members can
and fair leader should have choose a leader
communicate in order to
and list them down provide good service or to · discuss and describe current
· describe negative and maintain a healthy and practices and processes
positive qualities that make peaceful community used to choose leaders
a leader; explain why these · explain how these practices
are regarded as good or bad could be improved
· suggest ways for supporting
leaders in the community
53
Rule of law 6.5.4 Describe familiar rules 7.5.4 Explain the purpose and 8.5.4 Describe what duties
and laws of the community, benefits of laws in our society and obligations members of
families and schools the community have in
upholding society’s laws
E Purpose of rules and laws Purpose of laws in society

· rules and laws arise out of a
Duties and obligations to
uphold laws of the society
· including safety and protection,
order; family rules about need.
· With rules and laws come
household chores; community · rules and laws are for safety rights and responsibilities
rules about respecting and protection, to enforce anti- and below are rights and
ownership; protecting discrimination and equity, responsibilities of different
resources of family and school, protect individual's rights, groups:
family rules about sharing and maintain order in the
- citizens: obey and respect the
the care of belongings and community, promote respect
law, feed and care for others,
property, community rules for public property, prevent
support and assist in the
about the use of property such disruption to society, maintain
education of children, respect
as recreation areas productivity, protect society's
and care for environment,
Who makes the rules and resources, ownership of land,
create stable family life
laws? environmental protection,
enforce customs, regulations - leaders: obey and respect
· family: parents and elders, the law, ensure members
community level councillors, Who makes the rules and
of the community abide by
local level government, laws?
the laws, solve problems in
members of national · parliament and legislators the community, support
government Who enforces the rules and members of the community
Consequences of upholding laws? in their beliefs such as their
or breaking the rules or laws · police, army, judiciary, family, spiritual life, provide
· rewards or punishment community elders and counselling, act as good
councillors, local role model
Values underpinning rules
government, citizens Recommended processes
and laws
Consequences of and skills
· respect for others, their
upholding or breaking the · demonstrate how to support
property, authority, the
rules or laws the community to uphold
environment, rights of citizens,
sharing of resources, peace, · rewards such as a safe rules and laws
fairness, justice environment, freedom of · solve problems in an
movement, punishment acceptable way
and skills Values underpinning rules · describe the rights and
and laws responsibilities of various
· investigate and analyse
different rules and laws their
· include promoting healthy groups in the community
living, sharing, helping others,
relevance and importance Suggested activities
Christian values, socialising,
· explain how rules and laws working together, safety of · discuss and define
affect community living community, preserving differences between rights
Suggested activities traditions and customs and responsibilities
· identify which rules or laws Recommended processes - discuss a list of rights and
they have come into contact and skills responsibilities such as
with during the day voting in an election,
· identifying different rules and
travelling freely from place
· given a list of rules and laws laws
to place, registering a car,
have students identify which · describing the purpose of practising religion of
are rules and which are laws rules and laws choice, looking after
· invite a speaker to talk about · demonstrating skills in children, going to school
the value of different rules upholding rules and laws.
- identify what are rights and
and laws Suggested activities what are responsibilities
· investigate the consequences · analyse school rules and and which may be both
if certain laws and rules were suggest changes or new · discuss and describe how
added or taken away ones individuals can support rules
· design or redesign own set - identify purpose of a set of and laws of their society
of rules and laws rules or laws · explain the advantages and
- suggest ways the disadvantages of observing or
community can promote not observing rules and laws
laws and rules
54
Respecting 6.5.5 Describe community 7.5.5 Explain what could 8.5.5 Debate the importance
rights and standards of behaviour that happen if the rights and and value of the right of all
freedoms support rights and freedoms freedom of people are people to freedom of
violated or abused expression, movement and
lifestyle
Common standards of Effects of rights and Rights E
behaviour freedoms being violated or · include freedom of
· include respecting each abused expression and speech,
others, loving and caring for · include disrespect of right to vote for leaders,
individuals, groups and individuals, disorder in the freedom of movement and
community, being honest and community, corruption, fear assembly, freedom from
trustworthy, being peaceful, of violence in the community, discrimination, freedom of
being fair to all, being an undermining of the justice choice of lifestyle, right to
active contributor by system, lack of trust in the access education, health
participating in community leaders and welfare services
activities, raising awareness
of the rights of people Behaviour that promotes Importance and value of
unity rights
Recommended processes · upholding and respecting people:
and skills laws · express ideas and opinions
· identify and describe · peaceful behaviour freely using different media
standards of behaviour for · choose their leaders
family, clan, school and · negotiating solutions to
community problems · go anywhere, anytime they
· conflict resolution want
· describe rights and
responsibilities of individuals · respect for others' views · live and work in places of
their choice
· create awareness for better
Recommended processes · have access to education
standards of behaviour
and skills and health services
Suggested activities · recognise and list rights of · express their sexuality freely
· conduct a survey and individuals · speak languages of their
identify family, clan and tribal · describe influences that own interest
standards of behaviour that encourage or discourage
recognise the rights of people to uphold rights Recommended processes
individuals and groups · demonstrate behaviour that and skills
· discuss and list these promotes unity · research and identify rights
standards of behaviour from of different groups
the most upheld to the least Suggested activities · demonstrate ways to
upheld · discuss and identify different promote the rights of
· write an essay to suggest rights of individuals: list the individuals
how standards of behaviour standards of behaviour that
in the community can be relate to those rights Suggested activities
improved · describe the influences · research from various
people encounter that cause sources rights of different
them to abuse others’ rights groups in PNG
in the community - select one of the rights listed
· write a letter to a friend to and write a short report on
explain the consequences of the importance of it and why
being denied others’ rights you value it personally
· give honest opinions on how - suggest ways to promote
they feel about unity in the standards of behaviour to
community and suggest promote that particular right
behaviour or activities
people may do to promote
unity
55
U Units of work
What is a unit of work?

A unit of work provides information on the knowledge, processes, skills and
attitudes developed for a specific time frame. Planning an appropriate,
effective and efficient unit of work with an Outcomes focus should first
involve teachers in identifying the Outcomes to be covered. Then a set of
sequenced teaching and learning activities are developed, based on the
Outcomes identified. The unit of work also incorporates the teaching and
learning strategies and types of assessment to be used to demonstrate the
achievement of Outcomes. A suggested structure for planning a unit of work
has been provided, that identifies the requirements of the Syllabus and the
Outcomes. Units of work can be based on Outcomes:
• within or across Strands in a grade,

• across subjects in a grade,
• across grades.
Components of a unit of work

There are many ways to plan a unit of work which teachers can adopt or
adapt to best suit the students’ needs and interests. A sample below
illustrates one of the ways which could be used and this model of a unit of
work consists of the following components:
• grade and Strands,
• unit title and its purpose,
• the Outcomes to which the unit will contribute,
• unit content and context,
• teaching and learning activities,
• assessment tasks and criteria,
• resources and equipment required,
• links to other subjects, where necessary,
• unit time frame.
Steps for developing units of work

1. Identify the Outcomes from the Strands. For an integrated unit of work,
group the Outcomes that link or have a common meaning.
2. Select a title and develop the purpose of the unit of work.
3. Identify appropriate content and context.
4. Identify and develop possible teaching and learning activities. Use the
indicators in the Syllabus and the elaborations in the Teachers Guide to
help you. Sequence these activities using the teaching and learning
approaches described in this document. For example, use the Personal
Development process skills: gather information, analyse information and
take action.
56
5. Develop assessment tasks and criteria.

6. Identify and list the resources and equipment required for the unit of work. U
7. Estimate time frame for the unit of work.
8. Program according to the unit of work.
Modelling the process of developing a unit of work using

an integrated approach
The model below shows samples for each step in the planning process
described above.
Step 1
Identify the Outcomes by organising Outcomes that link naturally together,
through some common understanding. The sample below illustrates the
final product of ‘process of linking Outcomes’ after all the steps have been
followed.
6.1.1 Outline what it means to

be a positive member of a
family, clan or community
6.3.1 Describe the customs, rituals 6.1.5 Describe changing roles

and traditions associated with local and responsibilities in families
cultural groups and consider how as they grow
Our groups and
community life
their influence on us
6.5.1 Identify groups to which 6.1.4 Demonstrate sharing and

they belong such as family, cooperative skills
friends and tribes
Step 2
Title of unit of work: Our groups and their influence on us
Purpose: Students recognise the groups to which they belong, how they
influence members of a group and how the different groups influence their
lives. They think critically and make informed decisions about how to
contribute positively to the groups to which they belong or will belong, to
promote positive and healthy living.
Step 3
Identify appropriate content and context.
Nature of unit of work: a series of connected lessons
Students' interests: use own observations, experiences, own talents and
visions
Students' needs: to be prepared in the context of real community living after
Grade 8
57
Step 4
U Identify and develop possible student activities. Use the indicators in the
Syllabus and elaborations in the Teachers Guide to help you.
Sequence activities according to the teaching and learning strategies

described in the teaching and learning strategies section of this Teachers
Guide. Use the indicators and elaboration of Outcomes, to create suitable
student activities. Add any further indicators needed to help students achieve
the Outcomes.
Sample Indicators
In groups or pairs discuss and list groups to which they belong such as
family, school, and community.
Discuss and describe their own customs and traditions and compare them
with others.
List roles of each member of the family.

List the expected roles and responsibilities in their different groups.
Identify behaviour that affects relationships, such as not sharing or

uncooperative behaviour.
Sequence the activities using the Personal Development process approach:

gather information, analyse information, take action.
PROCESS SKILLS STUDENT ACTIVITIES
GATHERING Indicators
INFORMATION List groups to which they belong, such as family, school, and community.
Activities
Brainstorm with students the meaning of the word ‘group’ and list on a board the
different groups they belong to such as family, class, team, and clan.
Ask students to describe their place in the different groups, such as daughter, son,
sister, member of a team or youngest in the class.
ANALYSING Indicators
INFORMATION Discuss their own customs and traditions and compare them with others.
Activities
Students share with the class the customs and traditions of their family and their clan,
such as special celebrations, traditions, dress and songs.
Ask the class to identify similarities and differences between these customs and
traditions.
Indicators
List roles of each member of the family. List the expected roles and responsibilities in
their different groups.
Activities
Brainstorm with the class the different members of their families. Make a list on the
blackboard of family members and ask the students to suggest the roles and
responsibilities attached to those members.
Discuss with the class similarities and differences in the roles and why they are the
same or different.
58
U
PROCESS SKILLS STUDENT ACTIVITIES
ACTION TAKEN Indicator

Identify behaviour that affects relationships, such as not sharing or uncooperative behaviour.
Activities
Students write down the behaviour of others that makes them feel happy or good and that which
makes them feel unhappy or sad or angry.
Ask students to describe how such behaviour affects their friendships with others.
Discuss with the class a plan of how to improve their sharing and cooperative skills such as
listening to their friends or sharing their lunch with a friend.
Step 5
Identify and develop appropriate assessment tasks and assessment criteria.
For this unit of work, there are only two assessment tasks.
A set of criteria will be used to assess the performance of the students.

Points to look for:
• list of skills that the student will do to improve relationships,

• list of attitudes that students will apply to improve relationships,
• indication of the type of relationship expected if the skills and attitudes
are applied or not applied.
This table expands on the one above by adding assessment tasks and
criteria.
PROCESS SKILLS STUDENT ACTIVITIES ASSESSMENT TYPE
GATHERING Indicators
INFORMATION List groups to which they belong, such as family, school,
and community.
Activities Assessment task
Brainstorm with students the meaning of the word ‘group’, Students make a personal record
and list on a board the different groups they belong to of different groups to which they
such as family, class, team, and clan. belong and their place in each
group.
Ask students to describe their place in the different groups, Assessment criteria
such as daughter, son, sister, member of a team or youngest in The student accurately lists all
the class. groups to which they belong and
their place in each group.
INFORMATION Discuss their own customs and traditions and compare them
with others.
Activities
Students share with the class the customs and traditions of
their family and their clan, such as special celebrations,
traditions, dress and songs.
Ask the class to identify similarities and differences between
these customs and traditions.
59
U
PROCESS SKILLS STUDENT ACTIVITIES ASSESSMENT TYPE
INFORMATION List roles of each member of the family. List the expected
roles and responsibilities in their different groups.
Activities
Brainstorm with the class the different members of their
families. Make a list on the blackboard of the family members
and ask students to suggest the roles and responsibilities
attached to those members.
Discuss with the class similarities and differences in the roles
and why they are the same or different.
ACTION TAKEN Indicator Assessment task

Identify behaviour that affects relationships, such as not Write an essay outlining their
sharing or uncooperative behaviour. plan to improve their sharing
and cooperative skills and
Activities
describe how this affects their
Students write down the behaviour of others that makes them
relationships with friends.
feel happy or good and that which makes them feel unhappy
or sad or angry.
Assessment Criteria
Ask students to describe how these behaviour affects their The student describes 2 or 3
friendships with others. kinds of behaviour they can
practise to demonstrate sharing
Discuss with the class a plan of how to improve their sharing and cooperative skills.
and cooperative skills such as listening to their friends or
sharing their lunch with a friend.
Step 6
Identify and list the resources and equipment required for the unit of work.
The following resources will be needed for this unit of work: photos or
pictures of groups of people, resource books for students’ reading.
Step 7
Allocate or estimate the timeframe required to teach that unit of work, such
as 2 weeks or 3 weeks.
This unit of work, for example, would probably take two weeks for students
to complete all activities. During that time, some students will achieve the
Outcomes identified while other students may only achieve parts of the
Outcome.
Step 8
Program according to unit of work.
Refer to the programming section in this Teachers Guide.
60
Sample 1: A complete plan of unit of work with the

steps above U
Title of unit of work: Our groups and their influence on
6.5.1 Identify groups to which

they belong such as family,
friends and tribes
6.3.1 Describe the customs, rituals 6.1.4 Demonstrate sharing and

and traditions associated with local cooperative skills
cultural groups and consider how
community life The groups and
their influence on us
6.1.1 Outline what it means to 6.1.5 Describe changing roles

be a positive member of a and responsibilities in families
family, clan or community as they grow
61
Purpose of the unit of work

U Students recognise the groups to which they belong, how they influence
members of a group and how the different groups influence their lives. They
think critically and make informed decisions about how to contribute
positively to the groups to which they belong or will belong, to promote
positive and healthy living.
PROCESS STUDENT ACTIVITIES ASSESSMENT TYPE NUMBER OF

SKILLS LESSONS
ESTIMATED
TIME
GATHERING Indicators 2 x 40-minute
INFORMATION List groups to which they belong, lessons for
such as family, school, and activities
community.
2 x 40-minute
Activities lessons for
- Brainstorm with students the Assessment task assessment task
meaning of the word ‘group’, Students make a personal record of
and list on a board the different different groups to which they belong
groups they belong to such as and their place in each group.
family, class, team, and clan.
- Ask students to describe their Assessment criteria
place in the different groups, The student accurately lists all groups to Subtotal 4 x 40-
such as daughter, son, sister, which they belong and their place in minute lessons =
member of a team or youngest each group. 160 minutes
in the class.
ANALYSING Indicators 5 x 40-minute

INFORMATION Discuss their own customs and lessons for
traditions and compare them with activities
others.
Activities
Students share with the class the
customs and traditions of their
family and their clan, such as
special celebrations, traditions,
dress and songs.
Ask the class to identify
similarities and differences
between these customs and
traditions.
Indicators
List roles of each member of the
family.
List the expected roles and
responsibilities in their different
groups.
Activities
- Brainstorm with the class the
different members of their
families.
- Make a list on the blackboard
of family members and ask
students to suggest the roles
and responsibilities attached to
those members.
- Discuss with the class Subtotal 5x40-
similarities and differences in minute lessons =
the roles and why they are the 200 minutes
same or different.
62

SKILLS LESSONS
ESTIMATED TIME
ACTION Indicator
TAKEN Identify behaviour that affects 2 x 40-minute
relationships, such as not sharing or lessons for activities
uncooperative behaviour
Activities
- Students write down the behaviour Assessment task 1 x 40-minute
of others that makes them feel Write an essay outlining their plan to lesson for
happy or good and that which improve their sharing and assessment task
makes them feel unhappy or sad cooperative skills and describe how
or angry, this affects their relationships with
- Ask students to describe how friends.
behaviour affects their friendships Assessment Criteria
with others. The student describes 2 or 3 types of
behaviour they can practise to
- Discuss with the class a plan of demonstrate sharing and Subtotal 3 x 40-
how to improve their sharing and cooperative skills. minute lesson =
cooperative skills such as listening 120 minutes
to their friends or sharing their
lunch with a friend.
Total Time =12 x 40 –

minute lessons = 480
min
Layout for a unit of work
GRADE: ________________STRAND: _____________________SUBSTRAND: __________________
LEARNING OUTCOMES: _______________________________________________________________
TITLE OF THE UNIT OF WORK: _________________________________________________________
PURPOSE OF THE UNIT OF WORK: _____________________________________________________

SKILLS LESSONS AND
ESTIMATED TIME
GATHERING
INFORMATION
ANALYSING
INFORMATION
ACTION TAKEN
RESOURCES: _______________________________________________________________________
SUGGESTED LINKS WITH OTHER SUBJECTS OR OTHER STRANDS WITHIN PERSONAL DEVELOPMENT
TOTAL ESTIMATED TIME FRAME FOR THE UNIT OF WORK: _________________________________
63
Sample 2: Integrated unit of work across subjects
Steps for developing an integrated unit of work

1. Study the content overview from the Syllabus that shows the Strands and
the Substrands.
2. Identify at least 2 to 4 Outcomes that link naturally together. Brainstorm
possible themes, issues or topics from the Outcomes and identify a
relevant theme, issue or topic from this list to name the unit of work.
3. State the purpose for the unit of work.
4. Identify the unit content: knowledge, skills and attitudes that you want
students to demonstrate. Use the Outcomes and indicators in the
Syllabus and elaborations in the Teachers Guide to help.
5. Develop and sequence teaching and learning activities, identify the
strategies and list relevant resources to be used.
6. Develop an assessment plan with assessment tasks, criteria and
recording methods.
7. Estimate the time frame required to complete the unit of work.
8. Develop a weekly program for the unit of work.
Modelling the process of developing a unit of work using

an integrated approach across subjects
Step 1
Study the content overview from the Syllabus that shows the Strands and
the Substrands. Use the content overview from the selected Strands in the
Syllabuses for Arts, page 9, Personal Development, page 9 and Science,
page 8.
Step 2
Identify the learning Outcomes.
Group 2 to 4 Outcomes that link naturally together. Brainstorm possible
themes, issues or topics from the Outcomes and identify a relevant theme,
issue or topic from this list to name the unit of work. The diagram below
illustrates this step.
Arts Strand: Dance and drama

Outcome: 6.2.2: Create dance
or drama in traditional styles
Science Personal Development

Strand: Science in the Home Strand: Our Culture, Lifestyle
Outcome: 6.3.2: Conduct practical and Values Outcome: 6.3.1:
investigations into the nature of Describe the customs, rituals
Theme:
mixtures and communicate findings and traditions associated with
Traditional Dance
in a scientific way using available local cultural groups and
resources consider how they influence
family and community life
Step 3
State the purpose for the unit of work. In this unit of work, students will
demonstrate their understanding of the different cultural and traditional
activities involved in preparations for a traditional dance.
64
Step 4
Identify the unit content: knowledge, skills and attitudes that you want U
students to demonstrate. Use the Outcomes and Indicators in the Syllabus
and Elaborations of Outcomes in the Teachers Guide to help you.
The table below shows the knowledge, skills and attitudes to be

demonstrated by students through various teaching and learning activities.
Subject Knowledge Skills Attitudes
Arts Traditional stories, dances, Create dances using Appreciation of traditional

arts traditional rhythms, patterns dance and drama from
and movements different cultures
Science Types of mixtures, solutions Identify and collect common Value and appreciate the
and suspension mixtures importance of local resources
Separating substances Experiment with the types of
mixtures
Apply traditional and modern
paints and dyes
Personal Cultures of local groups, Describe ways different Show pride and preserve
Development including customs, beliefs and people practice certain valuable cultural traditions
traditions customs and state the and customs
Cultural symbols influences on their lifestyle
Suggest how to preserve
cultural practices and beliefs
that may be appropriate
Step 5
Develop and sequence teaching and learning activities, identify teaching and
learning strategies and the resources to be used. Use the Outcomes and
indicators from the syllabuses and elaborations of Outcomes from the
Teachers Guides to develop student activities as described on the following
pages.
65
U The table below could be used to show this information. This is a sample
only and teachers can select from the lists shown in each column or select
their own activities, strategies and resources.
Sequenced teaching and learning activities Teaching and Resources
learning strategies needed
1. What is a traditional dance Check Personal Traditional costumes

· Use the theme of ‘traditional dance’ to generate discussions to Development, such as: grass
describe all things associated with traditional dance. Science and Arts skirts and tapa
teaching and cloth
· Students will develop a concept map to gather information about what
learning processes
traditional dance is. Traditional paints,
and strategies that
· Discuss the importance of traditional dance as part of celebrations in dyes made from
are applicable to
Papua New Guinea that celebrate values, beliefs, symbols and clay, mud, coconut
these sequenced
meanings. oil, ash, lime and
teaching and
herbs
2. Different cultural dancing groups learning activities.
Use cultural groups
· Invite community groups or individuals to demonstrate traditional For example you
or persons as a
could use the
dances. resource
Personal
· Plan a trip to the community to observe traditional dances of cultural singing group
Development
groups and collect information. dancing group
inquiry based
community group:
3. Importance of dances approach and the
Kundu drums
· Discuss the importance of dances from different groups. For example, Science 5 Es
Coconut husks and
discuss the story the dance tells, the characters in the story, the approach
shell
costumes, the decorations associated with the dance and music and Wooden mask
other related elements. Ribbons and laces
· Discuss with students the characteristics of the animals and other Shells
characters in the dance or story such as the physical appearance of Whistle
the animals: their size, shape, colour and surface patterns; whether Garamut
they are dangerous, fierce or friendly; how to protect and care for them
and how to avoid danger
· Discuss the celebrations and rituals associated with objects, what the
celebrations are about, what happens at events and how they could be
different or the same in different communities.
· Through questioning, discuss what many ceremonies have in common,
such as costumes, decorations, music and dance.
4. Create dances
· Students will create a dance of their own; list the steps involved in
creating a dance. They record the information or their thoughts in
workbooks, or as a poster, through narrative writing, poems, songs and
drawings. Brainstorm or discuss what the story of their dance will be
about. Examples could include an animal, bird, fish, person or natural
happenings.
· They can then create a beat or rhythm to the steps by clapping, playing
a drumbeat, banging coconut shells or singing.
· Discuss the decorations that would be appropriate for each of the
characters in the dance such as body paint, hands, feet and face-
painting.
· They then will need time to refine the steps and movements, actions
and steps that represent their character and their part in the story and
put together the complete sequence.
· Evaluate and make changes to any ideas and actions that need to be
improved.
5. Preparing resources
· Collect resources that have been identified in previous activities.
· Create a design that represents their animal or character and that
illustrates the colours, patterns and movements of the animals.
· Mix paints, cut figures, make masks, headdresses, grass skirts, paint,
kundu drums.
· Incorporate in the dance original objects brought to school or ask
parents and community to lend decorations.
· Evaluate and make changes to any resources that need to be
improved.
66
U
Sequenced teaching and learning activities Teaching and Resources
learning strategies needed
6. Perform dances
· Each group will practise, sequence and rehearse dance steps that
illustrate the movements of the chosen characters.
· Students will take part in a full dress rehearsal, and make adjustments
to their dance or to the costumes and decorations in preparation for the
full performance before an audience such as classmates, parents or
community.
· Decide how long the dance will take. For example, each group could
plan on a performance that lasts for 5 to 7 minutes.
· Students can decide how they want to assess each group’s
performances.
· Evaluate their own and others performances and make suggestions for
improvements.
Step 6
Develop an Assessment Plan with assessment tasks, criteria, and recording
methods. Teachers can choose from the student activities created to develop
assessment tasks. For instance, for this unit of work, there will be two
assessment tasks, one based on student activity 5 and another assessment
task based on student activity 6. Teachers can choose to do more or other
activities than are suggested.
Assessment tasks
1. Students record an outline of the processes they have used in developing
the costumes and decorations used in the performance of the dance.
2. Students demonstrate skills in performing dance steps showing
coordination of movement, timing, body control and use of personal and
group space.
Assessment Criteria
Teachers develop statements that will be used to judge the quality of student
performance based on the Outcomes they will achieve.
For example
Assessment task 1: The students will record an outline of the processes they
have used in developing costumes and decorations used in the performance
of the dance.
Assessment criteria:
A Sequence the process of how the costume is made, describing each step
B Make the costume with selected designs, mix different paints and paint
the costume
C Completed product: appropriately decorated and neat and durable
67
Recording
U Recording Method:
Checklist
Recording key:
1 Needs assistance
2 Mastered the skills
Recording sheet
Student Criteria Comments

A B C
Andrea 2 1 1 This student was able to sequence the processes correctly but needs
assistance in designing, making and completing the costume.
Arthur 2 2 2
Moa 1 2 2
Step 7
Estimate the time frame to complete the unit of work.
It will take appropriately 3 to 4 weeks to complete this unit of work.
Step 8
Develop a weekly program for the unit of work. Use the information from the
integrated unit of work steps 2 to 7 above to complete your weekly program
for your unit of work as shown in the sample below.
Sample of a weekly programme

Day Outcome Specificactivity Teaching and Assessment Assessment Resources Estimated
(Refer to the learning task method time
table in step 5) strategies
Mon Refer to Use the Group Not Have a 45 minutes
Outcomes theme discussion to applicable sample of a
in step 2 ‘traditional create a concept
dance’ to concept map map
generate on traditional Big charts
discussions dance. A3 paper
to describe
all activities
associated
with
traditional
dance
Tue
Wed
Complete the rest of the week
Thur
Fri
68
Resources
This list of materials can be used by teachers to assist or support them to
implement the Syllabus.
• Issues Book by John Foster Issues 1–5

• Pikinini Sports Handbook
• Sexual and Reproductive Health Book
• Grade 1–6 Physical Education Syllabus
• Physical Education Grade 7–8 Syllabus (1989)
• Grade 6 Health Syllabus
• Grade 6 Health Teachers Guide
• Grade 6 Health student textbooks
• Use any existing resource materials that can support the implementation
of Personal Development
69
Glossary
Assertiveness a skill where a person is able to stand up for their own rights without putting
down the person they are communicating with. For example, an assertive
person can state feelings, ask a favour, deal with criticisms and disagree in a
positive way
Aggressive behaviour a type of behaviour where someone wants to be right or win at all costs.
Aggressive people never consider the rights or feelings of others in the group.
Aggressive people use criticisms, threats, put-downs, rumours or shouting down
other people to get what they want
Adulthood a stage in life when a person is physically mature and more in control of his or
her life, being responsible for their own choices and actions. They should be in
a position to set their own goals and works towards achieving their goals
Adolescence period of life after puberty when a child goes through the physical, emotional
and social changes to become an adult
Abusive using unkind, cruel or rude language or actions
AIDS Acquired Immune Deficiency Syndrome, a group of diseases that can occur
after a virus, the Human Immunodeficiency Virus (HIV) enters a person’s body.
There is currently no cure for AIDS
Addiction a dependence on something such as marijuana, alcohol, tobacco or some other

drugs
Accountability to be liable, responsible and answerable to anything that belongs to a group of

people or a community
Blended family formed when an adult with children forms a family with another adult with
children
Beliefs a way of life based on certain values and attitudes from a particular culture or
cultural group
Bullying maltreatment or harassment or abuse of power and position
Cancer a disease caused by the multiplication of an abnormal cell. The cells continue to
multiply, forming a ball of cells called a tumour that grows rapidly, invading and
damaging vital organs
Customs an established way of living which is typical for a particular group of people, for
example, bride price or feast
Ceremony a formal celebration that is always performed in the same way such as a
wedding
Conception the point at which the nucleus of a sperm joins with the ovum
Counselling giving people advice as part of your job. For example, a school counsellor gives
advice to students who need it
Culture all the ways of believing and acting associated with a certain group of people
including customs, ideas, beliefs, values and tools
70
Diet the food a person regularly eats. Can also mean to select or limit food to
improve health or loose weight
Disability when normal human activity is affected by the loss of a body part or body
function
Discrimination treating a person differently because they belong to another group
Domestic violence violence that occurs within families: for example, mother against father, parent
against children or adult children against younger children
Drugs a drug is any chemical substances that changes the physical, mental or
emotional state of the body
Depression is a mental state in which the person feels extremely unhappy and has no
enthusiasm for anything
Extended family a large family group that includes children, parents, grandparents, aunts,
uncles, cousins and other relatives.
Gastroenteritis a sickness of the stomach and intestines. It is usually due to infection by viruses
or bacteria or to food poisoning and toxins. It causes vomiting and diarrhoea.
Gambling the act or habit of betting money, for example, in card games, horse-racing or
poker machines
Humiliation the feeling of embarrassment by having lost your pride and seem to be helpless
and stupid
Harassment actions that are unwelcome and intended to trouble or annoy someone, for
example, repeated attacks on them or attempts to cause them problems
Human Immune Human Immunodeficiency Virus, a virus that can be passed from an infected
Virus (HIV) person to another person by sexual intercourse, by sharing drug-injecting
equipment: needles or syringes, or by an HIV-positive mother infecting her born
or unborn baby
Interact an action between two or more people that affect each other
Immune system the parts of the body which help to fight infection to keep us healthy, such as
antibodies and white blood cells
Immunisation a way of preventing sickness by giving a person an injection. Most

immunisations are given to children, so parents must take their children to the
clinic to get them immunised. Immunisations are recorded in a little book which
parents should keep in a safe place so that they know which sicknesses their
children are protected against
Locomotor skills skills required to move the body from one spot to another, such as hopping,
jumping, walking or running
Locomotor a combination of locomotor skills such as galloping, rolling, starting and

stopping
Leisure a time free of work or duty when we can choose to do things for fun, enjoyment
and relaxation
Marijuana a drug made up of dried leaves, flowers and stems of a cannabis plant. It is
illegal to take or sell
71
Menarche the time at which the period begins in a girl. Menarche may occur at any time
between the ages of 10 and 18
Metabolism all the changes that take place in the cells of a living organism that enable it to
grow and function. Metabolism involves the breaking down of some substances
and the building up of other substances
Motor skills skills of movement that depend on physical ability and thinking ability
Motor skill learning reorganisation of basic movement skills resulting in a permanent change in
large muscle group behaviour, this change being brought about as a result of
practice
Non-locomotor movements performed by parts of a body while the other parts are stationary
such as bending, twisting, stretching, turning or hanging
Nuclear family a family consisting only of parents and their children, not including aunts,
uncles, cousins and other family members
National identity the pride, respect and love that we have for our country that we show through
our actions to other countries
Ovulation a scientific term when an adult female produces eggs, ‘ova’ from the ovary
Passive smoking when someone breathes in smoke from another person’s smoking
Polygamous a custom in some societies where men are allowed to be married to more than
one person
Polyandry a custom in some societies where a woman can be married to more than one
man
Prejudice meaning prejudgement is the formation of an opinion or feeling without sufficient

knowledge, thought or reason
Puberty time of rapid physical growth and development particularly of the reproductive
system prior to adolescence
Pubic hair short, curly hair around sexual organs which grows during puberty
Physiological changes due to the way a person’s body functions
Promiscuity an act where a person has many sexual partners
Rituals one or more ceremonies or customary acts which are always done in the same
way, for example initiation and mass procession
Social pressure the pressure from events and customs happening around you, the way people
relate to each other and the impact this has on your situations and behaviour
Self esteem if you have a positive self-esteem, you feel that you are a worthwhile person,
and for that reason you behave confidently
Sexuality a person’s ability to experience sexual feelings
Sculling moving a boat through water using a scull a small oar which is held by one
person
72
Single parent family a family made up of only a father or a mother and children, for example a single
mother with her children on their own
Sexual responsibility our responsibility in responding to or reacting to matters concerning sex
Sexual Transmitted any venereal disease that is transmitted through sexual intercourse. Most are
Illnesses or caused by bacteria and can be cured by antibiotics if the person gets treatment
Diseases early enough, for example gonorrhoea and syphilis
(STI) or (STD)
Submissive a behaviour where a person avoids situations or makes decisions by pretending

that a difficult situation does not matter. They follow other peoples’ decisions
about an issue instead of talking control of it
Siblings siblings are brothers and sisters
Spouse someone’s spouse is the person they are married to
Stereotype expecting people to behave in a certain way because they belong to a particular
group. An example of a stereotypical statement would be: ‘All Tolai men are
expected to carry a basket’
Transparency a statement or situation that is easily understood or recognised by all
Traits a trait is a special feature of a person. Cultural traits are learned while physical
traits are inherited. People look and act differently because of their different
traits
Traditions a custom or belief that people in a particular group or society have practised or
held for a long time
Taboos a social custom that certain words, subjects or actions must be avoided
because people think they are embarrassing or offensive
Tolerance the quality of allowing other people to have their own attitude or belief or to
behave in a particular way, even if you do not agree with it or approve
Values values are the ideas, beliefs and ways of acting that are important to people.
You learn some values from your culture or the groups you are part of
Vandalism is the deliberate destruction of something useful or beautiful, especially public

property, for example graffiti
Voice box breaks a stage when male voices sound deeper and more masculine
73
Appendix Time allocations for upper primary

subjects
In Upper Primary the subjects to be taught and their time allocations per
week are:
Arts 180 minutes

Language 180 minutes
Making a Living 360 minutes
Personal Development 240 minutes
Social Science 180 minutes
Science 180 minutes
Mathematics 180 minutes
All subjects are core subjects and must be allocated the required number of
minutes per week. Each subject is equally important for Integral Human
Development. Making a Living and Personal Development have more time
allocated because of their practical orientation.
All subjects can be externally assessed (National Assessment and Reporting

Policy, 2003).
74

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Personal Development

Papua New Guinea

Issued free to schools by the Department of Education

Published in 2003 by the Department of Education, Papua New Guinea

All rights reserved. No part of this publication may be reproduced, stored in a

Western Highlands: Rabiamul, Tarangau, Hagen, Kagamuga, Holy Trinity, Banz

East New Britain: Keravat, Malaguna, Napapar, Vunadidir, Tanaka, Vunairoto

Individuals and Non-Government Organisations

Key features ...................................................................................... 3

Teaching and learning strategies ...................................................... 5

Elaboration of outcomes ................................................................... 25

Units of work ..................................................................................... 56

Appendix (Time allocations) .............................................................. 74

A set of inservice units have been written to support the implementation of

These units are:

• self-instructional, so you can access them according to your needs when

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

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

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

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

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

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

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

• applicable across Upper Primary Syllabuses.

These units integrate principles contained in the National Curriculum

These units can be used in conjunction with this Teachers Guide.

Purpose of the Personal Development

How to use the Teachers Guide

• read each guide carefully,

Nature of Personal Development

Links with different levels

PERSONAL Elementary Lower Upper Lower Upper

Links with other subjects

The unique aspects of Personal Development

Approaches and processes

• Personal Development process skills,

School, home and community support

Catering for diversity

Teaching and learning strategies

While working towards their goals, students develop communication skills to

In order to enhance effective and efficient learning for students, Personal

Approach 1: Personal Development process approach

Analysis and processing

Planning and action

Evaluation and reflection

Student Gathering Analysing Taking Evaluation

Approach 2: Inquiry-based approach

Phase 2: Planning interpreting, analysing and reviewing information

Making decisions and setting goals

Personal behaviour relates to the health and wellbeing of others. Refer to

Deciding on an action plan

Understanding Planning Acting Reflecting

Approach 3: Three-step approach: orienting, enhancing,

Student Orientate Enhance Synthesise

Teaching and learning tools to support the strategies and

Discussion Discussion offers opportunities for: • brainstorming

• of sufficient duration to allow of skill

Values exploration Values exploration is a reflective and sharing • moral dilemmas

Teaching tool How to apply it Samples

Directed learning In directed learning, the teacher makes all • drills

• setting a specific task, • movement problems

• Feedback is provided to the individual learner and teacher on students'

Upper Primary statement about assessment