Curriculum Guides STD 4

REPUBLIC OF TRINIDAD AND TOBAGO
MINISTRY OF EDUCATION
PRIMARY SCHOOL CURRICULUM
CURRICULUM GUIDES
STANDARD 4
Curriculum Planning and Development Division

2013
© Ministry of Education
Published in 2013 by the
Curriculum Planning and Development Division
Ministry of Education
Rudranath Capildeo Learning Resource Centre
Mc Bean, Couva
Republic of Trinidad and Tobago
Printed by The Office Authority Ltd. – Trinpad Division
Table of Contents
Agricultural Science ................................................................................................................................................................................ 1
English Language Arts
................................................................................................................................................................................ 6
Mathematics ........................................................................................................................................................................................... 50
Physical Education ................................................................................................................................................................................. 93
Science .................................................................................................................................................................................................... 100
Social Studies .......................................................................................................................................................................................... 110
Spanish .................................................................................................................................................................................................... 123
Visual and Performing Arts ................................................................................................................................................................. 129
Values, Character and Citizenship Education ..................................................................................................................................... 141
Primary School Curriculum
Agricultural Science
Standard 4
Rationale
WHAT IS AGRICULTURAL SCIENCE?
Agricultural Science teaches the principles and practices of growing plants and rearing animals for food and other valuable products.
WHY STUDY AGRICULTURAL SCIENCE?
Agricultural Science develops students’ understanding of the natural attitude towards the environment. Furthermore, it allows students to
environment and the constantly changing cycles of nature. feel a sense of accomplishment, which boosts their confidence and
self-esteem.
The development of a love of learning is one of the major purposes of
primary education, and Agricultural Science is an ideal vehicle to The study of Agricultural Science also caters to the development of
facilitate the attainment of this goal. Students will learn to care for social and emotional intelligences, and helps to build positive
plants and animals associated with agriculture, and how and why these character traits and values such as respect, responsibility, caring and
are important to us. kindness. The programme of learning affords opportunities for
developing interpersonal skills, and includes cooperation and
This subject provides opportunities for students to develop their social, collaboration as learning outcomes.
emotional, communication and technological skills, and a caring
1
HOW IS AGRICULTURAL SCIENCE STRUCTURED?
The curriculum emphasizes food security and preservation of the Agricultural Science is structured around a number of interconnected
environment, with a focus on Good Agricultural Practices (GAP). It topics. These include:
provides the means by which our students are sensitised to the value
• Agriculture as a Business
and importance of agriculture to themselves, our communities, our
country, and the world at large. • Crop Science
The integration of Agricultural Science with other curriculum subjects • Livestock Science
provides an excellent opportunity for linking theory to practice. • The Environment
Agricultural Science contributes to student literacy and numeracy as
• People in Agriculture
well as their skills in observing, manipulating, comprehending,
recording, analysing and reporting, through enjoyable activities. The topics and practical activities described in the curriculum are
selected because they provide a coherent learning process and promote
As important as food security and our inalienable rights to food and
an understanding that places agriculture within an integrated holistic
nutrition, is a global concern about our fragile planet. The introduction
perspective of the local, regional and global community.
of environmental awareness and the development of stewardship
education becomes an important component in every child’s
Agricultural Science learning.
2
AGRICULTURAL SCIENCE: STANDARD 4
CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS

Students will:
1.1.1 Analyse the 1.2.1 Research and 1.3.1 Be advocates of 1a. Deduce ways in  Illustrate three ways of making
importance of food make the use of appropriate which food security food security a reality to
security as a pillar recommendations agricultural contributes to regional develop the region, using
of regional regarding agricultural technologies to development. selected texts (1.1.1)
development. practices that can achieve food security.
positively impact 1b. Research and  Recommend at least two
food security in our 1.3.2 Display recommend agricultural agricultural practices that will
country. teamwork when practices that positively improve food security in
conducting activities. impact food security in Trinidad and Tobago, based on
1.2.2 Propagate one’s country. observation of information
plants by seeds and 1.3.3 Demonstrate given in a variety of media
cuttings, using responsibility when 1c. Propagate plants (1.2.1)
appropriate conducting activities. using various methods
agricultural and technologies.  Propagate plants from seeds
technology. 1.3.4 Work in a safe and from cuttings, using at
manner. 1d. Share agricultural least two forms of appropriate
technologies with others agricultural technology (1.2.2)
1.3.5 Enjoy using to achieve food security.
appropriate  Encourage others to use
agricultural 1e. Display joy, technologies in agriculture to
technologies to grow teamwork, responsible achieve food security (1.3.1)
plants. conduct and safe work
habits.  Display teamwork,
responsibility, enjoyment and
safe working habits (1.3.2,
1.3.3, 1.3.4, 1.3.5)
3

Students will:
2.1.1 Understand 2.2.1 Investigate the 2.3.1 Display 2a. Outline the growing  Sequence the steps in growing
how to grow plants, growth, development teamwork when of plants, employing plants (2.1.1)
employing good and yield of plants. conducting activities. good environmental
environmental OR practices  Investigate the growth,
practices. 2.2.2 Investigate the 2.3.2 Demonstrate OR development and yield of
OR growth, development responsibility when 2b. Outline the rearing plants (2.2.1)
2.1.2 Understand and yield of one class conducting activities. of one class of farm
how to rear one of farm animals. animals, employing  Display teamwork,
class of farm 2.3.3 Work in a safe good environmental responsibility, enjoyment and
animals (for manner. practices. safe working habits (2.3.1,
example- poultry, 2.3.2, 2.3.3, 2.3.4)
rabbits), employing 2.3.4 Have positive 2c. Investigate the OR
good environmental enjoyable experiences. growth, development  Describe the steps involved in
practices. and yield of plants rearing one class of farm
2.3.5 Influence others OR animals (2.1.2)
to adopt good 2d. Investigate the
environmental growth, development  Investigate the growth,
practices. and yield of one class of development and yield of a
farm animals. farm animal (2.2.2)
2e. Communicate,  Communicate and employ
employ and persuade good environmental practices
others about good (2.1.2, 2.3.5)
environmental practices.
 Persuade others to adopt good
4

Students will:
2f. Enjoy agricultural environmental practices (2.3.5)
experiences.
3.1.1 Understand 3.2.1 Extend the shelf 3.3.1 Value the 3a. Apply agro-  Report the use of at least three
the use of agro- life of agricultural usefulness of agro- processing methods to agro-processing methods as
processing methods produce using an processing methods in extend the shelf life of they are used to extend the
to extend the shelf appropriate agro- extending shelf life. agro products. shelf life of agro products
life of agricultural processing method. (3.1.1)
produce. 3.3.2 Appreciate the 3b. Evaluate the
3.2.2 Evaluate the contribution of agro- suitability of agro-  Use an agro-processing method
agro-processing processing to food processing methods. to extend the shelf life of an
methods involved in security. agro product (3.2.1)
extending the shelf 3c. Value the usefulness
life of agricultural 3.3.3 Work in a safe of agro-processing and  Validate the usefulness of an
produce. manner. its contribution to food agro-processing method to
security. extend the shelf life of a
3.3.4 Enjoy making an product (3.2.2, 3.3.1)
agro-processed 3d. Enjoy agro-
product. processing and work in  Suggest examples of agro-
a safe manner. processed foods to collect in
times of disaster (3.3.2)
 Enjoy agro-processing
activities while working in a
safe manner (3.3.3, 3.3.4)
5
Standard 4
Rationale
The National Primary English Language Arts curriculum is intended to It is to be noted that throughout the National Primary Curriculum an
motivate students to study, use and enjoy English language and intra-disciplinary, theme-based approach has been adopted. This is
literatures written in English. Learning English includes learning the intended to facilitate students’ language and literacy development and
language, learning through the language, and learning about the is a key focus of the curriculum. Language learning is intended to be
language. Its study involves understanding the internal integration of continuous as the curriculum is enacted on any given day. Students can
the skills (listening, speaking, reading and writing) and understanding acquire language and subject content simultaneously as they engage in
language itself as a tool for learning. Language provides access to learning activities. This approach helps students connect language
learning. When students understand language they automatically across learning areas, see language in effect in real contexts and use
access the entire curriculum. language for meaningful purposes; however, the teaching of language
through content is not exclusive. Planned and explicit teaching of
As the curriculum is enacted, the cross-curricula functional use of core reading, writing and grammar skills must continue using
language is also illustrated. Students use language to master what they creative and dynamic strategies. Importantly, the curriculum is not
learn in different subjects and while doing so each subject in turn helps prescriptive with regard to the teaching of grammar. Approaches will
students to sharpen their language skills. Additionally, students learn at vary but presenting grammar in context is highly recommended.
different rates so their acquisition of language and literacy skills Students are to be guided in applying their grammar learning in their
varies. All students however, must develop mastery of the English own writing, reading and speaking. In this way, grammar becomes
language skills which is critical to their overall development. The relevant and alive in students’ consciousness and psychological
English Language Arts curriculum seeks to facilitate this resistance to its study can decline.
developmental process through a systematic, integrated, learner-
centred approach.
7
The National Primary English Language Arts curriculum is designed Among others, the teaching of ELA will:
to support students throughout the processes of acquiring, developing
and mastering requisite skills and knowledge for effective  Help students make connections between classroom learning
communication. In Trinidad and Tobago, the co-existence of two and out-of-class language use.
major linguistic systems, English Creole and Standard English, poses  Motivate students to become proactive and independent in their
specific problems for some learners. The English Language Arts learning.
curriculum explicitly recognizes the nature of this challenge and seeks  Provide the language base for the development of competence
to address it through a student-centred approach to learning which in all subject areas.
respects students’ linguistic experiences. The language children bring  Encourage students to interact comfortably and competently in
to the classroom - their first language, is a tool for building their different speech contexts.
awareness of the target language. The students’ first language becomes  Develop students’ ability to code switch between Standard
a natural support if communication breaks down when teaching English and English Creole.
Standard English; this is because both languages are supportive of  Develop students’ confidence in their linguistic heritage.
students’ overall linguistic development. Awareness of the two major
 Build self-esteem and empowerment through the development
linguistic systems, English Creole and Standard English is in-built in
of a personal voice.
the ELA programme. The teaching of grammar is central to students’
 Equip students to engage in reflection and self-awareness and
understanding of English language structures and of the grammatical
develop awareness of their world.
patterns in English Creole. Students need also to understand explicitly,
 Develop an appreciation for literature.
the nature of the relationship between English Creole and Standard
 Provide a tool for the development of imagination.
English. When this understanding occurs, students will avoid
confusing the two and the perception of ‘bad English use’ or ‘broken
English’ will be minimised. Trinidad and Tobago is a linguistically
diverse country. Consequently, understanding of both English Creole
and Standard English contributes to the development of positive
attitudes towards languages and language users. The National Primary
English Language Arts curriculum facilitates this understanding.
Development in English Language Arts is essential to students’

intellectual, social, and emotional growth.
8
ORGANIZATIONAL STRUCTURE OF THE ENGLISH LANGUAGE ARTS CURRICULUM
READING
ORAL LITERARY
COMMUNICATION APPRECIATION
MEDIA AND
INFORMATION WRITING
LITERACY
Fig. 1
9
Oral Communication
Well-developed listening and speaking skills enable students to to question what they are learning and ask for clarification to enhance
communicate their ideas, feelings and experiences effectively. As a their learning. Students must be supported to ask good questions, to
result, learners who engage in class discussions, using both Creole identify problems in thinking as they attempt to learn, and be able to
English and Standard English, are more in control of and involved in correct problems they encounter. In this way, they will be better
their own learning. Through oral communication instruction and prepared for the world they live in and for their future. Additionally,
opportunities for interaction, young learners also develop sensitivity to through the mastering of verbal and non-verbal communication skills,
and respect for others and their opinions - two qualities that make for a students will have opportunities to communicate, understand, interpret
more humane society. Students also need opportunities to engage in and evaluate information.
critical listening and thinking. This support gives them the opportunity
Reading
Reading empowers learners, boosts their self-esteem and is critical to oral English language skills as they learn to read books in Standard
successful learning at school. During the early years, oral language English. Reading materials that are culturally relevant and age-
development and reading development are tightly linked. As students appropriate will stimulate learners’ interests. Helping students connect
continue to progress, their acquisition of reading skills is what they read to their own experiences and background knowledge
complemented and supported by the development of other literacy will support and enhance their reading efforts. The intention is for all
skills of writing, speaking and listening. All students will learn to read students to become literate and be able to understand and process oral,
if systematic and explicit reading instruction is inherent within an written, electronic and multimedia texts. Consequently, the ultimate
enriching literary environment. Reading is developmental and students goals of the reading programme are: to help students become strategic
progress through the different stages at individual rates; such and critical readers, to empower them to achieve independence in
differences must be respected and catered to. Learners whose first reading and to use literacy as a tool for life-long learning.
language is English Creole may need additional support to build their
10
Literary Appreciation
Literary Appreciation cultivates the ability to make sense of, interacting with literary works. Consequently, literature is a means of
experience unconscious delight in and, appreciate and evaluate the education and enlightenment, as it broadens students’ knowledge
quality of literary works. Literature enhances students’ behaviour, bases, strengthens their thinking skills, and develops their awareness of
emotions, attitudes and social values thereby acknowledging new words and language. Literature also engenders appreciation for
differences in personalities, patterns of relationships, and philosophies. local and international culture, helps develop citizenship, builds
In appreciating literature from a variety of cultures, the learner gains patriotism, and fosters awareness of self and the environment.
pleasure and benefits from listening to, viewing, reading and
Writing
Writing is a recursive, cognitive process that can help students to make

meaning of their learning experiences. The writing programme is
carefully designed to develop students’ ability to: think and write
creatively and coherently and communicate effectively using the
accepted conventions of written language. A systematic and explicit
approach to writing across the curriculum enhances students’ abilities
to use written language for authentic purposes. Students are guided in
understanding writing as a process during which their efforts are
supported by oral and descriptive feedback. As a result, it is expected
that learners will benefit from a more stimulating learning environment
that encourages their creativity. In this curriculum, effective writing
and reading are naturally connected and are supported by the other
literacy skills of speaking and listening.
11
Media and Information Literacy
Young people today are immersed in a world of written, receive. Media and Information Literacy emphasizes the
electronic and multimedia texts and as a result, the English development of enquiry-based skills and the ability to engage
Language Arts curriculum reflects this paradigm. As both meaningfully with media and information channels in whatever
conscious and unconscious consumers and producers of media, form and technologies they appear (UNESCO, 2011).
it is essential for young learners to be multi-media literate. Consequently, the goal of Media and Information Literacy
Much of the media in our environment are aimed at selling within the ELA curriculum is to develop a literate person who
products or ideologies; therefore, students as media consumers is able to read, analyse, evaluate, and produce communications
must be taught how to critically interpret the information they in a variety of media forms
12
. GENERAL OUTCOMES FOR STANDARD FOUR
ORAL COMMUNICATION
 Demonstrate a level of mastery of listening skills, creativity and expression through experiences with a range of aural stimuli.
 Use listening and speaking as tools to construct and clarify meaning and solve problems.
 Demonstrate the ability to evaluate and assess different types of messages.
 Demonstrate an understanding of appropriate listening and speaking behaviours in a variety of contexts.
 Demonstrate an understanding of language awareness knowledge of English Creole and Standard English at levels of
phonology, morphology and syntax.
READING
 Decode words with automaticity and accuracy using a range of reliable strategies.
 Apply vocabulary knowledge in speaking, reading and writing.
 Read texts with purpose and understanding.
 Apply Reading Comprehension skills and strategies explicitly taught, to make meaning.
LITERARY APPRECIATION
 Respond with delight to literature through language and critical literacy skills.
 Gain deeper understanding of the world in general through literature.
13
WRITING
 Demonstrate knowledge of punctuation marks.

 Demonstrate knowledge of phrases to be used to enrich sentences.
 Demonstrate knowledge of the three types of sentences in their writing.
 Demonstrate knowledge of the agreement between subject and verb.
 Demonstrate the ability to create simple stories using the process approach to writing.
 Demonstrate knowledge of the process approach in expository writing.
 Demonstrate an understanding of reflective writing.
 Demonstrate knowledge of spelling rules to spell words correctly.
 Demonstrate an understanding of common prefixes and suffixes in writing.
 Understand the appropriate use of the different types of vocabulary in context.
 Develop explicit, conscious understanding of the differences between English Creole and Standard English in their writing.
MEDIA AND INFORMATION LITERACY
 Identify selected media forms and explain how they are used to create meaning. (e.g., media texts designed to reach a very
wide audience: signs, posters, billboards, movies, television, podcasts)
 Demonstrate competence in gaining messages as an independent consumer of media texts.
 Create a variety of media texts for different purposes and audiences.
(e.g., a poem, announcement, or flyer produced electronically by combining word-processed text with pictures and/or
photographs; a newspaper article that includes a photograph and headline)
 Reflect on and identify their strengths as media interpreters and creators.
14
ENGLISH LANGUAGE ARTS: STANDARD 4
Students will:
1.1.1 Know ways of 1.2.1 Use imagination, 1.3.1 Be 1. Demonstrate 1. Perform:
interacting with a range of experiences and listening appreciative, critical, level-appropriate
aural aesthetic stimuli for skills to enjoy and connect creative and listening skills and  recitals, choral
enjoyment. to aural, aesthetic expressive speaking speaking pieces, and
materials. communicators. conventions when scenarios and
1.1.2 Know skills of oral communicating. complex action
songs as personally
expression applicable to 1.2.2 Speak and perform 1.3.2 Be comfortable
interpreted, with a
level. for school audiences with to speak to and sense of rhythm and
appropriate pronunciation perform for an with the required
and enunciation. audience. articulation,
intonation and
1.2.3 Speak with attention expression [1.1.1,
1.1.2, 1.2.1, 1.2.2,
to Standard English
1.2.3, 1.2.4]
pronunciation.
 use listening
1.2.4 Articulate emotional strategies to help
and intellectual responses make meaning
to a variety of aural stimuli. during and after
listening to a
selection [2.1.1,
2.2.1].
 use the “5Ws+H”

and graphic
organizers to help
gain and express
meaning from texts
15
Students will:
[2.1.2, 2.2.2]
 answer three literal,

two inferential and
two evaluative
questions about
texts [2.1.2, 2.2.2]
 give one main idea

from audio-visual
texts and three to
five supporting
details [2.2.2]
 articulate a
summary statement
for audio-visual
texts presented
[2.2.2]
 discuss the
speaker’s intention
in conveying
messages using
facts from the piece
presented [2.2.2]
 share personal
opinions on pieces
16
Students will:
presented and give
positive attention to
the work of peers
[1.3.1, 1.3.2, 2.3.2,
2.3.3]
2.1.1 Know how to use pre- 2.2.1 Employ taught 2.3.1 Be critical and
listening, during-listening and strategies to assist in respectful listeners.
post-listening listening making meaning:
strategies. 2.3.2 Be comfortable
a) pre-listening: purpose and confident
for listening, speakers.
predicting,
expectations at end of 2.3.3 Be creative.
2.1.2 Know how to use the activity, connecting to
“5Ws+H” to gain meaning previous knowledge
from aural texts. b) during-listening: self-
questioning - if
expectations are being
met, note taking, note
making
c) post-listening: self-
question to determine
if expectations were
met, oral responses to
the aural stimuli
17
Students will:
2.2.2 Discuss the message

of aural texts by asking and
answering “5Ws+H”
questions to make
meaning:
a) Main idea and

supporting details
b) Summary statements
c) Use of facts and
opinions
d) Speaker’s
intention/purpose
3.1.1 Know how to use 3.2.1 Take notes after 3.3.1 Be 2. Demonstrate the 2. Take notes:
strategies that assist in listening. critical listeners ability to use
simultaneous listening and strategies to evaluate • relevant to the topic
analyzing activities. 3.2.2 Ask pertinent different types of given, highlighting
questions. messages received. important points
3.3.2 Be polite in
[3.1.1, 3.2.1, 3.2.3,
expressing different 3.3.1]
3.2.3 Highlight important points of view
points relevant to a given
3.1.2 Know that a message topic.
• question what is
heard, make value
should be analyzed before its judgments as it
3.3.3 Be tolerant of
acceptance. 3.2.4 Present alternative relates to self, and
points of view. form opinions
18
Students will:
others’ points of view [3.1.2, 3.2.2, 3.2.8,
3.2.5 Discuss varying 3.2.9, 3.2.10, 3.2.11,
points of view. 3.3.4]
3.3.4 Be competent
3.2.6 Identify and assess  Express point-of-
analysers of messages view with
the effects of words and
politeness. [3.2.4,
phrases in messages which 3.3.2, 3.3.3]
are used for persuasion,
facts and opinions.  discuss varying
points of view
3.2.7 Advertisements [3.2.4, 3.2.5, 3.2.7]
3.2.8 Ask questions to Identify and assess the

assess the reliability of choice and suitability of
claims or arguments made. words used for persuasion,
fact and opinion in:
3.2.9 Consider the
influence of perspective,  advertisements
motivation and medium of  debates
a message on its meaning.  presentations [3.2.6,
3.3.4]
3.2.10 Make judgments of
 analyse other
what is heard by assessing influences that
the message’s strengths make
and weaknesses. advertisements,
debates and
19
Students will:
3.2.11 Form and articulate presentations
opinions about what is appealing [3.2.9]
heard and how it is said to
approve or disprove.
4.1.1 Know appropriate 4.2.1 Follow and provide 4.3.1 Be courteous 3. Demonstrate an 3. Follow and provide:
listening and speaking relatively complex when interacting with understanding and
behaviours for a variety of directions and instructions. others. appreciation of the  more complex
contexts. Creole and Standard instructions and
4.2.2 Use appropriate 4.3.2 Be confident English. directions in
verbal and non-verbal and competent Standard English
[4.1.1, 4.2.1, 4.2.3]
language features to speakers and
4.1.2 Basic and applicable communicate effectively. performers.
 engage in
contrastive analysis of 4. Communicate conversations,
Creole and Standard English. 4.2.3 Use high-frequency orally in Standard classroom
and content-specific words 4.3.3 Be confident in English discussions and
4.1.3 Know the conditions to create and express using Standard other formal
and criteria necessary to meaning. English. situations using
code-switch between Creole Standard English
[4.2.5, 4.2.6, 4.3.1,
and Standard English. 4.2.4 Use Standard English
4.3.2, 4.3.3]
for formal speech contexts.
 speak with attention
4.2.5 Distinguish between to Standard English
Creole and Standard pronunciation
English languages based on [4.1.2, 4.1.3, 4.2.6,
phonology, morphology 4.2.7, 4.2.8, 4.3.2,
20
Students will:
and syntax. 4.3.3, 4.3.4, 4.3.5]
4.2.6 Code-switch between 4. Engage in:

Creole and Standard
English based on purpose,  conversations,
audience and topic. classroom
discussions and
See writing strand for other formal
sentence structures at this situations using
level Standard English
[4.2.5, 4.2.6, 4.3.1,
4.3.2, 4.3.3]
 speak with attention

to Standard English
pronunciation
[4.1.2, 4.1.3, 4.2.6,
4.2.7, 4.2.8, 4.3.2,
4.3.3, 4.3.4, 4.3.5]
Reading
5.1 Apply appropriate phonic 5.2.1 Read grade level texts 5.3.1 Be proficient
skills and strategies to independently. readers.
reading.
5.2.2 Read in isolation, and 5.3.2 Be proud of
in context, high-frequency their
21
Students will:
words appropriate to grade accomplishments in
level. applying phonic skills
to new contexts.
5.2.3 Use knowledge of
phonics in conjunction 5.3.3 Be cooperative
with other word-attack in assisting peers.
strategies such as
knowledge of morphemic
word families, spelling
generalizations, and letter
combinations including
double letters to decode
new words in context.
6.1 Use words which express 6.2.1 Develop a more 6.3.1 Be creative in 5. Apply vocabulary 5. Use:
deeper meaning in speaking, sophisticated vocabulary using high-frequency skills to demonstrate
reading and writing. by extending basic word words in different understanding of  reading strategies to
knowledge across content contexts. texts. activate prior
areas. knowledge in pre-
6.3.2 Be respectful of reading [6.1]
6.2.2 Determine the peers’ attempts in
 picture, word,
meaning of words used in applying vocabulary
definition, and
descriptive and factual knowledge. context clues to
language. infer meanings in
6.3.3 Be confident in context and apply in
6.2.3 Apply multi-meaning using vocabulary speaking, reading
22
Students will:
words in technical knowledge in and writing [6.1,
vocabulary in speaking, different contexts. 6.2.5]
writing and reading in
context.  apply familiar
vocabulary to gain
understanding of
6.2.4 Demonstrate the
texts and to develop
meaning of figurative a more sophisticated
language in all genres. vocabulary bank
[6.2.3, 6.2.5]
6.2.5 Interpret metaphor,
analogy, and connotative  construct sentences
language. orally and in writing
using synonyms,
antonyms, multiple-
meaning, technical
vocabulary and high
frequency words
common to this
level [6.2.1, 6.2.2,
6.2.3, 6.2.5]
 apply knowledge of
vocabulary to
answer questions
orally and in writing
and to demonstrate
the meaning of
figurative language
23
Students will:
[6.2.1, 6.2.2, 6.2.3,
6.2.4, 6.2.5]
 determine the
contextual meaning
of words and
phrases in
descriptive and
factual texts [6.2.1]
 examine and
interpret metaphor
and analogy
relationships in
texts [6.2.5]
 interpret the
connotative
meanings of
familiar and new
words contextually
[6.2.5]
 explore the meaning

of figurative
language used in
texts [6.2.4]
 verify meanings of
24
Students will:
new words using
dictionary and
thesaurus [6.1,
6.2.2]
7.1 Use critical and strategic 7.2.1 Apply a variety of 7.3.1 Be confident in 6. Demonstrate 6. Select:
reading strategies to read appropriate-level strategies reading appropriate- proficiency in using
competently. and skills to construct level texts fluently. decoding and word  appropriate phonic
meaning from text, analysis skills to skills to decode
including before, during 7.3.2 Be respectful of fluently read and multi-syllabic words
and after reading. peers’’ attempts in monitor meaning to read literary texts
[5.1, 5.2.1, 5.2.2,
reading fluently. from a variety of
5.3.1, 5.3.2, 7.2.3]
7.2.2 Read a variety of level-appropriate
informational and 7.3.3 Encourage peers texts.  select and apply
narrative/descriptive as they read a variety appropriate word
texts/genres with sufficient of texts. analysis skills to
accuracy to support unfamiliar words to
comprehension. read literary texts
[5.1, 5.2.1, 5.2.2,
5.3.1, 5.3.2, 7.2.3]
7.2.3 Monitor reading for
accuracy and sense,
 identify key words,
demonstrating that they decode target words
have the confidence to and read text
adjust their reading. accurately and
fluently [7.1, 7.2.1,
25
Students will:
7.2.2, 7.2.3]
 read with
appropriate
phrasing, intonation,
emphasis and
expression, good
volume, breath-
control, correct
pronunciation and
clear enunciation,
intonation, rhythm,
pace and prosody at
a rate appropriate
for comprehension
[7.2.2, 7.2.3]
 read common high-

frequency words
with automaticity
[5.1, 7.2.1]
 select level-
appropriate
comprehension
strategies to decode
new words in
context and adjust
reading to make and
26
Students will:
monitor meaning
[7.2.3]
 read level grade text

independently [5.1,
7.2.2]
 display a passion for

reading [7.1]
8.1.1 Apply appropriate Apply reading 8.3.1 Be critical and 7. Apply level- 7. Activate:
reading comprehension comprehension skills and creative thinkers. appropriate reading
skills and strategies strategies independently to: comprehension  prior knowledge to
explicitly taught to develop 8.3.2 Be empowered skills and strategies make text-to-self,
as strategic and critical 8.2.1 Respond to and ask to express ideas, to gain text-to-text and text-
thinkers literal and inferential thoughts and feelings. understanding from to-world
connections [8.1.1,
questions based on a given texts.
8.1.2, 8.2.6, 8.2.9]
8.1.2 Use before, during and stimulus. 8.3.3 Be confident in
after reading strategies. sharing ideas with  give the purpose of
8.2.2 Identify key words different audiences. all texts presented
when scanning texts to and discuss possible
establish relevance. 8.3.4 Be tolerant of audiences for them
differences of [8.2.3]
8.2.3 Understand that texts opinions.
have purposes and are  identify key words
when scanning texts
written for audiences.
[8.2.2]
27
Students will:
8.2.4 Identify main idea  generate questions

and supporting details from about the main
text. idea/event/message
of the text using
pictures/illustrations
8.2.5 Apply knowledge of
and other stimuli
inference and deduction to [8.2.1, 8.2.10 ]
identify cause and effect
relationships in texts.  Modify or refine
main
8.2.6 Use metacognitive idea/event/message
strategies to clarify as the story
meaning in text e.g., develops [8.2.4].
rereading, visualizing,
 State one main
thinking about the text,
idea/message with
before, during and after supporting details
reading strategies. [8.2.4].
8.2.7 Create mental images  Analyse simple

to respond to text. details from key
words and represent
8.2.8 Express preferences in graphic
organizers [8.2.2,
and support views by
8.2.11].
reference to texts.
 Apply knowledge of
8.2.9 Make text-to-self, inference and
28
Students will:
text-to-text and text-to- deduction to show
world connections between cause/effect
what they already know relationships in
texts [8.1, 8.2.5].
and the information
presented in the text.
 Infer and deduce
cause or effect
8.2.10 Generate questions given one and verify
about the text. using text [8.2.5].
8.2.11 Analyse details  Present preferred

using graphic organizers. account/event/point-
of-view in texts in a
8.2.12 Evaluate texts by variety of ways
[8.2.8].
making explicit and
inferential reference to
 Support personal
texts. views with
reference to the text
[8.2.8, 8.2.10,
8.2.12].
 Locate information
in texts using index,
glossary and
bibliography [8.1].
 Answer at least two

literal, three
29
Students will:
inferential and two
evaluative questions
orally and in writing
from texts presented
[8.2.1].
Literary Appreciation
9.1.1 Know how to apply 9.2.1 Compare a similar 9.3.1 Be appreciative 8. Demonstrate 8. Discuss and practice
critical literacy skills. theme presented in two of the author’s craft. understanding of close reading of passages
different literary texts. literary texts in the looking for:
 Point-of-view analysis of elements
 “5Ws+H” Questioning 9.2.2 Share thoughts and of stories and  key words and
for meaning of text feelings about literary texts poems. phrases
 Compare and contrast expressing point-of-view.  literary devices
 Close reading  figures of speech
9.2.3 Recreate plot  tone, style and
structures. imagery
9.1.2 Know how to use  similarities
figurative language in 9.2.4 Produce own  answers to some of
context. figurative language based our own questions
on context and content. [9.1.1].
9.3.2 Value literature.
9.1.3 Know that literary texts  Relate text-to-self,
text-to-text and text-
30
Students will:
are written by different to-world to help
people from varying 9.2.5 Make connections make meaning and
countries with diverse among different cultures understand the text
language and
cultures through literature
characters’
perspectives [9.2.5,
9.2.6 Compose own poems 9.1.3].
and stories.
 Speak about the
writer’s point-of-
view and give own
point-of-view
[9.1.1, 9.2.2].
 Draw own
conclusion and infer
meaning as they
relate to the story
[9.1.1, 9.2.5].
 Discuss plot and
analyse its
development
through selected
stories [9.2.3].
 Represent plot using
graphic organizers
[9.2.3].
 Compare a similar
theme and how the
author treats with it
31
Students will:
in two different
texts [9.1.1, 9.2.1].
 Identify figures of
speech in poems
and produce own
based on context
and content [9.1.2,
9.2.4]
 Compose own
poems and stories
[9.2.6].
 Show appreciation
for reading and of
being read to from
the various genres
of literature [9.3.1,
9.3.2].
Writing
10.1 Know the rules of 10.2 Apply the correct 9. Apply knowledge 9.
applying punctuation to punctuation marks to of writing  Use the colon, and
writing. writing: conventions quotation marks for
appropriate to the dialogue, titles and
a) Colon level. direct speech [10.1,
10.2.].
b) Quotation marks in
dialogue, titles and
 Edit capitalization
direct speech. and punctuation in
32
Students will:
own sentences using
simple class
generated checklist
[10.1, 10.2.1].
11.1 Know how to expand 11.2 Expand the basic
the basic sentence type by sentence type by adding
adding nouns, adjectives and nouns, adjectives or
adverbs (single word or adverbs (word or phrase).
phrase) to enrich sentences.
12.1.1 Know the structure of 12.2.1 Use a conjunction to 12.3 Be competent 10. Demonstrate 10.
simple and compound join two main clauses to writers pride in one’s ability  Know the structure
sentences. make a compound to work of and write simple,
sentence: (for, and, nor, independently to compound and
12.1.2 Know that a complex but, or, yet, so) compose sentences complex sentences
showing sentence
sentence is formed when you with proper
fluency and
join a main clause and a 12.2.2 Use a conjunction to grammatical organization
subordinate clause. join a main clause and structures and rich [12.1.1, 12.1.2,
subordinate clause to form vocabulary. 12.2.1.12.2.2].
12.1.3 Know how to a complex sentence:
construct a complex sentence (because, unless, when  Know the functions
where, why, wherever, of phrases and
who, that, since, whether, expand the different
types of sentences
unless, until, as, if, as if,
using an adjective,
while, before, after, adverb, adjectival
although, as long as, so phrase, adverbial
that, than, though, phrase, or a noun
33
Students will:
whenever, unless.) [11.1, 11.2].
 Make subject and

verb agree in
number [13.1, 13.2].
 Share written work

with whole class
with pride [12.3,
14.3, 16.3, 17.3,
18.3].
13.1 Know that a subject 13.2 Use the correct form
must agree with a verb in of the verb in writing:
number.
a) Phrases ‘together
with,’ ‘as well as,’
‘along with,’ the verb
agrees with the subject
word.
b) Some personal
pronouns agree with
the singular verb while
others agree with the
plural form.
c) Expressions such as:
34
Students will:
most of, many of, a lot
of, a little of, much,
some, all of, and some
of, can take either a
singular or plural verb.
When the subject is
countable the verb is
plural, when the
subject is uncountable
it takes a singular verb.
d) Forms of the verb ‘to

be’ take the number of
the subject.
e) Sums of money,
measurements,
fractional parts take the
singular verb.
f) A collective noun
which is singular in
meaning is followed by
a singular verb.
14.1 Know the following to 14.2.1 Write narrative- 14.3 Be competent in 11. Apply 11.
engage in narrative- descriptive stories showing composing stories. knowledge of the  Know the structure
descriptive writing: beginning, middle and end traits of writing and of and write simple,
35
Students will:
 The elements of story plot structure, character the writing process compound and
writing. development, setting, to create written complex sentences
showing sentence
 Language use sensory descriptive words pieces.
fluency and
 Sensory details. and the simile, simple
organization
 Figurative language. metaphor and [12.1.1, 12.1.2,
 Organization personification devices. 12.2.1.12.2.2].
 Transitional words and
phrases 14.2.2 Write narrative  Know the functions
descriptive stories of phrases and
 Paragraphing
applying the stages in the expand the different
 Grammar and types of sentences
writing process:
Mechanics using an adjective,
 The stages in the writing adverb, adjectival
 apply Pre-writing Skills phrase, adverbial
process.
(think, brainstorm, phrase or a noun
create web maps, [11.1, 11.2].
articulate/list ideas,
make notes, outline  Make subject and
important verb agree in
points/relevance, number [13.1, 13.2].
sequence information,
read related  Recognize the
function of
information) prepositions,
adverbs,
 apply Drafting Skills apostrophes,
(follow pre-writing adjectives, nouns,
plan, formulate topic verbal forms and
36
Students will:
sentences and conjunctions in
supporting details, context. [13.1,
express ideas in 13.2].
paragraphs)
 Use relevant level-
appropriate high
 apply Revising Skills frequency words
(review plot structure, and vocabulary
figurative language, taught [18.1, 18.2.1,
sensory details, 18.2.2, 19.1, 19.2].
organization of ideas,
transitional words and  Spell high
phrases and frequency words
correctly [17.1,
paragraphing)
17.2, 19.1, 19.2].
 apply Editing Skills  Spell words

(edit writing applying applying level
grammar and appropriate
mechanics rules) rules[17.1, 17.2].
 apply Publishing Skills  Share written work

with whole class
with pride. [12.3,
14.3, 16.3, 17.3,
18.3].
 Write paragraphs
with logical
37
Students will:
organization of
topic sentences and
supporting details
for factual and
narrative-
descriptive writing
[14.1, 14.2.1,
14.2.2, 20.1].
 Write using
transitional words
and phrases for
sentence fluency
and appeal to the
senses [11.1].
 Apply the process

approach to writing
simple narrative-
descriptive stories
and expository
pieces (reports,
instructions, and
directions) [14.1,
14.2.1, 14.2.2, 15.1,
15.2].
 Edit capitalization
and punctuation in
38
Students will:
own sentences using
simple class-
generated checklist
[14.2.2, 15.2].
 Edit peers’ work for

concord [14.2.2,
15.2, 20.2].
15.1 Know how to write 15.2 Write simple reports, 15.3 Be effective in
exposition using the process instructions and directions their writing.
approach with focus on : applying the process
approach to writing:
 Organizational
structure  apply Pre-writing Skills
(think, brainstorm,
 Introductory create web maps,
paragraph articulate/list ideas,
 Transitional make notes, outline
important
words points/relevance,
 Content sequence information,
 Language use read related
information)
 Grammar and
39
Students will:
 Mechanics  apply Drafting Skills
(follow pre-writing
plan, formulate topic
sentences and
supporting details,
express ideas in
paragraphs)
 apply Revising Skills

(review content,
language and
organization – logical
sequencing of
information,
paragraphing,
introduction, body,
conclusion, and
transitional words and
phrases)
 apply Editing Skills

(edit writing applying
grammar and
mechanics rules)
40
Students will:
 Apply Publishing Skills
16.1.1 Recall skills involved 16.2 Express their thoughts 16.3 Be confident in 12. Write 12.
in reflective writing. and feelings in a reflective self-expression. reflectively on daily  Apply prior skills in
piece. activities. reflective writing
16.1.2 Know how to write a [16.1.1, 16.1.2].
reflective piece.
 Express thoughts
and feelings in
writing [16.2].
 Show comfort and

confidence to share
reflections in small
groups [16.3].
17.1 Know how to apply 17.2 Use spelling rules
spelling rules correctly when correctly in writing.
writing. Produce the following
correctly:
 Syllabication rules
 Phonics a) make compound
 Inflectional Endings words into plural
forms
b) when a word ends

in a silent ‘-e’, drop
the ‘-e’ before
adding -ing
41
Students will:
c) for action words
that end in ‘-ie’,
change the ‘-ie’ to a
‘-y’ before adding
–ing
d) when the suffix -

full is added to the
end of a base word,
drop one ‘-l’.
e) double the last

letter of words
ending in a short
vowel followed by
a single consonant
before adding a ‘-y’
e.g. bag - baggy
f) add a ‘-y’ to words

ending with two
consonants to form
describing words
e.g. dirt-dirty
g) for words ending in
42
Students will:
a silent ‘-e’, drop
the ‘-e’ before
adding ‘-y’ e.g. ice-
icy
h) key words in
subject areas.
18.1 Identify the affixes 18.2.1 Make new words by 18.3 Be proficient in
added to root words to make adding prefixes and the usage of their
and use new words in suffixes to root words. developing
writing. vocabulary.
a) Suffixes:
-able,-ness, -ous,-ful,
-ity, and different
forms of [shun]
b) Prefixes:
tele-, anti-, pre-, aero-,
etc.
19.1 Know how to use the 19.2 19.3 Be

different types of vocabulary Use the different types of knowledgeable about
across content areas. vocabulary in context the different types of
across content areas: vocabulary and their
a) Technical terms usage in text.
43
Students will:
b) Synonyms
c) Antonyms
d) Homophones
e) Homographs
f) Words with
multiple-meanings
20.1 Recognize English 20.2 20.3 Be proficient in

Creole patterns in their Use a code switching their writing.
writing to code switch to analysis chart to change
Standard English patterns. English Creole patterns to
Standard English patterns.
Media & Information

Literacy
21.1 Identify selected media 21.2.1 Deconstruct selected 21.3.1 Be confident 13. Demonstrate 13.
forms and explain how they media to understand how media interpreters. awareness of overt  View and listen to a
are used to create meaning. information/messages are messages in and variety of media
(e.g., media texts designed to presented to audiences. 21.3.2 Be reflective of respond critically to materials [22.2.1].
reach very wide audiences: the messages media works.
signs, posters, billboards, 21.2.2 Identify overt and conveyed in a variety  Express thought and
feelings about
movies, television, and implied messages in of media.
simple media works
podcasts). selected media texts. [22.2.2].
44
Students will:
 Cite techniques
used to create
selected media
[21.1. 21.2.1].
 Explore colour and

other tools used in
creating visual
imagery appeal
[21.2.1]
 discuss style and

techniques used in
websites to
influence audiences
[21.2.1, 22.2.3]
 discuss the overt

messages in media
listened to and
relate text-to-self
and text-to-world
[21.2.2, 22.1,
22.3.1, 22.3.2,
24.3.2]
 assess media texts

and answer two
literal, one
45
Students will:
inferential and one
evaluative question
on the media text
studied [21.3.1,
21.3.2, 22.1].
22.1 Demonstrate 22.2.1 Explain the purpose 22.3.1 Be critical

competence in gaining of selected media texts (a thinkers to determine
messages as an independent television show, underlying messages.
consumer of media texts. advertisement, radio
broadcast, poem any other 22.3.2 Be confident in
audio selections etc.) defending point-of-
view.
22.2.2 Express personal
thoughts and feelings about
some simple media works
(e.g. state whether they
like or dislike a character
in a cartoon, song, or
movie; draw a picture of
the character in a song).
22.2.3 Recognize that

different media forms use
particular language styles
and techniques in their
46
Students will:
construction.
23.1 Create a variety of 23.2.1 Use information 23.3.1 Be ethical 14. Demonstrate 14.
media texts for different products and technology users of media tools proper care and  Handle media and
purposes and audiences. ethically. (consideration of handling of media technology
(e.g., a poem, announcement, copyright rules and and technology equipment with care
or flyer produced 23.2.2 Employ media acceptable use equipment. and with proper
etiquette [23.2.1,
electronically by combining etiquette when using policy).
23.3.1].
word-processed text with technology and producing
pictures and/or photographs; media texts. 23.3.2 Be proficient  Use media ethically
a newspaper article that communicators in adhering to the
includes a photograph and 23.2.3 Select appropriate connecting content- Copyright Act and
headline) formats based on the needs area information with Acceptable Use
of the audience and a variety of digital Policy [23.2.1,
purpose. forms. 23.2.2, 23.3.1].
23.2.4 Produce some short 23.3.3 Be proud of

media texts for specific their
purposes and audiences, accomplishments in .
using a few simple media integrating
forms and appropriate technology
conventions and knowledge across
techniques: content areas.
a) to influence attitudes
positively e.g., towards
pollution or smoking
47
Students will:
health effects
b) to influence attitudes
negatively e.g., ‘eating
candy is good for you’.
(e.g. a poem,
announcement, or flyer
produced electronically by
combining word-processed
text with pictures and/or
photographs; a newspaper
article that includes a
photograph and headline).
24.1 Reflect on and identify 24.2.1 Critically examine 24.3.1 Develop as 15. Apply 15.
their strengths as media created media texts. critical thinkers re: knowledge of media 
Create specific
interpreters and creators. related tasks. texts and media texts [23.2.4].
24.2.2 Reflect on construction to  Examine created
techniques and tools used critically analyse media using created
rubric [23.2.3, 24.1,
to create media to make 24.3.2 Develop a own work.
24.2.1].
judgments on pros and spirit of inquiry to  Contrast at least
cons of these. make informed three different
decisions. media forms
24.2.3 Discuss strengths according to their
and weaknesses of created purposes [23.1,
media texts. 23.2, 24.2.2.].
Analyse strengths and
48
Students will:
24.2.4 Compare and weaknesses of:
contrast media produced by  self as a media
individuals in the class. creator and
interpreter.
 peers’ work, with
24.2.5 Determine/judge
respect [24.2.3,
impact of created media re 24.2.4, 24.2.5].
purpose.  Assess the
suitability of tools
selected and
techniques used to
create media work
using generated
rubric [24.2.2].
 Chat about the
impact of the piece
created using prior
knowledge of
media construction
[24.2.5].
49
Mathematics
Standard 4
Rationale
What Is Mathematics About?
"Mathematics is an activity concerned with exploration and use of patterns and relationships in data. These
logical thinking, spotting patterns, posing two disciplines are related but offer different ways of thinking
premises and investigating their implications and of solving problems. Both equip students with effective
and consequences. It also involves the study of means for investigating, interpreting, explaining and making
properties of numbers and shapes, the sense of the world in which they live.
relationship between numbers, inductive and
deductive thinking and the formulation of Mathematicians use symbols, graphs and diagrams to help
generalizations. Mathematics is a creation of them find and communicate patterns and relationships, and
the human mind and therefore becomes they create models to represent both real-life and hypothetical
primarily a way of thinking thus facilitating situations. These situations are drawn from a wide range of
problem solving." (Mathematics Curriculum, social, cultural, scientific, technological, health, environmental
1999) and economic contexts.
Mathematics is the exploration and use of patterns and
relationships in quantities, space and time. Statistics is the
Why Study Mathematics?
By studying Mathematics, students develop the ability to think and to organize, to process and communicate information and
creatively, critically and strategically. They learn to structure to enjoy intellectual challenge. In addition, students learn to
51
create models and predict outcomes, to conjecture, to justify when both are appropriate. Mathematics has a broad range of
and verify, and to seek patterns and generalizations. They learn practical applications in everyday life, in other learning areas,
to both estimate and calculate with precision, and understand and in the workplace.
How Is Mathematics Structured?
delivered. Core competencies are developed within the strands

"Mathematics content is sequential in nature. There is a
of Number, Statistics, Measurement and Geometry.
hierarchy of concepts and skills on which each major area of
Mathematics can be built. The proper ordering of
mathematical content for all learners is critical to Through an integrated approach, the new Primary
mathematical achievement." (Mathematics Curriculum, 1999) Mathematics Curriculum aims to reduce “Math anxiety” and
Primary to Secondary transition issues by:
The Mathematics component of the new Primary Curriculum is
in response to the realities of a 21st century global society. The  The development of core mathematical concepts and skills
guiding principles of the Mathematics curriculum content are by the restructuring of learning activities to enable students
derived from the National Council of Teachers of Mathematics to see connections with other subjects and their daily lives.
standards that will allow our students to explore, discover,  The development of appropriate dispositions that would
analyze and apply Mathematics, to model and solve real world facilitate life-long learning and higher order thinking skills.
problems (NCTM.org). The NCTM standards of problem  A pedagogical approach that uses a variety of student-
solving, reasoning, communication, representation and centred teaching techniques and strategies, such that
connections, also play an integral role in how content is improvement in student motivation and performance
will increase in the medium and long terms.
52
 An Assessment Framework that focuses on and numerate individuals capable of functioning in a global
assessment for learning, continuous assessment, society.
as well as summative evaluation.
According to Adding It Up: Helping Children Learn

Mathematics (2001), instructional programs must address the
development of Mathematical Proficiency by focusing on the
following five interwoven strands or components:
 Conceptual understanding: comprehension of

mathematical concepts, operations and relations.
 Procedural fluency: skill in carrying out procedures
flexibly, accurately, efficiently and appropriately.
 Strategic competence: ability to formulate, represent
and solve mathematical problems.
 Adaptive reasoning: capacity for logical thought,
reflection, explanation and justification.
 Productive disposition: habitual inclination to see
Mathematics as sensible, useful and worthwhile,
coupled with a belief in diligence and one’s own
efficacy.
It is essential that the forgoing issues are seriously
considered and effectively addressed so as to create literate
53
MATHEMATICS: STANDARD 4
CONTENT SKILLS  DISPOSITIONS OUTCOMES ELABORATIONS

Students will:
NUMBER
Number Concepts,
Place Value and
Rounding
1.2.1 Represent whole 1.3.1 Display interest 1. Recognize, NUMBER CONCEPTS

1.1.1 Understand the
numbers to while engaging represent,
concept of numbers
1 000 000 using in activities model, compare  Represent numbers up to one million
up to 1 000 000.
multiple models related to and order concretely, pictorially and
and connect to number numbers up to symbolically, using multiple models
1.1.2 Develop an
numerals and concepts. 1 000 000 with and connect to numerals and number
understanding of
number names. reference to names. [1.1.1, 1.2.1, 1.31]
different types of
place value.
numbers.
1.2.2 Differentiate  Sequence number names and numerals.
between (a) 2. Demonstrate an [1.1.1, 1.2.1, 1.31]
1.1.3 Develop an
factors and understanding
understanding of
multiples and (b) of different
place value up to  Describe the use of large numbers in
prime and types of
1 000 000 real-life situations e.g. population,
composite numbers.
(concretely, money applications. [1.1.1, 1.2.1, 1.3.1]
numbers, and
pictorially and
identify square 3. Develop an
symbolically).  Explore factors and multiples of
numbers. understanding
numbers (using resources, such as:
of rounding to
1.1.4 Develop an multiplication and division tables and
1.2.3 Express numbers
understanding of
54

Students will:
the comparison of to one million in thousands. calculators). [1.1.2, 1.2.2, 1.3.1]
numbers. expanded
notation.  Classify numbers as prime or
1.1.5 Develop an composite (up to 100) by determining
understanding of 1.2.4 Compare and the number of factors. [1.1.2, 1.2.2,
rounding to order whole 1.3.1]
thousands. numbers to
millions.  Explain why the array model of a prime
number has only one row. [1.1.2, 1.2.2,
1.2.5 Round whole 1.3.1]
numbers to the
nearest  Represent composite numbers as a
thousand. product of their prime factors
concretely, pictorially and
symbolically. [1.1.2, 1.2.2, 1.3.1]
 List square numbers (up to 144). [1.1.2,

1.2.2, 1.3.1]
PLACE VALUE
 Represent a given numeral using

diagrams or a place value chart. [1.1.3,
55

Students will:
1.2.3, 1.3.1]
 State the place value of any digit in

large numbers. [1.1.3, 1.2.3, 1.3.1]
 Describe the pattern of adjacent place

positions moving from right to left and
left to right. [1.1.3, 1.2.3, 1.2.4, 1.3.1]
 Describe the meaning of each digit in a

given numeral. [1.1.3, 1.2.3, 1.3.1]
 Express a given numeral in expanded

notation, e.g.
45 321 = (4 × 10 000) + (5 × 1 000) +
(3 × 100) + (2 × 10) + (1 × 1)
or 40 000 + 5 000 + 300 + 20 + 1.
[1.1.3, 1.2.3, 1.3.1]
 Write the numeral represented by a

given expanded notation. [1.1.3, 1.2.3,
1.3.1]
56

Students will:
 State the value of each digit in a
numeral. [1.1.3, 1.2.3, 1.2.4, 1.3.1]
 Apply an understanding of place value

to read, write and order numbers of any
size up to 1 000 000. [1.1.3, 1.1.4,
1.2.3, 1.2.4, 1.3.1]
 Compare whole numbers up to million

and use the symbols > or < to show the
relationship between them. [1.1.4,
1.2.3, 1.2.4, 1.3.1]
 Order a given set of numbers in

ascending or descending order and
explain the order by making references
to place value. [1.1.3, 1.1.4, 1.2.3,
1.2.4, 1.3.1]
 Identify the missing numbers in an

ordered sequence or on a number line.
[1.1.3, 1.1.4, 1.2.3, 1.2.4, 1.3.1]
 Identify incorrectly placed numbers in
57

Students will:
an ordered sequence or on a number
line. [1.1.3, 1.1.4, 1.2.3, 1.2.4, 1.3.1]
ROUNDING
 Round whole numbers to the nearest

thousand. [1.1.5, 1.2.5, 1.3.1]
Number Patterns
1.1.6 Develop algebraic 1.2.6 Explore 1.3.2 Show 4. Recognize and  Describe repeating, increasing or
thinking (number repeating, perseverance in explore number decreasing patterns with fractions,
patterns and increasing and finding patterns up to decimals and whole numbers resulting
number decreasing solutions to 1 000. from addition, subtraction,
relationships). patterns. problems that multiplication and division by stating
involve 5. Develop an the pattern rule which includes the
1.1.7 Develop an 1.2.7 Explore patterns patterns. understanding starting point and a description of how
understanding of involving the of different the pattern continues. [1.1.6, 1.1.7,
different types of effects of adding 1.3.3 Display types of 1.2.6, 1.3.2]
numbers by or subtracting perseverance numbers by
exploring their zero to/from a while exploring exploring their  Use a pattern rule to determine missing
patterns. number and properties of patterns. elements for a given pattern and to
multiplying or extend or predict subsequent elements
58

Students will:
1.1.8 Understand that dividing a numbers. 6. Develop an in patterns. [1.1.6, 1.1.7, 1.1.8, 1.2.6,
pattern recognition number by one, understanding 1.2.7, 1.3.2]
can assist in solving factors and that pattern
problems. multiples of recognition can  Describe (verbally or written) a given
numbers, prime aid in problem pattern and explain how each element
and composite solving. differs from the proceeding one. E.g.
numbers, square one more, five less. [1.1.6, 1.1.7, 1.1.8,
numbers and 1.2.6, 1.2.7, 1.3.2]
square roots,
compatible  Recognize when an error occurs in a
numbers within pattern and explain what is wrong.
1 000, double
[1.1.6, 1.1.7, 1.1.8, 1.2.6, 1.2.7, 1.3.2]
and half facts,
use of related
 Use calculators to assist in determining
facts and
the pattern rule and extending patterns.
multiplication
[1.1.6, 1.1.7, 1.1.8, 1.2.6, 1.2.7, 1.3.2]
and related
division facts up
to 12 times table.  Create repeating, increasing and
decreasing number patterns and explain
the pattern rule. [1.1.6, 1.1.7, 1.1.8,
1.2.8 Use pattern
1.2.6, 1.2.7, 1.3.2, 1.3.3]
recognition to
solve problems.
 Explore, describe and record patterns
related to the effects of
59

Students will:
adding/subtracting zero to/from a
number and multiplying/dividing a
number by one, factors and multiples of
numbers, prime and composite
numbers, square numbers and square
roots, compatible numbers within 1
000, double and half facts, use of
related facts and multiplication and
related division facts up to 12 times
table and explain generalizations about
number relationships. [1.1.6, 1.1.7,
1.2.7, 1.3.2, 1.3.3]
 Solve problems involving the use of

patterns. [1.1.6, 1.1.7, 1.1.8, 1.2.6,
1.2.7, 1.2.8, 1.3.2, 1.3.3]
Number Relationships
1.1.9 Explore algebraic  Calculate the missing values in number

1.2.9 Calculate the 1.3.4 Show 7. Solve problems
thinking (number sentences with one unknown involving
unknown in perseverance in involving
patterns and addition, subtraction, multiplication and
number number finding number
sentences with division of whole numbers, by using
sentences solutions to
various strategies, such as guess and
60

Students will:
relationships). involving the problems. one unknown. check, using the inverse operation and
four operations recalling memorized facts. [1.1.9,
1.1.10 Make sense of and explain 1.1.10, 1.2.9, 1.3.4]
number sentences procedures used.
involving one  Explain procedures used in solving
unknown. problems. [1.1.9, 1.1.10, 1.2.9, 1.3.4]
Whole Number
(Operations)
1.2.10 Solve problems 1.3.5 Develop 8. Solve problems FOUR OPERATIONS – ADDITION,
1.1.11 Create and solve
in addition (sum confidence in using whole SUBTRACTION, MULTIPLICATION
problems using
less than 10 000) working numbers AND DIVISION
whole numbers
and subtraction independently involving the
involving the four
operations. (minuend less in using a four operations.  Create and solve problems in addition
than 10 000). variety of (sum less than 10 000), subtraction
strategies to 9. Demonstrate an (minuend less than 10 000),
1.1.12 Develop and
1.2.11 Multiply 2, 3 solve problems. understanding multiplication (two, three or four-digit
apply mental
and 4 digit of algorithms, numbers by two-digit numbers) and
mathematics
numbers by 2 mental division (two, three or four digits by a
strategies to solve
digit numbers. strategies and two-digit number) by using appropriate
problems
involving whole estimation written algorithm and mental strategies.
1.2.12 Divide 2, 3 and 4 [1.1.11, 1.1.12, 1.2.10, 1.2.11, 1.2.12,
61

Students will:
numbers. digit numbers by strategies. 1.2.13, 1.3.5]
2 digit numbers
1.1.13 Use estimation (with and  Use different notations to indicate
strategies in without
12 240
problem solving remainder). division e.g. 240  12, [1.1.11,
contexts with 1.2.12, 1.3.5]
whole numbers. 1.2.13 Investigate and
apply mental  Record remainders in division
mathematics problems as fractions e.g. 25  4 = 6 .
strategies in [1.1.11, 1.2.12, 1.3.5]
solving
problems.
 Explore, describe and use a range of
mental strategies and recording
1.2.14 Use estimation
strategies for solving problems,
strategies (front-
including:
end rounding,
o Compatible numbers within 1
compensation
000
and compatible
o Double and half facts
numbers) to
o Use of related facts
check and justify
o Multiplication and related
answers in
division facts up to 12 times
problem solving
table
contexts and to
o Square numbers and square
determine the
roots. [1.1.11, 1.1.12, 1.2.10,
62

Students will:
reasonableness 1.2.11, 1.2.12, 1.2.13, 1.3.5]
of answers.
 Use estimation strategies such as:
1.2.15 Check solutions o Front-end rounding (e.g.
to problems by Addition: 456 + 729 is greater
using the inverse than 400 + 700; Subtraction: 805
operations. – 210 is close to 800 – 200;
Multiplication: the product of 13
1.2.16 Determine the × 25 is more than 10 × 20;
approximate Division: the quotient of 645 ÷ 15
solution to a is less than 600 ÷ 10)
problem that o Compensation (e.g. 173 + 282
does not require + 368 + 189 + 572 is close
an exact answer. to 200 + 300 + 400 + 200 +
500 = 1 600; because 572 is
rounded down to compensate
for all the other numbers being
rounded up)
o Compatible numbers (e.g. 3
248 ÷ 16; think of a basic fact
that relates to the problem: 32
÷ 16 = 2; divide: 3 200 ÷ 16 =
200; 3 248 ÷ 16 is about
200)
63

Students will:
to check solutions to addition,
subtraction, multiplication and division
problems, including those involving
money, and determine reasonableness
of answers. [1.1.13, 1.2.14, 1.3.5]
 Use the inverse operations to check the

solutions to problems. [1.1.11, 1.2.15,
1.3.5]
 Determine the approximate solution to

a problem that does not require an exact
answer. [1.1.11, 1.2.16, 1.3.5]
Fractions
1.2.17 Add a fraction to 1.3.6 Develop 10. Develop and FRACTIONS – ADDITION AND
1.1.14 Demonstrate an
a whole number. confidence in apply SUBTRACTION
understanding of
working procedures to
solving problems
independently solve problems
involving 1.2.18 Subtract a  Model addition of a fraction to a whole
fraction from a in using a involving
fractions and the number using concrete and pictorial
whole number. variety of fractions and
four operations. representations and record
strategies to the four symbolically, and explain findings.
1.2.19 Add and subtract solve problems operations. [1.1.14, 1.2.17, 1.3.6]
64

Students will:
fractions involving  Model subtraction of a fraction from a
involving same fractions. whole number using concrete and
denominator and pictorial representations and record
one denominator symbolically, and explain findings.
a multiple of the [1.1.14, 1.2.18, 1.3.6]
other.
 Develop and apply the algorithm for
1.2.20 Multiply subtracting a fraction from a whole
fractions by number to solve problems. [1.1.14,
whole numbers. 1.2.18, 1.2.23, 1.3.6]
1.2.21 Calculate the  Model addition and subtraction of

whole given a fractions involving the same
part as a unit denominator using concrete and
fraction. pictorial representations, record
symbolically and explain pattern
1.2.22 Divide whole observed. [1.1.14, 1.2.19, 1.3.6]
numbers by
fractions.  Develop and use the algorithm for
solving problems involving the addition
1.2.23 Solve real-life and subtraction of fractions involving
problems the same denominator. [ 1.1.14, 1.2.19,
involving 1.2.23, 1.3.6]
fractions and
65

Students will:
using the  Model addition and subtraction of
algorithms fractions involving one denominator a
developed. multiple of the other using concrete and
pictorial representations, record
symbolically and explain pattern
observed. [1.1.14, 1.2.19, 1.3.6]
 Develop and use the algorithm for

solving problems involving the addition
and subtraction of fractions involving
one denominator a multiple of the other
by utilizing equivalent fractions.
[1.1.14, 1.2.19, 1.2.23, 1.3.6]
FRACTIONS – MULTIPLICATION
 Model the multiplication of proper

fractions by whole numbers concretely,
pictorially and symbolically and record
the process. E.g. You gave your 3
friends of a sandwich each. How
many sandwiches did you give away?
[1.1.14, 1.2.20, 1.3.6]
66

Students will:
0 1 2 3
 Multiply proper fractions by whole

numbers using strategies such as,
repeated addition, proceeding to a rule
e.g. will lead
to . [1.1.14, 1.2.20,
1.3.6]
 Calculate fractions of a collection or

set. E.g. What is of 30? [1.1.14,
1.2.20, 1.3.6]
 Calculate the whole given a part

expressed as a unit fraction. [1.1.14,
1.2.21, 1.3.6]
 Derive and describe patterns resulting

from the multiplication of fractions by
whole numbers. [1.1.14, 1.2.20, 1.2.21,
1.3.6]
67

Students will:
 Develop and use the algorithm to solve
a variety of real-life problems involving
multiplication of fractions. [1.1.14,
1.2.23, 1.3.6]
FRACTIONS – DIVISION
 Model the concept of division

concretely or pictorially to develop the
skill of dividing a whole number by a
fraction and record the process e.g. I
have 4 crackers that I want to divide
into halves. How many pieces would I
have?
[1.1.14, 1.2.22, 1.3.6]
68

Students will:
 Derive and describe patterns resulting
from the division of whole numbers by
fractions. [1.1.14, 1.2.22, 1.3.6]
 Develop and use the algorithm to solve

a variety of real-life problems involving
division of whole numbers by fractions.
[1.1.14, 1.2.22, 1.2.23, 1.3.6]
Decimals
1.2.24 Explore the 1.3.7 Display 11. Demonstrate PLACE VALUE – TENTHS AND
1.1.15 Demonstrate an
place value of curiosity while an HUNDREDTHS
understanding of
decimals to engaging in understanding
decimals up to
hundredths activities of decimals up  Explore concrete (base ten blocks,
hundredths.
including related to to hundredths. fraction models) and pictorial
expanded decimals. representations (number lines and
1.1.16 Develop an
notation. 12. Develop an fraction charts) to introduce base ten
understanding of
understanding fractions (tenths). [1.1.15, 1.2.24, 1.3.7]
the comparison of
1.2.25 Compare and of the
decimals.
order decimals comparison of  Extend place value chart to include
up to decimals. decimal fractions (tenths). [1.1.15,
1.1.17 Develop an
hundredths. 1.2.24, 1.3.7]
understanding of
13. Develop an
69

Students will:
rounding. 1.2.26 Round decimals understanding  Use decimal notation as another form
to the nearest of rounding to of writing base ten fractions (tenths).
1.1.18 Develop an whole number whole numbers E.g. 0.1 is the same as . [1.1.15,
understanding of and tenth. and tenths.
1.2.24, 1.3.7]
the algorithm for
addition and 1.2.27 Relate decimals 14. Develop and
 Represent decimals (tenths) concretely
subtraction of to fractions and apply
on a place value mat, pictorially and
decimals. money. procedures to
symbolically and read the amount
solve problems
represented. [1.1.15, 1.2.24, 1.3.7]
1.1.19 Solve one-step 1.2.28 Solve real-world involving the
problems problems addition and
subtraction of  Match the number names (e.g. Two and
involving involving the
decimals. five tenths) and decimal fractions (e.g.
decimals. addition and
2.5) to the quantities they represent.
subtraction of
[1.1.15, 1.2.24, 1.3.7]
1.1.20 Develop decimals to 15. Develop
estimation skills. hundredths using estimation
the algorithm. skills.  Write decimal fractions using the
expanded notation form. [1.1.15,
1.2.29 Use estimation 1.2.24, 1.3.7]
skills to check
solutions to  Convert expanded notation to decimal
problems and fractions. [1.1.15, 1.2.24, 1.3.7]
determine
reasonableness  State the place value and value of digits
70

Students will:
of answer. in decimal fractions. [1.1.15, 1.2.24,
1.3.7]
 Compare decimal fractions and use the

symbols > or < or = to show the
relationship between them. [1.1.16,
1.2.25, 1.3.7]
 Compare and order decimal fractions in

ascending and descending order.
[1.1.16, 1.2.25, 1.3.7]
(REPEAT THE ABOVE FOR

HUNDREDTHS)
 Explain that ten tenths is equivalent to

one whole and that ten hundredths is
equivalent to one tenth. [1.1.15, 1.2.24,
1.3.7]
 Round decimal fractions to the nearest

whole number or to the nearest tenth.
[1.1.17, 1.2.26, 1.3.7]
71

Students will:
 Express common fractions (halves,
quarters, fifths and tenths) as decimal
fractions (tenths and hundredths).
[1.1.5, 1.2.27, 1.3.7]
 Express decimals as common fractions.

[1.1.5,1.2.27, 1.3.7]
 Record money values using decimals.

[1.1.5, 1.2.27, 1.3.7]
ADDITION AND SUBTRACTION
 Solve problems involving the addition

and subtraction of decimals by using
concrete and pictorial representations of
base ten materials, and explain the
procedure used. [1.1.18, 1.2.28, 1.3.7]
 Record the procedure used for solving

addition and subtraction problems
involving decimals, symbolically, and
explain the algorithm. [1.1.18, 1.2.28,
72

Students will:
1.3.7]
 Explain why keeping track of place

value positions is important when
adding and subtracting decimals.
[1.1.18, 1.2.28, 1.3.7]
 Solve problems involving the addition

and subtraction of decimals, including
money. [1.1.18, 1.1.19, 1.2.28, 1.3.7]
 Use estimation skills to check solutions

to problems and determine
reasonableness of answers. [1.1.20,
1.2.29, 1.3.7]
Problem Solving
1.2.30 Solve one-step 1.3.8 Develop 16. Solve multi-  Solve one-step and multi-step problems
1.1.21 Solve multi-step
and multi-step confidence in step problems involving whole numbers, fractions and
problems
problems working involving decimals (including money
involving whole
involving whole independently whole transactions, bills, best buy, profit and
numbers,
numbers, in selecting and numbers, loss, involving dollars and cents
fractions and
fractions and using various fractions and together –e.g. $4.50) using the four
73

Students will:
decimals using a decimals mental and decimals using operations. [1.1.21, 1.2.30, 1.3.8]
variety of (including written algorithms,
strategies. money strategies to mental  Solve routine and non-routine problems
transactions, solve problems. strategies and using a variety of strategies such as: use
bills, best buy, other problem a model, act it out, draw a picture, look
profit and loss) solving for a pattern, guess and check, work
using the four strategies. backwards, logical reasoning, make a
operations and a table or chart, make an organized list
variety of 17. Solve and try a simpler form of the problem.
strategies. problems [1.1.21, 1.2.30, 1.3.8]
involving
1.2.31 Use estimation direct  Solve problems in mathematical games.
strategies (front- proportion. [1.1.21, 1.2.30, 1.3.8]
end rounding,
compensation
 Select and use appropriate estimation
and compatible
strategies to check for reasonableness
numbers) to
of answers and use calculators to check
check and justify
answers/solutions. [1.1.21, 1.2.31,
answers in
1.3.8]
problem solving
contexts and to
 Investigate and apply mental
determine the
mathematics strategies and skills to
reasonableness
solve problems, such as, the use of
related facts, compatible numbers
74

Students will:
of answers. within 1 000, multiplication and related
division facts up to 12 times table and
1.2.32 Investigate and squares and square roots. [1.1.21,
apply mental 1.2.32, 1.3.8]
mathematics
strategies and  Pose and solve problems involving
skills to solve direct proportions e.g. ‘If the cost of 6
problems. apples is $30, what would be the cost of
4 apples?’ [1.1.21, 1.2.33, 1.3.8]
1.2.33 Solve real-world
problems  Determine the approximate solution to
involving direct a problem that does not require an exact
proportion. answer. [1.1.21, 1.2.34, 1.3.8]
1.2.34 Determine the

approximate
solution to a
problem that
does not require
an exact answer.
Language
75

Students will:
1.1.22 Develop 1.2.35 Use appropriate 1.3.9 Communicate 18. Communicate  Use appropriate language associated
appropriate vocabulary with confidence effectively with number, such as: hundred,
vocabulary associated with using language using thousand, million, divisor, dividend,
associated with number, orally related to vocabulary quotient, multiple, factor, prime,
number. and in writing. number. associated with composite, decimal, tenths, hundredths,
number. best buy, square, square root, calculate,
1.3.10 Demonstrate decimal point read as “and” e.g. 2.35 –
an 2 and 35 hundredths, also read as two
appreciation point three five, product, reasonable
for others by answer and approximate. [1.1.22,
listening to 1.2.35, 1.3.9, 1.3.10]
their point of
view.
GEOMETRY
Solids and Plane
Shapes
2.1.1 Develop an 2.2.1 Draw the faces of 2.3.1 Display 1. Demonstrate an  Draw faces of solids and describe
solids and explore collaboration understanding their properties (e.g. shape of
understanding of
the properties of their properties. while working of the faces, number of faces, parallel
solids and plane in groups. properties of and perpendicular lines, angles –
2.2.2 Construct and solids and right, non-right and equal, number
draw regular and
76

Students will:
shapes. irregular polygons plane shapes. of sides). [2.1.1, 2.2.1, 2.3.1]
given their
2.1.2 Solve problems properties using 2. Solve problems  Construct and draw plane shapes
involving solids the principles of involving given a description of its properties
and plane shapes. parallel and solids and and using appropriate resources
perpendicular plane shapes. including computer software.
lines, angles and [2.1.1, 2.2.2, 2.3.1]
number of sides.
 Solve problems involving solids
2.2.3 Solve problems and plane shapes. [2.1.2, 2.2.3,
involving solids 2.3.1]
and plane shapes.
Angles
2.1.3 Explore angles 2.2.4 Recognize an 2.3.2 Display 3. Demonstrate an  Explore and describe turns in the
in solids and angle as an curiosity understanding environment, such as the opening
plane shapes. amount of turn through the of angles. and closing of doors and the
(whole turn, three exploration of movement of hands of a clock.
quarter turn, half angles. [2.1.3, 2.2.4, 2.3.2]
turn, and quarter
turn).  Describe an amount of turn (e.g.
whole turn, three quarter turn, half
2.2.5 Describe the right turn or quarter turn) using geo-
77

Students will:
angle as a quarter strips to model the turns. [2.1.3,
turn. 2.2.4, 2.2.5, 2.3.2]
2.2.6 Investigate angles  Describe an angle as a measure of

(right angle, turn and name the quarter turn as
angles greater than a right angle or the angle formed
and smaller than when perpendicular lines meet.
right angles) in [2.1.3, 2.2.5, 2.2.6, 2.3.2]
regular and
irregular polygons  Identify angles on faces of solids or
and faces of solids. plane shapes that are right angles,
greater than right angles or smaller
2.2.7 Draw shapes with than right angles. [2.1.3, 2.2.6,
angles of various 2.3.2]
sizes.
 Draw shapes with angles of
various sizes and describe the
angles. [2.1.3, 2.2.7, 2.3.2]
Triangles
2.1.4 Explore the 2.2.8 Classify triangles 2.3.3 Display 4. Demonstrate an  Sort a given set of triangles into
properties of (same, similar or curiosity in the understanding groups and explain the sorting rule.
78

Students will:
triangles. different) based on exploration of of the different [2.1.4, 2.2.8, 2.3.3]
properties of sides triangles. types of
and angles. triangles based  Match triangles that are the same,
on properties of similar or different and explain
2.2.9 Recognize and sides and reasoning. [2.1.4, 2.2.8, 2.3.3]
name types of angles.
triangles: scalene,  Classify triangles based on their
right, isosceles, properties of sides and angles.
equilateral. [2.1.4, 2.2.8, 2.3.3]
 Identify and name triangles as

scalene, right angled, isosceles
and equilateral. [2.1.4, 2.2.9, 2.3.3]
 Compare and describe the

properties of the sides and angles
of the scalene, right angled,
isosceles and equilateral triangles.
[2.1.4, 2.2.9, 2.3.3]
Language
2.1.5 Develop 2.2.10 Use appropriate 2.3.4 Communicate 5. Communicate  Use appropriate language
with effectively associated with geometry, such as:
79

Students will:
appropriate vocabulary confidence using angle, turn, rotation, clockwise,
vocabulary associated with using language vocabulary anti-clockwise, point, right angle,
associated with geometry, orally related to associated with parallel, perpendicular, scalene,
geometry. and in writing. geometry. geometry. isosceles, and equilateral. [2.1.5,
2.2.10, 2.3.4]
MEASUREMENT
Linear
3.1.1 Understand that 3.2.1. Identify the 3.3.1. Appreciate the 1. Demonstrate an  Recognise the need for a unit smaller
measures can be millimetre as a functional role understanding than the centimetre (cm) to measure
quantified using unit for of of the length. [3.1.1, 3.2.1, 3.3.1]
standard units and measuring length. measurement relationship
their sub-parts. in their between  Measure and record lengths of objects
3.2.2. Measure lengths everyday lives. standard units and lines using the millimetre. [3.1.1,
in millimetre. and their sub- 3.1.2, 3.2.1, 3.2.2, 3.3.1]
3.1.2 Apply
parts to solve
measurement
practical
techniques to 3.2.3. Measure lengths  Measure and record lengths or
using problems
quantify measures distances using combinations of
combinations of involving linear
for length. millimetres, centimetres and metres.
millimetres, measure.
[3.1.1, 3.1.2, 3.2.1, 3.2.2, 3.2.3, 3.3.1]
3.1.3 Solve problems centimetres and
metres. 2. Demonstrate
involving linear  Convert linear measure from one form
appropriate
80

Students will:
measure. 3.2.4. Convert linear techniques to the other (millimetres, centimetres
measures when and metres). [3.1.1, 3.2.4, 3.3.1]
expressed as mm, measuring.
cm and m.  Recognise the significance of the
3. Solve problems prefixes (milli, centi, kilo) in units of
3.2.5. State the involving linear measurement. [3.1.1, 3.2.5, 3.3.1]
meaning of the measure.
prefixes used in  Apply decimal knowledge to record
measurement. measurements e.g. 123 cm = 1.23 m.
[3.1.1, 3.2.4, 3.3.1]
3.2.6. Draw plane
shapes given the  Construct or draw two or more
perimeter. rectangles for a given perimeter in a
problem-solving context. [3.1.3, 3.2.6,
3.2.7. Solve problems 3.3.1]
involving linear
measure.  Measure and record the perimeter of a
given irregular shape, and explain the
strategy used. [3.1.1, 3.1.3, 3.2.6,
3.2.7, 3.3.1]
 Solve problems involving length.
81

Students will:
[3.1.1, 3.1.3, 3.2.7, 3.3.1]
Mass/Weight
3.2.8. Identify the 3.3.2. Show 4. Demonstrate an  Recognise the need for a unit smaller
3.1.4 Understand that
kilogram and perseverance understanding than the kilogram (gram) to measure
measures can be
gram as standard in solving of the mass/weight. [3.1.4, 3.2.8]
quantified using
units for problems relationship
units and sub-
measuring related to between  Measure the mass/weight of familiar
units for
mass/weight. measurement standard units objects in grams. [3.1.4, 3.2.8, 3.2.9]
mass/weight.
of and their sub-
parts to solve
3.1.5 Understand the
3.2.9. Measure mass/weight.  Measure and compare the
mass/weight in problems
relationship masses/weights of objects in kilograms
kilograms and involving
between units and and grams using a set of scales. [3.1.4,
grams. mass/weight.
their sub-parts. 3.1.5, 3.2.8, 3.2.9, 3.3.2]
3.2.10. Convert  Recognise that 1 000 grams equal one

3.1.6 Solve problems
measures of kilogram. [3.1.4, 3.1.5, 3.2.10]
involving
mass/weight
mass/weight.
involving grams
 Convert kilograms to grams and vice
and kilograms.
versa. [3.1.4, 3.1.5, 3.2.10, 3.3.2]
3.2.11. Solve
 Solve problems involving different
82

Students will:
computational units of mass/weight e.g., Find the
and real-life total mass/weight of three items
problems weighing 50 g, 750 g and 2.5 kg.
involving grams [3.1.6, 3.2.11, 3.3.2]
and kilograms.
 Solve computational and real-life
problems involving mass/weight.
[3.1.6, 3.2.10, 3.2.11, 3.3.2]
Time
3.1.7 Understand that 3.2.12. Tell time to the 5. Accurately read  Describe time as “minutes to” or
3.3.3. Be reflective “minutes after or past” the hour and
time can be minute. and record time
when tell time to the minute. [3.1.7, 3.2.12,
quantified. to the minute
measuring. 3.3.3, 3.3.4]
3.2.13. Calculate the and solve
3.1.8 Solve problems in duration of practical
3.3.4. Demonstrate
real-life situations events. problems  Match times shown on standard digital
confidence in
involving time. involving time. clocks, 24 hour digital clocks and
their abilities
analog clocks to the minute, and
3.2.14. Estimate and to estimate and
6. Develop an record time. [3.1.7, 3.2.12, 3.3.4]
3.1.9 Demonstrate an verify the measure time.
understanding of duration of understanding
time schedules. events in of time  Calculate the duration of events using
minutes (up to starting and finishing times (elapsed
83

Students will:
one hour), and schedules. time). [3.1.7, 3.2.13, 3.3.3, 3.3.4]
determine
reasonableness  Estimate the duration of an event in
of answer. minutes and up to one hour, verify by
measuring, and determine the
3.2.15. Convert hours reasonableness of estimates. [3.1.7,
to minutes and 3.2.14, 3.3.3, 3.3.4]
vice versa.
 Convert minutes to hours and vice
3.2.16. Solve versa. [3.1.7, 3.2.15, 3.3.3, 3.3.4]
computational
and real-life  Solve computational and real-life
problems problems involving hours and minutes.
involving hours [3.1.8, 3.1.9, 3.2.16, 3.2.17, 3.3.3,
and minutes. 3.3.4]
3.2.17. Interpret time  Interpret simple time schedules (e.g.

schedules. the calendar). [3.1.9, 3.2.17, 3.3.3,
3.3.4]
Capacity and Volume
84

Students will:
3.2.18. Investigate the 7. Demonstrate an  Explore the space occupied by boxes

3.1.10 Develop the 3.3.5. Demonstrate
space occupied understanding and other objects. [3.1.10, 3.2.18]
concept of confidence in
by objects. of the concept
volume. their abilities
to estimate and of volume.  Compare the size of the space
3.1.11 Demonstrate 3.2.19. Use comparison measure. occupied by two objects visually and
vocabulary to 8. Understand that describe volume as the space occupied
familiarity with
compare two volume can be by objects. [3.1.11, 3.2.19, 3.3.5]
comparison of
objects in quantified.
the volume of
objects using relation to  Measure the volume of boxes by
appropriate volume. 9. Understand filling with non-standard units of
vocabulary. conservation of measure and counting the number of
3.2.20. Measure volume. units used. [3.1.12, 3.2.20, 3.3.5]
3.1.12 Understand that volume using
volume can be non-standard 10. Understand  Investigate to determine which solid is
quantified. units. that capacity appropriate for measuring volume and
and volume explain reasons for selection (e.g.
3.2.21. Investigate to are related. packs and stacks easily and leaves no
3.1.13 Apply
measurement determine the space). [3.1.13, 3.2.21, 3.3.5]
techniques to most 11. Solve
quantify volume. appropriate problems  Measure the volume of boxes by
solid for involving stacking and packing cubic blocks into
measuring capacity and them and counting to determine the
3.1.14 Explore
conservation of
85

Students will:
volume. volume. volume. volume. [3.1.12, 3.1.13, 3.2.22, 3.3.5]
3.1.15 Distinguish 3.2.22. Measure,  Compare and order boxes according to

between standard record, compare their volume. [3.1.13, 3.2.22, 3.3.5]
and non-standard and order the
units of measure volume of  Construct cubes and cuboids of
for volume. objects using various sizes using cubic blocks and
non-standard calculate their volume by counting the
3.1.16 Understand that units. number of cubic blocks used. [3.1.13,
capacity and 3.2.22, 3.3.5]
volume are 3.2.23. Explore the
related. conservation of  Construct different solids using the
volume. same number of cubic blocks and
3.1.17 Solve problems confirm that the volume remains the
in real-life 3.2.24. Explain the same by counting and explaining that
situations need for a solids with different appearances may
involving standard unit of have the same volume. [3.1.14, 3.2.23,
capacity and measure. 3.3.5]
volume.
3.2.25. Identify the  Explain the need for a standard unit of
cubic measure. [3.1.15, 3.2.24, 3.3.5]
centimetre and
cubic metre
 Measure and record volume using the
(cm3 and m3) as
standard units of measure – cubic
86

Students will:
the standard metre (a cubic metre can be
units for constructed as a fun activity and used
measuring to measure the volume of large spaces)
volume, and use and cubic centimetre. [3.1.13, 3.1.15,
the standard 3.2.25, 3.3.5]
units to measure
volume.  Estimate and verify the volume of
boxes in cubic centimetres, and
3.2.26. Estimate the determine reasonableness of answer.
volume of [3.1.13, 3.1.15, 3.2.26, 3.3.5]
objects and
verify by  Investigate the relationship between
counting so as capacity and volume through filling
to determine the plastic containers with cubic
reasonableness centimetre blocks and liquid and
of estimate. comparing the results, or via the
displacement of liquid in a measuring
3.2.27. Investigate the cup by a cubic centimetre block.
relationship [3.1.16, 3.2.27, 3.2.28, 3.3.5]
between volume
and capacity.  Explain that there is a corresponding
relationship between the units that are
3.2.28. State the used to measure capacity and units that
relationship are used to measure volume.
87

Students will:
between the (1ml=1cubic centimetre and
units for 1000ml=1000 cubic centimetres=1
volume and litre). [3.1.16, 3.2.28, 3.3.5]
capacity.
 Solve problems involving volume and
3.2.29. Solve problems capacity. [3.1.17, 3.2.29, 3.3.5]
involving
volume and
capacity.
Area
3.1.18 Apply 3.2.30. Calculate the 3.3.6. Develop 12. Demonstrate  Calculate the areas of compound
measurement area of confidence in an shapes that may be dissected into
techniques to compound their abilities understanding rectangles and squares. [3.1.18,
quantify shapes. to use concepts of area of 3.2.30, 3.3.6]
measures for in area and to regular and
area. 3.2.31. Draw shapes on estimate and irregular  Draw different shapes of a given area
a grid given the measure area. plane shapes. on grids. [3.1.18, 3.2.31, 3.3.6]
3.1.19 Solve problems area of the
involving area. shapes.  Estimate and verify the area of shapes
using square metres and centimetres,
3.2.32. Estimate and and determine reasonableness of
88

Students will:
verify the area answer. [3.1.18, 3.2.32, 3.3.6]
of a shape using
square metres  Solve problems involving area.
and centimetres, [3.1.19, 3.2.33, 3.3.6]
and determine
the
reasonableness
of answer.
3.2.33. Solve problems

involving area.
Language
3.1.20 Develop 3.2.34. Use appropriate 3.3.7. Communicate 13. Communicate  Use appropriate language associated
appropriate vocabulary with effectively with measurement, such as:
vocabulary associated with confidence using millimetre (mm), volume, cubic
associated with measurement, using language vocabulary centimetre (cm3) and compound
measurement. orally and in related to associated shape. [3.1.20, 3.2.34, 3.3.7]
writing. measurement. with
measurement.
STATISTICS
89

Students will:
4.1.1. Develop skills in 4.2.1. Formulate 4.3.1. Appreciate the 1. Design  Formulate problem situations that can
collecting, questions that can role of survey(s) to be addressed via statistical data. [4.1.1,
organizing, be addressed by statistics in solve 4.2.1, 4.3.1]
displaying, statistical data. solving problem(s) that
analyzing and problems. involves the use  Collect data using surveys,
communicating 4.2.2. Collect data based of statistical questionnaires, experiments, data
appropriate on the 4.3.2. Display an data. bases and other sources. [4.1.1, 4.2.2,
statistical data to investigation of a objective 4.3.2, 4.3.3]
solve problems. problem/question approach in 2. Gather, classify,
using collecting and organize and  Create a table to organise collected
4.1.2. Demonstrate an questionnaires, analyzing data display data data, e.g. using a computer program -
understanding of experiments, data sets to using tables, Excel. [4.1.1, 4.2.3, 4.3.2]
mode. bases and other eliminate bias, tally charts and
sources. and ensure that graphs
 Determine a suitable scale for data and
fair (pictographs,
record the scale in a key e.g. ☺ = 10
4.2.3. Classify, organize conclusions are block graphs
people. [4.1.1, 4.2.3, 4.3.2]
and represent data drawn. and bar graphs)
using, tally charts, and interpret
results.  Represent data using tally charts,
frequency tables 4.3.3. Collaborate in
frequency tables and graphs
and graphs teams to find
(pictographs, block graphs, bar graphs,
(pictographs, solutions to 3. Describe
using various scale factors) or using
block graphs, bar problems. methods and
simple graphing software to enter data
graphs, using analyse results
and create a graph. [4.1.1, 4.2.3, 4.3.2,
various scale and make
90

Students will:
factors). 4.3.4. Appreciate the decisions. 4.3.3]
use of data in
4.2.4. Interpret data making 4. Communicate  Utilize the features of graphs to ensure
from tables, informed findings and that they are completed appropriately
charts and graphs. choices. decisions made (e.g. name and label the horizontal and
using vertical axes). [4.1.1, 4.2.3, 4.3.2]
4.2.5. Apply findings 4.3.5. Demonstrate vocabulary
from analysis of pride in associated with  Interpret the findings displayed in the
data to solve displaying statistics. tables, charts and graphs. [4.1.1, 4.2.4,
problems. work. 4.3.2, 4.3.4]
5. Demonstrate an
4.2.6. Communicate understanding  Use analysed data to solve problems,
findings and of mode. draw conclusions and make decisions.
decisions made [4.1.1, 4.2.5, 4.3.1, 4.3.2, 4.3.3, 4.3.4]
using appropriate
vocabulary  Communicate findings and decisions
associated with by writing a report using language
statistics. associated with statistics e.g. data and
mode. [4.1.1, 4.2.6, 4.3.1, 4.3.2, 4.3.3,
4.2.7. Evaluate 4.3.4, 4.3.5]
decisions made
based on analysis
 Evaluate decisions made on analysis
of data
of data by groups of students via group
represented in
presentations. [4.1.1, 4.2.7, 4.3.1,
91

Students will:
tables, charts and 4.3.2, 4.3.3, 4.3.4]
graphs.
 Compare the effectiveness of different
4.2.8. Compare representations of the same data to
different determine suitability of forms and for
representations of different audiences. [4.1.1, 4.2.8,
the same data to 4.3.2, 4.3.3, 4.3.4]
get an
understanding of  Compare the effectiveness of different
the suitability of methods of collecting data. [4.1.1,
the different 4.2.8, 4.3.2, 4.3.3, 4.3.4, 4.3.5]
forms and for
different
 Determine the mode for a given set of
audiences.
data and explain its importance in data
analysis. [4.1.2, 4.2.9, 4.3.3, 4.3.4]
4.2.9. Determine the
mode for a given
data set.
92
Physical Education
Standard 4
Rationale
What Is Physical Education About?
Children spend increasing time watching television, gaming and The role of Physical Education is not only to enhance children’s
completing a wide variety of computer tasks. Moreover, the fast food physical fitness, but to teach children a variety of motor skills,
culture and the snack food industries continue to infiltrate schools and knowledge and other competencies that will provide the foundation for
homes. The result will almost certainly be a nation of increasingly development of an active lifestyle.
sedentary students with low fitness levels.
Why Study In This Learning Area?

Through learning and by accepting challenges in health-related and responsibility for themselves and contribute to the well-being of those
movement contexts, students reflect on the nature of well-being and around them, of their communities, of their environments (including
how to promote it. As they develop resilience and a sense of personal natural environments), and of the wider society.
and social responsibility, they are increasingly able to take
How Is The Learning Area Structured?

The learning activities in health and physical education arise from the  Movement concepts and motor skills: Students develop
following three strands: motor skills, knowledge of movement, and positive attitudes
 Personal health and physical development: Students develop towards physical activity
the knowledge, understandings, and attitudes that they need in as their competencies increase. By learning in, through, and about
order to maintain and enhance their personal health, well- movement, students become aware that movement is fundamental to
being, and physical development. human expression.
94
 Relationships with other people: Students develop attitudes
that enhance their interactions with others through participation
in activities that promote fair play, turn-taking and the willing
observance of rules and protocols.
Note: Physical Education moves children out of the classroom often - any
field trips, sporting events, or outdoor education programmes must follow
safe practice and meet legal requirements.
95
PHYSICAL EDUCATION: STANDARD 4
CONTENTS SKILLS DISPOSITIONS OUTCOMES ELABORATIONS
Students will:
Movement Skills And Concepts
1.1.1 Distinguish movement 1.2.1 Practise flight, 1.3 1 Appreciate and 1. Apply acquired  Create 3 to 5 movement
concepts in a variety of skills. shapes and enjoy the aesthetic movement sequences using flight,
balance in and creative concepts and shapes and balance with
movement qualities of principles for the competency. (1.1.1 1.2.1
activities. movement. development and )
performance of
higher order motor
skills.
Gymnastic Skills
2.1.1 Explain forward roll, cartwheel. 2.2.1 Demonstrate 2.3.1 Appreciate and 2. Execute simple  Cartwheel- executes
forward roll, gymnastic routines single mule kick, the
enjoy the aesthetic
cartwheel. (in rolls and mule kick and or the side
and creative
balances) with kick. (2.1.1, 2.2.1)
qualities of
competency.
movement.  Complete 1 or 2 forward
rolls while maintaining
form and balance. (2.1.1,
2.2.1)
96
Students will:
Specialised Skills- Locomotor & 3.2.1 Practise using 3.3.1 Participate 3. Demonstrate Demonstrate:
Manipulative equipment and willingly in simple
 Attacking and Defending
facilities physical activities. combinations of
3.1.1 Explain basic technique in skills
appropriately motor skills in
running, throwing, catching, 3.3.2 Follow
Lead-up and  Running technique in –
jumping, and striking in various instructions when
Modified Games- track & field
disciplines. engaging in
3.2.2 Demonstrate track and field,
physical activity.  Basic throwing
basic technique in netball, cricket and technique in - track &
throwing, 3.3.3 Develop an football. field, netball & cricket.
catching, striking acceptance of
with increased individual  Basic catching technique
level of difficulty. differences. in - netball & cricket.
3.3.4 Build helping  Basic jumping technique
relationship with in - track & field &
3.2.3 Apply skills in
peers. netball.
lead-up and
modified game  Basic striking technique
situations. in - cricket & football.
(3.2.1, 3.2.2, 3.2.3)
 Proper use of equipment
and facilities.(3.2.1)
Healthy Habits 4.2.1 Practise drinking 4.3.1 Foster positive 4. Maintain healthy  Practise personal
water and eating team spirit, lifestyles through hygiene (using rag, soap,
4.1.1 Identify the benefits resulting
healthy foods. sportsmanship and physical activities, deodorant. (4.1.3, 4.2.3,
from participation in different
healthy diet and
97
Students will:
forms of physical activities. 4.2.2 Practise washing competition. personal hygiene. 4.32.)
hand and face 4.3.2 Develop healthy  Wash hands and face
after physical habits and after physical activity.
4.1.2 Explain how the body uses water activity. practises in their (4.1.3, 4.2.2, 4.3.2)
during physical activity as well
4.2.3 Practise personal daily lifestyle.
as the importance of various  Explain 1 or 2 ways in
hygiene.
foods for physical activity. which the body uses
4.3.3 Play in safe places. water and 1 importance
of food for physical
4.1.3 Explain personal hygiene. activities. (4.1.2, )
 Assume leadership roles
and responsibility.
(4.3.1)
 Work as a team towards
a common goal. (4.3.1)
Safe Practices
5.1.1 Know that specific attire is 5.2.1 Use suitable attire 5.3.1 Be suitably attired 5. Use physical  Wear appropriate attire
required for Physical Education for Physical for Physical activity as an suitable for physical
Classes. Education Education Classes. opportunity for activities- loose fitting,
98
Students will:
5.1.2 Discuss conflict resolution Classes. 5.3.2 Engage in fair-play positive social and soft and comfortable.
strategies. and show respect group interaction. (5.1.1, 5.2.1, 5.3.1)
5.2.2 Resolve conflict
for others’ cultural 6. Exhibit responsible
5.1.3 Recognise the role of games and that may arise  Follow instructions
background.
sport in getting to know and during physical behaviour through during Physical
understand others of like and activity. fair play and Education activities.
different cultures. respect for others. (5.3.2)
5.2.3 Display
sensitivity to  Share in team work.
others’ socio-
cultural
background.
99
Science
Standard 4
Rationale
What Is Science About?
Science is a distinct form of human activity, which involves a makes science a valuable knowledge system. The Science curriculum
dynamic way of exploring ourselves, the world in which we live, and is driven by creative energies and a spirit of enquiry. Through
beyond. Scientific progress comes from rational, systematic work and problem-based approaches, students construct their understanding of
from creative insights, built on a foundation of respect for evidence. science by taking an active role in learning and applying them to real
Scientific knowledge is not fixed and it is this on-going quest that world situations.
Why Study Science
Science engages students in making informed decisions,

developing creative solutions, and exploring innovative alternatives.
Students gather evidence to inform next steps, communicate
understandings from information analysed, as well as develop novel
and/or feasible strategies, tools, and products. They also develop
appropriate personal qualities and attitudes for successfully negotiating
a variety of situations in our dynamic and technological society. Many
of the major challenges and opportunities that confront our world can
be approached from a scientific perspective, tempered by social and
ethical considerations.
101
How Is Science Teaching Structured?
This approach to the teaching of Science will shape students’ Students relate the usability of everyday structures and
understanding of their world, and reinforce the importance of scientists mechanisms to the properties or features that inform their
to the development of society. These outcomes are realised through an design and construction.
emphasis on the following: 3. Systems and Interactions among them:
Skills: The connections that exist among components of the various
1. Planning and designing: Identifying the problem, systems of living and non-living things are explored. Students
hypothesising, selecting a workable method, and evaluating develop a greater understanding of the environment as they
products or solutions. evaluate the effectiveness of the systems studied.
2. Conducting experiments: Observing, measuring, and 4. Conservation and sustainability of natural resources:
classifying. Students consider the impact of human actions in order to
3. Communicating: Presenting findings, interpreting data, appreciate the delicate balance that exists between human
making inferences, and drawing conclusions. needs and those of the environment.
Concepts:
1. Individuals and groups:
Students engage in grouping things to appreciate their unique
characteristics as well as variations that may exist among them.
2. Forms and functions of structures and mechanisms:
102
SCIENCE: STANDARD 4
Students will:
Individuals and Groups:
1.1.1Examine the biological 1.2.1 Measure 1.3.1 Show respect for 1. Understand the  Represent the dimensions of plants and
changes that take place lengths using the variations that changes that take animals using metric units.
in animals and plants instruments exist among all place in plants and (1.1.1, 1.2.1, 1.3.1)
during the growth of varying forms of life. animals as they
process. ranges. mature.  Explain that as plants and some animals
mature, their parts grow in size.
1.2.2 Compose a o height
suitable aim 1.3.2 Demonstrate self- o mass
for assurance about o span
investigating their uniqueness. o girth
changes in (1.1.1, 1.2.1, 1.3.1)
measurable
physical  Differentiate between adults and their
characteristic young.
s that vary (1.1.1, 1.2.1, 1.3.1)
with growth.
 Formulate and test hypotheses.
1.2.3 Report (1.1.1, 1.2.1, 1.2.2, 1.3.2)
procedures in
logical  Design and conduct experiments to
sequence and investigate the physical changes which
appropriate take place as plants grow.
language. (1.1.1,1.2.1, 1.2.2, 1.3.2)
103
SCIENCE: STANDARD 4
Students will:
1.2.4 Interpret  Report findings using logical

recorded data sequencing and appropriate graphic
organizers using:
o past tense,
o concise language, and
o third person.
(1.1.1, 1.2.3, 1.3.2)
 Interpret data on growing plants and

animals.
(1.1.1, 1.2.4, 1.3.2)
2.1.1Justify the need for 2.2.1Extract 2.3.1 Exhibit self- 2a. Justify their  Explain that healthy foods are impacted
eating healthy foods information control in choosing choice of healthy by
(balanced and natural). about healthy options. foods. o ingredients used and
ingredients o method of preparation.
and methods 2.3.2 Be sensitive when (2.1.1, 2.2.1)
of food discussing food 2b. Exhibit
preparation related illnesses or sensitivity to  Select healthy foods from pictures and
from varied challenges. individuals who lists.
sources. suffer from food (2.1.1, 2.2.1, 2.3.1)
related illnesses or
challenges.  Defend their food choices.
(2.1.1,2.2.1, 2.3.1)
104
SCIENCE: STANDARD 4
Students will:
 Demonstrate appropriate responses and

behaviours to individuals who do not
choose healthy food options.
(2.3.2)
Form and Function:
3.1.1Investigate the 3.2.1 Measure 3.3.1Propose innovative 3. Defend the  Design experiments to compare the
properties of materials temperature recommendations. choice of properties of materials based on:
such as: using a materials based o ability to transmit:
 ability to transmit thermometer. on their  sound and/or
sound and light, properties.  light;
 absorbency 3.2.2 Formulate a o absorbency;
 strength, and hypothesis o strength;
 conduction of heat and select a o conduction of
and electricity. workable  heat, and/or
method.  electricity.
(3.1.1, 3.2.1)
3.2.3 Interpret data
to confirm or  Use a thermometer correctly by
refute immersing the bulb into liquid to be
hypothesis. tested.
(3.1.1, 3.2.1)
105
SCIENCE: STANDARD 4
Students will:
3.2.4 Draw  Formulate and test hypotheses on the
appropriate most suitable material to be used in
conclusion. given situations.
(3.1.1,3.2.2,3.2.3)
 Interpret data and draw appropriate

conclusions from observations made.
(3.1.1,3.2.3, 3.2.4)
 Propose innovative recommendations

for improvement to
apparatus/equipment.
(3.1.1, 3.3.1)
4.1.1 Investigate the factors 4.2.1 Explore 4. Modify simple  Create a stable simple structure with
that affect the stability possible structures to consideration of:
of simple structures modifications improve their o choice of basic material;
of simple stability o shape;
structure to o width of base;
improve its o overall height;
stability. o placement of load; and
o centre of gravity.
4.2.2 Select the best (4.1.1, 4.2.1)
solution.
106
SCIENCE: STANDARD 4
Students will:
4.2.3 Evaluate the  Analyse simple structures and improve
selected their stability by attempting to lower the
solution. centre of gravity.
Systems and Interaction:
5.1.1Differentiate between 5.2.1 Observe 5.3.1Be proactive in 5. Distinguish  Observe and record weather patterns
weather and climate. weather preparing for between weather using symbols. [5.1.1,5.2.1]
pattern over a extreme weather and climate.
period of conditions (Natural  Explain the difference between weather
time. Disasters). and climate. [5.1.1,5.2.1]
5.2.2 Chart the  Outline steps to prepare for extreme

weather weather conditions. (5.1.1, 5.3.1)
pattern in
various
locations.
5.2.3 Interpret
inferences
from data
gathered.
107
SCIENCE: STANDARD 4
Students will:
Conservation and
Sustainability:
6.1.1Differentiate between 6.2.1Construct 6.3.1Demonstrate 6. Assess uses of  Understand that non-renewable energy
renewable and non- operational initiative in renewable and stores are finite.
renewable sources of definition of conserving non-renewable (6.1.1,6.2.1)
energy. terms electrical energy. energy.
renewable  Explain the difference between
and non- renewable and non-renewable energy.
renewable (6.1.1,6.2.1)
from
activities.
7.1.1Investigate the 7.2.1Conduct 7.3.1Be accountable for 7. Differentiate  Explain how the earth becomes warm as
Greenhouse Effect and demonstrations their negative between the a result of the Greenhouse Effect.
its link to Global of the attitudes and Greenhouse (7.1.1,7.2.1)
Warming. Greenhouse behaviours towards Effect and the
Effect. the environment. Enhanced  Draw and label diagrams to illustrate
Greenhouse the Greenhouse Effect.
Effect. (7.1.1, 7.2.1)
 Create models to illustrate the

Greenhouse Effect.
(7.1.1, 7.2.1)
108
SCIENCE: STANDARD 4
Students will:
 Explain how man’s actions have created
the Enhanced Greenhouse Effect.
(7.1.1, 7.2.1, 7.3.1)
109
Social Studies
Standard 4
Rationale
What Is Social Studies?
Social Studies is the systematic study of an integrated body of content emphasises the skills and processes involved in social interactions,
drawn from core disciplines such as History, Geography, which, along with the prescribed settings and perspectives, will help
Anthropology, Economics and Political Science. It infuses experiences students to become informed, confident, and effective citizens of
of each individual to form a body of knowledge that facilitates growth Trinidad and Tobago.
and development within a structured society. Social Studies
Why Study Social Studies?
As we witness rapid advancements and changes in technology and understand and appreciate the present so as to significantly impact the
communication, children are submerged more into the virtual rather future. Understanding other cultures makes us prepared to examine
than the real world. This complexity creates an increased need to and celebrate our own.
master essential skills (such as communication, critical thinking,
problem solving etc.) to enable them to better understand, participate The Social Studies learning plan assists students in developing a
in, and contribute to the local, national and global communities in broader sense of their place in the local, regional and international
which they live and work. communities. This sense of belonging will help them establish relevant
values and personal characteristics that can contribute to the
The teaching of Social Studies performs an essential role in the development of caring and responsible citizens in all phases and facets
nurturing of young minds to function competently and effectively in of their lives.
today’s complex society. Understanding the past makes children better
111
How Is Social Studies Structured?
Students explore the unique culture of the Trinidad and Tobago’s  understand why some people participate in social actions
society that is derived from the experiences of local, regional and  reflect on and evaluate the understandings they have
international relations. They learn about people, places, cultures, developed.
histories, and the economic world, within and beyond Trinidad and
Tobago. Students also develop understandings about how societies are The teaching of Social Studies performs an essential role in the
organized and how they function. Students are given learning nurturing of young minds to function competently, effectively and
experiences to understand that the ways in which people and efficiently in today’s modern society.
communities respond are shaped by different perspectives, values, and
viewpoints. As they explore how others see themselves, students
clarify their own identities in relation to their particular heritages and
contexts.
The Social Studies content was developed from the following

foundational strands:
 Personal and Social Development

 Our Heritage
 Our Environment
 Organisations
 Change
The achievement outcomes can be developed through a range of
approaches. The use of these approaches enable students to:
 ask questions, gather information and background ideas,

and examine relevant current issues
 explore and analyse people’s values and perspectives
 consider the ways in which people make decisions
112
SOCIAL STUDIES: STANDARD 4
Students will:
Media and Information

1.2 Analyse the 1.3.1 Understand that the
1.1.1 Define media
1. Ascertain that the  Give a definition of mass
coverage of stories right to freedom of speech mass media are the media. [1.1.1]
1.1.2 Discuss the role and reported across comes with a channels for information-
significance of the media in different media: responsibility.  Name three forms of the
sharing in any society
society.  electronic media and that what is reported mass media. [1.1.2]
1.3.2 Show curiosity in affects one’s choices and  State two ways in which
 print media
1.1.3 Discuss how learning more about disposition. advertisements can
advertisements influence their  social network current issues. influence a person’s
behaviour and choices. sites, etc. choice. [1.1.3]
 Analyse the coverage of
1.1.4 Recognize that freedom 1.3.3 Display an optimistic one story reported across
of the press is a constitutional concern for local and different media.
right. national issues. [ 1.2,1.1.4]
 Use a simple flow

2.1.1 State the forms of diagram to explain the
technology for communication communication process.
2.3.1 Examine how ICT 2. Understand that ICT [2.2.2, 2.3.1]
and information.
2.2.1 Use modern influences the way one influences how one
2.1.2 Link advances in technological systems  List three forms of
113
Students will:
technology to adjustments to to communicate: thinks and behaves. thinks and behaves and technology for
one’s social interactions: that one should exercise communication and
 internet
caution when using it. information. [2.1.1, 2.2.1,
 instant communication  e-mails 2.3.2 Exercise caution 2.2.2]
 social networking
 less privacy and appropriate etiquette
when using social media.  Describe in two or three
 fewer face to face
sentences how advances in
interactions etc.
2.3.3 Use information technology impact on
and computer technology social interactions. [2.1.2,
2.1.3 Discuss how ICTs have 2.2.1]
with moral and ethical
influenced change.
responsibility.
 Give Two Examples of
how ICTs have improved
life. [2.1.3, 2.3.4]
2.2.2 Use ICT to 2.3.4 Be aware that one
assist in collecting, can influence the future
recording, analysing personally, nationally and
and interpreting data. globally.
Understanding Change
3.1.1 Identify changes the body 3.2.1 Speak 3.3.1 Appreciate the 3. Become aware of body  List five physical changes
114
Students will:
experiences as it matures. respectfully about physical differences in changes and how to that take place in the body
body changes. males and females. manage it in a healthy as it matures. [3.1.1]
3.1.2 Describe the additional manner.
care that is needed for the body 3.2.2 Make 3.3.2 Appreciate and be  For each of the following:
during puberty: appropriate comfortable with oneself. hygiene, diet, exercise,
 hygiene decisions. explain two ways of taking
 diet 3.3.3 Appreciate that one’s good care of the body
 exercise body is private and special during puberty. [ 3.1.2]
and should be treated with
respect by all.
3.3.4 Develop an
understanding and respect
for the opposite sex.
3.1.3 Explain factors that 3.3.5 Display proper  Explain three or four
contribute to a successful family behaviour in boy/girl factors that contribute to a
life relationship. 4. Become aware of what successful family life.
 physical and emotional is needed to establish a [3.1.3,3.3.5,3.3.6]
115
Students will:
maturity 3.3.6 Care for loved ones. stable family.
 stable relationships
 financial stability
 ability to provide basic
needs.
3.1.4 Identify changes in a

 Explain in two or three
family over time:
paragraphs the changes in
 size
a family overtime.
 relationships
[3.1.4,3.2.3,3.3.6]
3.1.5 Identify the types of

3.2.3 Cope with
5. Understand and accept  Name two or three types of
communicable diseases and their
changes within the
changes that occur within communicable diseases.
116
Students will:
impact on relationships family. 3.3.7 Empathise with a family over time. [3.1.5]
 common cold 3.2.4 Manage feelings affected persons.  State three or four
 conjunctivitis precautionary measures to
 STIs avoid the spread of two or
3.1.6 State precautionary three communicable
measures to avoid the spread of diseases.
communicable diseases. [ 3.1.6]
 Explain how they impact
on relationships.
[3.1.6,3.3.7]
Building a Nation: Making

Choices
 Create a timeline of the
4.1.1 Articulate the major events major political events in
4.2 Using a timeline 4.3.1 Respect the choices 6. Develop an
in the political evolution of the evolution of Trinidad
to show the sequence of others. understanding of the
Trinidad and Tobago from and Tobago from Crown
of events, trace the political history of
Crown Colony to Colony to Republicanism.
development of the Trinidad and Tobago and
Republicanism. history of Trinidad 4.3.2 Exhibit a sense of how it contributed to the [4.1.1, 4.2]
and Tobago from national pride as they learn political system today.  State two benefits of
Crown Colony to about their country. becoming a Republican
117
Students will:
Republicanism. nation. [4.1.1]
 Outline the process of

4.1.2 Explain the importance of 4.3.3 Demonstrate ways of voting on election day.
the electoral process and the showing patriotism. [4.1.2]
need to exercise one’s franchise.  Explain the necessity for
exercising one’s franchise.
[4.1.2]
 State two traits of a
patriotic citizen. [4.3.1,
4.3.2, 4.3.3]
4.1.3 Identify the form of
government in Trinidad and  Name three things that
Tobago. changed when Trinidad
and Tobago became an
independent nation.
4.1.4 Outline the structure and [4.1.1,4.2]
function of government in
Trinidad and Tobago.  Create and/or label a
diagrammatic model of the
structure of government in
4.1.5 Differentiate amongst Trinidad and Tobago.
[4.1.4]
central and local government and
118
Students will:
the Tobago House of Assembly.
 State three functions of the
Tobago House of
Assembly. [4.1.5]
 Describe, in two or three
sentences, the functions of
local government. [4.1.5]
5.1 Recognize the significance of
the national awards.
 Name the four National

7. Develop a sense of Awards of Trinidad and
5.3 Develop a sense of Tobago. [5.1]
national pride by
6.1 Recognize the constitution as pride in their country.
the supreme law of the land. recognizing the  Explain the significance of
significance of the two National Awards [5.1,
national awards. 5.3]
 State, in a short paragraph,

7.1.1 Identify the four seasons.
why there is a constitution
7.1.2 Recognize the activities in Trinidad and Tobago.
8. Recognize the
that are associated with each
119
Students will:
season. constitution as the law of [6.1]
the land that protects the
7.2.1 Map the major freedom and
climatic zones of the independence of citizens.
world.  Name two or three
9. Distinguish among the activities associated with
four seasons and the any two of the four
activities associated with seasons. [7.1.1, 7.1.2]
each.
7.2.2 Use a map or
globe to identify the
hemispheres of the
world.
10. Identify and map the  Insert on a map of the
major climatic divisions earth:
7.2.3 Use maps, of the world using an atlas - the hemispheres
atlases and globes to and a globe.
identify the major - the seven continents
continents and oceans - the oceans. [7.2.2,
of the world. 7.2.3]
 Locate and name the major
lines of latitude on a map
7.2.4 Map the major
of the world. [7.2.4]
lines of latitude and
120
Students will:
longitude on a map of  Name the main lines of
the world.
longitude. [7.2.4]
8.1.1 Know their rights as

consumers.
8.1.2 Understand the importance

of personal budgeting. 8.2 Create a personal
budget
 Name one institution that

11. Know their rights as is responsible for the
8.1.3 Familiarize themselves 8.3 Make responsible protection of the rights of
consumers and the
with the Office of the decisions as consumers. the consumer. [8.1.1,
institution available to
Ombudsman and the Consumer 8.1.3]
protect their rights as
Affairs Division.
consumers.  Give three reasons why
one should have a personal
budget. [8.1.2, 8.2]
 Identify two or three
factors that should be of
priority when a budget is
121
Students will:
being made. [8.1.2]
 State two or three
considerations to be made
when purchasing an item.
[8.3]
122
Spanish
Standard 4
Rationale
What is Learning Languages About?
Languages are inseparably linked to the social and cultural contexts in language has its own ways of expressing meanings; each has intrinsic
which they are used. Languages and cultures play a key role in value and special significance for its users.
developing our personal, group, national, and human identities. Every
Why Study Another Language?
Languages link people locally and globally. They are spoken in Through such interaction, students acquire knowledge, skills, and
the community, used internationally, and play a role in shaping the attitudes that equip them for living in a world of diverse peoples,
world. Oral, written, and visual forms of language link us to the past languages, and cultures. It increases their understanding of their own
and give us access to new and different streams of thought and to language(s) and culture(s).
beliefs and cultural practices. It is imperative that the child of the 21st. century be equipped
In addition to being one of the most sought after skills of the with the skills necessary to function in a global environment; one such
21st century, by learning an additional language and its related skill is the ability to communicate in more than one language. Spanish,
culture(s), students come to appreciate that languages and cultures are therefore, earns its place in the national curriculum of Trinidad and
closely related. Learning a new language extends students’ linguistic Tobago. Not only is Spanish the fastest growing language in the
and cultural understanding and the ability to interact appropriately with western hemisphere, but this language also has a strong historical and
other speakers. Interaction in a new language, whether face to face or cultural presence in our nation.
technologically facilitated, introduces them to new ways of thinking An early introduction to a second language lays a foundation
about, questioning, and interpreting the world and their place in it. for foreign language proficiency at a later stage and complements skill
124
development in other areas of study. Learning another language fosters the development of higher order thinking skills.
promotes competence in listening, speaking, reading and writing, and
How is Spanish Structured?
This Spanish primary programme is based on a Foreign different beliefs and cultural practices, including their own, they
Language Exploratory (FLEX) model. Beyond learning functional understand more about themselves and become more understanding of
Spanish that supports other curricular content, it involves the inclusion others.
of the myriad of language and language-related experiences in the The Spanish program at the primary level is designed to create
world of the child. There is a rich amalgam of languages in the enthusiasm, excitement and love for language study among learners.
everyday experiences of the students of our country. A main objective Students are introduced to Spanish through stories, games, interactive
of foreign language study at this level includes awakening in the child instruction, cultural activities, and music. The focus of the program is
an awareness of and appreciation of the richness of language primarily, but not exclusively, on spoken language. Students engage in
exploration- the origin and meaning of his/ her name, places in the using Spanish in contexts that relate to their lives, and help them to
community and country, foods, culturally related references etc. develop awareness of how language affects culture and vice versa.
Embedded within this notion is a respect for diversity and critical
thinking through probing beneath the surface to seek deeper meaning.
Within any programme of language study, students learn about
culture and the interrelationship between culture and language. They
grow in confidence as they learn to recognize different elements of the
belief systems of speakers of the target language. They become
increasingly aware of the ways in which these systems are expressed
through language and cultural practices. As they compare and contrast
125
SPANISH: STANDARD 4
CONTENT/SKILLS DISPOSITIONS OUTCOMES ELABORATIONS
1.1.1. Outline ways in which Hispanic 1.2.1. Appreciate cultural 1. Demonstrate an awareness  Identify aspects of Hispanic
culture is being infused in diversity within Trinidad and appreciation of the infusion culture that are being infused
contemporary Trinidad and and Tobago. of Hispanic culture into into the contemporary culture
Tobago. 1.2.2. Have a sense of identity. contemporary local culture. of Trinidad & Tobago.
(music, dance, food, sport
1.2.3. Be open-minded to the (football), fashion,
culture of others. mannerisms) [1.1.1]
 Display appreciation for other
cultures. [1.1.1]
2.1.1. Express, in Spanish, likes and 2.2.1. Appreciate Hispanic 2. Engage in conversations using  Use the Spanish structure ‘Me
dislikes of selected aspects of the culture. simple Spanish structures. gusta ….’ and ‘No me gusta
Hispanic culture. ….’ to express likes and
((No)Me gusta … dislikes related to Hispanic
la comida latina culture. [2.1.1]
la ropa latina -I like (I don’t like) Hispanic
la música latina food, Hispanic clothes, Latin
la lengua española music, Spanish, football, Latin
el fútbol dance
el baile latino
3.1.1. Name basic forms of media in 3.2.1. Engage in exploration of 3. Engage in conversations using  Recite and recall the Spanish
126
SPANISH: STANDARD 4
Spanish. language through comparing simple Spanish structures. words for media forms.
¿Qué media es? words of different languages. (computer, internet, website,
(la computadora, el internet, el sitio television, cable television,
de web, la televisión, la televisión radio, newspaper) [3.1.1]
por cable, la radio, los diarios)
 Use the first person Spanish

3.1.2..State in Spanish how they use 3.2.2. Be responsible when verb forms + media-related
different forms of media. interacting with media. nouns to say how they interact
with different forms of media
(Uso la computadora, Navego el
[3.1.2]
internet, Veo la televisión, Escucho
(I use the computer, I surf the
la radio, Leo los diarios)
net, I watch television, I listen
to the radio, I read
newspapers)
4.1.1. Use ‘There is more…’ (Hay 4.2.1. Be aware of and 4. Engage in conversations using  Describe, in Spanish, major
más…’) to describe various changes to appreciative of global simple Spanish structures. changes taking place in the
world. [4.1.1]
our world. changes.
(Hay más polución, tráfico, 4.2.2. Become a more caring and ….more pollution, traffic,
education, information)
educación, información ) responsible citizen.
5.1.1. Evaluate the importance of 5.2.1. Appreciate the importance 5. Understand and appreciate the  State the usefulness of foreign
127
SPANISH: STANDARD 4
learning foreign languages. of other world languages. importance of world languages language learning. [5.1.1]
within our global community.
 Recognize the importance of
world languages. [5.1.1]
128
Visual and Performing Arts
Standard 4
Rationale
What Are The Visual & Performing Arts?
The arts are organised expressions of ideas, feeling, and emotion, intellect, and imagination. They contribute to the child’s
experiences in images, sound, language, gesture and movement. Arts growth by developing skills, sensitivities and positive attitudes. The
education comprises the four disciplines of visual arts, music, drama, arts reflect what is valued in society and celebrate our unique cultural
and dance. These disciplines provide for the stimulation of the senses, mosaic.
Why Study The Visual & Performing Arts?

Arts education is integral to primary education in helping to promoting subject integration in the classroom. Arts programming
promote a variety of thinking processes. The range of cognitive, enhances self-esteem and confidence, and provides a forum where
affective, and hands-on experiences offered by the arts places these spontaneity and risk-taking are encouraged and differences celebrated.
disciplines at the centre of a primary child’s learning. The arts Arts activities are a focus for social and cultural development. They
encourage ideas that are personal and imaginative and make a vital embrace local, national, and international aesthetic and cultural
contribution to the development of a range of intelligences. An expressions, promoting enjoyment and understanding of difference.
effective arts program enables the child to explore exciting, alternative They may also be a means to social change through the voices of
ways of learning and communicating with others. In addition, a individual identity and passion.
purposeful arts education at the primary level is invaluable in
130
How Are The Visual & Performing Arts Structured?
technologies to create imagined worlds. Through purposeful play, both
Students work both independently and collaboratively to construct individual and collaborative, they discover how to link imagination,
meanings, produce works, and respond to the contributions of others. thoughts, and feelings. As students work with drama techniques, they
They learn to use imagination to engage with unexpected outcomes learn to use spoken and written language with increasing control and
and to explore multiple solutions. Through traditional and new confidence and to communicate effectively using words, body
technologies, students’ artistic ideas are generated and refined through language, movement, and space. As they perform, analyse, and
cycles of action and reflection. Within each, students develop literacies respond to different forms of drama and theatre, they gain a deeper
as they build on skills, sensitivities, and attitudes. appreciation of their rich cultural heritage.
Dance
Dance is expressive movement that has intent, purpose, and form. In Music
dance education, students integrate thinking, moving, and feeling. Sound from natural, acoustic, and digital environments is the source
They explore and use dance elements, vocabularies, processes, and material for expressive ideas in music. These ideas are manipulated
technologies to express personal, group, and cultural identities, to and extended into forms, genres, and styles that are recognized as
convey and interpret artistic ideas, and to strengthen social interaction. music. Music is a fundamental form of expression, both personal and
Students develop literacy in dance as they learn about, and develop cultural. Value is placed upon the musical heritages of Trinidad and
skills and sensitivities in, moving, performing, and choreography, and Tobago’s diverse cultures, including traditional and contemporary
respond to a variety of genres from a range of historical and musical arts. By making, sharing, and responding to music, students
contemporary contexts. contribute to the cultural life of their schools, peer groups, and
communities. Students develop literacies in music as they listen and
Drama
Drama expresses human experience played out in time and space. respond, sing, play instruments, create and improvise, read symbols
Students learn to use dramatic conventions, techniques, and and notations, record sound and music works, and analyse and
131
appreciate music. This enables them to develop aural skills and to engage with a wider range of art experiences in increasingly complex
value and understand the expressive qualities of music. ways. Art history provides students with some sense of the efforts of
others to speak their culture.
Visual Arts
Through engaging in the visual arts, students learn how to discern,
participate in, and celebrate their own and others’ visual worlds.
Learning in Visual Arts begins with children’s curiosity and delight in
their senses and extends to communication of complex ideas and
concepts. An understanding of visual culture is achieved through
exploration of local and Caribbean contexts.
Students develop visual literacy and aesthetic awareness as they

manipulate and transform visual, tactile, and spatial ideas. They
explore experiences, stories, abstract concepts, social issues and needs,
both individually and collaboratively. They experiment with materials,
and techniques to develop their visual enquiries and create both static
and time-based artworks in drawing, sculpture, painting, printmaking,
photography, film, design, textiles, ceramics. They view the art works
of others, sharing their responses, and generating multiple
interpretations. Their meaning making is further informed by
investigation of the contexts in which art works are created, used, and
valued. As they develop their visual literacy, students are able to
132
VAPA: STANDARD 4

Students will:
1.1.1 Become aware of 1.2.1 Produce models of 1.3.1 Begin to discover their 1. Produce models of  Produce one small
the variation of media items using creativity. different media items. model of a media item
line, shape, texture, various materials. (e.g. cell phone,
colour and tone in
computer or
3-dimensional
work. television) using a
variety of materials
including boxes,
paper, glue or bottle
caps. (1.1.1, 1.2.1,
1.3.1)
2.1.1 Understand that 2.2.1 Use a hanger and 2.3.1 Appreciate the elements 2a. Construct mobiles  Construct mobiles to
balance, repetition, string to construct and principles of design using models created. be suspended from the
contrast, pattern mobiles depicting in creating objects. classroom ceiling by
and rhythm can be models created.
using string to attach
used in creating 3-
dimensional work. models to a hanger.
(2.1.1, 2.2.1, 2.3.1)
133
VAPA: STANDARD 4

Students will:
3.1.1 Understand that 3.2.1 Create Narrative 3.3.1 Become responsive to 3. Create a Narrative  Create a Narrative
drawings and Drawings, cartoons change and its impact. Drawing, cartoon or Drawings, cartoon or
diagrams can be or comic strips comic strip. comic strip of 4-5
used to solve design illustrating how
panels using
problems and to change in
clarify and develop technology impacts appropriate lettering
ideas. the Arts. and illustrations to
show how change in
technology impacts
the Arts. (3.1.1, 3.2.1,
3.3.1)
1.1.1 Gain an 1.2.1 Identify the 1.3.1 Appreciate and assess 1a. Identify features  View 2-3 dance
understanding of elements of a dance performances. integral to a dance performances and
the elements of a production. performance. identify at least three
production
1b. Critique dance important features
(presentation,
costume, performances. (e.g. number of
characterization, dancers, type of space,
dance, music and costuming, lighting,
staging). accompaniment,
impact of
134
VAPA: STANDARD 4

Students will:
performance).(1.1.1,
1.2.1)
 Critique the
performances viewed,
giving at least three
supporting
statements.(1.1.1,1.3.1
)
2.1.1 Offer solutions to 2.2.1 Combine movement 2.3.1 Develop confidence in 2. Use interpretive  Create a 1-2 minute
various social and language to articulating ideas. movement to highlight narrative dance piece
problems through comment on social and comment on social depicting one social
movement issues. issues.
issue featured in the
exploration.
local newspapers
(flooding, crime, child
abuse).(2.1.1, 2.2.1,
2.3.1)
3.1.1 Understand the 3.2.1 Perform at a school 3.3.1 Develop discipline and 3. Practise proper  Exhibit appropriate
protocol of or public event. confidence. performance behaviour. behaviour before,
performance – during and after
preparation,
performances by
teamwork and
135
VAPA: STANDARD 4

Students will:
presentation. attending regular
rehearsals with a
3.1.2 Make connections positive attitude,
between role and
performance. giving their best on
stage and assisting
with post-performance
activities (e.g. packing
and storing costumes).
(3.1.1, 3.1.2, 3.2.1,
3.3.1)
1.1.1 Demonstrate a 1.2.1 Select articles, 1.3.1 Work towards an agreed 1a. Develop a scenario  In small groups, create
deeper advertisements and goal. based on articles, and present one
understanding of pictures to be placed advertisements, and scenario from
the process in their portfolios pictures collected in
information collected
involved in creating and used in the their drama portfolio.
a portfolio. development of a from articles,
scenario. advertisements and
pictures. (1.1.1,
1.2.2 Develop a scenario 1.2.1,1.2.2, 1.3.1)
based on articles,
advertisements, and
pictures collected in
136
VAPA: STANDARD 4

Students will:
their drama
portfolio.
2.1.1 Recognize the 2.2.1 Investigate through 2.3.1 Develop critical thinking 2. Investigate the elements  State any three
elements of a research the elements skills. of a production. production elements
production/ of a production. observed in a
presentation. (e.g.
live/recorded
costume,
characterization, presentation/productio
dance, music and n and give a brief
staging). explanation of each.
(2.1.1, 2.2.1, 2.3.1)
.
3.1.1 Demonstrate an 3.2.1 Develop techniques 3.3.1 Develop a sense of 3a. Create a sculpted  Working in pairs, use
understanding of of consistency in accomplishment through piece. bodies to create a
the techniques mirroring and teamwork.. sculpted piece based
involved in sculpting. 3b. Mirror movements
on theme given.
sculpting and
mirroring using (3.1.1, 3.2.1, 3.3.1)
bodies.
 Working in pairs,
mirror 4-6 body
movements done by a
partner, paying close
attention to detail.
137
VAPA: STANDARD 4

Students will:
[3.1, 3.2, 3.3]
1.1.1 Analyse popular 1.2.1 Aurally identify 1.3.1 Develop critical thinking 1. Aurally identify  Clap/tap/play
musical genres characteristic skills. characteristic rhythmic characteristic
from the Caribbean. rhythmic and and melodic patterns of rhythmic patterns of
melodic patterns of popular musical genres
popular Caribbean
popular musical in the Caribbean.
genres in the musical genres. (1.1.1,
Caribbean. 1.2.1, 1.3.1)
 Sing/play
characteristic melodic
patterns of popular
Caribbean musical
genres. (1.2.1)
2.1.1 Recognize form 2.2.1 Identify the form of 2. Analyse selected aural  Identify the form
(structure) in music. familiar and musical excerpts to (structure) of 8-10
unfamiliar musical identify the form. musical excerpts as
excerpts.
being call and
response, verse and
138
VAPA: STANDARD 4

Students will:
chorus or solo/chorus.
(2.1.1, 2.2.1, 1.3.1)
 Classify 8-10 selected

pieces according to
Form (Call and
Response, Verse and
Chorus, Solo/Chorus).
(2.1.1, 2.2.1, 1.3.1)
3.1.1 Understand how 3.2.1 Compose pieces 3.3.1 Develop self –esteem. 3. Compose and document  Compose and perform
musical concepts using melodic short pieces of music. short pieces of music
and elements can be instruments. on melodic
combined to create
instruments using
and document short
pieces. proper technique and
3.2.2 Document their tone. (3.1.1, 3.2.1)
compositions using  Document
varied media.
composition using
varied media (e.g.
recording,
videotaping, and
invented notation).
(3.1.1, 3.2.2)
139
VAPA: STANDARD 4

Students will:
4.1.1 Recognize how 4.2.1 Sing nation building 4. Sing nation building  Sing nation building
correct breathing songs and songs songs and songs from songs and songs from
and expression from other other Caribbean other Caribbean
contribute to good Caribbean islands. islands.
islands with correct
singing.
4.2.2 Sing independently breathing, appropriate
and in groups. expression and >80%
pitch accuracy, both
independently and in
groups. [4.1, 4.2.1,
4.2.2]
5.1.1 Become aware of 5.2.1 Play two-part pieces 5. Play two-part pieces by  Perform simple two-
the different by rote. rote on melodic part pieces by rote on
melodies contained instruments. melodic instruments
in two-part songs. 5.2.2 Become more
competent on using proper
melodic technique and with
instruments. >80% rhythmic and
pitch accuracy. (5.1.1,
5.2.1, 5.2.2)
140
Values, Character and Citizenship Education
Standard 4
Rationale
What is VCCE?
Values, Character and Citizenship Education (VCCE) is a sequenced make informed moral decisions, to be responsible and caring citizens
set of learning experiences designed to help the student grow, develop and to practise socially helpful behaviour. Values, Character, and
and master values and concepts that are relevant for a 21st century Citizenship Education incorporates beliefs and attitudes which
caring, responsible citizen of our interdependent world. Values, contribute positively to the enrichment of the culture in which an
Character, and Citizenship education inculcates in students positive individual resides and extends to the global community.
dispositions valued by society. These dispositions empower them to
Key Terms in VCCE
Disposition: A tendency to act in a specific way

Character: The inherent attributes that determine a person’s moral
Values: Important and lasting beliefs or ideals shared by the and ethical actions and reactions.
members of a culture about what is good or bad, and
desirable or undesirable. These core beliefs guide and Citizenship: The right and responsibility to work and live in a
motivate attitudes and actions. community and to participate in social and political life.
142
Why Study Character Education?
Trinidad and Tobago is a rapidly growing society affected by global learning. These attributes are not only taught but required as part of the
trends in technology, corporate life, and ever-increasing mobility and whole learning environment within the school and classroom. Such a
communication. As a result the family, school, community and country program must be multidimensional to help students as citizens to think
have seen traditional values strained. and act in ways that preserve and respect our heritage and protect our
To facilitate the development in every young person the basic future. While enjoying a range of rights and privileges, a concomitant
characteristics of trustworthiness, respect, responsibility, fairness, sense of identity and responsibility must be developed. The family,
caring and citizenship requires an intentional approach to teaching and school and community must partner to address these challenges.
How is the VCCE Structured?
Teaching and learning these six key characteristics in a well-designed REINFORCE - Instil the six pillars of character by rewarding good
Character Education programme can follow the T.R.A.M. approach. behaviour (usually, praise is enough) and by discouraging all instances
of bad behaviour by imposing (or, in some cases, allowing others to
TEACH - Tell children that their character counts — that their success impose) fair, consistent consequences that prove you are serious.
and happiness will depend on who they are inside, not what they have ADVOCATE - Continuously encourage children to live up to the Six
or how they look. Tell them that people of character know the Pillars of Character in all their thoughts and actions. Don’t be neutral
difference between right and wrong because they guide their thoughts about the importance of character or casual about improper conduct.
and actions by six basic rules of living. Be clear and uncompromising that you want and expect students to be
trustworthy, respectful, responsible, fair, caring, and good citizens.
143
MODEL - Be careful and self-conscious about setting a good example
in everything you say and do. Everything you do and don’t do, sends a
message about your values. Be sure your messages reinforce your
lessons about doing the right thing even when it is hard to do so. When
you slip, act the way you want your students to behave when they act
improperly — be accountable, apologize sincerely, and resolve to do
better.
144
V.C.C.E.: STANDARD 4
Students will:
Trustworthiness: 1. Demonstrate an  Describe four (4) elements of effective
Communication & Trust understanding of the communication. (1.1.1)
ways in which
1.1.1 Describe elements of effective  Evaluate the ways in which the elements
effective 1.2.1 Apply principles of communication helps of effective communication can be used
communication. effective to maintain trust to build trust. Think carefully of:
communication to within relationships.  what is said;
build and maintain  how it is said;
trust within  when it is said; and
relationships with 1)  to whom it is said. (1.1.1, 1.2.1)
peers and those in
authority.
 Assess situations to determine whether
Acceptable Disclosure 2. Act with integrity and or not secrets should be disclosed.
2.2.1 Assess the discretion. (2.1.1)
1.1.1 Know when it is advantages and  Would anyone be hurt or
acceptable to disadvantages of negatively affected if I keep this to
disclose ‘secrets’ displaying loyalty to 2.3.1 Display integrity of myself?
and to whom one’s peers. character.
‘secrets’ should be  Recognise that persons with whom they
disclosed. associate affect their reputation and the
level of confidence others put in them.
(2.2.1)
 Be consistently sincere when sharing
Acceptable Disclosure information. (2.3.1)
145
Students will:
social justice persons can advocate for others. (5.1.1)
5.2.1 Influence others to
5.1.1 Identify situations in be courageous in 5.3.1 Exhibit concern for
which they can helping others. persons who have
display courage to been treated unfairly  Consider the views of others when
ensure fair treatment and display 5. Act fairly and display making decisions. (4.3.1)
of others. willingness to sensitivity to others who
advocate for the rights need support.  Defend the rights of peers who have
of such persons. been treated unfairly.(5.2.1, 5.3.1,
5.3.2)
5.3.2 Display greater level
of sensitivity to issues  Initiate and participate in activities
of social injustice that geared to help persons who are
may have occurred at challenged by social issues. (5.3.1)
the local, regional and
global levels.
Respect for the right to 6. Demonstrate an  Describe three (3) ways in which other
privacy understanding of the persons’ “right to privacy” can be
“right to privacy” and respected. (6.1.1)
6.1.1 Recognise that each 6.3.1 Demonstrate what it entails.
person has a right to willingness to  Discuss three (3) ways in which
privacy. consider the persons’ right to privacy can be
implications of respected while using social media.
using social media (6.3.1)
147
Students will:
to circulate personal
information about
others.
7. Demonstrate  Describe three (3) ways in which
Respect for self and others deepening respect for self and others can be shown.
7.3.1 Demonstrate understanding of (7.1.1)
7.1.1 Detail ways in which healthy respect for respect for self and
persons can respect 7.2.1 Respect self and self through their others.  Cite three (3) ways in which respect for
themselves and others. others during attitudes and self and others can be maintained while
exchanges via social behaviour. using social media. (7.2.1)
media. 7.3.2 Demonstrate a
healthy respect for  Explain why respect for self and others
7.2.2 Justify the need for persons from other is important. (7.2.2)
self-respect and places.
respect for others.
 Use positive language to refer to
themselves and others. (7.3.1, 7.3.2)
8. Respect self and others
Caring: Considerate Use of 9. Demonstrate  Describe three (3) ways in which media
Media understanding of the can be used responsibly.(8.1.1)
8.1.1 Describe ways in 8.2.1 Discuss ways in 8.3.1 Share ideas that ways in which the  Share the truth about situations
which they can which consideration will assist in media can be used with without using hurtful or
demonstrate can be shown for helping others. due consideration for ‘demeaning’ language. (8.2.1,
consideration for others while using others. 8.2.2, 8.3.2)
others while using the the media. 8.3.2 Be considerate of  Consider what needs to be shared.
media. others when using (8.3.1)
8.2.2 Use their the media.  Maintain respect for persons’ right
understanding of to privacy. (8.3.2)
caring to apply to
their behaviours and
148
Students will:
actions towards
others.
Responsibility & Change 10. Demonstrate  Describe ways in which to cope with
understanding of ways change: (9.1.1, 9.2.1, 9.2.2)
9.1.1 Understand that in which to cope with  Seek advice from more
change is unavoidable. 9.2.1 Recommend ways to change. experienced persons;
deal with change.  Acquire relevant knowledge and
skills; or
9.2.2 Reflect on  Develop “staying calm”
adjustment to strategies.
change.
Responsibility & Change
11. Give simple  Detail three (3) consequences of poor

10.2.1 Examine justifications for choices. (10.2.1)
consequences of 10.3.1 Make responsible responsible choices.
choices they 1) choices for various  Describe three (3) benefits of responsible
make 2) plan to situations- e.g., choices. (11.2.1)
make 3) made. when selecting
music, websites,
print, etc. 12. Make responsible
choices.  Devise a system for making responsible
choices re use of websites, music and
11.2.1 Justify choices they print. (10.3.1, 12.2.1)
make 1) at Home
2) at School 3) at  Listen to and view material that is age
Church 4) within appropriate. (12.2.1)
the community.
12.2.1 Develop criteria for
149
Students will:
determining the
appropriateness of
websites, music
and print, etc.
Citizenship- Rights vs. 13. Demonstrate an  Discuss three (3) ways in which persons
Responsibilities: Social understanding of can seek redress for wrongs committed
Justice behaviours displayed against them. (13.1.1, 14.1.1)
13.3.1 Appreciate the role by good citizens. o Write letters
13.1.1 Recognise that all played by o to the media,
citizens have a right advocates for social o to Member of Parliament,
to justice. justice. o Write petitions,
o Lobby public through legal means,
o Get Trade Unions involved.
11.1.1 Outline options that
are available to  Recommend two (2) ways in which
citizens for seeking social injustice can be effectively dealt
redress when their with. (14.1.1)
rights have been
infringed.  Describe three (3) responsibilities that
they may later have as teenagers and
15.1.1 Begin to understand adults. (15.1.1)
that as they grow
their responsibilities 15.3.1 Begin to consider  Use the print and electronic media to
as citizens will the ways in which access information and to share useful
increase. 15.2.1 Use the media to individual choice affects information. (15.2.1)
become and stay the community and the
an informed wider society.  Describe three (3) ways in which
citizen. individual choices can affect
others.(13.3.1, 15.3.1 )
150
V.C.C.E.: STANDARD 4 GLOSSARY
Trustworthiness Trustworthiness: Being worthy of another’s trust or confidence.
When you are trustworthy, others believe they can depend on you to be truthful and that they can rely on you to try always to
say and do the right thing.
Fairness Fairness: Dealing objectively (and impartially) with challenging situations.
When you are fair you consider the needs of others when making decisions.
Respect Respect: Regard or concern for one’s well-being and that of others.
We can show respect for persons and their culture in order to build and maintain healthy relationships.
Caring Caring: Feeling and showing concern and empathy for others. Having compassion.
When you are a caring person you do things to keep yourself and others safe and healthy.
Responsibility Responsibility is the characteristic that is based on obligation. A person who is responsible:
 Contributes to the good of the whole;
 Sets goals and aims to achieve them;
 Accepts and fulfils commitment;
 Is dependable; and
 Takes responsibility for his/her actions.
Citizenship Citizenship involves three interrelated concepts: Moral and Social Responsibility, Community Involvement and Political
Literacy.
A good citizen knows what (s)he can do, what (s)he should do and what (s)he must do.
151

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REPUBLIC OF TRINIDAD AND TOBAGO

PRIMARY SCHOOL CURRICULUM

Curriculum Planning and Development Division

WHY STUDY AGRICULTURAL SCIENCE?

CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS

CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS

CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS

English Language Arts

Development in English Language Arts is essential to students’

Writing is a recursive, cognitive process that can help students to make

 Demonstrate knowledge of punctuation marks.

MEDIA AND INFORMATION LITERACY

 use the “5Ws+H”

 answer three literal,

 give one main idea

2.2.2 Discuss the message

a) Main idea and

3.2.8 Ask questions to Identify and assess the

4.2.6 Code-switch between 4. Engage in:

 speak with attention

 explore the meaning

 read common high-

 read level grade text

 display a passion for

8.2.4 Identify main idea  generate questions

8.2.7 Create mental images  Analyse simple

8.2.11 Analyse details  Present preferred

 Answer at least two

 Make subject and

 Share written work

c) Expressions such as:

d) Forms of the verb ‘to

 apply Editing Skills  Spell words

 apply Publishing Skills  Share written work

 Apply the process

 Edit peers’ work for

 apply Revising Skills

 apply Editing Skills

 Show comfort and

b) when a word ends

d) when the suffix -

e) double the last

f) add a ‘-y’ to words

g) for words ending in

19.1 Know how to use the 19.2 19.3 Be

20.1 Recognize English 20.2 20.3 Be proficient in

Media & Information

 Explore colour and

 discuss style and

 discuss the overt

 assess media texts

22.1 Demonstrate 22.2.1 Explain the purpose 22.3.1 Be critical

22.2.3 Recognize that

23.2.4 Produce some short 23.3.3 Be proud of

Why Study Mathematics?

How Is Mathematics Structured?

delivered. Core competencies are developed within the strands

as well as summative evaluation.

According to Adding It Up: Helping Children Learn

 Conceptual understanding: comprehension of

CONTENT SKILLS  DISPOSITIONS OUTCOMES ELABORATIONS

1.2.1 Represent whole 1.3.1 Display interest 1. Recognize, NUMBER CONCEPTS

CONTENT SKILLS  DISPOSITIONS OUTCOMES ELABORATIONS