Elementary Culture Community Syllabus

Culture and
Community
Syllabus
2015
Standard Based
Elementary
Culture and
Community
Syllabus
2015
Elementary
Standard Based
Department of Education
Elementary Syllabus
Issued free to schools by the Department of Education
Published in 2015 by the Department of Education, Papua New

Guinea
First Edition
@ Copyright 2014, Department of Education
All rights reserved. No part of this publication may be

reproduced, stored in a retrieval system or transmitted by any
form or by any means electronic, mechanical, photocopying,
recording or otherwise without the prior written permission of
the publisher.
Graphic Design Layout by David Kuki Gerega
ISBN 978-9980-87-903-5
Acknowledgement
The Elementary Culture and Community Syllabus was developed

by the Curriculum Development Division of the Department of
Education and coordinated by Mirou Avosa with assistance from the
Subject Curriculum Group, (SCG) members.
Teachers College Lecturers, Teachers, Standard Officers and other

stake holders such as Non Government Organisations and
Community members are acknowledged for their contributions.
Syllabus Advisory Committee, (SAC) and Basic Education Board of

Studies, (BEBOS) Committee members are acknowledged for their
recommendation and endorsement of this Syllabus.
ii3
Culture and Community
Content
Secretary’s Message...........................................................................iv
Introduction..........................................................................................1
Rationale............................................................................................. 2
Aims.................................................................................................... 3
National Benchmarks.......................................................................... 4
Curriculum Principles.......................................................................... 6
Guiding Principles.............................................................................. 8
Content Overview.............................................................................. 9
Content Standard ............................................................................. 12
Content Expansion........................................................................... 15
Assessment and Reporting.............................................................. 35
References........................................................................................ 38
4
iii
Elementary Syllabus
Secretary’s Message
The National Department of Education is responsible for the

curriculum in the schools and therefore ensures that relevant and
quality curriculum is developed for use in all levels of Education.
The Culture and Community Syllabus is part of the new Standard
Based Curriculum for Elementary schools in Papua New Guinea.
The syllabus is a community based curriculum presenting

knowledge, skills, values and attitudes that are relevant and friendly
for the students in Elementary schools. The standards stated in the
syllabus describe what students should know, be able to do and
achieve before they begin primary school.
The Culture and Community Syllabus consists of rellevant concepts

of Arts, Physical Education, Science, Health, and Community Living.
Therefore, teachers are encouraged to engage the involvement
of the community and its resources to allow students to be active
learners to progress into the next level of schooling.
English will be the medium of instruction to teach Culture and

Community and other subjects in all Elementary schools.
I commend and approve this Culture and Community Syllabus to be

used in all Elementary schools throughout Papua New Guinea.
........................................
DR. UKE W KOMBRA, PhD
Acting Secretary for Education
iv
5
Introduction
This syllabus outlines the knowledge, skills, attitudes and values that
students should achieve in the form of content standards.
The content standards are student centred, thus enabling them to

be demonstrated, assessed and or measured. The content
standards are written to show progression at the respective grade
levels in the elementary level of learning.
The content standards;
• give
teachers individually or in groups the flexibility to write
programs, or units of work,
• are developed to suit the local conditions and individual student

needs help teachers assess and report on students achievements
of the content standards,
• a
llow student achievement of the standards to be described in
consistent ways,
• g
uide the teachers to monitor students learning and
• g
ive direction to teachers to plan meaningful lessons for the
students.
The Culture and Community Syllabus is a community based

curriculum and is locally relevant for the students in Elementary
Prep, Elementary One and Elementary Two. The content standards
in this syllabus will provide students with opportunities to use learnt
knowledge to understand new knowledge and use these to learn
more about their local and neighbouring communities.
Culture and Community is to be time tabled for 360 minutes per

week in all Elementary schools. Each strand will have a teaching
time of 72 minutes per week.
1
Elementary Syllabus
Rationale
The Culture and Community syllabus respects and upholds the
culture of the community. Elementary education fosters the students
pride and appreciate their melanesian way of life, cultures and arts,
beliefs and values.
The syllabus provides a 3 year learning of the way of life and

conditions that affect them as members of the local community.
The knowledge skills values and attitudes learnt are very important
and useful for living in their own communities and after the
elementary level of schooling.
Further understanding is developed through participating

in local activities, by way of organising themselves
to meet their needs and satisfy their wants for
today and the challenges for tomorrow and beyond.
Elementary education embraces and upholds the:
• N
ational Goals and Directives of the National Constitutions as
stated in the Philosophy of Education, 1986.
• u
se of the many diverse and unique languages and cultures of
the people of Papua New Guinea as the basis, and helps the
students to develop in themselves a sense of pride and integrity
in who they are, appreciate their way of life and that of others.
• r ecognition of English Language as a subject and language of

instruction in the elementary schools in the Standard Based
Curriculum. It is a step of change from Outcome Based
Curriculum to Standard Based Curriculum to educate the school
population to be literate and use English as the medium of
communication in school and their community.
• v iew that a literate nation is a healthy, wealthy and smart

nation, therefore Culture and Community will adapt the idea of
Early Grade Reading Assessment (EGRA), develop and use basic
literacy skills to understand and apply basic life skills in the early
grades of formal schooling.
2
Aims
The aims of this Syllabus are to develop in students:
• a sound knowledge of their own culture and community.

• s ocial skills such as working together, sharing ideas, exploring
the world around, questioning what, how and why things work.
• some knowledge of their basic needs and how to satisfy them.
• k
nowledge, skills and attitude to maintain safe and healthy life
styles.
• a
ttitudes of pride in their own culture, embrace gender equity and
equality.
• g
ood citizenship values such as cooperation, kind and loving,
trustworthy, good self-esteem, respectful, being honest,
responsible and reliable.
• b
asic life skills in preparation for entry into grade 3 in junior
primary.
3
Elementary Syllabus
National Benchmarks
Benchmarking takes place at the end of Elementary Two. Bench
marks are the national standards that all students should achieve at
the end of a level of their schooling. The content standards are the
benchmarks for the grade level. At the end of Elementary schooling
the achievements of the outgoing Elementary Grade Two students
are measured against the benchmarks set. The Education Standards
monitor and evaluate students’ achievements of the standards using
the benchmarks given for the subject.
Benchmarks for Culture and Community
The National Elementary benchmarks for this subject are set in the
contexts of a home, school, community, province and nation. These
are observed in various learning situations as an individual,
member of a family, cultural or an ethnic group. Therefore by the end
of elementary grade two the child should achieve the standards as
set in the syllabus for the following strands:
Arts and craft;
• u
nderstand and identify the local arts and crafts and that of
others,
• k
now and demonstrate artistic skills in performing cultural
dances, music and drama,
• d
raw, paint and print, carve and design, model and thread a craft
of their choice using local and modern resources,
• p
erform a known traditional and learned dances in the correct
attire,
• d
emonstrate and describe a traditional or improvised musical
instrument.
4
My community
• b
e aware of and identify the roles and responsibilities of an
individual, member of a family/group/ community/clan,
• u nderstand and demonstrate the ability to live and work together,
meet their own and other’s needs,
• know and observe good beliefs and values of an individual such as
respect, obedience, honest, helpful, caring for those with special
need and old age,
• understand that the community must develop good relationship to
sustain life and live harmoniously.
My environment
• k
now and demonstrate the ability to use basic scientific
skills and understand the natural environment around them,
• u
nderstand, make and do detailed basic observations, investigate
the cause of change in the environment,
• u
nderstand that living things go through processes as they grow,
need air, water food and sunlight for survival,
• u
nderstand and give a simple explanation of why, how and what
types of energy are there and explore these through simple
experiments.
Healthy individual and community
• u
nderstand and demonstrate the ability to maintain their personal
health and hygiene,
• d
emonstrate the ability to tell others about good food consumption
and preparation for good healthy growth,
• k
now and identify common health problems in the home and
community and ways to improve the problem,
• b
e knowledgeable and practice healthy lifestyle habits and
promote health in their community,
Movement and physical activity
• u
nderstand that the body creates basic movements for play, work
and other lifestyle activities,
• demonstrate the ability to develop physical fitness skills for fitness,
• p
articipate in a variety of traditional and modified sports, games
and activities,
• u
nderstand that good sportsmanship behaviour requires
individuals to be good spectators and players.
5
Elementary Syllabus
Curriculum Principles
Our way of Life
Cultural relevance
The family and community are responsible for the early education of
a student. Learning is integrated with living, times and seasons and,
extending over years and based on the needs of students.
Individuals learn by observing, hands on practices and participate
in various ways to learn the spiritual, social, economic and political
skills necessary for life.
Elementary education builds upon early experiences and enables
students to continue to identify and develop an understanding of
local cultural values and beliefs.
Ethics, Morals and Values

In elementary education the development of values is an important
part of social growth. It is an aspect of learning that needs great care
and attention. This is the most suitable place to begin developing
students’ moral sense. They will make informed decisions; take
appropriate actions for the good of the country in the later years.
Papua New Guinea communities have had moral systems in their
societies. Christian morals were introduced over some 100 years.
The moral systems are developed based on their own and
christian ethics.
Integral Human Development

The Philosophy of Education for Papua New Guinea, the Matane
Report acknowledges the National Goals and Directive Principles in
the National Constitution and is based on Integral Human
Development:
• Integral in the sense that all aspects of a person are important.

• Human in the sense that social relationships are basic.
• D
evelopment in the sense that every individual has the potential
to grow in knowledge wisdom, understanding skill and goodness.
Papua New Guineans face many challenges in their rapidly

developing and changing society, as such; individuals must work
with other education agents and strive to reach their full potential,
socially, intellectually, emotionally mentally and physically to
effectively face these challenges.
The Right to Healthy Living

The health status of Papua New Guineans is very low compared to
world standards. Everyone has a right to basic health services such as
clean water, nutritious diet, improved sanitation, good shelter to lead
healthy lives. Students need to learn attitudes and skills that will help
them to become healthy and happy citizens.
6
Teaching and Learning
People living in the communities have different ways of behaving,

organising themselves, using the environment for their needs,
celebrating life and passing on their ways of life to their students.
Students in Elementary schools study these things in the curriculum
through the content standards. The content standards in the national
syllabus form the basis for the development of the local curriculum.
Teachers must have an in-depth knowledge and understanding of

the local culture, and are encouraged to involve the community in the
learning activities.
Student-centred Learning
A student-centred approach should be used. Their natural creativity

must be the desire to question, explore and discover. These must
be developed as the basis for selecting learning activities. This
approach should build on the knowledge and skills they have
acquired already.
Relevance
All students come to school with a basic understanding of their

culture. Things people do and speak the language of their community
which enhances the idea of teaching from known to unknown
The syllabus provides students with opportunity to apply what is
learnt in the classroom to their culture or everyday knowledge, skills
and attitudes and values of the community.
Lifelong Learning
The community that the students come from plays a vital role in the
education process. As the student learn many things within the
family, they will also learn within the community.
The Elementary curriculum involves the students in traditional
learning styles through observation and imitation, personal trial and
error, real-life performance, persistence and repetition.
Flexibility
It is important to establish a daily routine for the students. Therefore

teachers need to be flexible with allocated times during planning and
teaching to allow for spontaneous learning experiences. Students
should be allowed to participate in such activities to make learning
interesting.
7
Elementary Syllabus
Guiding Principles
These guiding principles are basically to guide teachers in the
preparations for teaching and learning of the subject in the
Elementary schools. These include;
• p
lanning and preparing the yearly program of Instruction to the
context of the learner,
• b
uild new knowledge about the community, environment, arts
and craft, healthy lifestyle, physical activities and sport based on
already known knowledge,
• teaching student-centred lessons,
• c
onsulting the community to plan and prepare for community
calendared events in the school program,
• advance planning and preparation is the key to meaningful and
effective teaching and learning,
• getting students to actively participate in, indoor and outdoor
activities,
• m
ake learning enjoyable so every child feels free to express
themselves.
8
Content Overview
The content of the Culture and Community Syllabus is organised in

five strands. Each strand is organised into units and topics. These are
consistent across the grades from Prep to grade Two. The strand is a
convenient way to organise the contents standards for the
subject.
Strand 1: Arts and Craft
The strand, Arts and Craft draw on real life experiences in which
learners express and experiment arts through their imaginations,
creativity, cultural stories and manipulation of traditional and other
forms of musical instruments. Students will explore visual arts
through drawing, printing, painting modelling, cultural crafts making
collages etc. Likewise participate in
performance arts through music, dance and drama using their own,
and others experiences at the local, national and international level in
future.
They share own artworks and respond to others expressing opinions

and observations of interesting modern day and cultural aspects of
the arts. The knowledge, skills and attitudes acquired will see the
learner pursue an interest in the arts and build on new ideas as they
progress higher in their learning.
Strand 2: My Community
The strand ‘My Community’ is taught through the children’s

involvement in their communities, enabling them to be better citizens,
understand themselves, identify their talents, accept their failures and
appreciate self and others achievements and build sound social
relationships. Develop a sustainable relationship within their
community and its surroundings . The skills learnt here will be used
to develop an understanding of and appreciate tolerance for different
people, cultures, beliefs and values.
As an individual and a member of a family, group or community they

interact with others to understand changes, the basic needs for
survival, subsistence farming, managing of resources, exchanging
and uses of goods and services, exercising their rights, types of work
people do, experiences and rules that influence them.
Strand 3: My Environment
The study of science at this level concentrates on exploring the

environment around them, particularly expanding on and around the
concepts of living and nonliving things in the local environment, the
different settings, their uses and caring for natural resources. Students
9
Elementary Syllabus
develop an understanding of their surroundings, make links, draw on

simple scientific knowledge of science in the home such as types of
energy, forces and their uses.
Concepts of science and resource development are taught in

meaningful contexts to assist learners develop understanding and to
make linkages and respect for their own culture and environment.
Strand 4: Healthy Individual
Health education is vital for the creation of a healthy society or

nation. The study of health at this level, promotes understanding
of personal and community health and hygiene, food and nutrition,
healthy living, safety, care and prevention.
The content teaches forms of behaviour that will result in high levels
of personal hygiene and will contribute towards developing
community hygiene. Students also learn about relationships between
hygiene, disease and nutrition, through actively participating in health
promoting activities in schools and communities. The strand prepares
children for more advanced study of health at higher levels thus laying
the foundation for a life-long healthy lifestyle after school.
Strand 5: Movement and Physical Activity
The study of movement and physical activity focuses on the

understanding of developing basic movement concepts and skills, and
physical activities that students must engage in to keep their bodies
physically fit and healthy.
This strand offers learning in the study areas of human movement and
physical activities through ideas /concepts of basic movement skills,
patterns, sequences, and pathways, coordinated actions of the body in
a range of contexts or settings for simple fitness, free play and games
activities. Students participate in various physical activities for recreation
and leisure times. They may also explore the individual and team play
activities the local and surrounding community participates in.
10
Table of Strands and Units
Strand Elementary Prep Elementary 1 Elementary 2

• Arts • Arts • Arts
Arts and Crafts • Crafts • Craft • Craft
• Music • Music • Music
• Dance • Dance • Dance
• Drama • Drama • Drama
My Community • L iving and • L iving and • Living and Working
Working Together Working Together Together
• eeting Needs
M • Meeting Needs • Meeting Needs
• alues and Beliefs
V • Values and Beliefs • Values and Beliefs
• Resources • Resources • Resources
My Environment • Life • Life • Life

• Environment • Environment • Environment
• S
cience in the home • Science in the • Science in the home
home
Healthy Individual • Healthy Individual • Healthy Individual • Healthy Individual

& Community • Things that Harm Us • T
hings that Harm • Things that Harm Us
• F
ood and Food Us • F
ood and Food
Hygiene • Food and Food Hygiene
• Family and • H
ygiene Family • Family and Community
• Community Hygiene and Community • Hygiene
Hygiene
Movement and • M
ovement • Movement • Movement Concepts
Physical Activity Concepts and Basic Concepts and and Basic Skills
Skills Basic Skills • Games
• Games • Games • Fitness for Health
• Fitness for Health • Fitness for health
11
Elementary Syllabus
Content Standards
This section presents the standard statements for each
respective strand. The content standards are written to units within
the strand. They are organized in numerical order using a
coding. Each content standard is coded: the first number
represents the grade, the second number represents the strand and
the last number represents the content standard.
Strand 1: Arts and Crafts

Elementary Prep Elementary 1 Elementary 2
P.1.1 Observe, create and 1.1.1 Express feelings and 2.1.1 Demonstrate the ability
discover their local create observational to imagine and create
surrounding through drawings, paintings and artistic figures from
drawing and painting printings of people and observing, traditional and
objects modern arts
P.1.2 Use local materials 1.1.2 D

escribe and compare 2.1.2 Express ideas and
and make small crafts qualities of own arts and create versions of
by folding, cutting and crafts to that of the traditional crafts
threading neighbouring using local materials and
communities colours
P.1.3 Demonstrate musical 1.1.3 D

emonstrate the ability to 2.1.3 Develop ideas and skills
talents by singing a use various pitches of voice in listening, singing,
variety of known songs in singing traditional and playing instruments,
accompanied by simple other songs with or without performing and
movements and instruments responding with
improvised instruments expression to music
1.1.4 Know the importance and
P.1.4 Identify and participate in use of their and others 2.1.4. Perform dances from own
known traditional dances traditional dance attire creation and other pacific
suitable to their ages countries
1.1.5 Create and participate in
P.1.5 Listen to, tell, act and simple role-plays, 2.1.5 Use drama to promote and
mime scenes and mime-acts and retell parts inform friends and others of
characters of legends of a known legend, myth, the health and community
myths and stories from and stories from the issues experienced in the
own home experiences community local communities
12
P.2.1 Know and describe who an 1.2.1 Understand and identify 2.2.1Show an under standing
individual is and what their the rights of an individual of how individuals form
role and responsibility is as and his or her relationship groups to achieve a goal
a member of a family with others at home and in or aim
the community
P.2.2 Understand and talk about
what and why some places 1.2.2 Recognize and identify 2.2.2 Understand and explain
and cultural activities in the differences and similarities that many things such
community are special in various events and as cultural practices,
ceremonies in own and dressings, food and
other provinces places change over time
P.2.3 Develop an understanding 1.2.3 Recognize and describe 2.2.3 Understand and
of and identify needs of an how groups of people differentiate
individual or family interact with each other between needs and
to meet their needs and wants in the form of
satisfy their wants goods and services
P.2.4 Know that there are 1.2.4 Demonstrate the 2.2.4 Understand that good
traditional and christian understanding of virtues are desired
beliefs about creation Christian practices, moral and valued highly and
behaviours towards explain the practices
members of a family and in the livelihoods in the
community community
P.2.5 Recognise natural and
man made resources 1.2.5 Be aware of and identify 2.2.5 Understand and say why
around the community and different types of natural it is important to take care
identify their uses resources, renewable and of resources in the
nonrenewable and how environment, identify
people use them to make some good ways and
some things we use today how these can be done.

sing their senses, observe 1.3.1 Investigate and understand
P.3.1 U 2.3.1 Investigate and
living and nonliving things that living things such as understand that all
in their immediate plants, animals and human living things go through
environment and describe beings need food, air, water changes as they grow
what they are and sunlight for survival
2.3.2 Investigate and
P.3.2 E
xplore the physical 1.3.2 Investigate and understand understand that natural
features of their local area the special effects of resources in a particular
and identify the different weather and climate on a area are limited and
types of living things that particular habitat explain how these
live there happen
1.3.3 Investigate and understand
P.3.3 Investigate
and how objects moved when 2.3.3 Investigate and
e
xplain in own words the different types of force are demonstrate how
types of energy found in applied energy are force in
the home through simple every day life
machines
13
Elementary Syllabus
Strand 4: Healthy Individual and Community

P.4.1 K
now and explain the 1.4.1 Understand
that food, 2.4.1 Recognize that human
importance of personal air,shelter and water are beings differ physically
cleanliness hygiene as important as work and in their growth from one
practices, rest care and play, which contribute to individual to another
safety having a healthy body
2.4.2 Recognize dangerous,
P.4.2 Identify harmful things in 1.4.2 U
nderstand the importance activities and practices in
the home or local of making healthy choices the community and
community and say how and explain how these suggest ways on how to
these things harm us choices help to prevent prevent accidents and
some health problems related problems
P.4.3 B
e aware and develop an
understanding of the 1.4.3 K
now that there are a 2.4.3 Understand and
importance of eating variety of local and other describe why the body
healthy foods foods that can be grouped needs well prepared and
nutritious food
P.4.4 Identify and discuss things 1.4.4 U
nderstand and say why
people do to keep their people provide good health 2.4.4 Understand the
homes and community care services for the family relationship between
clean, healthy and safe and community family and
community health and
say how these promote
a healthy or unhealthy
lifestyle
Strand 5: Movement and Physical Activity
P.5.1 Explore and demonstrate 1.5.1 Link a series of loco motor 2.5.1 Demonstrate basic
simple loco motor and non-locomotors movement skills with
movements skills and movements and improvised equipment in
concepts in general space concepts to perform a movement games and
simple movement activities
P.5.2 P
erform basic ball skills sequence and pattern
through participation in 2.5.2 Demonstrate good
traditional and lead up 1.5.2 Recognize and participate sportsmanship and
games in minor games and fair-play through
activities with rules and participation in modified
P.5.3 U
nderstand and describe identify where they play sports
actions of how the
individuals feel after 1.5.3 Recognize and identify 2.5.3 Describe and perform
participating in a physical v arious physical activities in physical activities people
activity the community and say how can participate in for
these activities keep a body leisure and recreation
fit and healthy
14
Content Expansion
The content is expanded in the form of standard statements,

performance standards and assessments tasks. This is so that there
is distinctness in identifying the key roles of the content standards,
that are presented performance standards and assessment
tasks.
Strand 1: Arts and Crafts

Unit 1 : Arts
Grade Elementary Prep Elementary 1 Elementary 2
Content Standard P.1.1 O

bserved create 1.1.1 Express feelings 2.1.1 Demonstrate the
and discover their and create observational ability to imagine and
local surrounding through drawings, paintings and create from observation
drawing and painting printings of people and natural or man made
objects traditional and modern
objects
Students will achieve this Students will achieve this Students will achieve this
standard when they for standard when they for standard when they for
example example example
Performance a. c
ollect and draw a. talk about and to use a. talk about and draw
Standards natural objects in the plants to print shapes different types of body
surrounding and say and patterns leaves decoration used in
why they like them and flowers traditional dance sing
sing
b. t alk about how to use b. talk about traditional b.identify local materials
plants to print shapes paintings used in their used by the community
and patterns using community for to make paint
leaves and flowers example on faces and
walls c. identify different types
c. p
aint different kinds c. practice simple of prints in the
of objects like leaves, printing skills for community on clothes
flowers, showing a example leaf presses notice boards and sign
variety of lines and kaukau prints boards
d. t race and draw using d. arrange objects like d. take an excursion to a

natural objects to show leaves, sticks and garden, seaside or
lines and shapes seeds to make riverside and discuss
patterns and describe the natural patterns
e. c
ollect leaves, fruits, them and colours on
seeds or flowers from
school environment e. create draw their own e. use colours to draw
and use them for patterns using shapes simple designs used in
printing pictures like triangles, squares, cultural activities and
rectangles and others. discuss what it
represents.
Assessment Task • Trace and draw • Arrange objects like • Talk about and draw
using natural objects to leaves, sticks and different types of body
show lines and shapes seeds to make decoration used in
patterns and describe traditional dance or sing
them sing
15
Elementary Syllabus
Unit 2 : Craft

Content Standard P.1.2 Use local 1.1.2 Describe and 2.1.2 Express ideas and
materials and make small compare qualities of own create versions of
crafts by folding, cutting arts and crafts to that of traditional crafts using
and threading the neigh boring local materials and colors
communities
Performance Students will achieve this Students will achieve this Students will achieve this
Standards standard when they for standard when they for standard when they for
example; example; example;
a. talk about crafts woven a. talk about and take a. compare similar
and used in the part in weaving designs and patterns
community various simple crafts from own culture to
others for example
b. m
ake simple threaded b. create simple rules woven on baskets,
items using local for weaving their own mats and bilums
materials local crafts such as
baskets, mats, arm b. select a woven craft
c. use papers and local and bands etc from nearby
materials to make communities others
simple toys, for c. make a simple model
example paper birds, of a, toy with sewn c. use clay and seeds
boats leaves, sticks to make a model of a
and rope. favourite family pet.
d. invite a community
member to d. construct a model of d. make arm bands,
demonstrate simple a canoe, house or raft necklaces or
weaving to the children and bows from stick headdress by
s ,seeds, rope, bottle threading seeds, shells
e. p
ractice weaving tops or feathers to decorate
simple crafts such as body for traditional
mat, ball, etc. using e. collect different types dancing
coconut leaves of seeds, shells to
thread them to make e. collect different types
simple necklaces or of seashells and thread
head bands etc to them for house
make interesting decorations
patterns
Assessment Task • Use local objects like • Construct a model of • Select a woven craft
seeds, sticks, fruits etc a transport such as a from the community
to make a favourite toy canoe, or a raft from and compare its
sticks ,seeds, rope, patterns and designs
bottle tops with the others in the
group
16
Unit 3 : Music Music

Content Standard P.1.3 Demonstrate musical 1.1.3 Demonstrate 2.1.3 Develop ideas and
talents by singing a variety of the ability to use skills in listening, singing,
songs accompanied by simple various pitches of voice playing instruments,
movements and improvised in singing traditional performing and
instruments and other songs with or responding with
without instruments expression to music
a. listen to and imitate the a. perform traditional or a. make and play a

musical sounds in nature. modern songs simple musical
e.g. bird and animal calls, applying changes in instrument, e.g.
water and wind sounds voice, low and high bamboo rattles and
pitch with simple shakers
b. listen to and sing simple beats
traditional songs like lullaby,
chants songs with action b. display traditional b. play a rhythmic beats
about animals, rivers and musical instrument pattern using simple
others to the class and sing musical instruments
a traditional song or while singing traditional
c. identify the source of chant and clap to the songs
sounds wind, wave, rhythm or beat
swaying of the trees, animal c. sing a song in groups
sounds, sounds produced c. name some of the using simple musical
traditional musical instruments, applying
d. c
ollect materials that can instruments used in different volume and
be used to make simple the community. speed
blowing instruments
e.g. leaf whistles, pawpaw d. name some of the d. listen to and sing
flutes, sticks, etc. traditional musical traditional and modern
instruments used in songs applying the
e. listen and play a steady the community change in high and low
beats pattern by clapping, voice
tapping or marching e. play a traditional song
using musical e. create a chant applying
instrument by group change in speed, fast
with simple beats or slow and sing songs
with simple instruments
and actions in groups
applying change in high
and low voice
Assessment Task • Collect materials that can be • Play improvised • Sing songs with simple
used to make simple blowing musical instruments to instruments and
instruments. the class by group actions in group
For example leaf whistles, applying change in
pawpaw flute and rattles volume and speed
17
Elementary Syllabus
Unit 4 : DanceD
r
Content P.1.4 Identify and 1.1.4 Know the 2.1.4 Perform dances
Standard participate in known importance and use of from own creation and
traditional dances suitable their and others other pacific countries
to their age traditional dance attire
example; example ; example
a. perform simple dance a. discuss and make a. participate in traditional

pattern movements decorations for own dance in special times
with steady beats and others traditional at school with
dances others in a group or
b. participate in traditional class
dances that are simple b. perform traditional
and suitable for the dances from other b. present and show a
elementary children community or traditional dance
province with correct with traditional dress,
c. perform traditional body movements and costumes and musical
dance with formation decorations instruments
(straight line, curve or
circle) in groups c. perform follow simple c. demonstrate dance
steps in various movements patterns to
d. use recorded music modern dance with or follow musical beats
from the community music
and create free dance d. create own dance
movements d. perform modern or movement patterns
create dance in small with traditional,
e. present a traditional groups with made up local or other music
dance by group with dance formation
traditional dress and e. perform a modern
musical instruments dance by group with
creative body
movements
Assessment • Demonstrate a • Discuss and make • Perform a traditional

Task traditional dance by decorations for own dance by group with
group with traditional dances and traditional dress and
traditional dress and others musical instruments
musical instruments
18
Unit 5 : DramaDrama

Content P.1.5 Listen to, tell, act 1.1.5 Create and 2.1.5. Use drama to
Standard and mime scenes and participate in simple promote and inform friends
characters of legends, role-plays, mime-acts and others of the health
myths and stories from and retell parts of a and community issues
own home experiences known legend, myth, experienced in the local
and stories from the community
Performance Students will achieve this community
Standards standard when they for Students will achieve this
example ; Students will achieve this standard when they for
standard when they for example;
a. tell a short story and example ;
ask students to identify a. discuss and create
characters and setting, a. act or mime short stories in small
of the story different facial groups
expressions like happy,
b. select some characters angry, sad, etc. ask b. discuss, create and
common in the class to guess what act out a short story
community or home expression mimed or a situation through
like mother, bubu, miming
teacher, fisherman, b. discuss and mime in
chief, nurse, etc and small groups c. create a simple
talk about performance situations like in the scripted drama or
market, at the comedy about some
c. a ct or mime hospital, in the garden, happenings in the
common activities at etc. community
home such as
cleaning, washing, c. create own and tell d. perform drama or
brushing teeth and a real life or fantasy comedy in groups to
others stories and imitate the class
characters,
d.select a popular myth e. a
ct out some scenes
or traditional story and d. listen to different like family eating
get students to act out a stories discuss what together, classroom,
scene in the fantasy story they are about family in a picnic, children
whether true or false in the and mime the
e. listen to and tell scenes in groups
traditional, funny and e. mime characters that
daily life activity stories show different facial
expressions and
actions
Assessment • Select some characters, • Discuss and mime in • In groups sequence a
Task that are famous in the small groups story using pictures or
community and home, situations like in the drawings and describe
like mother, bubu, market, at the its characters
fisherman, chief, nurse, hospital, in the
and dramatize, - walk, garden.
talk, dress, sign and
laugh like them.
19
Elementary Syllabus
Unit 1: Living and Working Together
Content P.2.1 Know and describe 1.2.1 Understand and 2.2.1 Show an
Standard who an individual is and identify the rights of an understanding of how
what their role and individual and his or her individuals form groups to
responsibility is as a relationship with others at achieve a goal or aim
member of a family home and in the
community Students will achieve this
Performance Students will achieve this standard when they for,
Standards standard when they for Students will achieve this example;
example; standard when they for
example; a. dress up in different
a. d
iscuss and paint costumes and act out
pictures of self with a. express a range of roles/ obligations that
family, extended family negative and positive members of a family,
and pets and identify feelings in play and the community, are
their family members situations about social involved in
relationships in the
b. t alk about, draw and community b. discus and role play
dramatize positive in groups or class
relationships with other b. discuss issues affecting expressing own thoughts
children and familiar rights and privileges of or ideas in forming or
adults individuals and family joining a group
members and describe
c. describe individual roles and responsibility c . describe and dramatize
roles and special jobs people
responsibilities by c. describe family roles do to help develop the
gender to self and and responsibilities, province and country,
family such as taking make own plans to carry such as chief, pilot,
care of young siblings, out a family activity, truck driver, teacher and
cutting firewood, such as preparing father so on.
fetching water, peeling and mother’s day gifts.
food etc d. discuss and draw
d. describe and list ways pictures and write short
de xpress a range of to carry out family and stories of themselves
feelings, both positive community and type of work they
and negative in real responsibility to serve wish to do.
and play situations groups of people with
about roles and special needs e.g. e talk about events
responsibilities person living with expected or unexpected
disability such as floods, volcano
e. talk about the eruption say how the
relationship between e. talk about relationships affected can be helped
family members and with their extended
show pictures or families, grand parents
drawings of their family and others , for example
members and discuss friends in church,
what role each one plays school, play mates
Assessment • Identify and show • Describe

how to carry • Draw pictures and write
Task pictures or drawings out a family or short stories about
of family members and community rights and themselves and the type
say the role each one responsibility such as of work they want to do
plays share food with a and show the groups they
person living with belong.
disability
20
Content P.2.2 Understand and talk 1.2.2 Recognise and 2.2.2 Understand and
Standard about what and why some identify differences and explain that many things
places and cultural similarities in various such as cultural practices,
activities in the community events and ceremonies dressings, food and places
are special in homes and other change over time
provinces
Performance Students will achieve this Students will achieve this
Standards standard when they for Students will achieve this standard when they for
example; standard when they for example;
example;
a. identify pictures of a. express themselves in a
traditional, special places a. make up and present creative way showing in
in their own village role plays of how role plays special people
or community and the children have access to going to sacred places
special people who work services provided for in the olden day and
there. individuals and families modern times.
such as persons with
b. t alk about common disability. b. report findings about
places they like and b. excursion – visit a sacred places in the
dislike in the community museum, or market community or other
such as churches and describe the regions, in group and
hospitals and rubbish different roles and pairs
damps., responsibilities of
people who work and c. dress up in various
c. invite guest speakers come there daily. costumes as in a
to share personal fashion parade and
experiences about their c.discus and identify describe their costumes
own special places for different roles as a
cultural activities, what member of a school d. prepare posters for
time and resources are community or social awareness to people
used group or sports club about calendared or
unexpected events
d.discuss and plan how to d. discuss the importance occurring, floods- HIV
participate in a special of a leading and AIDS Day
cultural activity held in persons roles and
school or visit special responsibilities within a e. participate in special
place in the village family, clan, community group activity or
such as Involving in a organization or a activities listed on
traditional dance dance church groups the educational
during a cultural show calendar such as
e. present to class and easter, independence
e.discuss and express others role plays of ceremony.
thoughts and ideas about certain characters’
the importance of special rights in the
traditional places and, community and whose
activities such as a man’s’ responsibilities are
house and cultural show directly involved with
general social work
and living.
Assessment • Identify, draw and match • Discus and identify • In group and pairs
Task pictures of special places their roles and report findings about
cultural dress and responsibilities as a sacred or places in the
activities. member of a community, districts or
community or family or province.
group
21
Elementary Syllabus
Unit 2: Meeting Needs

Content P.2.3 Develop an 1.2.3 Recognize and 2.2.3 Understand and

Standard understanding of describe how groups of differentiate between
and identify needs of an people interact with each needs and wants in the
individual or family other to meet needs and form of goods and
satisfy their wants services
a. express their ideas a. make up role plays, share a. discuss budget to

and views about what ideas about helping to emphasize the
the basic family needs meet the needs of importance of ‘needs’
are such as clothes, extended families or and ‘wants’. Example:
food, water house others in the K20.00 for food, K 2.00
transport neighbourhood, such as for betulnut.
visit elderly, widows, and
b. discuss situations in disabled b. discuss and identify
the home or family for some ways of meeting
individuals to be b. d iscuss and dramatize in their needs and wants
sensitive to the needs groups, pairs and with the help of service
of others helping to individuals, about how to providers from outside
meet the needs of a help persons with a need the local community
family member, those or want such as using the
who do not have family tree strategy c. make up role plays of
enough food and water activities community
c. using recyclable is involved in to help
c. share experiences of materials learners make special individuals.
how to assist people models of their own choice eg: church ‘Thanks
who cannot physically of things they want giving Day”.
meet their own needs,
such as old persons d. discuss characters of d. make posters of certain
,squatters ,disabled various service providers goods used by wider
people in the community what and community for different
how they serve or help the purposes. Example:
d. share experiences community meet its needs yam festival, ‘moka’ pig
about services their and wants that it is unable killing ceremony.
family use and draw to provide and produce
or make models of locally e. talk about exhibitions of
services used in their their and others art and
local community e.listen to talks from guest craft work. Example: local
speakers about different good to sell to visitors
kinds of needs they provide
in the form of services such f. describe services used
as health and transport in the local community
services. and wider world such as
communication services
eg mobile phones
Assessment • Identify, collect and • M

ake poster pictures of • W
rite a simple story
Task group pictures of basic the various basic needs of about how services
needs for the family a family and community are provided for local
and individual peoples needs by
individuals or groups or
organisations
22
Unit 3: Beliefs and Values
Content P.2.4 Know that there 1.2.4 Demonstrate the 2.2.4 Understand that
Standard are traditional and understanding
of good virtues are
Christian beliefs C
hristian practices desired and valued
about creations and moral highly and explain the
behaviors practices in the
towards members livelihoods in the
o
f a family and community
Performance Students will achieve this community
Standards standard when they for Students will achieve this
example; Students will achieve this standard when they for
standard when they for example;
a. talk about common example;
traditional beliefs in the a. discuss different types of
family such as believing a. collect pictures of good customs, moral
in magicians who make various activities behavior positive
rain, for growing big ,things done to and by attitudes that people
good garden foods and individuals, families, value such as leadership,
use magic powers to groups and sort them good principles of living
make people sick. into moral behaviours – respect, obedience,
and christian practices honesty and many more
b. describe the kinds of
things God made in the b. discuss the views of b. identify admired
story of creation such how moral members of the family,
as created all the things behaviours-positive cultural and social groups
we see in the world, the and negative, affect and tell others why they
moon, stars and human personalities of value these people.
beings. individuals and, are
appreciated by c. describe things of value
c. Invite guest speakers families and and importance people
in the community to community have in their personal
speak about good and lives such as their bible,
bad spirits in the c. talk about christian christian beliefs,
traditional community principles and values characters, their jobs,
and discuss the in the home, in church homes and many more.
practices in or of these communities and the
spirits. kinds of things d. invite guest speakers
families and to tell about and share
d. organise excursion to communities experiences on values
the community church, participate in. and its relationship to
meet with church education.
workers and share on d. select stories from
spiritual figures such the bible or other story
as God the Father, Son books and dramatize
and Holy Spirit and good moral behaviours
Christian values. of the characters, draw
pictures or tell a friend
why he/she likes the
character.
Assessment • Describe the values of • Identify pictures of • Describe one thing of

Task traditional and christian various activities done value and importance in
spiritual persons in the by individuals, and their personal lives such
stories of creation families, place them as their bible, christian
under moral behaviour beliefs, characters and
and christian practices home.
23
Elementary Syllabus
Unit 4: Resources
Content P.2.5 Recognise natural 1.2.5 Be aware of and 2.2.5 Understand and say
Standard and man made resources identify different types of
why it is important to take
and identify their uses natural resources, care of resources in the
renewable and how environment , identify some
Students will achieve this people use them to make good ways and how these
Performance standard when they for some things use today can be done.
Standards example; Students will achieve this
Students will achieve this standard when they for
a. take an excursion ,talk standard when they for example;
about Resources and example;
other things around the a. Discuss and create an
home or community a. discuss the awareness poster in
importance of groups about ways of
b. Discuss, list and make nonrenewable and caring for the resources
poster of man-made renewable resources in groups
and natural resources , collect and display
in the community or their pictures b. participate in resource
around the school care activities in the
b. Identify in the class such as make and
c. Identify and name surroundings things practice rules of caring
different things made by that are made from for various natural and
people in the local living and nonliving man-made resources in
community such as resources and the schools
food and clothing, describe what they are
used for c. identify man-made
d. describe types of resources that last long
natural resources living c. gather information of when carefully or not
and nonliving in and man made things and carefully used such as
from their community tell others what the cars, houses, bridges,
things are or describe roads, wharves
e. discuss and their uses in drawings
dramatize ways of d. discuss the types of
using the natural d. describe and make up care-using law that must
resources for transport, role plays, mobiles, be taken by the people
cooking, washing and models of renewable to stop the misuse of the
others and nonrenewable renewable man-made
resources resource
e. discuss and dramatize e. Describe in writing a

different uses of things simple way, of caring for
made by people from their favourite
natural resources natural, man-made
renewable and non
f. differentiate between renewable resource,
renewable and nonre- f. make a collage of
newable resources man-made things found in
the community, district or
province in groups
Assessment • Name and draw things • Name and draw some • Make an awareness
Task around the school and of the uses of goods poster, draw and write,
local community and made from one or two ways of how to
group them in natural different types of care for the resources in
and man-made things natural resources groups
24
Unit 1: Life
Content P.3.1 Using

their 1.3.1 Investigate 2.3.1 Investigate
Standard s enses observe living a
nd understand that a
nd understand
and non-living things living things such as that all living
in their immediate plants, animals and things go through
environment and human beings need changes as they
describe what they are food , air water and grow
sunlight for survival
Performance Students will achieve this Students will achieve this Students will achieve
Standards standard when they for standard when they for this standard when they
example; example; for example;
a. c ollect samples of plants a. select a flowering plant a. describe what

they like within their and describe the work of happens when the
surrounding and talk about each part such as roots environment
why they like them. carry water and food cannot meet or
into the plant sustain plants,
b. identify and sort the plants animals, and human
into different groups such b. talk about the uses of needs.
as food, medicine and different parts of the
decoration. plant such as leaves for b. explain the
c. look at pictures of or real medicine and branches importance of plants
animals found in the for firewood to other living things
surrounding and talk about such as air that we
the make up of their body c.
d escribe how animals breathe to live
can use their senses to
d. Identify and sort the find food, tasting and c. explain that living
animals into their feeling things such as things depend on
different uses such as dog smell food. each other such as
food, where they live and birds eat insects to
body coverings d. use their senses to sort live.
objects into groups such
e. identify and describe the as smooth, rough, good d. describe the
common living things in the and bad smell, sour and external parts of
environment using their sweet different animal
sense of; sight, smell, bones
hearing, feeling and tasting e. discuss and explain why
plants and animals need e. describe the
food, shelter, water and behaviours and life
sunlight. cycles of different
animals such as frogs
and butterflies
Assessment • Identify and sort the • Select a flowing plant • Explain what will hap-
Task animals into their and describe the work of pen when one of the
different uses such as each part such as roots plant or animal needs
food, where they live and carry water and food into are not met.
what they eat the plant.
25
Elementary Syllabus
Unit 2: EnvironmentEnvironment
Content P.3.2 E
xplore the physical 1.3.2 Investigate 2.3.2 Investigate
Standard features of their a
nd understand the a
nd understand that
local area and special effects of natural resources in a
identify the different weather and particular area are
types of living things climate on a limited and explain
that live there particular habitat how these happen
a. explore and name the a. discus and identify a. Explore and identify living
different land forms in the types of plants things that live or grow in
their local environment that live in a particular a particular area such as
such as mountains, area such as swamp, frogs like cool and damp
rivers, lakes and valleys grassland, mountain places.
and seashore
b. find out and talk about b. List and draw animals
the man-made changes b. explore and identify that live in a particular
in their local living things that live habitat such as grassland
environment or grow in a particular animals.
area such as frogs like
c. Find out and talk about cool and damp places c. Talk and write about why
the natural changes in plants grow, and animals
their environment such c. Discuss the common including people live in a
as landslides, flood and types of weather such particular type of habitat.
rise in sea level . as windy, sunny, and
rainy in their local
d. Identify the different community d. Talk and write about why
kinds of fruits and plants and animals die
flowers that are d.Talk about how the or move out from their
produced in different changes in weather original habitat.
types of weather and climate affecting
living things such as e. Talk about and make
e. Talk about how and food crops and water posters about bad
when weather and supply practices that affect the
climate change affects environment such as
their community such as e. invite a guest speaker burning bushes and
flood, landslide, drought to talk to them about vehicle tyres.
and rise in sea level natural disasters
Assessment • Identify the different • Draw and explain how • Make posters and talk
Task kinds of fruits and natural disasters such about bad practices in
flowers that are as volcano eruption and the community that cause
produced in different flood affect their danger to animal and
types of weather community plant life
26
Unit 3: Science In the Home

Content P.3.3 Investigate and 1.3.3 Investigate and 2.3.3 Investigate and
Standard explain in own understand how demonstrate how
words the types objects move when energy and force are
of energy found in different types of applied in everyday life
the home through force are applied
simple machines
Students will achieve this Students will achieve this
Performance Students will achieve this standard when they for standard when they for
Standards standard when they for example; example;
example;
a. identify the types of a. carry out simple
a. name and draw the force around them experiments and talk
types of simple such as wind force about how and why
machines that make and force of running things float or sink
work at home and water.
school easier such as b. demonstrate that air or
tin opener, screw driver b. compare and sort wind can speed things up
and a pair of scissors objects according to or slow things down such
their weight, shape as sailing boat
b. talk about how work and size
can be done easily c. make a simple propeller
using simple machines c. explore and explain using coconut leaves or
what happens when cutting plastic cup strips to
d. list and talk about good force is used to move learn about wind speed.
and bad things that heavy or light objects
simple machines can d. use a magnet to see
do such as using a pair d. describe through what types of objects it
of scissors may cut simple experiments on can pick up
your finger how force can move
things and change e. use plastic ruler or plastic
their directions. hair comb ti demonstrate
how these can pick
papers
f. show through simple

experiment that heat can
travel through objects
such as cooking pots and
metal rods
Assessment • Identify and describe • Describe through • Show through simple

Task natural and man-made simple experiments on experiments about how
sources of energy such how force can move and why things move
as heat, light and sound things and change faster or slower on
their directions different types of surfaces
such as cement floor and
table top
27
Elementary Syllabus
Strand 4: Healthy Individual and Community

Unit 1: Personal Hygiene
Content P.4.1 Know and explain 1.4.1 Understand that 2.4.1 Recognize that human
Standard t he importance of food, air, shelter beings differ physi-
personal cleanliness and water are as cally in their growth
and hygiene important as work from one individual to
practices, rest ,care and play which another
and safety contribute to
having a healthy
body
Students will achieve this
Performance Students will achieve this Students will achieve this standard when they for
Standards standard when they for standard when they for example;
example; example;
a. discuss different stages
a. name the different a. draw parts of the of growth, for an
parts of their body and mouth and say how example, baby, child,
describe what and how each part helps us to older brother and father
we use and care for eat our food.
them b. talk about and dramatize
b. create rules for care, b. discuss why it is different things human
safety and personal important to have beings do when they are
hygiene practices good food, enough growing up
.healthy mouth and rest after work and
teeth rules. eg; brush play, clean air and c. share experiences about
teeth two times a day. clean water things that help young
children grow healthy and
c. talk about the the things people do to
importance of c. use picture to show maintain healthy growth.
cleanliness, mouth and how they can use
other body parts injury, clean air and water d. discuss causes of
free clothes and clean to keep their bodies unhealthy problems and
toiletries healthy and clean get students to come
up with different ways to
d. discuss why it is d. display and discuss solve the problem- eg
important to have good pictures of food and young children sick with
food, enough rest after drinks from the shop malaria
work and play, clean air that can cause tooth
and clean water decay and other e. list and discuss foods
health problems . in the food groups that
e. t alk about their own nourishes the body for
bodies and dramatize e. identify and list of healthy growth
ways of keeping them food from the
clean or draw how to garden that helps
care for them keep the teeth and
mouth healthy.
Assessment • T alk about the • Draw one food • Identify foods in the three
Task importance of keeping that can cause tooth main list food groups that
clean any two (2) body decay and one food that nourishes the body for
parts and say what the can help the teeth to healthy healthy growth
body parts are. For ex- grow well.
ample - mouth and ears
28
Unit 2 : Things that Harm Us
Content P.4.2 Identify harmful 1.4.2 Understand the 2.4.2 Recognize

Standard things in the home or importance of d
angerous activities
local community and making healthy and practices in the
say how these things choices and ex- community and
harm us plain how these suggest ways on how
choices help to pre- to prevent accidents
vent some health and related problems
problems
Standards standard when they for Students will achieve this standard when they for
example; standard when they for example;
example;
a. identify harmful a. discuss and list reasons
things in the a. describe how to for asking parents to help
environment and say prevent dangerous when handling
why they are harmful. things from harming dangerous things.
For example - old tins them and others.
and broken bottles, b. talk about cuts from
dogs and snakes bite b. d isplay pictures and blades, bites from
people talk about things that animals, poison from
are small but harm plants, drugs, and
b. discuss all the the bodies badly eg. alcohol that cause harm
dangerous things found mosquitoes germs on people.
in and around the and flies.
students homes. c. identify activities that
c. visit clinics and talk need the use of
c. list some common about sicknesses that dangerous tools and
insects and plants that can be prevented and discuss how to use them
can harm them. treated while a few like and who to supervise
HIV cannot be cured. when using these tools or
d. explain and discuss equipment
how plants and animal d. identify and discuss
can harm themselves reasons for covering d. discuss ways of how to
food, having fly wire treat a dog bite or a cut
e. describe and role play on windows, from sharp blade and
what can happen to mosquitos nets for various ways of cleaning
them if they play with sleeping, keep house /bandaging an injury, why
harmful things in the clean. someone with an
home or school. injury should go to a
e. discuss and make up health centre.
role-plays of
characters in the e. identify and explain things
community who use you should keep in a first
poisonous and aid box.
harmful things.
Assessment • Explain, discuss and • D

isplay pictures and • E
xplain reasons for
Task identify ways on how talk about things that covering food, putting
plants and animals can are small but can fly wire on windows and
harm themselves harm our putting mosquitos nets
bodies badly for at night for and while
example mosquitoes sleeping
germs , flies
29
Elementary Syllabus
Unit 3: Food and Food Hygiene
Content P.4.3 Be aware and devel- 1.4.3 Know that there 2.4.3 Understand and
Standard op an understanding are a variety of describe why the
of the importance of local and other body needs well pre-
eating healthy foods foods that can be pared and nutritious
grouped food
Performance Students will achieve this
Standards standard when they for Students will achieve this Students will achieve this
example; standard when they for standard when they for
a. discuss food in the example; example;
garden that grow on a. discuss and name all a. name some fruits, meat
trees ,in the ground the food in their home and some parts from
crawl on other plants or that they get from the animals you know are
sticks to grow garden, market, good for healthy growth.
animals on land, sea
b. discuss healthy foods and stores.
and unhealthy foods b. discuss healthy foods b. discuss why drinking a
you have in you homes for good growth and lot of water is healthy
and say what happens list of unhealthy food and why drinking plenty
if you eat unhealthy that are bad for your of alcohol is not good for
foods body healthy growth
c. list all the food in your c. discuss and role play
home you get from the where most unhealthy c. talk and write about
garden that you eat foods come from garden foods, animals
with their skin, shell, and why children like and fish, their storage
cover, food in your them. and how they are
home that you peel d. discuss the cooked.
before cooking/eating simple steps involved
in cooking different d. discuss, write and draw
d. discuss and identify types of food, such as different storing methods
foods from the garden rice in a pot used in the villages and
that can be cooked e. discuss and draw in towns.
either boiled or roasted ways of keeping
over the fire water clean when e. describe ways of
preparing and cooking store, garden
e. discuss and identify cooking, for drinking. and sea foods and types
ways of keeping food f. discuss reasons for of food prepared for
clean, preparing a making mumus/ meals
simple meal from cooking in the earth
garden and store food oven, frying and f. explain why you do not
boiling foods and say cook fruits over the fire,
which is liked boil all green leaves , add
f. discuss common ways coconut milk when
your family cook at cooking food before
home and say why and eating.
name the types of food
you normally eat daily
Assessment • List and discuss healthy • Discuss and draw • Discuss , write and draw
Task foods and unhealthy ways of keeping water different storing methods
foods you have in you clean when used in the villages and in
homes and say what preparing and towns
happens if you eat cooking, for drinking,
unhealthy foods say why clean water
is important
30
Unit 4 : Family and Community health
Content P.4.4 Identify and discuss 1.4.4 Understand and 2.4.4 Understand the
Standard things people do say why people provide relationship between family
to keep their homes good health care and community health and
and community services for the family say how these promote a
clean, healthy and and community healthy or unhealthy lifestyle
safe
Standards standard when they for standard when they for
Students will achieve this example; example;
standard when they for
example; a. talk about how the a. discuss one sickness
family/ies and they can get if their home
a. t alk about and list community can work environment is unclean
and draw places in together to keep the
the house /homes that community clean. b. name some of the
must be kept clean insects, germs or
daily b. describe health harmful things that can
goods on display say live in your home if your
b. discuss ways of how they are used, home is unclean
keeping their what does it do for
bedrooms, classrooms, the community c. discuss and draw some
home surroundings products for protecting
clean( how many times c. talk about the health homes/ communities
in a week you should services that are from pests, eg mosquito
clean your room/home provided in the coils.
community for the
c. discuss what they people, by the people d. discus and write simple
should do when school (aid post ). messages about
health patrol teams visit keeping community or
their school d. organise and invite home clean, services or
visits by health clinic products that are use.
d. discuss health services staff to their school
( vaccine, clean water ) for health care e. discuss some of the
they need to get at their ( vaccination/ activities that take place
school and how it helps de worming) when health teams visit
them programs their school and
communities eg
e. discuss and explain e. discuss and role play immunization- what it is,
why it is bad to throw the services that are or baby clinic -clinic days
rubbish into the sea provided by their
and the river local Aid Post, Clinic f. discuss and identify
or the health Centre products and services the
f. discuss and name community use or provide
some of the health to keep their communities
services and clean.
committees they
have access to in their
communities
Assessment • Talk about and list • Discuss and name • Discuss and draw some
Task and draw places in some of the health goods for protecting
the house /homes that services and com- homes/communities from
must be kept clean mittees they have pests, eg mosquito coils
daily access to in their
communities
31
Elementary Syllabus
Strand 5 : Movement and Physical Activity

Unit 1 : Movement concepts and skills
Content P.5.1 Explore and 1.5.1 Link a series of 2.5.1 Demonstrate

Standard demonstrate simple loco loco motor and non-loco- basic movement skills
motor movements and motor movments and with improvised
concepts in general space concepts to perform a equipment in movement
simple movement games and activities
Performance Students will achieve this sequence and pattern
Standards standard when they, for Students will achieve this
example; Students will achieve this standard when they, for
standard when they, for example;
a. e
xplore in a general example;
space different loco a. demonstrate eye-hand,
motor body movements a. identify 2 or 3 eye-leg coordination
such as, walking running, movements form groups movements in self or
jumping and crawling and pairs, create and general space, such as
perform movement throw or bat a ball, jump
b. discuss different loco sequence. an catch a ball jump
movements, which body over obstacle run and
parts perform them and b. identify loco motor and stop moving ball.
get volunteers to non-loco motor
demonstrate their movement performed b. demonstrate how to run,
favourite movement by, one, two, three, or walk jump, hop with light
c. u
sing local materials more body parts such , fast and slow
make 3 path straight, and as crawling and perform movements and sudden
curved pathways to walk, them stop
run, jump and hop along c. perform loco-motor and
c. perform fast, slow and non-loco-motor
d. w
ork in pairs or alone light movements in movement patterns
and find a different way self-space or along a and sequences with a
of walking, running chosen pathway, straight, friend or alone such as
jumping on the toes, curved and zigzag. run-jump-and throw(
heels and ball of the feet. sequence),
d. perform simple d. explore and perform
e. talk about different body movement patterns for various balance
shapes such as wide, example walk lightly, run movements with/
narrow, curved straight slow or fast, backward without equipment or
and twisted in a self or and forward and side partner
general space. ways. e. demonstrate stationery
m
ovements such as
f. p
erform simple
e. perform stationery bending, curling,
movement skills for
movements using body twisting using whole
games such as run and
parts for example arm body and body parts
touch a friend, walk and
swing, bend from the with a friend or
throw a ball, jump and
neck, waist and knees equipment
catch a ball
f. demonstrate basic
f. perform common ball movements skills for
handling skills; for play in a modified game
example, dribbling, for example, dodging,
catching, kicking jumping and catching,
Assessment • Using local materials • Perform simple • Demonstrate how to run,

Task make 3 paths straight, movement patterns for walk jump, hop with light
zigzag and curved example walk lightly, run , fast and slow
pathways to walk, run, slow or fast, backward movements and sudden
jump and hop along and forward and side stop
ways.
32
Unit 2 : Games
Content P.5.2 Perform basic 1.5.2 Recognize 2.5.2 Demonstrate

Standard ball skills through and participate in minor good sportsmanship and
participation in games and fair-play through
traditional and lead up activities with rules and participation in modified
games identify where they play sports
Standards standard when they, for standard when they, for standard when they, for
a. identify local traditional a. play various traditional a. play traditional games

games and play them game from another from another province
community with minor ball games
b. play simple chasing
and lead up games; b. discuss and display in b. discuss various rules in
for example ‘what’s the classroom some various sports they and
the time mr pukpuk’ or of the improvised others play
‘piggy bag ‘ sports equipment
used to play c. modified games have
c. create own rules and traditional or lead up different rules and town
play various circuit games competitions sports have
games different rules
c. use improvised
d. p
lay simple chasing equipment to play d. use rules to play some
and lead up games lead up and minor modified games with and
games with simple without equipment
rules, eg ‘ tunnel ball,
e. demonstrate modified
e. play simple traditional d. perform simple game games ball handling skills
games with improvised skills eg throwing with improvised
equipment or without catching, batting, equipment or partner
kicking
e. play circuit games

such as charlie
chaplin, egg and
spoon race
Assessment • Play simple traditional • Make and display in • Demonstrate modified

Task games with improvised the classroom some of games ball handling skills
equipment or without the improvised sports skills with improvised
equipment used to equipment or partner
play traditional or lead
up games
33
Elementary Syllabus
Unit 3: Fitness for Health
P.5.3 Understand and 1.53 Recognize and 2.5.3 Describe and perform
Content describe actions of how identify various physical physical activities people can
Standard the individuals feel after activities in the commu- participate in for
participating in a physical nity and say how these leisure and recreation
activity activities keep a body fit
and healthy Students will achieve this
standard when they, for
Performance Students will achieve this Students will achieve this example;
Standards standard when they, for standard when they, for
example; example; a. talk about using simple
rules and times to do
a. talk about what is seen a. discuss and identify exercises for body fitness
and felt in the body places in the such as five push-ups for
after taking part in community where boys, 3 sit ups for girls
physical activities such the public go to do with or without a partner
as playing games, carry fitness exercise such b. choose from pictures and
load, run on the spot. as weight lifting, road discuss one fitness activity
running, aerobics some good sports men
b. talk about leisure and women do to keep
activities people do in b. discuss simple fitness fit to perform well such
the community; for activities they like to as Toea Wisil, Dika Toua,
example watch tv, perform to keep their Steven Gari
reading books go for a body healthy and fit c. discuss and draw up in
walk groups a plan for a
c. talk a fitness exercise selected community
c. share and list some program plan class fitness program such as
recreation or leisure participate in simple a sports programs for youths
activities people do in class and and young adults or
the community outdoor implement it before or outdoor activities
after classes. canoeing, and hiking,
d. identify leisure d.describe simple ways of
activities people do in d. identify recreation how the body must be
the community; such activities make simple cared for to stay
as watch tv, reading plans for a recreation physically fit and healthy
books go for a walk activity such as ‘going such as what food to eat,
and swim for a picnic’ going rest and work
fishing on the e. discuss leisure and
weekend. recreation activities good
for fitness program
e. discuss, name and awareness such as
perform simple fitness aerobics, sports and dart
exercises to keep the clubs
body fit. f. discuss and draw up
simple fitness plans for the
class, such as simple aero-
bics on Mondays 15 mins
before class finishes e day
Assessment • Talk about local • Discuss simple • Describe how the body
Task community activities fitness activities they feels straight after
people do to stay fit for like to perform to keep performing a fitness or
example working in the their body healthy and other activity
garden, playing games fit
34
Assessment and Reporting

Assessment and Reporting practices described for standards Based
Curriculum can be referenced to the National Assessment and
Reporting Policy and other support materials produced by National
Department of Education.
Assessment
Standards Based Assessment is a learning focused system and is

an on-going process of collecting and interpreting information about
students’ achievements. It assumes that all students are capable
of reaching a certain expectation and measure of learning. It also
focuses on what students know and are able to do, at the same time
assessment practices must identify areas where students need to
improve.
Assessment is a collection of information for a purpose in relation

to improve students learning and achievement. Those dealing with
assessment should know the following:
• How teachers collect information about the students.

• How we collect information about the impact of the resources.
• We give test to collect written evidence but one evidence does not
tell you everything.
Teachers must also use multiply assessment methods and strategies

to provide sufficient evidence about student’s progress and
achievement in learning. National benchmarking or end-of term tests
are examples of assessment of learning.
The focus of assessment in SBC for Elementary include:
• Assessment As/In learning.

• Assessment for learning.
• Assessment of learning.
Assessment As and In learning
Assessment As/In learning means that students are involved in

assessing their own progress and the work of other students in the
class.
It is designed to inform students what they do well and what

they need to improve on daily/weekly as integral part of everyday
teaching and learning such as exercises, activities or experiments
students do or practice each lesson. This method help Teachers to
identify those students who need extra help and those who need to
be further challenged in their learning.
35
Elementary Syllabus
Teachers need to identify those students who need extra help and
those who need to be further challenged in their learning.
Teachers identify learning problems as they arise so students can be

given help straight away to improve their work. Normally referred to
as formative assessment.
Assessment for learning
Assessment for learning is on-going assessment.

It is the assessment that teachers do every day
during their teaching and at the end of the lesson.
A common form of assessment for learning is “diagnostic

assessment”. Diagnostic assessment measures a student’s current
knowledge and skill for the purpose of identifying a suitable program
of learning.
It is generally carried out throughout a course or project. Also

referred to as Formative assessment and is used to aid learning. In
an educational setting, formative assessment might be a teacher
or peer group or the learner, providing feedback on a student’s work
would not necessarily be used for grading purposes.
It can take the form diagnostic or standardized tests.
Assessment of learning
Assessment of learning is also called summative assessment.

It is designed to provide a summary of students learning over a set
period of time and is generally carried out at the end of a course
or project. It is typically used to assign students a course grade. It
summarizes student learning for a particular purpose such as;
• end of term or end of year reports,

• grade 2, 8,10 or 12 certificates in levels of schooling.
National benchmarking or end of term tests are examples of

Assessment of Learning. You can monitor student progress with
a checklist. The checklist tests the understanding of the lessons.
some examples of assessment tools that you can use such as
student portfolio, progressive chart and oral presentations.
36
Benchmarking
Benchmark is the level that every student at the end of Elementary

Two should reach.
By the end of Elementary Two the student should achieve the

standards as set in the syllabus for the five strands;
• Arts and Craft,

• My Community,
• My Environment,
• Healthy Individuals and Community and,
• Movement and Physical Activity.
Assessment Methods
The following are different types of assessment methods that

teachers can use to assess the child’s performance in their class:
• Observation.
• Teacher-student conference.
• Written and art work samples.
Recording and Reporting
These are the assessment recording methods the teacher can use to
record the student’s learning progress:
• Checklists.
• Portfolios – written and artwork samples.
• Written comments.
This recorded information can then be used to report to the par-

ents and guardians. The Teacher Guides provide some samples of
recording and reporting methods. These samples can help you to
inform parents of their student’s learning progress.
Evaluation
The teacher will do a self-evaluation on the effectiveness of their

teaching through the students achievements.
37
Elementary Syllabus
Reference
National Department of Education (1994) Elementary Attainment Targets
National Department of Education (1998) Elementary Scope and Sequence
National Department of Education (2003) Culture and Community

Outcomes-based Syllabus
National Department of Education (1998) Curriculum Overview
National Department of Education (2006) Teacher Resource Book- Culture and

Community
National Department of Education (2006) Teacher Resource Book- Movement and

Games activity
National Department of Education-Report of the Task Force For the Review of

Outcomes –Based Education (2013)
38
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Culture and

Issued free to schools by the Department of Education

Published in 2015 by the Department of Education, Papua New

@ Copyright 2014, Department of Education

All rights reserved. No part of this publication may be

Graphic Design Layout by David Kuki Gerega

The Elementary Culture and Community Syllabus was developed

Teachers College Lecturers, Teachers, Standard Officers and other

Syllabus Advisory Committee, (SAC) and Basic Education Board of

Content Standard ............................................................................. 12

Assessment and Reporting.............................................................. 35

The National Department of Education is responsible for the

The syllabus is a community based curriculum presenting

The Culture and Community Syllabus consists of rellevant concepts

English will be the medium of instruction to teach Culture and

I commend and approve this Culture and Community Syllabus to be

The content standards are student centred, thus enabling them to

The content standards;

• are developed to suit the local conditions and individual student

The Culture and Community Syllabus is a community based

Culture and Community is to be time tabled for 360 minutes per

The syllabus provides a 3 year learning of the way of life and

Further understanding is developed through participating

Elementary education embraces and upholds the:

• r ecognition of English Language as a subject and language of

• v iew that a literate nation is a healthy, wealthy and smart

• a sound knowledge of their own culture and community.

Benchmarks for Culture and Community

Arts and craft;

Healthy individual and community

Movement and physical activity

Ethics, Morals and Values

Integral Human Development

• Integral in the sense that all aspects of a person are important.

Papua New Guineans face many challenges in their rapidly

The Right to Healthy Living

Teaching and Learning

People living in the communities have different ways of behaving,

Teachers must have an in-depth knowledge and understanding of

A student-centred approach should be used. Their natural creativity

All students come to school with a basic understanding of their

It is important to establish a daily routine for the students. Therefore

The content of the Culture and Community Syllabus is organised in

Strand 1: Arts and Craft

They share own artworks and respond to others expressing opinions

The strand ‘My Community’ is taught through the children’s

As an individual and a member of a family, group or community they

The study of science at this level concentrates on exploring the

develop an understanding of their surroundings, make links, draw on

Concepts of science and resource development are taught in

Strand 4: Healthy Individual

Health education is vital for the creation of a healthy society or

Strand 5: Movement and Physical Activity

The study of movement and physical activity focuses on the

Table of Strands and Units

Strand Elementary Prep Elementary 1 Elementary 2

My Environment • Life • Life • Life

Healthy Individual • Healthy Individual • Healthy Individual • Healthy Individual

Strand 1: Arts and Crafts

P.1.2 Use local materials 1.1.2 D

P.1.3 Demonstrate musical 1.1.3 D

Elementary Prep Elementary 1 Elementary 2

Elementary Prep Elementary 1 Elementary 2

• are developed to suit the local conditions and individual student

• r ecognition of English Language as a subject and language of

• v iew that a literate nation is a healthy, wealthy and smart

P.1.2 Use local materials 1.1.2 D

P.1.3 Demonstrate musical 1.1.3 D

d. t race and draw using d. arrange objects like d. take an excursion to a

a. listen to and imitate the a. perform traditional or a. make and play a

a. perform simple dance a. discuss and make a. participate in traditional

Assessment • Demonstrate a • Discuss and make • Perform a traditional

Assessment • Identify and show • Describe

Content P.2.3 Develop an 1.2.3 Recognize and 2.2.3 Understand and

a. express their ideas a. make up role plays, share a. discuss budget to

Assessment • Identify, collect and • M

Assessment • Describe the values of • Identify pictures of • Describe one thing of

e. discuss and dramatize e. Describe in writing a

a. c ollect samples of plants a. select a flowering plant a. describe what

f. show through simple

Assessment • Identify and describe • Describe through • Show through simple

Content P.4.2 Identify harmful 1.4.2 Understand the 2.4.2 Recognize

Assessment • Explain, discuss and • D

Content P.5.1 Explore and 1.5.1 Link a series of 2.5.1 Demonstrate

Assessment • Using local materials • Perform simple • Demonstrate how to run,

Content P.5.2 Perform basic 1.5.2 Recognize 2.5.2 Demonstrate

a. identify local traditional a. play various traditional a. play traditional games

e. play circuit games

Assessment • Play simple traditional • Make and display in • Demonstrate modified