Ghanaian Language CCP Curriculum B7 B10 Draft Zero

GHANA EDUCATION SERVICE
(MINISTRY OF EDUCATION)
REPUBLIC OF GHANA
GHANAIAN LANGUAGE
COMMON CORE PROGRAMME CURRICULUM
(BASIC 7 - 10)
FEBRUARY 2020
Ghanaian Language Curriculum for B7- B10
Enquiries and comments on this Curriculum should be addressed to:

The Executive Secretary
National Council for Curriculum and Assessment (NaCCA)
Ministry of Education
P. O. Box CT PMB 77
Cantonments
Accra
Telephone: 0302909071, 0302909862
Email: info@nacca.gov.gh
Website: www.nacca.gov.gh
INTRODUCTION
In the first four years of high school education, learners are expected to take a Common Core Programme (CCP) that emphasizes a set of
high, internationally-benchmarked career and tertiary education ready standards. Learners need to acquire these for post-secondary education,
the workplace or both. The standards articulate what learners are expected to know, understand and be able to do by focusing on their social,
emotional, cognitive and physical development. The (CCP) runs from Basic 7 through Basic 10.
The common core attributes of the learner, which describe the essential outcomes in the three domains of learning (i.e. cognitive,
psychomotor and affective), are at the centre of the CCP (see Figure 1). Inspired by the values which are important to the Ghanaian society,
the CCP provides an education of the heart, mind and hands in relation to on the learner’s lifetime values, well-being, physical development,
metacognition and problem-solving. Ultimately, this will produce character-minded learners who can play active roles in dealing with the
increasing challenges facing Ghana and the global society.
The features that shape the common core programme are shown in Figure 1. These are
• learning and teaching approaches – the core competencies, 4Rs and pedagogical
approaches
• learning context – engagement service and project
• learning areas – mathematics, science, computing, language and literacy, career
technology, social studies, physical and health education, creative arts
and design and religious and moral education.
These are elaborated subsequently:
Learning and teaching approaches
• The core competences: Describe the relevant global skills for learning that the CCP helps
learners to develop in addition to the 4Rs. The global skills for learning allow learners
to become critical thinkers, problem-solvers, creators, innovators, good
communicators, collaborators, digitally literate, culturally and globally sensitive citizens
who are life-long learners that have keen interest in their personal development.
• Pedagogical approaches: The CCP emphasises creative and inclusive pedagogies that are
anchored on authentic and enquiry-based learning, collaborative and cooperative
learning, differentiated learning, and holistic learning as well as cross disciplinary learning.
• The 4Rs across the Curriculum: The 4Rs refer to Reading, wRiting, aRithmetic and cReativity, which all learners must become fluent in.
© NaCCA, Ministry of Education 2020 1

Learning context
The CCP places emphasis on engagement of learners in the classroom activities, projects (in and outside the classrooms). These projects can
involve individual or group tasks which all learners are required to complete by the end of Basic 10. The CCP project provides learners with
contexts to demonstrate creativity and inventiveness in various areas of human endeavor. Community service offers opportunity for learners
to nurture, love and care for their community and solve problems in the community.
Learning Areas:
The CCP comprises the following subjects:
1. Languages (English, Ghanaian Languages, French, Arabic)
2. Mathematics
3. Science
4. Creative Arts and Design
5. Career Technology
6. Social Studies
7. Computing
8. Religious and Moral Education (RME)
9. Physical and Health Education
This document sets out the standards for learning Ghanaian Language in the Common Core Programme (CCP). The standards in the
document are posited in the expectation that CCP (B7 – B10) will offer quality education for all types of learners. The design of this
curriculum is based on the features of the CCP as shown in Figure 1. It emphasizes a set of high internationally-benchmarked career and
tertiary education ready standards. Learners need to acquire these competencies in Ghanaian Language for post-secondary education, the
workplace training or both. The curriculum has been designed to be user friendly because it provides a detailed preamble that covers the
rationale, philosophy, aims, profile of expected learning behaviours (i.e. knowledge, skills, attitudes and values), pedagogical approaches, core
competencies and the 4Rs, assessment practices and instructional expectations.

RATIONALE
Language is both a medium of communication and a library in which the elements of culture are stored. It remains the most reliable means
through which elements of culture are preserved and transmitted from generation to generation. First, the study of learners’ first language and
culture will make them conscious about their identity and equip them with effective communication skills that will provide them with the ability
to appreciate the values embodied in their language and culture. They will know their cultural values and practices to help them to become
honest and responsible citizens in their communities.
Again, learners must be made to learn Ghanaian Language in their schools to enable them to access indigenous and educational knowledge. In
the light of the current global development and technological advancement, the learning of a Ghanaian Language will help learners maintain
their identity as Ghanaians. It will also help learners to integrate their knowledge in Ghanaian languages to the present-day globaldevelopment
and technological advancement.
In addition, research has proven that learners who are very good in their first language are able to learn a second language faster and better.
This implies that emphasis must be put on the teaching and learning of Ghanaian Languages to serve as a foundation block to the effective
learning of English as second language. This will therefore make learners bilinguals, which is crucial in the current global world.
PHILOSOPHY
The Ghanaian language learning curriculum is informed by two main philosophical ideas, namely the Developmental theory and the Social
Constructivism.
Children go through developmental stages as they learn language and research. It is clear that children develop language at their own pace as
they interact with the social environment around them. Therefore, when children are provided with a good social environment, they develop
their language and culture faster.
In teaching language and culture, the curriculum adopts the socio-constructivists dimensions to learning. Children have in-built potentials to
develop and acquire new language while approximating grammatical structures as they learn to speak. They invent names for the objects in
their world from the beginning but gradually as they interact, they learn the appropriate language of the community
The social constructivist theory holds the notion that reading, and writing are active processes of constructing meaning from print; hence the
use of their favourite phrase “meaning making” to describe how active the reader is in learning a first language and comprehending what s/he
reads or hears. In this way, the teacher serves as guide and facilitator to enhance children’s ability to decode text and support them to engage
and make sense of what they read. This is to ensure that good readers constantly make hypothesis and predictions and modify them as they
read along.
This calls for participatory and thematic approaches to help children to connect Ghanaian language learning in the classroom to solve real
world problems. The teacher should therefore promote interaction and make learners active in constructing their own knowledge, thought
and experiences. In this approach, teachers should recognize individual differences in language learning to ensure effective teaching of language
in the classroom.
Language learning is not just listening, speaking, reading and writing but it also involves the appropriate use of the language in an appropriate
context. Teachers should therefore develop the linguistic and sociolinguistic competence of the learners. Teachers should also promote
effective use of verbal and non-verbal strategies in their communication. The Ghanaian language curriculum, therefore, assumes that learners
who are knowledgeable in their first language are able to access indigenous and educational information effectively, construct their knowledge,
thoughts and experiences efficiently and appreciate their language and culture and that of others and contribute meaningfully in the
development of their communities as honest and responsible
AIMS
GENERAL AIMS
The curriculum is aimed to develop individuals who are literate, good problem solvers, have the ability to think creatively and have both the
confidence and competence to participate fully in Ghanaian society as responsible local and global citizens.
SUBJECT AIMS
The overriding aim for Ghanaian Language curriculum in Basic Schools is to develop the linguistic and cultural awareness of the learner. The
following aims may culminate into the achievement of this broad aim;
1. Heighten learners’ sensitivity in their Ghanaian Language.
2. Acquire the basic skills that will help them decode appropriate age level text in the Ghanaian Language.
3. Read age level/appropriate text with ease, fluently, and with comprehension.
4. Cultivate life-long habit of reading widely for information and pleasure.
5. Acquire a wide stock of vocabulary and understanding grammatical structures as well as linguistic conventions for easy listening,
speaking, reading and writing.

6. Write clearly, accurately and coherently in their first language in a range of contexts for varied purposes and audience.
7. Read with pleasure literary material and appreciate great stock of literary works and become lifelong learners.
8. Polish existing skills and extend the learner’s linguistic knowledge and experience.
9. Appreciate and value their culture and that of others
10. Appreciate the linguistic, historical and cultural heritage of their people
PROFILE OF EXPECTED LEARNING BEHAVIOURS

A central aspect of this curriculum is the concept of three integral learning domains that should be the basis for instruction and assessment.
These are
- Knowledge, Understanding and Application
- Process Skills
- Attitudes and Values
KNOWLEDGE, UNDERSTANDING AND APPLICATION

Under this domain, learners may acquire some knowledge through some learning experiences. They may also show understanding of concepts
by comparing, summarising, re-writing etc. in their own words and constructing meaning from instruction. The learner may also apply the
knowledge acquired in some new contexts. At a higher level of learning behaviour, the learner may be required to analyse an issue or a
problem. At a much higher level, the learner may be required to synthesise knowledge by integrating a number of ideas to formulate a plan,
solve a problem, compose a story, or a piece of music. Further, the learners may be required to evaluate, estimate and interpret a concept. At
the last level, which is the highest, learners may be required to create, invent, compose, design and construct. These learning behaviours
“knowing”, “understanding”, “applying”, “analysing”, “synthesising”, “evaluating” and “creating” fall under the domain “Knowledge,
Understanding and Application”.
In this curriculum, learning indicators are stated with action verbs to show what the learner should know and be able to do. For example, the
learner will be able to describe something. Being able to “describe” something after teaching and learning has been completed means that the
learner has acquired “knowledge”. Being able to explain, summarise, and give examples etc. means that the learner has understood the
concept taught.

Similarly, being able to develop, defend, etc. means that the learner can “apply” the knowledge acquired in some new context. You will note
that each of the indicators in the curriculum contains an “action verb” that describes the behaviour the learner will be able to demonstrate
after teaching and learning has taken place. “Knowledge, Understanding and Application” is a domain that should be the prime focus of
teaching and learning in schools. Teaching in most cases has tended to stress knowledge acquisition to the detriment of other higher level
behaviours such as applying knowledge.
Each action verb in any indicator outlines the underlying expected outcome. Each indicator must be read carefully to know the learning domain
towards which you have to teach. The focus is to move teaching and learning from the didactic acquisition of “knowledge” where there is fact
memorisation, heavy reliance on formulae, remembering facts without critiquing them or relating them to real world – surface learning – to a
new position called – deep learning.Learners are expected to deepen their learning by knowledge application to develop critical thinking skills,
explain reasoning, and to generate creative ideas to solve real life problems in their school lives and later in their adult lives. This is the
position where learning becomes beneficial to the learner.
The explanation and the key words involved in the “Knowledge, Understanding and Application” domain are as follows:
Knowing: The ability to remember, recall, identify, define, describe, list, name, match, state principles, facts, concepts.
Knowledge is the ability to remember or recall material already learned and this constitutes the lowest level of learning.
Understanding: The ability to explain, summarise, translate, rewrite, paraphrase, give examples, generalise, estimate or predict
consequences based upon a trend. Understanding is generally the ability to grasp the meaning of some material
that may be verbal, pictorial, or symbolic.
Applying: This dimension is also referred to as “Use of Knowledge”. Ability to use knowledge or apply knowledge, apply
rules, methods, principles, theories, etc. to situations that are new and unfamiliar. It also involves the ability to produce,
solve, plan, demonstrate, discover etc.
Analysis: The ability to break down material/information into its component parts; to differentiate, compare, distinguish,
outline, separate, identify significant points etc., ability to recognise unstated assumptions and logical fallacies; ability to
recognise inferences from facts etc.
Synthesising : The ability to put parts together to form a new whole. It involves the ability to combine, compile, compose, devise, plan,
revise, organise, create, generate new ideas and solutions etc.

Evaluating: The ability to appraise, compare features of different things and make comments or judgment, compare, contrast,
criticise, justify, support, discuss, conclude, make recommendations etc. Evaluation refers to the ability to judge the
worth or value of some material based on some criteria.
Creating: The ability to use information or materials to plan, compose, produce, manufacture or construct other products.
From the foregoing, creation is the highest form of thinking and learning skill and is therefore the most important
behaviour. This unfortunately is the area where most learners perform poorly. In order to get learners to develop
critical thinking and behavioural skills beginning right from the Upper primary level, it is advised that you do your best to
help your learners to develop analytic and application skills as we have said already.
SKILLS AND PROCESSES

These are specific activities or tasks that indicate performance or proficiency in a given learning area. They are useful benchmarks for planning
lessons, developing exemplars and are the core of inquiry-based learning. It is evidently clear from the definition that four skills are to be
developed. These skills are Speaking, Listening, Reading, and Writing. Explanation of the meaning of the four skills is as follows:
Listening : This is the ability tolisten to, understand and follow directions, instructions etc. given in a language.
Reading : The ability toread and understand what is conveyed in a piece of writing. The reader must be able to read coherently
and must be able to answer questions arising from thepassage read. He/she should also be able to summarize passages
read in his/her own words to show understanding of the passage.
Speaking : The ability tospeak language clearly and in a way that will be understood by listeners. This is an oral communication skill
that learners should be encouraged to practice toperfection.
Writing : The ability to express one’s self clearly and comprehensively in writing. Writing may be in the form of simple sentences,
short essays, compositions, summaries, letters, etc.

ATTITUDES, VALUES AND PROCESS SKILLS
ATTITUDES AND VALUES
To be effective, competent and reflective citizens, who will be willing and capable of solving personal and societal problems, learners should be
exposed to situations that challenge them to raise questions and attempt to solve problems. Learners therefore need to acquire positive
attitudes, values and psychosocial skills that will enable them participate in debates and take a stand on issues affecting them and others. The
geography curriculum thus focuses on the development of attitudes and values.
Attitudes
Curiosity: The inclination or feeling toward seeking information about how things work in a variety of fields.
Perseverance : The ability to pursue a problem until a satisfying solution is found.
Flexibility in ideas: Willingness to change opinion in the face of more plausible evidence
Respect for Evidence: Willingness to collect and use data in one’s investigation, and also have respect for data collected by others.
Reflection: The habit of critically reviewing ways in which an investigation has been carried out to see possible faults and
other ways by which the investigation could be improved upon. The teacher should endeavour to ensure that
learners cultivate the above scientific attitudes and process skills as a prelude to effective work in Ghanaian
Language.
VALUES:
At the heart of this curriculum is the belief in nurturing honest, creative and responsible citizens. As such, every part of this curriculum,
including the related pedagogy should be consistent with the following set of values:
Respect: This includes respect for the nation of Ghana, its institutions and laws and the culture and respect among its citizens and
friends of Ghana.
Diversity: Ghana is a multicultural society in which every citizen enjoys fundamental rights and responsibilities. Learners must be
taught to respect the views of all persons and to see national diversity as a powerful force for nation development. The
curriculum promotes social cohesion.

Equity : The socio-economic development across the country is uneven. Consequently, it is necessary to ensure an equitable
distribution of resources based on the unique needs of learners and schools. Ghana’s learners are from diverse backgrounds,
which require the provision of equal opportunities to all, and that all strive to care for each other both personally and
professionally.
Commitment to achieving excellence: Learners must be taught to appreciate the opportunities provided through the curriculum and persist
in doing their best in whatever field of endeavour as global citizens. The curriculum encourages innovativeness through creative and critical
thinking and the use of contemporary technology.
Teamwork/Collaboration: Learners are encouraged to be become committed to team-oriented working and learning environments. This also
means that learners should have an attitude of tolerance to be able to live peacefully with all persons.
Truth and Integrity: The curriculum aims to develop learners into individuals who will consistently tell the truth irrespective of the
consequences. In addition, be morally upright with the attitude of doing the right thing even when no one is watching. Also, be true to
themselves and be willing to live the values of honesty and compassion. Equally important, the ethos or culture of the work place, including
integrity and perseverance, must underpin the learning processes to allow learners to apply skills and competences in the world of work.
The action verbs provided under the various profile dimensions should help you to structure your teaching to achieve desired learning
outcomes. Select from the action verbs provided for your teaching, for evaluation exercises and for test construction. Check the weights of
the profile dimensions to ensure that you have given the required emphasis to each of the dimensions in your teaching and assessment.
ASSESSMENT IN THE CCP.

Assessment is a process of collecting and evaluating information about learners and using the information to make decisions to improve their
learning. Assessment may be formative, summative, diagnostic, or evaluative depending on its purpose. It is integral to the teaching-learning
process, promotes student learning and improves instruction. In CCP, it is suggested that assessment involves assessment for learning,
assessment of learning and assessment as learning, which are described in the subsequent paragraphs.
Assessment for Learning (AfL)

Assessment for Learning (AfL) is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the
learner is in their learning, where they need to be (the desired goal), and how best to get them there. AfL is one of the most suitable methods
for improving learning and raising standards (Black and Wiliam, 1998) 1. Assessment for Learning also refers to all their activities undertaken by
teachers and/or by their learners, which provide information to be used as feedback to modify the teaching and learning activities in which they
are engaged. AfL can be achieved through processes such as sharing criteria with learners, effective questioning, and feedback.
AfL, therefore, provides timely feedback to ensure individual learners are assisted during the teaching and learning process using various
strategies and questioning to measure the learning that has actually taken place. It is a continuous process that happens at all stages of the
instructional process to monitor the progress of a learner and to offer feedback or change teaching strategies to achieve [performance
standards of a lesson.
Assessment of Learning (AoL)

Assessment of learning provides a picture of the achieved standards of the teacher and
performance of students at the terminal stage of the learning process. This information
provides data for accountability and educational decisions such as grading, selection and
placement, promotion and certification. Through AoL, stakeholders such as parents and
guardians are informed about the extent students have attained expected learning outcomes at
the end of their grade or program.
Assessment as Learning (AaL)

Assessment as Learning develops and supports students’ sense of ownership and efficacy about
their learning through reflective practices. This form of self-assessment helps in building the
competencies of learners to achieve deeper understanding of what their own learning and what
they are taught.
What do we assess?
Emphasis in assessment in the CCP is on the Common Core Learner Attributes, which are
essential outcomes in the three domains of learning (i.e. cognitive, psychomotor and affective).
Knowledge and skills with emphasis on the 4Rs in the learning areas
1
Paul Black & Dylan Wiliam (1998) Assessment and Classroom Learning, Assessment in Education: Principles, Policy & Practice, 5:1, 7-
74, DOI: 10.1080/0969595980050102

Core competencies with emphasis on attitudes and values developed through the learning and its context as well as the pedagogical
approaches.
The Process is illustrated diagrammatically in Figure 2.
How do we monitor progress?

School Based Assessments (SBA) covers all forms/modes of assessment including AfL, AaL and AoL (see Table 1), that can be undertaken by
any school-level actor (learner, teacher, head teacher) to monitor the learner’s achievement over a period of time. Data collection and keeping
records of the data are central to the conduct of SBA.
Table 1 Modes of Assessment

Assessment for Learning Assessment of Learning Assessment as Learning
Class exercises Class Assessment Task (CAT) Portfolio
Quizzes End of term Journal entries
Class tests (written, oral, aural and/or practical) End of year Project work
Class Assessment Task (CAT) Checklist
Questionnaire
The following are samples of relevant records that can be kept on the student’s learning.
• Student’s Progress Record (Cumulative Record)

• Student’s Report Card
• School Based Assessment Termly Recording Register
Details of guidelines on SBA can be found in the National Pre-tertiary Learning Assessment Framework (NPLAF) document (Ministry of
Education, 2020a) and the School-Based Assessment Guidelines (Ministry of Education, 2020b).

Reporting School-Based Assessment (SBA) in the CCP
The CCP uses a criterion-referenced model of presenting and reporting school-based assessment data. School-based assessment throughout
the four-year duration of CCP, is done against criteria linked to performance standards and not against the work of other learners. The CCP
provides levels of proficiency to be attained and descriptors for all grade levels of the programme (see Table 2). These levels and descriptors
cannot be changed by individual schools and are, therefore, common to all learners as well as learning areas nationwide. For each assessment
criterion or (benchmark for the level of proficiency), a number of descriptors are defined as shown in Table 2.
Table 2 Benchmarks, levels of proficiency and the grade level descriptors

Level of Benchmark Grade Level Descriptor
Proficiency
1: Highly proficient 80% + Learnershows high level of proficiency inknowledge,skillsand values

(HP) andcantransferthemautomaticallyandflexibly through authentic
performancetasks.
2: Proficient (P) 68-79% Learner demonstrates sufficient level of proficient knowledge, skills and core
understanding; cantransfer them independently through authentic performance
tasks
3: Approaching 54-67% Learner is approaching proficiency in terms of knowledge, skills and values with
Proficiency (AP) little guidance and can transfer understanding through authentic performance
tasks
4: Developing (D) 40-53% Learner demonstrates developing level of knowledge, skills and values but
needs help throughout the performance of authentic tasks
5: Emerging (E) 39% and Learner is emerging with minimal understanding in terms of knowledge,
below skills, and values but needs a lot of help.

Thegradingsystempresented,showsthelettergradesystemandequivalentgradeboundaries.
Inassigninggradestopupils’testresults,oranyformofevaluation,theabovegradeboundaries and the descriptors may be applied. The descriptors
(Highly Proficient [HP], Proficient [P], Approaching Proficiency [AP], Developing [D], Emerging [E]), indicate the meaning of eachgrade.
In addition to the school-based assessment (SBA), a national standards assessment test is conducted in Basic 8 to provide national level
indicators on learners’ achievement.
CREATIVE PEDAGOGICAL APPROACHES

Inclusion
Inclusion entails access and learning for all learners especially those disadvantaged. All learners are entitled to a broad and balanced
curriculum in every school in Ghana. The daily learning activities to which learners are exposed should ensure that the learners’ right to equal
access to quality education is being met. The curriculum suggests a variety of approaches that address learners’ diversity and their special
needs in the learning process. These approaches when used in lessons, will contribute to the full development of the learning potential of
every learner. Learners have individual needs and different learning styles, learning experiences and different levels of motivation for learning.
Planning, delivery and reflection on daily learning episodes should take these differences into consideration. The curriculum therefore
promotes:
• learning that is linked to the learner’s background and to their prior experiences, interests, potential and capacities;
• learning that is meaningful because it aligns with learners’ ability (e.g. learning that is oriented towards developing general capabilities
and solving the practical problems of everyday life); and
• The active involvement of the learners in the selection and organisation of learning experiences, making them aware of their
importance in the process and also enabling them to assess their own learning outcomes.
The learner is at the centre of learning. At the heart of the curriculum is learning progression and improvement of learning outcomes for
Ghana’s young people with a focus on the 4Rs – Reading, wRiting, aRithmetic and cReativity. It is expected that at each curriculum phase,
learners would be offered the essential learning experiences to progress seamlessly to the next phase. Where there are indications that a
learner is not sufficiently ready for the next phase a compensatory provision through differentiation should be provided to ensure that such a
learner is ready to progress with his/her cohort.
The curriculum encourages the creation of a learning-centred classroom with the opportunity for learners to engage in meaningful “hands-on”
activities that bring home to the learner what they are learning in school and what they know from outside of school. The learning centred
classroom is a place for the learners to discuss ideas and through the inspiration of the teacher actively engage in looking for answers through
working in groups to solve problems. This also includes researching for information and analysing and evaluating the information obtained.
The aim of the learning-centred classroom approach is to develop learner autonomy so that learners can take ownership of their learning. It
provides the opportunity for deep and profound learning to take place.
The teacher should create a learning atmosphere that ensures:
• Learners feel safe and accepted.
• Learners are given frequent opportunities to interact with varied sources of information, teaching and learning materials and ideas in a
variety of ways.
• The teacher assumes the position of a facilitator or coach who: Helps learners to identify a problem suitable for investigation via
project work.
• Problems are connected to the context of the learners’ world so that it presents authentic opportunities for learning.
• Subject matter around the problem, not the discipline.
• Learners responsibly define their learning experience and draw up a plan to solve the problem in question.
• Learners collaborate whilst learning.
• Demonstrate the results of their learning through a product or performance.
It is more productive for learners to find answers to their own questions rather than for teachers to provide the answers and their opinions in
a learning-centred classroom.
DIFFERENTIATION AND SCAFFOLDING

This curriculum is to be delivered through the use of creative approaches. Differentiation and Scaffolding are pedagogical approaches to be
used within the context of the creative approaches.
Differentiation is a process by which differences between learners (learning styles, interest and readiness to learn etc.) are accommodated
so that all students in a group have best possible chance of learning. Differentiation could be by task, support and outcome. Differentiation as
a way of ensuring each learner benefits adequately from the delivery of the curriculum can be achieved in the classroom through:
• Task
• One-on-one support
• Outcome

Differentiation by task involves teachers setting different tasks for learners of different ability e.g. in sketching the plan and shape of their
classroom some leaners could be made to sketch with free hand while others would be made to trace the outline of the plan of the
classroom.
Differentiation by support involves the teacher providing a targeted support to learners who are seen as performing below expected
standards or at risk of not reaching the expected level of learning outcome. This support may include a referral to a Guidance and
Counselling Officer for academic support.
Differentiation by outcome involves the teacher allowing learners to respond at different levels. In this case, identified learners are
allowed more time to complete a given task.
Scaffolding in education refers to the use of a variety of instructional techniques aimed at moving learners progressively towards stronger
understanding and ultimately greater independence in the learning process.
It involves breaking up the learning episode, experience or concepts into smaller parts and then providing learners with the support they need
to learn each part. The process may require a teacher assigning an excerpt of a longer text to learners to read, engage them to discuss the
excerpt to improve comprehension of its rationale, then guiding them through the key words/vocabulary to ensure learners have developed a
thorough understanding of the text before engaging them to read the full text. Common scaffolding strategies available to the teacher
include:
• giving learners a simplified version of a lesson, assignment, or reading, and then gradually increasing the complexity, difficulty, or
sophistication over time.
• describing or illustrating a concept, problem, or process in multiple ways to ensure understanding.
• giving learners an exemplar or model of an assignment, they will be asked to complete.
• giving learners a vocabulary lesson before they read a difficult text.
• clearly describing the purpose of a learning activity, the directions learners need to follow, and the learning goals they are expected to
achieve.
• explicitly describing how the new lesson builds on the knowledge and skills learners were taught in a previous lesson.

INFORMATION AND COMMUNICATION TECHNOLOGY
ICT has been integrated into this curriculum as a teaching and learning tool to enhance deep and independent learning. Some of the expected
outcomes that this curriculum aims to achieve through ICT use for teaching and learning are:
• improved teaching and learning processes.

• improved consistency and quality of teaching and learning.
• increased opportunities for more learner-centred pedagogical approaches.
• improved inclusive education practices by addressing inequalities in gender, language, ability.
• improved collaboration, creativity, higher order thinking skills.
• enhanced flexibility and differentiated approach of delivery.
The use of ICT as a teaching and learning tool is to provide learners an access to large quantities of information online. It also provides the
framework for analysing data to investigate patterns and relationships in a geographical context. Once pupils have made their findings, ICT can
then help them organize, edit and present information in many different ways.
Learners need to be exposed to the various ICT tools around them including calculators, radios, cameras, phones, television sets and
computer and related software like Microsoft Office packages – Word, PowerPoints and Excel as teaching and learning tools. The exposure
that learners are given at the Primary School level to use ICT in exploring learning will build their confidence and will increase their level of
motivation to apply ICT use in later years, both within and outside of education. ICT use for teaching and learning is expected to enhance the
quality and learners’ level of competence in the 4Rs.
CORE COMPETENCES
The core competencies describe a body of skills that teachers at the basic level should seek to develop in their learners. The competencies
describe a connected body of core skills that are acquired throughout the processes of teaching and learning. They are the relevant global skills
for learning that allow learners to develop, in addition to the 4Rs, to become critical thinkers, problem-solvers, creators, innovators, good
communicators, collaborators, culturally identified individuals, digitally literate and global citizens who are have keen interest in their personal
development. In using this curriculum, we hope the core competencies will be developed in learners to help them develop our country, Ghana.
These competencies include:

CRITICAL THINKING AND PROBLEM SOLVING (CP)
This skill develops learners’ cognitive and reasoning abilities to enable them analyse and solve problems. Critical thinking and problem solving
skill enables learners to draw on their own experiences to analyse situations and choose the most appropriate out of a number of possible
solutions. It requires that learners embrace the problem at hand, persevere and take responsibility for their own learning.
CREATIVITY AND INNOVATION (CI)

Creativity and Innovation promotes entrepreneurial in learners’ skills through their ability to think of new ways of solving problems and
developing technologies for addressing the problem at hand. It requires ingenuity of ideas, arts, technology and enterprise. Learners having this
skill are also able to think independently and creatively.
COMMUNICATION AND COLLABORATION (CC)

This competence promotes in learners the skills to make use of languages, symbols and texts to exchange information about themselves and
their life experiences. Learners actively participate in sharing their ideas. They engage in dialogue with others by listening to and learning from
them. They also respect and value the views of others.
CULTURAL IDENTITY AND GLOBAL CITIZENSHIP (CG)

This competence involves developing learners to put country and service foremost through an understanding of what it means to be active
citizens. This is done by inculcating in learners a strong sense of social and economic awareness. Learners make use of the knowledge, skills,
competences and attitudes acquired to contribute effectively towards the socioeconomic development of the country and on the global stage.
Learners build skills to critically identify and analyse cultural and global trends that enable them to contribute to the global community.
PERSONAL DEVELOPMENT AND LEADERSHIP (PL)

This competence involves improving self-awareness and building self-esteem. It also entails identifying and developing talents, fulfilling dreams
and aspirations. Learners are able to learn from mistakes and failures of the past. They acquire skills to develop other people to meet their
needs. It involves recognising the importance of values such as honesty and empathy and seeking the well-being of others. Personal
development and leadership enable learners to distinguish between right and wrong. The skill helps them to foster perseverance, resilience and
self-confidence. PL helps them acquire the skill of leadership, self-regulation and responsibility necessary for lifelong learning.
DIGITAL LITERACY (DL)

Digital Literacy develop learners to discover, acquire, and communicate through ICT to support their learning. It also makes them use digital
media responsibly.

For effective lesson planning for teaching, learning and assessment, it is suggested that teachers refer to Appendix A for details of the
components of the core competencies. These details comprise the unpacked skills such as: listening, presenting and team work for
collaboration.
ORGANISATION AND STRUCTURE OF THE CURRICULUM

I. Curriculum Reference Numbers
The curriculum has been structured into four columns which are Strands, Sub-strands, Content standards, indicators and exemplars. A
unique annotation is used for numbering the learning INDICATORSs in the curriculum for the purpose of easy referencing. The notation is
indicated in the table below.
Example: B7.2.3.4.5
ANNOTATION MEANING / REPRESENTATION
B7 Year or Class
2. Strand Number
3. Sub-Strand Number.
4. Content Standard Number
5. Learning / Performance indicator Number
Strands are the broad areas/sections of the Ghanaian Language content to be studied.
Sub-strands are the topics within each strand under which the content is organised.
Content standard refers to the pre-determined level of knowledge, skill and/or attitude that a learner attains by a set stage of education.
Indicator is a clear outcome or milestone that learners have to exhibit in each year to meet the content standard expectation. The indicators
represent the minimum expected standard in a year.
Exemplars are the support and guidance which clearly explains the expected outcomes of an indicator and suggests what teaching and
learning activities could take to support the facilitators/teachers in the delivery of the curriculum.

STRUCTURE
Year/Class Content Standards Learning/Performance indicators Exemplar(s)
STRAND: B7.1 CUSTOMS AND INSTITUTIONS

SUB STRAND: B7.1.1Rites of Passage: childhood rites
CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCES

STANDARDS AND SUBJECT SPECIFIC
PRACTICES
B7.1.1.1 Demonstrate B7.1.1.1.1 Identify the processes involved in naming a child. Communication and
knowledge and Exemplars: Collaboration(Demonstrate
understanding of the 1. Discuss the outdooring and the naming process of a child in their behaviour and skills of working
childhood rites of community. towards group goals)
his/her culture and E.g. outdooring/ushering the baby, invitation of ancestors, giving
compare with other the baby a name, blessing, presentation of gifts (father, person child (Identify and analyse different
Ghanaian cultures. was named after, family, community), and so on. points of views of speaker)
2. Identify the items used in the naming process and write them. E.g.:
basket, bucket, beads, basin, mat, powder, lantern, clothes (baby and
mother)
1. Explain the significance of the items used for the naming ceremony.
In some communities the outdooring and the naming process are two
different things and in other communities the two processes are in one
ceremony.

SCOPE AND SEQUENCE
STRAND SUB STRAND B7 B8 B9 B10
CUSTOMS AND 1. Rites of Passage: childhood, puberty rites, marriage, death √ √ √ √
INSTITUTIONS and funeral rites
2. Naming Systems: Day names, family names, kinship terms, √ √ √ √
order of birth, circumstantial names, reincarnation,
nicknames, insinuation names, etc.
3. The Clan System √ √ √
4. Chieftaincy: Chieftaincy: Installment and distoolment, √ √ √ √
Traditional Government,
Judicial Systems (traditional and Contemporary)
LISTENING AND SPEAKING 1. Conversation/Everyday Discourse √ √ √ √
2. Listening Comprehension √ √ √ √
3. Speech Sounds √ √ √ √
4. Tones √ √ √
5. Vocabulary Development √
6. Presentation √ √ √ √
READING 1. Reading √ √ √ √
2. Translation √ √ √ √
LANGUAGE AND USAGE 1. Sentence: simple, compound, complex √
2. Integrating grammar in written language (nouns, pronouns, √ √ √ √
adjectives
3. Integrating grammar in written language (verbs, adverbs, √ √ √ √
conjunctions, postposition/prepositions)
4. Vocabulary (Spelling and Punctuations) √
COMPOSITION WRITING 1. Structure and organise ideas in composition writing √ √ √ √
LITERATURE 1. Oral and written Literature √ √ √ √

INSTRUCTIONAL EXPECTATIONS
Integration of Skills
A fundamental component of this syllabus is the integrated approach to the teaching of language skills and cultural values. In the sense that
Listening, speaking (cultural values), Reading and Writing are integral in building the grammatical and communicative competence of the
learner. Grammar simply sets the rules for speaking, reading and writing correctly. This is not to shift the focus of language lessons to
preaching grammatical rules. Small doses of these grammatical rules are fused into literature and composition as well as reading and oral work.
It is, therefore, advantageous at this level to adopt an integrated approach in the teaching of language skills and cultural values.
This means, for example, that as you teach a writing/composition lesson, relevant grammatical and cultural issues must be raised and explained
in relation to the writing task. Similarly, such a lesson must have significant aural and oral components.
Approach to Grammar
It is important to point out that at the B7-B10, grammar is basically internalized. It must be seen as an integral part of listening and speaking
and treated as such. The main task is to assist learners to learn to use the listed language/grammatical items correctly and fluently. These
should be introduced in meaningful situations in the context of everyday activities, modelled adequately and practiced orally by every child. As
much as is possible, the learner must not be bothered with grammatical terminologies, definitions and lengthy explanation of abstract
grammatical concepts.
Listening and Speaking

The section on Listening and Speaking in this curriculum has the following segments: conversation/everyday discourse, listening
comprehension, speech sounds, tones and presentation. The purpose of each of these segments is to encourage learners to listen carefully
and carry out instructions and initiate a conversation in the Ghanaian language. The teacher must give the segments their due weight, balance
and influence in the teaching process.
Reading Material
To help the teacher to achieve the indicators of the strand “Reading”, a list of topics for reading has been provided below. The topics have
been carefully selected to help learners acquire vital information on health issues, as well as information on issues of current interest. The
teacher is further encouraged to use his/her initiative in improvising and planning new reading materials. It is a requirement that each learner
should read three books on different topics each term, that is, nine books per year. Apart from the prescribed books, the teacher should also
encourage learners to read any Ghanaian Language book they find interesting.

Supplementary Material
The teacher is further encouraged to constantly look for other supplementary material which will enhance the teaching/learning especially of
the sections on “Listening and Speaking” and “Reading”; Material that focus on moral, ethical and social values such as honesty, diligence,
integrity are particularly recommended.
List of Topics for Reading

The following list of topics has been selected to be used in developing materials for reading from B7 to B10. The teacher is encouraged to
look for materials that may be relevant to these topics or select passages from other sources that will be of interest to learners at each class
level. Materials for reading must also include the basic types of prose: narrative, creative, persuasive, descriptive, informative/academic
writing, literary writing, letter writing and argumentative as well as bits of drama and poetry.
BASIC 7 – BASIC 10
1. Drug Abuse
2. Natural Disasters - Earthquakes, floods, tremors, hurricanes, etc.
3. Road Accidents - Causes and Prevention
4. Water - Sources, importance and uses
5. Leisure
6. Historical events - Independence Day, February shootings, Formation of the UGCC and the struggle for independence
7. Communication - Letters, telephones, E-mail, print and electronic media
8. Social moral & cultural values such as honesty diligence, patriotism, commitment respect for elders, care for public properties.
9. Teenage Pregnancy
10. Marriage
11. HIV/AIDS
12. Energy - Sources, importance, and conservation
13. Inventions
14. Computers
15. Forest Depletion
16. Social moral & cultural values such as honesty diligence, patriotism, commitment respect for elders, care for public property
17. Entrepreneurship

BASIC 7

STRAND 1: B7.1 CUSTOMS AND INSTITUTIONS
SUB STRAND 1: B7.1.1Rites of Passage: childhood rites
CORE COMPETENCIES/
CONTENT
INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS
PRACTISES
B7.1.1.1 Demonstrate B7.1.1.1.1 Identify the processes involved in naming a child.
knowledge and Exemplars: Communication and
understanding of the 1. Discuss the outdooring and the naming process of a child in their Collaboration(Demonstrate
childhood rites of his/her community. behaviour and skills of
culture and compare E.g. outdooring/ushering the baby, invitation of ancestors, giving the working towards group goals)
with other Ghanaian baby a name, blessing, presentation of gifts (father, person child was
cultures. named after, family, community), and so on. (Identify and analyse different
2. Identify the items used in the naming process and write them. E.g.: points of views of speaker)
basket, bucket, beads, basin, mat, powder, lantern, clothes (baby and
mother)
3. Explain the significance of the items used for the naming ceremony.
• In some communities the outdooring and the naming process
are two different things and in other communities the two
processes are in one ceremony.
B7.1.1.1.2 Discuss the significance of the processes in naming a Communication and
child Collaboration(Demonstrate
Exemplars: behaviour and skills of
1. Read a one hundred and fifty words passage on naming ceremony in working towards group goals)
his or her culture.
2. Discuss the significance of the processes involved in naming a child (Identify and analyse different
as raised in the passage. E.g. points of views of speaker)
• welcomes the child into the family and community.
• the child gets an identity.
3. Discuss libation text used during naming ceremony.
4. Write the three main parts of a libation text.

CORE COMPETENCIES/
CONTENT
STANDARDS
PRACTISES
B7.1.1.1 Demonstrate B7.1.1.1.3 Compare and contrast the naming processes in his/her Communication and
knowledge and culture to other Ghanaian cultures. Collaboration
understanding of the Exemplars: (Explain ideas in a clear
childhood rites of his/her 1. Discuss the naming process of one other culture of Ghana and order with relevant detail,
culture and compare compare with the naming process of his/her people. using conjunctions to
with other Ghanaian 2. Write about commonalities and differences among the cultures. structure and speech)
cultures.
B7.1.1.1.4 Compare and contrast the traditional naming process Communication and
to the contemporary naming process. Collaboration
Exemplars: (Explain ideas in a clear
1. Discuss the contemporary naming processes and compare it with order with relevant detail,
the traditional naming processes in Ghana. using conjunctions to
2. Show the similarities and differences. structure and speech)
Similarities: e.g.
• It is organized;
• Family members are involved.
• Presentation of gifts, and so on.
Differences: e.g.
• Organised in the family house but now organized at other
places, e.g. church, streets(in front of houses), drinking
bars(event places), and so on.
• Items used are different from the contemporary process.
• Baby named eight days after birth but it is not same
contemporarily, and so on.

CORE COMPETENCIES/
CONTENT
STANDARDS
PRACTISES
B7.1.1.1 Demonstrate B7.1.1.1.5 Role play a naming ceremony session in his/her Communication and
knowledge and culture. Collaboration
understanding of the (Effectively perform multiple
childhood rites of his/her Exemplars; roles within the group)
culture and compare with 1. Role play a naming ceremony among your people. (Speak clearly and explain
other Ghanaian cultures. 2. Discuss the role play and what they have learnt from it. ideas. Share a narrative or
extended answer while
speaking to a group)
SUB STRAND 2: B7.1.2 Naming Systems: Day names, order of birth names
CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES/
STANDARDS SUBJECT SPECIFIC
PRACTISES
B7.1.2.1 B7.1.2.1.1 State the names of the days of the week and relate
Exhibit understanding of their names to the days. Communication and
day names and order of Collaboration
birth names and relate Exemplars:
the names to the days 1. State the names of the days of the week and important occasion (Provide feedback in areas of
and order. (e.g festival) months of the year in the Ghanaian language of study. ideas, organisation, voice, word
2. Relate the names of the days of the week or months of the year choice and sentence fluency in
to human names. communication)
Monday: Female Male
Akan: AdwoaKodwo/Kwadwo
Dangme/Ga: Ajo Kojo
Ewe: AdzoKɔdzo
Gonja: Atani N/A
NB: The day naming system is not applicable to all cultures of Ghana. It is language specific.

CORE COMPETENCIES/
CONTENT
STANDARDS
PRACTISES
B7.1.2.1 B7.1.2.1.2 State the order of birth (i.e. first, second, and so on.)
Exhibit understanding of and relate the names accordingly. Communication and
day names and order of Collaboration
birth names and relate Exemplars:
the names to the days 1. State the order of birth of his or her culture. (Identify underlying themes,
and order. E.g. first born, second born, and so on. implications and issues when
2. Relate the names to the order of birth. listening)
E.g.:
First born: FemaleMale
Piesie (Akan) Piesie (Akan)
Gogo (Ewe) Foli (Ewe)
Dede (Ga and Dangme) Tɛte (Ga and Dangme)
Ayele(Ga) Ayite(Ga)
NB: The order of birth names is not applicable to all cultures of

Ghana. It is language specific
B7.1.2.1.3 Compare and contrast the day names and order of Communication and
birth names in their culture to other cultures of Ghana. Collaboration
Exemplars: (demonstrate behaviour and

1 Compare the day names and order of birth names in his/her skills of working towards group
culture with that of other cultures of Ghana. goals)
2 Discuss the similarities and differences.
Similarities:
E.g.: Both are done in order. And so on.
Differences:
E.g.: Same names for both sexes in some cultures but not same in
other cultures. And so on.

SUB STRAND 3: B7.1.3 The Clan System
PRACTISES
B7.1.3.1: Demonstrate an B7.1.3.1.1 Describe the clan system and state some clans in his/her Communication and
understanding of the clan ethnic community. Collaboration
system among their Exemplars:
people. 1. Explain what a clan is. (Explain ideas in a clear order
2. State some clans you know. with relevant detail, using
E.g.: conjunctions to structure and
Akan: Aduana, Agona, etc. speech.)
Dangme: Dangmebiawɛ, Piɛngua, Kabubiawɛ, Jebiam, etc.
Ewe (Aŋlɔ): Bateawo, Adzɔviawo etc.
Ga: Lante Dzan We, Abetsɛ We, Klɔnaa We, Frimpɔŋ We, etc.
Gonja: Nsuwa, Ngbanyabia, etc.
Dagaare: Emoala/Ewaala, Kusiele, etc.
B7.1.3.1.2 Discuss the features of the clan system in relation to their Communication and
community. Collaboration
Exemplars:
1. Discuss the features of his/her clan system. (Demonstrate behaviour and
E.g. symbols, taboos, totems, names, etc. skills of working towards group
2. Relate his/her clan system to another clan system of culture. goals)
3. Read a passage on a clan system.
4. Write the main ideas in the passage read in your own words.

SUB STRAND 4: B7.1.4 Chieftaincy: Installment and Distoolment
PRACTISES
B7.1.4.1 B7.1.4.1.1 Discuss how chiefs and queenmothers are selected in Communication and
Demonstrate knowledge his/her ethnic community. Collaboration
and understanding of how
chiefs and queenmothers Exemplars: (Demonstrate behaviour and
are selected, 1 Read a passage of about three to four paragraphs on how chiefs skills of working towards group
enstooled/enskinned and and queenmothers are selected in your community. goals)
compare their duties and 2 Identify the traditional leaders mentioned in the passage. E.g.
responsibilities. chiefs, sub-chiefs, and so on.
3 Relate how chiefs and queenmothers are selected among your
people to the passage read.
Communication and
B7.1.4.1.2 Discuss the processes involved in enstooling/enskinning chiefs Collaboration
and queenmothers.
Exemplars: (Demonstrate behaviour and
1 Discuss the qualities of a person who qualifies to be a chief or a skills of working towards group
queenmother among your people. goals)
2 Create a profile of the qualities of a chief or queenmother.
3 Identify those who select the chief and queenmother among your
people.
NB: Some cultures of Ghana do not have queenmothers.

PRACTISES
B7.1.4.1 B7.1.4.1.3 Discuss the duties and responsibilities of chiefs and Communication and
Demonstrate knowledge queenmothers among his/her people. Collaboration
and understanding of how
chiefs and queenmothers Exemplars: (Demonstrate behaviour and
are selected, 1. Identify the duties of a chief and queenmother in their community. skills of working towards group
enstooled/enskinned and 2. Evaluate the duties of a chief and queenmother among your goals)
compare their duties and people.
responsibilities. Communication and
B7.1.4.1.4 Discuss and compare modern trends affecting the Collaboration
enstoolment/enskinment of chiefs and queenmothers.
(Demonstrate behaviour and
Exemplars: skills of working towards group
1. Discuss some modern trends affecting the goals)
enstoolment/enskinment of chiefs/queenmothers among your
people. E.g. Monetary influence, political influence, etc.
2. Explain how the trends mentioned affect chieftaincy institution.
3. Compare the modern ways of enstooling/enskinning
chiefs/queenmothers with the traditional ways of
enstooling/enskinning chiefs/queenmothers.

STRAND 2: B7.2 LISTENING AND SPEAKING
SUB STRAND 1:B7.2.1: Conversation/Everyday Discourse
PRACTISES
B7.2.1.1: Demonstrate B7.2.1.1.1. Use appropriate register in everyday communication Communication and
use of appropriate (informal and formal) with diverse partners on grade-level Collaboration
language orally in specific topics/texts/issues
situations Exemplar
1. Identify formal situations. E.g. interactions between strangers on (Provide feedback in areas of
varied themes, announcements, standard for work, school and ideas, organisation, voice, word
public gathering and offices, at the palace and business settings and choice and sentence fluency in
hospitals. communication)
2. Use appropriate language to participate in formal interactions. e.g.
no slangs/jargons, no contracted forms.
3. Identify informal situations: E.g. casual or intimate relationship
between friends and acquaintances, family and teammates, etc.
4. Use appropriate language to participate in conversations in the
following situations: Greetings,requests, encouragements,partings
etc.
(Examples of informal language include;slang words, jargons,
contracted forms, non-verbal communication)
B7.2.1.1.2. Ask questions that elicit elaboration and respond to Communication and
others’ questions in conversation Collaboration
Exemplar
1. Identify words that can help give elaborate responses to questions (Identify underlying themes,
in conversation (e.g. why, how, for what reason). implications and issues when
2. Engage in conversation using these words to elicit elaboration e.g. listening)
Ama: Do you think babies should talk?
Aziz: Yes
Ama: Why do you think so?

PRACTISES
B7.2.1.1: Demonstrate B7.2.1.1.3. Use appropriate language orally to describe Communication and
use of appropriate experiences about oneself and others Collaboration
language orally in specific Exemplars:
situations 1. Use appropriate language: tense structures, variety of sentences, (Provide feedback in areas of
figurative expressions etc. ideas, organisation, voice, word
2. Use appropriate vocabulary: nouns, adjectives, adverbs, etc. to choice and sentence fluency in
talk about one’s experiences and those of others in specific communication)
situations e.g. the hospital, shopping in a market/supermarket, at a
bus terminal/station, etc.
B7.2.1.1.4.Listen to and give accurate directions to familiar Communication and
places Collaboration
Exemplars
1. Use appropriate language (e.g. opposite, adjacent, a few meters (Provide feedback in areas of
away, ten minute-walk /drive, turn left/right) and landmarks ideas, organisation, voice, word
(church, mosque, hospital, filling station etc.) to show direction. choice and sentence fluency in
2. Direct people using a range of these vocabulary and expressions communication)
appropriately to given locations.
B7.2.1.1.5. Use techniques (voice modulation and eye contact)

for effective oral communication
Exemplars:
1. Converse using appropriate voice (pace, volume, tone)
2. Maintain eye contact (look at the person speaking, maintain
appropriate posture and facial expression) in conversation.
3. Engage in conversation using the right tone and maintaining eye
contact. Monitor how your partner shows this in the
conversation.

SUB-STRAND 2: B7.2.2 Listening Comprehension
PRACTISES
B7.2.2.1: Demonstrate B7.1.2.1.1. Listen to a level-appropriate text attentively and Communication and
the ability to listen to identify key information. Collaboration
extended reading and
identify key information Exemplars: (Provide feedback in areas of
Identify key points: ideas, organisation, voice,
• intent or purpose of the message (e.g. to inform, persuade, word choice and sentence
instruct). fluency in communication)
• assessing the speaker’s enthusiasm and passion for the topic.
• identify main ideas and supporting points in the text.
Read out and cross check the information written.
B7.1.2.1.2. Listen to, discuss ideas and share opinions from a Communication and
level-appropriate text Collaboration
Exemplars: (Identify and analyse different

1. Listen to and write key points from points of views of speaker)
texts/speeches/presentations.
2. Discuss key points identified and share opinions with peers.

SUB STRAND 3: B7.2.3 Speech Sounds: Vowels, Consonants and Syllable
PRACTISES
B7.2.3.1 Recognise and B7.2.3.1.1 Identify and produce the vowels in his/her language. Communication and
sound vowels and Collaboration
consonants and read one Exemplars:
syllable words of their 1 Identify vowels in words. (Ability to accurately produce
linguistic community. 2 Produce the vowel sounds of your language. e.g. /a/, /e/, /ɛ/. sounds in words)
Etc.
3 Record the vowel sounds of your language.
4 Pronounce vowel sounds correctly in connected speech.
B7.2.3.1.2 Identify and produce the consonants in his/her Communication and

language. Collaboration
Exemplars: (Ability to accurately produce

1. Identify consonants in words. sounds in words)
2. Produce the consonant sounds of your language. E.g /b/, /f/, /g/.
Etc
3. Record the consonant sounds of your language.
4. Pronounce consonant sounds correctly and fluently in connected
speech.
B7.2.3.1.3 Identify and produce one to four syllable words of the Communication and
language of study. Collaboration
Exemplars:
1. Read one syllable words. (Ability to accurately produce
E.g.: sounds in words)
Akan: Kɔ, ba, tu, etcDagaare: Kɔ, ba, tu, etc
Dangme: Kɔ, ba, tu, etcEwe: Kɔ, ba, tu, etc
Ga: Kɔ, ba, tu, etcGonja: Kɔ, ba, tu, etc

PRACTISES
2. Read two to three syllable words.
e.g.: Akan: bɛ + fa = bɛfa, ku + be = kube, and so on.
Dagaare: ba + ma = bama, dɔ + bɔ = dɔbɔ, and so on.
Dangme: du + mi = dumi, bi + yo = biyo, and so on.
Ewe: fe + tu = fetu, ga + li = gali, and so on.
Ga: ka + ko = kako, ta + ko = tako, and so on.
Gonja: ka + bɛ = kabɛ, ku + lɔ = kulɔ
3. Read four syllable words
4. Pronounce polysyllabic words correctly and fluently in connected
speech.
SUB STRAND 4: B7.2.4 Tones

PRACTISES
B7.2.4.1 Recognise the B7.2.4.1.1 Identify and produce the basic tones in his/her Communication and
basic tones in his/her language. Collaboration
language. Exemplars:
(Apply and vary pitch,
1. Identify the tones on syllables in his/her language. E.g.: low, high, loudness, intonation and
mid, and so on. quality of voice)
2. Pronounce words with tones correctly and fluently in connected
speech.
3. Use the knowledge of tone to pronounce same words that have
different tones in context.

SUB STRAND 5: B7.2.5: Vocabulary development (sight and content vocabulary)
PRACTISES
B7.2.5.1 Exhibit an B7.2.5.1.1 Identify and produce words in the home and school Communication and
understanding of environments and use them to form meaningful sentences. Collaboration
recognising and Exemplars:
producing words and 1. Identify vocabulary items in relation to the home.
using them in sentences. e.g. dinning, cooking, bathing, etc. (Identify words or sentences in
2. Identify vocabulary items in relation to the school. context or appropriately)
e.g. classroom, heateacher’s office, school compound, etc.
3. Use the vocabularies identified to form meaningful sentences.
SUB STRANDB7.2.6: Presentation: Everyday Experience

PRACTISES
B7.2.6.1 Present B7.2.6.1.1: Describe daily activities using appropriate register, Communication and
information effectively on structure and gestures for the contest being presented. Collaboration
familiar topics using Exemplars:
appropriate language. 1 Outline some activities that you do on daily basis. (Speak clearly and explain
2 Narrate with gestures what you do in the morning before school, ideas. Share a narrative or
at school and after school. extended answer while
3 Develop a daily activity calendar. speaking to a group)
4 Converse with others about daily activities.
5 Make a presentation on other familiar topics, e.g family, school,
holidays, weather, hobbies, animals, hometown or village,
favourite time of the year and festival.

STRAND 3: B7.3 READING
SUB STRAND 1: B7.3.1 Reading
PRACTISES
B7.3.1.1 Understand the B7.3.1.1.1 Read and understand main ideas and supporting Communication and
main ideas and points in a range of texts on familiar and unfamiliar topics. Collaboration
supporting points in Exemplars:
texts’ 1 Skim a given passage of about one hundred and fifty words and (Apply appropriate diction and
state the main ideas. structure sentences correctly
2 Identify the supporting ideas in the text. for narrative, persuasive,
3 Tell the relationship between the main ideas and supporting ideas. imaginative and expository
4 Answer recall and inferential questions concerning the text read. purposes)
B7.3.1.1.2 Read to understand and summarise the main ideas in Communication and
a given grade level passage. Collaboration
Exemplars:
1. Identify the main ideas in a passage read. (Can vary the level of detail
2. List the ideas identified in the order in which they occur in the and the language use when
passage. presenting to make it
3. In about fifty words, summarise the passage in your own words. appropriate to the audience.)

SUB STRAND 2: B7.3.2 Translation
PRACTISES
B7.3.2.1 Demonstrate B7.3.2.1.1 Translate words and phrases in his/her language. Communication and
knowledge of translating Exemplars: Collaboration
words. phrases and 1. Translate given words and simple phrases from the source
simple sentences. language to a target language. (Apply appropriate diction and
2. Translate phrases simple sentences from the source language of structure sentences correctly
study to a target language. for narrative, persuasive,
3. Translate simple sentences from the source language to a target imaginative and expository
language. purposes)
STRAND 4: B7.4 LANGUAGE AND USAGE

SUB STRAND 1: B7.4.1 Sentences: Simple, Compound and Complex
PRACTISES
B7.4.1.1Demonstrate B7.4.1.1.1 Discuss the components of sentences. Communication and
knowledge and Exemplars: Collaboration
understanding of the 1. Explain what a sentence is.
components of sentences. 2. Give examples of sentences and their component parts in his/her (Explain ideas in a clear order
language. with relevant detail, using
3. Discuss the components of a sentence in your language. conjunctions to structure and
speech.)
B7.4.1.1.2 Discuss the types of sentence structure (simple,
compound and complex).
Exemplars:
1. Identify the components of a simple sentence in your language and
give examples.
2. Identify the components of a compound sentence in your language
and give examples.
3. Identify the components of a complex sentence in your language
and give examples.
B7.4.1.1.3 Classify sentences according to functions

(declarative, imperative and interrogative).
Exemplars:
1. Identify the functions of a sentence.
2. Construct some sentences in relation to their functions.
E.g. i. To ask a question, and so on.
SUB STRAND 2:B7.4.2 Integrating grammar in written language (nouns, pronouns and adjectives)
PRACTISES
B7.4.2.1 Demonstrate B7.4.2.1.1 Categorise nouns under common, proper and Communication and
knowledge of identifying collective and use them in constructing sentences. Collaboration
and using the various Exemplars:
forms of nouns (common, 1 Identify nouns in a set of words. (Explain ideas in a clear order
proper, collective), 2 Classify the nouns identified into common, proper and collective with relevant detail, using
pronouns and adjectives nouns. conjunctions to structure and
in sentences and 3 Construct sentences with the types of nouns identified speech.)
passages.
B7.4.2.1.2 Categorise pronouns according to their types and
construct sentences with them.
Exemplars:
1. Identify pronouns in a passage.
2. Classify the pronouns into their types.
3. Construct sentences with the types of pronouns in speaking and
writing
4. Replace nouns with the appropriate pronoun in a passage.
B7.4.2.1.3 Categorise adjectives into their types and construct
simple sentences with them.
Exemplars.
1. Identify adjectives from passages.
2. Classify the adjectives into their types.
3. Use the adjectives to form simple sentences in speaking and
writing.
SUB STRAND 5: B7.4.3 Integrating grammar in written language (verbs, adverbs, conjunctions, postpositions/prepositions)
PRACTISES
B7.4.3.1 Recognise the B7.4.3.1.1 Identify and classify verbs into their types. Communication and
use of verbs, adverbs, Exemplars: Collaboration
conjunctions and 1. Identify and use verbs appropriately and correctly in simple
postpositions/Prepositions sentences in speaking and writing (Explain ideas in a clear order
in sentences. 2. Categorise the verb into types and use them to construct simple with relevant detail, using
sentences. conjunctions to structure and
speech.)
B7.4.3.1.2 Identify and classify adverbs into their various types. Communication and
Exemplars: Collaboration
1. Identify and use verbs appropriately and correctly in simple
sentences in speaking and writing. (Explain ideas in a clear order
2. Categorise the verb into types and use them to construct simple with relevant detail, using
sentences. conjunctions to structure and
speech.)
B7.4.3.1.3 Identify and classify conjunctions and use them Communication and
appropriately in sentences. Collaboration
Exemplars:
1. Identify and use conjunctions appropriately and correctly in (Explain ideas in a clear order
simple sentences in speaking and writing. with relevant detail, using
2. Categorise the conjunctions into types and use them to construct conjunctions to structure and
simple sentences. speech.)
B7.4.3.1.4 Identify and use postpositions/prepositions Communication and

appropriately and correctly in sentences. Collaboration
Exemplars: (Explain ideas in a clear order
1.Identify and use postpositions/prepositions appropriately in simple with relevant detail, using
sentences in speaking and writing. conjunctions to structure and
speech.)
SUB STRAND 6: B7.4.4 Vocabulary, spelling and punctuation

PRACTISES
B7.4.4.1 Demonstrate B7.4.4.1.1 Use vocabulary appropriately and correctly in writing Communication and
understanding of 1.Identify and write vocabulary related to home and school
vocabulary, spelling and Use the vocabulary identified items to construct appropriate and correct (Identify words or sentences in
punctuations in writing. sentences. context or appropriately)
B7.4.4.1.2 Spell words related to home and school correctly Communication and
1. Write down vocabulary items related to home and school dictated
correctly. (Identify words or sentences in
2. Construct sentences with the vocabulary items written down. context or appropriately)
B7.4.4.1.3 Identify and use punctuations appropriately and Communication and

correctly in writing. Collaboration
Exemplars:
1. Use punctuation marks appropriately in about a fifty-word paragraph. (Identify words or sentences in
context or appropriately)

STRAND 5:B7.5 COMPOSITION WRITING
SUB STRAND 1: B7.5.1 Structure and Organise Ideas in Composition Writing
PRACTISES
B7.5.1.1 Demonstrate B7.5.1.1.1 Discuss the features of a paragraph. Communication and
understanding of the 1. Ability to write the topic and supporting sentences of a paragraph.
features of a paragraph 2. Develop the skills of expressing and organizing ideas in (Apply appropriate diction and
and the various text types paragraphs. structure sentences correctly
(narrative, descriptive, 3. Identify the salient points/ideas in a given paragraph. for narrative, persuasive,
creative/free writing,). 4. Write a paragraph of about fifty words on a given topic taking into imaginative and expository
consideration the features and skills of paragraph writing. purposes)
B7.5.1.1.2 Develop a three-paragraph essay using the features of Communication and
given text type. Collaboration
Exemplars:
1 Discuss the features of narrative, descriptive, creative/free writing. (Apply appropriate diction and
2 Write a three-paragraph essay on a topic on the text types above. structure sentences correctly
for narrative, persuasive,
imaginative and expository
purposes)

STRAND 6:B7.6 LITERATURE
SUB STRAND 1: B7.6.1 Folktales, songs, prose, drama, poetry
PRACTISES
B7.5.1.1 Demonstrate the B7.6.1.1.1 Discuss the components of literature. Communication and
understanding of 1 Discuss the characteristics of literature.
literature (Oral and 2 Classify literature into types. (Ability to keep group working
Written). 3 Give examples and relate to the types on relevant activities)
4 Develop the skills of appreciating and analyzing literary texts.
B7.6.1.1.2 Discuss the components of oral literature (folktales Communication and
and songs-lullabies and play songs). Collaboration
Exemplars:
1. Explain what oral literature is. (Can vary the level of detail
2. Describe the structure of a folktale and songs. and the language use when
3. Analyse a folktale and songs. presenting to make it
4. Appreciate the significance of folktale and songs. appropriate to the audience.)
B7.6.1.1.3 Discuss the components of written literature (prose, Communication and

drama and poetry). Collaboration
Exemplars:
1. Discuss the structure of the various genres of written literature. (Can vary the level of detail
2. Discuss how characters are created in a range of prose, poetry and the language use when
and drama texts. presenting to make it
3. Explore ways that writers use literary devices, mood and tone in a appropriate to the audience.)
range of prose, poetry and drama texts’

BASIC 8

STRAND1: B8.1 CUSTOMS AND INSTITUTIONS
SUB STRAND 1: B8.1.1Rites of Passage: puberty rites
CORE COMPETENCIES/
CONTENT
STANDARDS
PRACTISES
B8.1.1.1 B8.1.1.1.1 Identify the processes involved in performing puberty Communication and
Demonstrate rites in your culture. Collaboration
understanding of how (Identify underlying themes,
puberty rites are Exemplars: implications and issues when
performed in his/her 1. Explain what puberty rites are. listening)
linguistic community, its 2. Talk about the items needed for the performance of puberty rites
significance and compare among his/her people and their significance.
with other cultures of 3. Discuss the processes involved in performing puberty rites for Cultural Identity
Ghana. boys/girls among his/her people. (Show a strong sense of
4. Read and discuss a two-hundred-word passage on puberty rites. belongingness to one’s culture)
5. Explain the significance of puberty rites.
6. Role play a puberty rite activity.
B8.1.1.1.2 Compare and contrast the processes involved in Communication and
performing puberty rites in his/her culture to other cultures of Collaboration
Ghana. (Identify underlying themes,
implications and issues when
Exemplars: listening)
1. Discuss the similarities in the performance of puberty rites among
his/her people and those of other Ghanaian cultures. Cultural Identity
2. Discuss the differences in the performance of puberty rites among (Develop and express respect,
his/her people and those of other Ghanaian cultures. recognition and appreciation of
3. Write the summary of the similarities and differences. others' culture)

CORE COMPETENCIES/
CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTISES
B8.1.1.1 B8.1.1.1.3 Discuss the changes that has occurred in puberty Communication and
Demonstrate understanding of rites performance over time. Collaboration
how puberty rites are Exemplars: (Identify underlying themes,
performed in his/her linguistic 1. Assess the current ways puberty rites are performed among implications and issues when
community, its significance his/her people. listening)
and compare with other 2. Compare the contemporary ways to the traditional ways by
cultures of Ghana. which your people were performing puberty rites. Cultural Identity
E.g. i. It is now done by the church. (delete) (Adjustment to the demands of
ii. Duration for the rites has changed. customs, traditions, values and
iii. Done for all ages. attitudes of society)
3. Identify the threats to puberty rites in contemporary times.
e.g.: technology, migration, education and religion
SUB STRAND 1: B8.1.2 Naming Systems: family names, kinship terms, proverbial and insinuation names
CORE COMPETENCIES/
PRACTISES
B8.1.2.1 B8.1.2.1.1 Discuss the sources of family names in your Communication and
Recognise and understand language and use them appropriately. Collaboration
family names, kinship terms Exemplars: (Demonstrate behaviour and
and proverbial and insinuation 1. Read a text on names and their sources. skills of working towards
names. 2. Mention family names and their sources. E.g. clan, grand and group goals)
great-grand parents, etc. Cultural Identity
3. Discuss the importance of family names. (Develop and exhibit the sense
4. Make a documentation on family names for male and female of cultural identity)
and indicate their sources.

CORE COMPETENCIES/
PRACTISES
B8.1.2.1 B8.1.2.1.2 Examine kinship terms in their community. Communication and
Recognise and understand Exemplars: Collaboration
family names, kinship terms 1. Read a passage (200 words) on kinship terms. (Demonstrate behaviour and
and proverbial and insinuation 2. Cite the kinship terms that are used to address your family skills of working towards
names. members. E. g. father, mother, uncle, aunt, niece, nephew, group goals)
grandparents, etc. Cultural Identity
3. Discuss and document the importance of kinship terms (Develop and exhibit the sense
of cultural identity)
B8.1.2.1.3 State and discuss the effects of the modern Communication and
trends of naming on family names and kinship terms. Collaboration
Exemplars: (Demonstrate behaviour and
1. Identify and talk about modern ways of naming babies skills of working towards
among your people. group goals)
E.g. i. Naming is done after anybody instead of from the Cultural Identity
family line/lineage. (Adjustment to the demands of
ii. Naming from other cultures. customs, traditions, values and
iii. Giving Christian/Moslem names instead of names from attitudes of society)
the family lineage, etc.
2. Explain how the modern ways of naming affect the family
names among your people.
E.g. i. Loss of identity.
ii. Belittling the indigenous culture

CORE COMPETENCIES/
PRACTISES
B8.1.2.1.4 Discuss proverbial and insinuation names. Communication and
1. Explain proverbial and insinuation names. (Demonstrate behaviour and
2. Discuss the characteristics of proverbial and insinuation skills of working towards
names. group goals)
E.g. i. They are one-word names that represent whole Cultural Identity
sentences. (Adjustment to the demands of
3. Identify situations that lead to proverbial and insinuation customs, traditions, values and
names. attitudes of society)
E.g. To cast insinuations.
To show appreciation
4. Give examples of proverbial and insinuation names used
among your people. E.g.:
Akan: Obimpɛ, Obinim.
Gonja: Dukulubi, Ndefoso.
Dagaare: Dɔmɔnaaŋmene,
Dangme: Koodimɛ,
Ga: Ayeayeefɛɛ, Kaajɛmi.
Ewe: Akpeleasi, Aɖukonu, Dɔmelevo.
Nzema: Bɛzenɛ,
Dagbani: Mbaŋba, Bɛjema.
Kasem: Ayerjoa, Ajoawora.

CORE COMPETENCIES/
PRACTISES
B8.1.2.1.6 Explore and discuss appellations that go with
names.
Exemplars:
1. Explain appellation. Communication and
2. Give examples of day names and their appellations. Collaboration
E.g. MaleFemale (Demonstrate behaviour and
Akan: Kwadwo-Okoto, Adwoa- Badwo skills of working towards
Nzema: Kodwo-Asɛla, Adwoba- Mɔlɛsa group goals)
Dangme: N/A Ajoyo- Ajo Cultural Identity
Ga: Kojo-Okuŋtswa Ajoa-Ajo (Adjustment to the demands of
Ewe: Kɔmla- Dzamfosu Akua- Sabea(Peki) customs, traditions, values and
3. Identify and discuss appellations that go with family and attitudes of society)
other names where applicable.
E.g. NameAppellation
Akan: Asante: Korɔbea
Dangme: Tɛtɛ Ogbetee
Ewe: XɔɖasiMenyeametɔ o
Gonja: AwariJanjina
Ga: LanteOkuŋka
Dagbani: AndaniDandani
Nzema: AwɔkɛƐkyelebenle

CORE COMPETENCIES/
PRACTISES
B8.1.3.1: Exhibit knowledge of B8.1.3.1.1 Discuss the importance and threats to the clan Communication and
the clan system in their locality system. Collaboration
by discussing the importance Exemplars: (Demonstrate behaviour and
and threats to the clan 1. Read and discuss a passage on clan system of your culture. skills of working towards
systems. 2. Discuss and write the importance of the clan system of your group goals)
culture. Cultural Identity
3. Discuss the threats to the clan system. (Develop and exhibit the sense
SUB STRAND 3: B8.1.4 Chieftaincy: Distoolment

CORE COMPETENCIES/
PRACTISES
B8.1.4.1.1 Discuss the B8.1.4.1.1 Examine some behaviours that can lead to the Communication and
processes involved in the destoolment/deskinment of chiefs and queenmothers. Collaboration
destooling/deskinning of a chief Exemplars: (Demonstrate behaviour and
or queenmother. 1. Read and discuss a text on destoolment/deskinment in your skills of working towards
traditional area. group goals)
᷉ 2. Examine and write behaviours that lead to the Cultural Identity
destoolment/deskinment of a chief or queenmother among (Develop and exhibit the sense
your people. of cultural identity)
E.g. i. Misuse of property of the people.
ii. Disrespect for kingmakers and subjects.
iii. Neglect/abuse of tradition.

CORE COMPETENCIES/
PRACTISES
B8.1.4.1.1 Discuss the processes B8.1.4.1.2 Discuss the processes involved in the Communication and
involved in the destoolment/deskinment of a chief or a queenmother. Collaboration
destooling/deskinning of a chief Exemplar: (Demonstrate behaviour and skills
or queenmother. 1. Examine and write the process of destooling/deskinning a chief of working towards group goals)
and queenmother among your people. Cultural Identity
E.g. i. Complain by subjects (Adjustment to the demands of
ii. Cautioning by kingmaker customs, traditions, values and
iii. Summoning the chief/queenmother for arbitration, etc. attitudes of society)
NB: The processes involved differ from culture to culture.
2. Write the advantages and disadvantages of
destoolment/deskinment.
3. Role play destoolment/deskinment of a chief among their
people.
B8.1.4.1.3 Compare and contrast the Communication and
destoolment/deskinment processes among his/her people Collaboration
and other cultures of Ghana.
Exemplars: (Identify underlying themes,
1. Discuss and write the similarities and differences of the implications and issues when
destoolment/deskinment process of your people and that of listening)
other Ghanaian cultures.
2. Write the similarities and differences Cultural Identity
(Develop and express respect,
recognition and appreciation of
others' culture)

Sub-Strand1: B8.2.1: Conversation/Everyday Discourse
CORE
COMPETENCIES/
CONTENT STANDARDS INDICATORS AND EXEMPLARS
SUBJECT SPECIFIC
PRACTISES
B8.2.5.1 B8.2.5.1.1 Develop and modify his/her language in narrating some Communication and
Demonstrate knowledge of selected daily activities. collaboration
presentational skills in Exemplars: (Speak clearly and explain
listening, following daily 1. Narrate what you do at home every Saturday. ideas. Share a narrative or
conversation, speaking clearly 2. Describe what you saw on your last visit to a market. extended answer while
and explaining ideas. 3. Draw and discuss a scenery on a given topic (e.g.: fishing, speaking to a group)
farming, weaving, etc.).
4. Describe a visit to the hospital.
5. Describe a scene at a lorry station.

CORE COMPETENCIES/
PRACTISES
B8.3.1.1 Understand the main B8.3.1.1.1 Understand main ideas and supporting points in a Communication and
ideas and supporting points in range of extended texts on familiar and unfamiliar topics’ Collaboration
texts Exemplar: (Apply appropriate diction
1. Read a three-paragraph passage and answer questions to and structure sentences
identify specific information and details. correctly for narrative,
persuasive, imaginative and
expository purposes)
B8.3.1.1.2 Summarize long passages read. Communication and
Exemplar: Collaboration
1. Read a longer text and summarize the main ideas and (Can vary the level of detail
supporting points. and the language use when
presenting to make it
appropriate to the audience.)

CORE COMPETENCIES/
PRACTISES
B8.3.2.1 Demonstrate B8.3.2.1.1 Establish the meaning of words, phrases and Communication and
knowledge of translating sentences in their various languages. Collaboration
words, phrases and sentences. Exemplars: (Apply appropriate diction
1. Translate given words, phrases and sentences from source and structure sentences
language to target language. correctly for narrative,
persuasive, imaginative and
expository purposes)

SUB STRAND 1: B8.4.1 Integrating grammar in written language (Use of nouns, pronouns and adjectives)
CORE COMPETENCIES/
PRACTISES
B8.4.1.1 Demonstrate B8.4.1.1.1 Classify nouns under various types (abstract, Communication and
knowledge and understanding concrete, countable and uncountable nouns.) Collaboration
of nouns, pronouns and Exemplars:
adjectives. 1. Write down different types of nouns in his/her language. (Explain ideas in a clear order
2. Classify nouns under the various types (abstract, with relevant detail, using
concrete, countable and uncountable). conjunctions to structure and
3. Construct simple and compound sentences with the speech.)
nouns.
B8.4.1.1.2 Determine the types of pronouns in his/her Communication and
language. Collaboration
Exemplars:
1. Identify pronouns in sentences in his/her language. (Explain ideas in a clear order
2. Replace the nouns with the appropriate pronouns in a with relevant detail, using
given text. conjunctions to structure and
3. Use the pronouns of his/her language to form complex speech.)
sentences.
B8.4.1.1.3 Determine and categorise adjectives under Communication and

size, colour, shape, quantity, etc in his/her language. Collaboration
Exemplars:
1. Determine the role of an adjective in a sentence. (Explain ideas in a clear order
2. Identify and classify adjectives in a given text. with relevant detail, using
conjunctions to structure and
speech.)

SUB STRAND 2: B8.4.2 Integrating grammar in written language (verbs, adverbs, conjunctions)
CORE COMPETENCIES/
PRACTISES
B8.4.2.1 Demonstrate B8.4.2.1.1 Recognise and use the tense and aspectual Communication and
knowledge and understanding (habitual, progressive, future) forms of verbs in sentences. Collaboration
of verbs, adverb, conjunctions. Exemplars:
1. Identify the types of tense and aspectual forms in his/her (Explain ideas in a clear
language. order with relevant detail,
2. Form sentences with the various types of tense and aspectual using conjunctions to
forms. structure and speech.)
B8.4.2.1.2 Identify and use adverbs appropriately in Communication and
sentences. Collaboration
Exemplars:
1. Determine the functions of adverb in sentences. (Explain ideas in a clear
2. Identify and classify adverbs in a given text. order with relevant detail,
3. Construct compound sentences using adverbs. using conjunctions to
structure and speech.)
B8.4.2.1.3 Identify and usean increasing range of Communication and
conjunctions appropriately and correctly in a given text. Collaboration
Exemplars:
1. Use appropriate conjunctions to link simple to complex (Explain ideas in a clear
sentences in a text. order with relevant detail,
using conjunctions to
structure and speech.)

STRAND 5:B8.5 COMPOSITION WRITING
SUB STRAND: B8.5.1 Structure and Organise Ideas in Composition Writing
CORE COMPETENCIES/
PRACTISES
B8.5.1.1 Demonstrate B8.5.1.1.1 Develop coherent essay using the features of Communication and
knowledge and understanding of given text types. Collaboration
the ability to write meaningful Exemplar:
compositions on the various text 1 Discuss the features of persuasive/argumentative writing, (Apply appropriate diction
types (persuasive/argumentative informative/academic/expository and letter writing. and structure sentences
writing, 2 Write a composition on a topic on the text types above. correctly for narrative,
informative/academic/expository persuasive, imaginative and
and letter writing). expository purposes)
STRAND 6:B8.6 LITERATURE

SUB STRAND 1: B8.6.1 proverbs, idioms, prose, drama, poetry
CORE COMPETENCIES/
PRACTISES
B8.6.1.1 Demonstrate B8.6.1.1.1 Discuss the features of proverbs and idioms Communication and
knowledge and understanding Exemplars: Collaboration
of proverbs and idioms. (Demonstrate behaviour and
1. Describe the features of proverbs and idioms and give skills of working towards
examples of each. group goals)
2. Identify and interpret proverbs and idioms in your language. Cultural Identity
3. State the occasions/situation on/in which the given proverbs (Adjustment to the demands
and idioms are used. of customs, traditions, values
4. State the importance of proverbs and idioms. and attitudes of society)

CORE COMPETENCIES/
PRACTISES
B8.6.1.2 Demonstrate B8.6.1.2.1Discuss how writers use language to create effect Communication and
knowledge and understanding in prose, poetry and drama. Collaboration
on the writer’s use of language Exemplars: (Demonstrate behaviour and
in a prose, poetry and drama 1. Discuss how writers use language to create character in prose, skills of working towards
texts. poetry and drama texts, giving examples from the text. group goals)
2. Explore ways that writers use a wide range of literary devices Cultural Identity
(simile, metaphor, repetition, idioms and proverbs) in a range of (Adjustment to the demands
prose, poetry and drama texts. of customs, traditions, values
3. Discuss the ways writers use language to create settings for and attitudes of society)
different effects in prose, poetry and drama.
4. Discuss how writers use language to create mood and tone in
prose, poetry and drama
5. Discuss the ways writers structure texts in prose, poetry and
drama.

BASIC 9

SUB STRAND 1: B9.1.1 Rites of Passage: marriage
CORE COMPETENCIES/
PRACTISES
B9.1.1.1 B9.1.1.1.1 Discuss the processes involved in performing Communication and
Demonstrate marriage rites in his/her culture. Collaboration
understanding of marriage Exemplars:
of his/her culture and 1. Explain what marriage is. (Provide feedback in areas of
compare with other 2. Read and discuss a text on marriage. ideas, organisation, voice, word
cultures of Ghana. 3. Identify types of marriage. choice and sentence fluency in
4. Identify some of the marriage rites in his/her culture and write communication)
them. Cultural Identity
5. Discuss marriage rites performance. (Develop and exhibit the sense
6. Explore the significance of the processes involved in performing of cultural identity)
marriage rites.
B9.1.1.1.2 Compare and contrast the marriage rites in his/her Communication and
culture to other cultures of Ghana. Collaboration
Exemplar:
1. Present marriage rites among your people. (Provide feedback in areas of
2. Relate the marriage rites of your culture to that of other ideas, organisation, voice, word
Ghanaian cultures. choice and sentence fluency in
communication)
Cultural Identity
(Adjustment to the demands of
customs, traditions, values and
attitudes of society)

CORE COMPETENCIES/
PRACTISES
B9.1.1.1 B9.1.1.1.3 Compare and contrast the traditional marriage Communication and
Demonstrate rites to the contemporary marriage rites and dramatise. Collaboration
understanding of marriage Exemplars:
of his/her culture and 1. Explain some of the contemporary marriage rites in his/her (Provide feedback in areas of
compare with other culture. ideas, organisation, voice, word
cultures of Ghana. 2. Compare and contrast the traditional to the contemporary choice and sentence fluency in
marriage rites. communication)
3. Dramatise marriage rites session of their culture. Cultural Identity
(Adjustment to thedemands of
SUB STRAND 2: B9.1.2 Naming Systems: circumstantial, reincarnation, deity names

CORE COMPETENCIES/
PRACTISES
B9.1.2.1. B9.1.2.1.1 Identify and discuss circumstances that result in naming Communication and
Exhibit knowledge of the children in their community. Collaboration
understanding and Exemplar: (Provide feedback in areas of
application circumstantial, 1 Explain circumstances that lead to circumstantial names. ideas, organisation, voice, word
reincarnation and deity 2 Write some of the names and relate them to the circumstances. choice and sentence fluency in
names. 3 Discuss the significance of circumstantial names. communication)
Cultural Identity

CORE COMPETENCIES/
CONTENT
STANDARDS
PRACTISES
B9.1.2.1. B9.1.2.1.2 Discuss reincarnation names and their meanings. Communication and
Exhibit knowledge of Exemplars: Collaboration
the understanding and 1 Identify reincarnation names and discuss their meanings. (Provide feedback in areas of
application 2 Discuss the significance of reincarnation names. ideas, organisation, voice, word
circumstantial, choice and sentence fluency in
reincarnation and deity communication)
names. Cultural Identity
B9.1.2.1.7 Identify and discuss deity names. Communication and
1. Explain circumstances that lead to deity names.
E.g. (Provide feedback in areas of
Akan: Tutu, Antoa, etc ideas, organisation, voice, word
Dagaare: Gyebuni, Kala choice and sentence fluency in
Dagbani: Yabdoo, Tidoo communication)
Dangme: Agbee, Nadu Cultural Identity
Ewe: Afram, Klu (Adjustment to the demands of
Ga: Nai, Dzan customs, traditions, values and
Gonja: Kipo, Lansa attitudes of society)
Nzema: Tanoɛ, Botokule
Kasem: Kukula
2. Discuss the significance of deity names

CORE COMPETENCIES/
CONTENT
STANDARDS
PRACTISES
B9.1.3.1 B9.1.3.1.1 Discuss the trends affecting the clan system. Communication and
Demonstrate Exemplars: Collaboration
understanding and 1 Identify and discuss the trends affecting the clan system.
knowledge of the 2 Discuss ways by which the clan system can be strengthened. (Provide feedback in areas of
factors that militate 3 Discuss the similarities and differences between the various clan ideas, organisation, voice, word
against the clan system. systems in their locality. choice and sentence fluency in
communication)
Cultural Identity
SUB STRAND 4: B9.1.4 Chieftaincy: Traditional Government

CORE COMPETENCIES/
CONTENT
STANDARDS
PRACTISES
B9.1.4.1 Exhibit B9.1.4.1.1 Explore the traditional governing structure of your Communication and
knowledge and community and discuss the duties of the functionaries. Collaboration
understanding of the Exemplars:
traditional governing 1 Read and discuss a text on traditional governance. (Provide feedback in areas of
structure 2 Identify the traditional governing structure of your community. ideas, organisation, voice, word
(chief/queenmother, 3 Discuss and write down the duties of the functionaries. choice and sentence fluency in
chief priest, traditional 4 Discuss and write the importance of the functionaries communication)
military, sub chiefs, king Cultural Identity
makers) of their society (Adjustment to the demands of
and their duties. customs, traditions, values and

SUB STRAND 1: B9.2.1: Conversation/Everyday discourse
CORE COMPETENCIES/
CONTENT
STANDARDS
PRACTISES
B9.2.1.1: Demonstrate B9.2.1.1.1. Use appropriate register in everyday communication Communication and
use of appropriate (informal and formal) with diverse partners on grade-level Collaboration
language orally in topics/texts/issue
specific situations (Identify underlying themes,
Exemplars: implications and issues when
1. Identify some slang words and jargons accepted locally and listening)
internationally.
2. Use everyday, informal topics and situations that are more
appropriate for the use of slang and jargon e.g. going out with
friends, talking about music, hobbies, sport
3. Create and act scenes on texts/issues/topics using both formal and
informal register to distinguish characters.
B9.2.1.1: Demonstrate B9.2.1.1.2. Ask questions that link the ideas of several speakers Communication and
use of appropriate and respond to others’ questions in a discussion Collaboration
language orally in Exemplars:
specific situations 1. Use open ended questions to enable speaker link ideas of other (Identify underlying themes,
speakers on topics/issues e.g. In your opinion what are the views of implications and issues when
people on bush fires, corruption, sanitation, energy conservation, listening)
gallamsay, etc.?
2. Listen attentively to view points on topics/issues in a conversation
and respond appropriately.
3. Engage in conversations on topics/issues with several speakers and
respond to different views.

CORE COMPETENCIES/
CONTENT
STANDARDS
PRACTISES
B9.2.1.1: Demonstrate B9.2.1.1.3. Use appropriate language orally to discuss grade-level Communication and
use of appropriate national issues fluently Collaboration
language orally in Exemplars:
specific situations 1. Identify grade-level national issues (the youth in agriculture, (Identify underlying themes,
sanitation, life style diseases, free SHS, Youth in Agriculture) implications and issues when
2. Discuss grade-level national issues in detail using appropriate listening)
register.
B9.2.1.1.4. Express opinions and advice on a range of everyday Communication and

issues and situations clearly. Collaboration
Exemplars:
1. Identify a range of everyday issues e.g. road/domestic accidents, (Identify underlying themes,
domestic violence, child abuse. implications and issues when
2. Engage in conversations on these issues giving your opinions and listening)
advice.
B9.2.1.1.5. Demonstrate appropriate turn taking and use Communication and
techniques for effective argument (debate). Collaboration
Exemplars:
1. Identify interesting topic/issues appropriate for argument and (Identify underlying themes,
debate e.g. ‘Children should be allowed to take decisions on implications and issues when
matters concerning them.’ listening)
2. Observe and use the skills of turn taking in arguments and debates.

SUB STRAND 2: B9.2.2: Listening Comprehension
CORE COMPETENCIES/
CONTENT
STANDARDS
PRACTISES
B9.2.2.1: Demonstrate B9.2.2.1.1. Listen to a more natural level-appropriate Communication and
the ability to listen to interactions with multiple speakers for example, TV shows, Collaboration
extended reading and dramas, films, etc.
identify key (Identify underlying themes,
information Exemplars: implications and issues when
1. Discuss and write key information e.g. message, theme, tone, listening)
mood in level appropriate texts/speeches.
2. Listen to and compare information written from
texts/speeches.
B9.2.2.1.2. Initiate and participate in meaningful and Communication and
collaborative discussion with texts and related materials Collaboration
building on others’ ideas and expressing their own clearly and
persuasively (Identify underlying themes,
implications and issues when
Exemplars: listening)
1. Listen to and identify key issues in level appropriate

texts/speeches/dialogues e.g. argumentative texts, news,
presentations.
2. Initiate discussions on ideas and share opinions on level
appropriate texts/ speeches/dialogues
3. Engage in conferences to discuss ideas noted from
texts/speeches/dialogues and express their own clearly and
persuasively

SUB STRAND 4: B9.2.4 Tones
CORE COMPETENCIES/
CONTENT
STANDARDS
PRACTISES
B9.2.4.1 Demonstrate B9.2.4.1.1 Apply the idea of tones correctly when speaking and Communication and
knowledge and reading in contexts. Collaboration
understanding in the Exemplar:
use of the basic tones 1. Engage in a conversation on a given topic using the basic tones (Identify underlying themes,
correctly in speaking correctly. implications and issues when
and reading. 2. Read sentences using the correct tones. listening)
3. Read a passage using the correct tone patterns to depict the right
context.
SUB STRAND 5:B9.2.5 PRESENTATION: Everyday Experiences

CORE COMPETENCIES/
CONTENT
STANDARDS
PRACTISES
B9.2.5.1 Describe their B9.2.5.1.1 Discuss complex topics related to everyday activities. Communication and
everyday experiences Exemplars: Collaboration
on more complex 1. Read a text on a deforestation in Ghana, same sex marriage,
topics using insecurity, etc. (Identify underlying themes,
appropriate 2. Discuss some of the everyday activities in the factory, traditional implications and issues when
presentational skills. occupational shops, settlement of cases at the palace, etc. listening)
B9.2.5.1.2 Compose their own group report on some topical Communication and
issues. Collaboration
Exemplar:
1. Develop their own report on a range of suitable familiar and (Identify underlying themes,
unfamiliar, concrete and abstract topics example, pollution in implications and issues when
Ghana, food production in Ghana, main industries in Ghana. listening)
2. Make a presentation on the topics above to the class for
discussion.
CORE COMPETENCIES/
CONTENT
STANDARDS
PRACTISES
B9.3.1.1 Read longer B9.3.1.1.1 Locate the main and subsidiary points in a range of Communication and
passages silently, texts and rewrite logically with accuracy in his/her own words. Collaboration
identify main ideas, Exemplars:
answer questions and 1 Read and understand a passage of between (200-250 words) (Identify underlying themes,
summarise the passage. silently. implications and issues when
2 Identify the main ideas in the passage. listening)
3 Rewrite the ideas logically in his/her own words. (Interpret correctly and respond
4 Answer questions based on the passage. to non- verbal communication
such as facial expressions, cues
and gestures)
B9.3.1.1.2 Summarise passages read in given number of Communication and
sentences. Collaboration
Exemplars:
1 Arrange the main ideas in a passage logically and coherently. (Identify underlying themes,
2 Summarise the passage. implications and issues when
listening)
(Interpret correctly and respond
to non- verbal communication
such as facial expressions, cues
and gestures)

CORE COMPETENCIES/
CONTENT
STANDARDS
PRACTISES
B9.3.2.1 Demonstrate B9.3.2.1.1 Decode the meaning of texts and translate from source to Communication and
knowledge of target language. Collaboration
translating texts from Exemplars: (Apply appropriate diction and
source language to the 1. Translate texts of about one hundred words from source to a structure sentences correctly for
target language. target language. narrative, persuasive, imaginative
2. Read and discuss the translated text. and expository purposes)

SUB STRAND 1: B9.4.1 Integrating grammar in written language (nouns, adjectives)
CORE COMPETENCIES/
CONTENT
STANDARDS
PRACTISES
B9.4.1.1 Demonstrate B9.4.1.1.1 Discuss nouns under singular and plural. Communication and
knowledge of the use of Exemplars: Collaboration
singular and plural 1 Identify nouns in a passage. (Identify underlying themes,
nouns in sentences and 2 Classify the nouns according to singular and plural. implications and issues when
passages. 3 Construct simple and compound sentences with the singular and listening)
plural nouns.
B9.4.1.2 Demonstrate B9.4.1.2.1 Discuss how adjectives follow each other in a Communication and
knowledge of how sentence. Collaboration
adjectives are combined Exemplars: (Identify words or sentences in
in a sentence. 1. Identify adjectives in texts. context or appropriately)
2. Form sentences with more than one adjective.

SUB STRAND 2: B9.4.2 Integrating grammar in written language (verbs, adverbs)
CORE COMPETENCIES/
CONTENT
STANDARDS
PRACTISES
B9.4.2.1 Exhibit B9.4.2.1.1 Discuss auxiliary verbs in sentences. Communication and
understanding of the 1. Identify types of verbs in a recorded/read passage. (Identify underlying themes,
use of auxiliary verbs. 2. Discuss auxiliary verbs (where applicable). implications and issues when
3. Construct sentences with auxiliary verbs. listening)
B9.4.2.2 Demonstrate B9.4.2.1.3 Discuss how adverbs follow each other in a sentence. Communication and
knowledge of how Exemplars: Collaboration
adverbs are combined 1. Identify adverbs in texts. (Identify words or sentences in
in a sentence. 2. Construct sentences with more than one adverb correctly. context or appropriately)
STRAND 5: B9.5 COMPOSITION WRITING
CORE COMPETENCIES/
CONTENT
STANDARDS
PRACTISES
B9.5.1.1 B9.5.1.1.1 Plan and structure a range of extended texts using Communication and
Demonstrate paragraphs to show progression from one idea to the next and Collaboration
knowledge and linking paragraphs using cohesive language. (Identify underlying themes,
understanding of the implications and issues when
features of the various Exemplar: listening)
text types discussed and 1. Write a coherent essay on any of the text types (e.g. narrative, Critical thinking and Problem
use the knowledge to descriptive, creative, academic, argumentative and letter writing) on solving
write a coherent essay a given topic. (Analyse and make distinct
on the text types. 2. Identify and write the topic and supporting sentences in the judgment about viewpoints
paragraphs. expressed in an argument)

STRAND 6: B9.6 LITERATURE
SUB STRAND 1: B9.6.1:drum/horn/xylophone language, prose, poetry and drama
CORE COMPETENCIES/
CONTENT
STANDARDS
PRACTISES
B9.6.1.1 Demonstrate B9.6.1.1.1 Explore drum language/appellations and war songs Cultural identity and
an understanding of respectively. Global citizenship
drum language, Exemplars: (Show a strong sense of
appellations and war 1. Describe the features of drum language/appellation. belongingness to one’s culture)
songs. 2. Discuss drum language/appellation. (Understanding of influences of
3. Discuss the occasions/situation on/in which drum globalisation on traditions,
language/appellation is used. languages and cultures)
4. State the importance of drum language/appellation.
5. Appreciate war songs in your language.
6. Discuss the importance of war songs
B9.6.1.2 Demonstrate B9.6.1.2.1Discuss how writers use language to create effect in an Communication and
knowledge and increasing range of prose, poetry and drama. Collaboration
understanding on the Exemplars: (Identify underlying themes,
writer’s use of language 1. Discuss characterisation in relation to prose, poetry and drama texts implications and issues when
in a prose, poetry and and give examples from texts. listening)
drama texts. 2. Explore ways that writers use a wide range of literary devices
(personification, alliteration, assonance) in a range of prose, poetry and
drama texts.
3. Discuss how writers use settings to create different effects in a range
of prose, poetry and drama.
4. Discuss how writers use language to create mood and tone in an
increasing range of prose, poetry and drama
5. Discuss the ways writers structure texts in a range of prose, poetry
and drama texts.

BASIC 10

SUB STRAND 1: B10.1.1 Rites of Passage: death and funeral rites
CORE COMPETENCIES/
CONTENT
STANDARDS
PRACTISES
B10.1.1.1 B10.1.1.1.1 Discuss the types and causes of death in your Cultural identity and Global
Demonstrate culture. citizenship
understanding of issues Exemplars: (Show a strong sense of
relating to death and 1 Read and discuss a text on death. belongingness to one’s culture)
funeral rites of his/her 2 Discuss and write the types of death
culture and compare with 3 Explore the causes of the different types of death.
other cultures of Ghana. 4 Examine the effects of unnatural death in his/her culture.
5 Compose a piece on ways of curbing unnatural death.
B10.1.1.1.2 Discuss how natural and unnatural death funeral Cultural identity and Global
rites are performed in your culture. citizenship
Exemplars: (Show a strong sense of
1 Examine the funeral rites of a natural and unnatural death in belongingness to one’s culture)
his/her culture.

CORE COMPETENCIES/
CONTENT
STANDARDS
PRACTISES
B10.1.1.1 B10.1.1.1.3 Compare and contrast the funeral rites of an Cultural identity and
Demonstrate ordinary citizen and that of the chief/queenmother in your Global citizenship
understanding of issues culture. (Show a strong sense of
relating to death and Exemplars: belongingness to one’s
funeral rites of his/her 1 Discuss the funeral rites of the ordinary citizen in your culture. culture)
culture and compare 2 Discuss the burial and funeral rites of the chief/queenmother in (Understanding of influences
with other cultures of your culture. of globalisation on traditions,
Ghana. 3 Discuss and write the similarities and differences between the languages and cultures)
burial and funeral rites of an ordinary citizen and that of the
chief/queenmother.
B10.1.1.1.4 Discuss the modern influence on funeral rites. Cultural identity and
Exemplars: Global citizenship
1 Discuss how modernity has influenced funeral rites are (Show a strong sense of
performed in your culture. belongingness to one’s
2 Write out a comparison of how funeral rites were performed in culture)
the past and how they are performed currently.
(Understanding of influences
of globalisation on traditions,
languages and cultures)

SUB STRAND 2: B10.1.2 Naming Systems: nicknames names
CORE COMPETENCIES/
CONTENT
STANDARDS
PRACTISES
B10.1.2.1 B10.1.2.1.1 Discuss the origin of nicknames. Cultural identity and Global
Exhibit knowledge and Exemplars: citizenship
understanding of the 1. Explore how nicknames originated in your culture. (Show a strong sense of
origin and importance of 2. Discuss and write the effects of nicknames. belongingness to one’s culture)
nicknames.
(Understanding of influences of
globalisation on traditions,
SUB STRAND 4: B10.1.4 Chieftaincy: Judicial Systems (traditional and contemporary)

CORE COMPETENCIES/
CONTENT
STANDARDS
PRACTISES
B10.1.4.1 B10.1.4.1.1 Enumerate the processes that are involved in Cultural identity and Global
Demonstrate knowledge settling disputes in the traditional judiciary system. citizenship
in the traditional judicial Exemplars: (Show a strong sense of
system in settling 1 Discuss a video or a passage on traditional dispute resolution at a belongingness to one’s culture)
disputes in their chief’s court.
communities. 2 Discuss when and where disputes are settled in the traditional (Understanding of influences of
judiciary system. globalisation on traditions,
3 Discuss the procedure for settling disputes in the traditional languages and cultures)
judiciary system.

CORE COMPETENCIES/
CONTENT
STANDARDS
PRACTISES
B10.1.4.1 B10.1.4.1.2 Examine the contemporary judiciary system. Cultural identity and Global
Demonstrate knowledge Exemplars: citizenship
in the traditional judicial 1 Discuss the types of courts in the contemporary judiciary (Show a strong sense of
system in settling system. belongingness to one’s culture)
disputes in their 2 Discuss the processes involved in the contemporary judiciary
communities. system. (Understanding of influences of
B10.1.4.1.3 Analyse the interconnection between Cultural identity and Global
contemporary and traditional judiciary systems. citizenship
Exemplar: (Show a strong sense of
1. Compare and contrast the functions of the contemporary and belongingness to one’s culture)
the traditional judiciary system.
(Understanding of influences of

SUB STRAND 1: B10.2.1 Conversation/Everyday discourse
CORE COMPETENCIES/
CONTENT
STANDARDS
PRACTISES
B10.2.1.1: Demonstrate B10.2.1.1.1. Use appropriate register in everyday Communication and
use of appropriate communication (informal and formal) with diverse partners on Collaboration
language orally in specific grade-level topics/texts/issues (Demonstrate behaviour and
situations skills of working towards
Exemplars: group goals)
1. Listen to a range of level appropriate texts/speeches /issues and
identify the register (formal and informal) used in them.
2. Create texts/ dialogues/ skits using a combination of formal and
informal register.
3. Present or act texts/ dialogues /skits containing appropriate
register.
4. Use natural Ghanaian Language accurately and appropriately in
spontaneous conversation.
CORE COMPETENCIES/
CONTENT
STANDARDS
PRACTISES
B10.2.1.1: Demonstrate B10.2.1.1.2. Ask questions that link the ideas of several speakers Cultural identity and
use of appropriate and respond to others’ questions and comments in a discussion Global citizenship
language orally in specific (Show a strong sense of
situations Exemplars: belongingness to one’s
1. Use range of open-ended question types to conduct oral culture)
interviews on level appropriate topics/issues.
2. Initiate and use increasingly complex questions to get people (Understanding of influences
respond to and comment on level-appropriate issues/topics of globalisation on traditions,
accurately and appropriately. languages and cultures)
B10.2.1.1.3. Use appropriate language orally to discuss current Cultural identity and
grade-level global issues fluently. Global citizenship
(Show a strong sense of
Exemplars: belongingness to one’s
1. Identify grade-level global issues e.g. violence, kidnapping culture)
2. Discuss orally grade-level global issues/ topics using appropriate
language e.g. (Understanding of influences
vocabulary, phrasal verbs, idioms of globalisation on traditions,
SUB STRAND 2: B10.2.2 Listening Comprehension

CONTENT STANDARDS INDICATORS AND EXEMPLARS CORE
COMPETENCIES/
SUBJECT SPECIFIC
PRACTISES
B10.2.2.1: Demonstrate B10.2.2.2.1 Listen to and discuss a level appropriate text attentively Communication and
the ability to listen to and share opinions on key information. Collaboration
extended reading and (Can vary the level of detail
identify key information Exemplars: and the language use when
1. Listen to recorded texts /speeches/ news / announcements and write presenting to make it
the important ideas. appropriate to the audience)
2. Initiate a discussion and share opinions ideas from texts/ speeches/
news/ announcements relating them to personal experiences.
3. Compare ideas written to texts/ speeches/ news/announcements and
add details.

SUB STRAND 3: B10.2.3 Speech Sounds: vowel, consonants
COMPETENCIES/
SUBJECT SPECIFIC
PRACTISES
B10.2.3.1 Demonstrate B10.2.3.1.1 Discuss the description of vowels. Communication and
understanding of vowels 1 Discuss the four-term label of vowels (tongue height, part of the (Demonstrate behaviour and
and consonant tongue, lip posture and ATR-Advance Tongue Root). skills of working towards
description. 2 Describe vowels using the four-term label. group goals)
Personal Development
and Leadership
(Division of task into
solvable units and assign
group members to task units
)

COMPETENCIES/
SUBJECT SPECIFIC
PRACTISES
B10.3.1.1.2 Discuss the description of consonants. Communication and
1 Discuss the three-term label of consonants (voicing, place and (Demonstrate behaviour and
manner). skills of working towards
2 Describe consonants using the three-term label. group goals)
Personal Development
and Leadership
(Division of task into
solvable units and assign
group members to task
units)
SUB STRAND 5:B10.1.5 PRESENTATION: Everyday Experience

COMPETENCIES/
SUBJECT SPECIFIC
PRACTISES
B10.1.5.2 Describe their B10.1.5.1.1 Discuss abstract and unfamiliar topics related to Communication and
everyday experiences on everyday activities. Collaboration
abstract and unfamiliar Exemplars: (Identify underlying themes,
topics using appropriate 1. Read a text on a disability in Ghana, inclusivity in education, implications and issues when
presentational skills. greenhouse farming, etc. listening)
2. Discuss some of the everyday activities, E.g. the issue of the
coronavirus, impeachment of presidents worldwide e.g. USA, Boko
Haram, ISIS, etc.

COMPETENCIES/
SUBJECT SPECIFIC
PRACTISES
B10.1.5.2 Describe their B10.1.5.1.2 Compose individual report on an assigned daily activity Communication and
everyday experiences on and make a presentation on it. Collaboration
abstract and unfamiliar Exemplar:
topics using appropriate 1 Narrate a daily activity performed to the class. (Identify underlying themes,
presentational skills. 2 Write a report on a daily activity and read it to the class. implications and issues when
listening)


COMPETENCIES/
SUBJECT SPECIFIC
PRACTISES
B10.3.1.1 Demonstrate B10.3.1.1.1 Explore skimming and scanning for ideas in a text. Communication and
understanding of 1. Skim and scan for main ideas in a text.
skimming and scanning 2. Discuss the main ideas in the text. (Identify underlying
for information in a text. themes, implications and
issues when listening)

SUB STRAND 2:B10.3.2 Translation

COMPETENCIES/
SUBJECT SPECIFIC
PRACTISES
B10.3.4.1 Demonstrate B10.3.2.1.1 Determine the core ideas in a passage. Communication and
knowledge of identifying Exemplars: Collaboration
the core ideas in a 1 Identify core ideas in a passage.
passage and use the basic 2 Arrange core ideas in the passage sequentially. (Identify underlying themes,
rules of translation implications and issues when
(appropriate register, listening)
appropriate structure and B10.3.2.1.2 Establish the meaning of passages in his/her language. Communication and
understanding of the text) Exemplar: Collaboration
to translate passages. 1. Determine the meaning of the core ideas in a passage in his/her
language. (Identify underlying themes,
2. Apply the basic rules in translation to translate texts from English implications and issues when
Language to Ghanaian Language. listening)
3. Apply the basic rules in translation to translate texts from Ghanaian
Language to English Language.

STRAND 4:B10.4 LANGUAGE AND USAGE
SUB STRAND 1: B10.4.1 Integrating grammar in written language (affixes)
STANDARDS B10.4.1.1.1 Indicator: Explore the use of affixes in the language. SUBJECT SPECIFIC
B10.4.1.1 Demonstrate Exemplars: PRACTISESCommunication
knowledge and 1. 1. Discuss affixation and how affixes are used in the formation of new and Collaboration
understanding of affixes words in the language. (Demonstrate behaviour and
2. 2. Form new words with the affixes. skills of working towards group
3. 3. Use the new words formed correctly in texts. goals)
Cultural Identity
(Develop and exhibit the sense
SUB STRAND 2: B10.4.2 Integrating grammar in written language (serial verbs)

PRACTISES
B10.4.1.1 Demonstrate B10.4.2.1.1 Determine and discuss what serial verb construction is. Communication and
understanding of serial Exemplars: Collaboration
verb constructions and 4. Discuss serial verb construction.
identify the 5. Examine the characteristics of serial verb construction. Demonstrate behaviour and
characteristics of serial 6. Identify serial verbs in sentences. skills of working towards group
verb constructions in 7. Construct sentences using serial verbs. goals
his/her language and use
them in sentences.

STRAND 5: B10.5 COMPOSITION WRITING
Writing Dialogue
CONTENT STANDARDS INDICATORS AND EXEMPLARS CORE COMPETENCES/
SUBJECT SPECIFIC
PRACTISES
B10.5.1.1 Exhibit B10.5.1.1.1 Explore the features of the various text types (dialogue, Communication and
knowledge and speech, report and articles). Collaboration
understanding of writing Exemplars:
dialogue, speech, report 1 Discuss the features of the various text types. Demonstrate behaviour and
and articles 2 Develop a dialogue on a given topic (e.g. energy conservation, skills of working towards
inclusivity in education, etc). group goals
3 Develop a speech on a given topic (climate change, teenage pregnancy,
misuse of social media, etc.).
4 Write a report on a given topic (a visit to a tourist site, demonstration,
traditional adjudication, etc.),
5 Write an article on a given topic (coronavirus, Ebola, Boko Haram,
etc.).

STRAND 6: B10.6 LITERATURE
SUB STRAND: B10.6.1 oral and written (libation and dirges, prose, poetry and drama)
CONTENT STANDARDS INDICATORS AND EXEMPLARS CORE COMPETENCES/
SUBJECT SPECIFIC
PRACTISES
B10.6.1.1 Demonstrate an B10.6.1.1.1 Explore the structure and significance of libation and Communication and
understanding of oral and dirges. Collaboration
written literature Exemplars:
(libation, dirges, prose, 1. Appreciate a text on libation and dirges. Demonstrate behaviour and
poetry and drama). 2. Examine the structure of libation and dirges. skills of working towards
3. Discuss the performance of libation and dirges. group goals
4. Discuss the significance of libation and dirges. CULTURAL IDENTITY
Develop and exhibit ability
to defend one's cultural
beliefs, practices and norms
B10.6.1.1.2 1Discuss how to appreciate literary work in relation to Communication and
meaning. Collaboration
Exemplars:
1. Discuss how writers create meaning using literary devices. Demonstrate behaviour and
2. Explore ways of extracting meaning through the use of literary devices in skills of working towards
a range of prose, poetry and drama texts. group goals
3. Analyse language effect in a range of prose, poetry and drama.
4. Discuss how writers use language to create characters, mood, setting and
tone in an increasing range of prose, poetry and drama

Ghanaian Language CCP Curriculum B7 B10 Draft Zero

Uploaded by

Copyright:

Available Formats

Ghanaian Language CCP Curriculum B7 B10 Draft Zero

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ghanaian Language CCP Curriculum B7 B10 Draft Zero

Uploaded by

Copyright:

Available Formats

GHANA EDUCATION SERVICE

Enquiries and comments on this Curriculum should be addressed to:

© NaCCA, Ministry of Education 2020 1

© NaCCA, Ministry of Education 2020 2

© NaCCA, Ministry of Education 2020 4

PROFILE OF EXPECTED LEARNING BEHAVIOURS

KNOWLEDGE, UNDERSTANDING AND APPLICATION

© NaCCA, Ministry of Education 2020 5

© NaCCA, Ministry of Education 2020 6

SKILLS AND PROCESSES

© NaCCA, Ministry of Education 2020 7

© NaCCA, Ministry of Education 2020 8

ASSESSMENT IN THE CCP.

Assessment for Learning (AfL)

Assessment of Learning (AoL)

Assessment as Learning (AaL)

© NaCCA, Ministry of Education 2020 10

How do we monitor progress?

Table 1 Modes of Assessment

• Student’s Progress Record (Cumulative Record)

© NaCCA, Ministry of Education 2020 11

Table 2 Benchmarks, levels of proficiency and the grade level descriptors

1: Highly proficient 80% + Learnershows high level of proficiency inknowledge,skillsand values

© NaCCA, Ministry of Education 2020 12

CREATIVE PEDAGOGICAL APPROACHES

DIFFERENTIATION AND SCAFFOLDING

© NaCCA, Ministry of Education 2020 14

© NaCCA, Ministry of Education 2020 15

• improved teaching and learning processes.

© NaCCA, Ministry of Education 2020 16

CREATIVITY AND INNOVATION (CI)

COMMUNICATION AND COLLABORATION (CC)

CULTURAL IDENTITY AND GLOBAL CITIZENSHIP (CG)

PERSONAL DEVELOPMENT AND LEADERSHIP (PL)

DIGITAL LITERACY (DL)

© NaCCA, Ministry of Education 2020 17

ORGANISATION AND STRUCTURE OF THE CURRICULUM

© NaCCA, Ministry of Education 2020 18

STRAND: B7.1 CUSTOMS AND INSTITUTIONS

CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCES

© NaCCA, Ministry of Education 2020 19

© NaCCA, Ministry of Education 2020 20

Listening and Speaking

© NaCCA, Ministry of Education 2020 21

List of Topics for Reading

© NaCCA, Ministry of Education 2020 22

© NaCCA, Ministry of Education 2020 23

© NaCCA, Ministry of Education 2020 24

© NaCCA, Ministry of Education 2020 25

© NaCCA, Ministry of Education 2020 26

NB: The order of birth names is not applicable to all cultures of

Exemplars: (demonstrate behaviour and

© NaCCA, Ministry of Education 2020 27

© NaCCA, Ministry of Education 2020 28

© NaCCA, Ministry of Education 2020 29

© NaCCA, Ministry of Education 2020 30

© NaCCA, Ministry of Education 2020 31

B7.2.1.1.5. Use techniques (voice modulation and eye contact)