NATIONAL COUNCIL FOR

CURRICULUM & ASSESSMENT

(MINISTRY OF EDUCATION)

SCIENCE
COMMON CORE PROGRAMME (CCP)
CURRICULUM FOR B7/JHS1 - B9/JHS3

SEPTEMBER, 2020

MINISTRY OF EDUCATION
REPUBLIC OF GHANA
 Science Curriculum for B7/JHS1- B9/JHS3

Enquiries and comments on this Curriculum should be addressed to:

The Director-General
National Council for Curriculum and
Assessment (NaCCA)
Ministry of Education
P. O. Box CT PMB 77Cantonments Accra
Telephone: 0302909071, 0302909862

Email: [email protected]

Website: www.nacca.gov.gh

©2020 National Council for Curriculum and Assessment (NaCCA).

This publication is not for sale. All rights reserved. No part of thispublication
may be reproduced without prior written permission from the Ministry of
Education, Ghana.
Ministry of Education

© NaCCA, Ministry of Education 2021 ii

FOREWORD
The Ministry of Education, acting through the National Council for Curriculum and Assessment (NaCCA) has, in recent times, been working on
curriculum and assessment reforms to improve the quality and relevance of learning experiences in pre-tertiary schools in Ghana. This curriculum,
known as the Common Core Programme (CCP), is a sequel to the Kindergarten-Primary standards-based school curriculum, the implementation of
which commenced with the 2019/2020 academic year. The CCP is carefully designed for learners in JHS 1 – JHS 3 as part of a holistic learning
experience that prepares them for post-secondary education, the world of work or both. The curriculum focuses on building character and nurturing
values, in addition to ensuring a seamless progression for all learners from JHS to SHS and creates clear pathways for academic and career-related
programmes from JHS 1 – JHS 3

In the twenty-first century, memorisation of facts and figures is no longer a sufficient learner attribute. Therefore, the CCP focuses on the acquisition
of the 4Rs (Reading, wRiting, aRithmetic and cReativity) and core competencies to afford learners the ability to apply knowledge innovatively to solve
every- day problems. Personal projects, community projects and community service have been integrated into the CCP as part of a comprehensive
assessment programme, including assessment of knowledge, skills, attitudes and values that mainly emphasise what learners can do. It is hoped that
the content of this curriculum will promote better high school education that meets the varied learning needs of the young people in the country and
addresses the shortfalls in the current school curriculum in relation to learning and assessment.

The Ministry of Education is committed to ensuring that our schools develop globally competitive high school graduates who have the requisite
employable skills and workplace ethos. The CCP curriculum will, therefore, play an important role in this regard. The Ministry will support the effective
implementation of the CCP to include capacity development of all teachers to ensure improved learning experiences and outcomes for our young
people.

Dr. Matthew Opoku Prempeh (MP)

The Honourable Minister of Education

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ACKNOWLEDGEMENTS
This Common Core Programme (CCP) curriculum was developed together with the National Pre-tertiary Learning Assessment Framework (NPLAF)
and Teacher’s and Learner’s Resource Packs. All these documents were developed by the National Council for Curriculum and Assessment
(NaCCA), under the oversight and strategic direction of the Ministry of Education (MoE) with support from some agencies of the MoE and other
relevant stakeholders.

NaCCA, acting on behalf of the Ministry of Education (MoE), would like to express its sincere gratitude to all its partners who participated in the
professional conversations and discussions during the course of the development of the CCP curriculum.

NaCCA also extends special commendations to the leadership of the Ghana Education Service (GES), National School Inspectorate Authority
(NaSIA), National Teaching Council (NTC), Commission for Technical and Vocational Education and Training (Commission for TVET) and other
agencies of the MoE.

Additionally, NaCCA acknowledges the contributions of staff from various Universities and Colleges of Education as well as teachers and learners
within the Ghana Education Service.

Special thanks go to those who also contributed to shaping this curriculum content through the consultation process, including the national
stakeholder engagement conducted in Accra in February, 2020.

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CONTENTS

FOREWORD ................................................................................................................................................................................................................................................................................ iii

ACKNOWLEDGEMENTS ......................................................................................................................................................................................................................................................... iv

INTRODUCTION ....................................................................................................................................................................................................................................................................... x

RATIONALE .............................................................................................................................................................................................................................................................................. xiii

PHILOSOPHY ............................................................................................................................................................................................................................................................................ xiv

GOAL AND AIMS ..................................................................................................................................................................................................................................................................... xv

PROCESS SKILLS ...................................................................................................................................................................................................................................................................... xix

ASSESSMENT .............................................................................................................................................................................................................................................................................. xx

CREATIVE PEDAGOGICAL APPROACHES ................................................................................................................................................................................................................... xxvi

CORE COMPETENCIES ........................................................................................................................................................................................................................................................ xxx

INSTRUCTIONAL EXPECTATIONS ............................................................................................................................................................................................................................... xxxii

ORGANISATION AND STRUCTURE OF THE CURRICULUM ............................................................................................................................................................................ xxxiii

SCIENCE SCOPE AND SEQUENCE .............................................................................................................................................................................................................................. xxxvi

BASIC 7 ............................................................................................................................................................................................................................... 1
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 STRAND 1: DIVERSITY OF MATTER ......................................................................................................................................................................... 2
SUB-STRAND 1: MATERIALS .................................................................................................................................................................................... 2
SUB-STRAND 2: LIVING CELLS ................................................................................................................................................................................. 5

STRAND 2: CYCLES ...................................................................................................................................................................................................... 7

SUB-STRAND 1: EARTH SCIENCE .......................................................................................................................................................................... 7
SUB-STRAND 2: LIFE CYCLE OF ORGANISMS ........................................................................................................................................................ 9
SUB-STRAND 3: CROP PRODUCTION .................................................................................................................................................................. 11
SUB-STRAND 4: ANIMAL PRODUCTION ................................................................................................................................................................ 12

STRAND 3: SYSTEMS .................................................................................................................................................................................................. 16

SUB-STRAND 1:THE HUMAN BODY SYSTEM ...................................................................................................................................................... 16
SUB-STRAND 2:THE SOLAR SYSTEM .................................................................................................................................................................. 19
SUB-STRAND 3: ECOSYSTEM ............................................................................................................................................................................... 21
SUB-STRAND 4: FARMING SYSTEMS ................................................................................................................................................................... 23

STRAND 4: FORCES AND ENERGY ......................................................................................................................................................................... 26

SUB-STRAND 1: ENERGY ....................................................................................................................................................................................... 26
SUB-STRAND 2: ELECTRICITY AND ELECTRONICS ............................................................................................................................................ 30
SUB-STRAND 3: CONVERSION AND CONSERVATION OF ENERGY .................................................................................................................. 33
SUB-STRAND 4: FORCE AND MOTION .................................................................................................................................................................. 35
SUB-STRAND 5: AGRICULTURAL TOOLS .............................................................................................................................................................. 41

STRAND 5: HUMANS AND THE ENVIRONMENT ................................................................................................................................................ 44

SUB-STRAND 1:WASTE MANAGEMENT ............................................................................................................................................................... 44
SUB-STRAND 2: HUMAN HEALTH .......................................................................................................................................................................... 45
SUB-STRAND 3: SCIENCE AND INDUSTRY .......................................................................................................................................................... 47
SUB-STRAND 4: CLIMATE CHANGE AND GREEN ECONOMY ............................................................................................................................ 48
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 SUB-STRAND 5: UNDERSTANDING THE ENVIRONMENT ................................................................................................................................... 49

BASIC 8 ............................................................................................................................................................................................................................. 51

STRAND 1: DIVERSITY OF MATTER ....................................................................................................................................................................... 52

SUB-STRAND 1: MATERIALS .................................................................................................................................................................................. 52
SUB-STRAND 2: LIVING CELLS ............................................................................................................................................................................... 56

STRAND 2: CYCLES .................................................................................................................................................................................................... 57

SUB-STRAND 1: EARTH SCIENCE ......................................................................................................................................................................... 57
SUB-STRAND 2: LIFE CYCLE OF ORGANISMS ...................................................................................................................................................... 59
SUB-STRAND 3: CROP PRODUCTION .................................................................................................................................................................. 60
SUB-STRAND 4: ANIMAL PRODUCTION ................................................................................................................................................................ 62

STRAND 3: SYSTEMS .................................................................................................................................................................................................. 64

SUB-STRAND 1:THE HUMAN BODY SYSTEM ...................................................................................................................................................... 64
SUB-STRAND 2:THE SOLAR SYSTEM .................................................................................................................................................................. 66
SUB-STRAND 3: ECOSYSTEM ............................................................................................................................................................................... 67
SUB-STRAND 4: FARMING SYSTEMS ................................................................................................................................................................... 68

STRAND 4: FORCES AND ENERGY ......................................................................................................................................................................... 69

SUB-STRAND 1: ENERGY ....................................................................................................................................................................................... 69
SUB-STRAND 2: ELECTRICITY AND ELECTRONICS ............................................................................................................................................ 72
SUB-STRAND 3: CONVERSION AND CONSERVATION OF ENERGY .................................................................................................................. 73
SUB-STRAND 4: FORCE AND MOTION .................................................................................................................................................................. 74
SUB-STRAND 5: AGRICULTURAL TOOLS .............................................................................................................................................................. 76

STRAND 5: HUMANS AND THE ENVIRONMENT ................................................................................................................................................ 77

SUB-STRAND 1:WASTE MANAGEMENT ............................................................................................................................................................... 77
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 SUB-STRAND 2: HUMAN HEALTH .......................................................................................................................................................................... 78
SUB-STRAND 3: SCIENCE AND INDUSTRY .......................................................................................................................................................... 81
SUB-STRAND 4: CLIMATE CHANGE AND GREEN ECONOMY ............................................................................................................................ 82
SUB-STRAND 5: UNDERSTANDING THE ENVIRONMENT ................................................................................................................................... 84

BASIC 9 ............................................................................................................................................................................................................................. 86

STRAND 1: DIVERSITY OF MATTER ....................................................................................................................................................................... 87

SUB-STRAND 1: MATERIALS .................................................................................................................................................................................. 87
SUB-STRAND 2: LIVING CELLS ............................................................................................................................................................................. 90

STRAND 2: CYCLES .................................................................................................................................................................................................... 92

SUB-STRAND 1: EARTH SCIENCES ...................................................................................................................................................................... 92
SUB-STRAND 2: LIFE CYCLE OF ORGANISMS ...................................................................................................................................................... 94
SUB-STRAND 3: CROP PRODUCTION .................................................................................................................................................................. 96
SUB-STRAND 4: ANIMAL PRODUCTION ................................................................................................................................................................ 99

STRAND 3: SYSTEMS ................................................................................................................................................................................................ 102

SUB-STRAND 1:THE HUMAN BODY SYSTEM .................................................................................................................................................... 102
SUB-STRAND 2:THE SOLAR SYSTEM ................................................................................................................................................................ 103
SUB-STRAND 3: ECOSYSTEM ............................................................................................................................................................................. 104
SUB-STRAND 4: FARMING SYSTEMS ................................................................................................................................................................. 105

STRAND 4: FORCES AND ENERGY ....................................................................................................................................................................... 107

SUB-STRAND 1: ENERGY ..................................................................................................................................................................................... 107
SUB-STRAND 2: ELECTRICITY AND ELECTRONICS .......................................................................................................................................... 109
SUB-STRAND 3: CONVERSION AND CONSERVATION OF ENERGY ................................................................................................................ 110
SUB-STRAND 4: FORCE AND MOTION ................................................................................................................................................................ 111

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 SUB-STRAND 5: AGRICULTURAL TOOLS ............................................................................................................................................................ 113

STRAND 5: HUMANS AND THE ENVIRONMENT .............................................................................................................................................. 114

SUB-STRAND 1: WASTE MANAGEMENT ............................................................................................................................................................ 114
SUB-STRAND 2: HUMAN HEALTH ........................................................................................................................................................................ 115
SUB-STRAND 3: SCIENCE AND INDUSTRY ........................................................................................................................................................ 118
SUB-STRAND 4: CLIMATE CHANGE AND GREEN ECONOMY .......................................................................................................................... 120
SUB-STRAND 5: UNDERSTANDING THE ENVIRONMENT ................................................................................................................................. 121

APPENDICES ............................................................................................................................................................................................................................................................................ 124

BIBLIOGRAPHY ....................................................................................................................................................................................................................................................................... 130

SCIENCE SUBJECT PANEL MEMBERS AND REVIEWERS .......................................................................................................................................................................................... 132

SUPERVISORS AND COORDINATING TEAM ............................................................................................................................................................................................................. 133

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INTRODUCTION

In the first four years of high school education, learners are expected to take a Common Core Programme (CCP) that emphasises a set of high, internationally
benchmarked career and tertiary education readiness 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 JHS 1 – JHS 3.

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 the learner’s lifetime values, wellbeing, physical development, metacognition and problem-solvingabilities. 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, pedagogical approaches and the 4Rs.
• learning context – engagement service and project
• learning areas – Mathematics, Science, Computing, languages (English Language, Ghanaian Language, French and Arabic), Career Technology, Social Studies,
Physical and Health Education, Creative Arts and Design and Religious and Moral Education.

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 4Rs CORE COMPETENCIES
The 4Rs refer to Reading, Describe the relevant global skills for
wRiting, aRithmetic and learning that the
cReativity, in which all learners CCP helps learners to
must become develop in addition
proficient. CO to the 4Rs.
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The CCP emphasises RO RN The CCP comprises of
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creative and inclusive ES the following subject areas:
pedagogies that are anchored 1. Languages (English Languag e,
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learning, collaborative and 2. Mathematics 3. Science
cooperative learning, differentiated 4. Creative Arts & Design 5. Career
and holistic learning as well as cross Technology 6. Social Studies
disciplinary learning. 7. Computing 8. RME 9. PHE.

Figure 1 CCP Learner Attributes

Learning and Teaching Approaches

The core competencies: 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, and
culturally and globally sensitive citizens who are life-long learners with a 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.

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Learning Context
The CCP places emphasis on engagement of learners in the classroom activities and, projects (in and outside classroom). These projects can involve individual
or group tasks which all learners are required to complete by the end of JHS 1 – JHS 3

The CCP project provides learners with contexts to demonstrate creativity and inventiveness in various areas of human endeavour. Community service offers
opportunity for learners to nurture, love, care for and solve problems in their community.

Learning Areas
The CCP comprises the following learning areas:

1. Languages (English, Ghanaian Languages, French, Arabic)

2. Mathematics
3. Science
4. Creative Arts and Design (CAD)
5. Career Technology
6. Social Studies
7. Computing
8. Religious and Moral Education (RME)
9. Physical and Health Education (PHE)

This document sets out the standards for learning Science in the Common Core Programme (CCP). The standards in the document are posited in the
expectation that the CCP JHS 1 – JHS 3 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 emphasises a set of high internationally-benchmarked career and tertiary education readiness standards. Learners need to acquire
these competencies in Science for post-secondary education, 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.

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RATIONALE

Science is a collaborative and creative human endeavour arising from our desire to understand the world around us and the wider universe. The study of a
Common Core Science Programme from Basic Year 7 through Basic Year 9 (JHS1 – JHS 3) enables learners to build on what they have learnt from B1 to B6,
and to further develop their knowledge of and about science.

We are surrounded by technology and the products of science every day. Government policy decisions that affect every aspect of our lives are based on
scientific evidence. The immensely complex natural world that surrounds us illustrates infinite scientific concepts. As humans grow up in an increasingly
technologically and scientifically advanced world, they need to be scientifically literate to understand issues and be able to live successfully.

Economic, political, social and physical development of a country is hinged on science, technology and innovation. It is a never-ending creative process, which
serves to promote discovery and understanding. It consists of a body of knowledge which attempts to explain and interpret phenomena and experiences.
Science has changed our lives and it is vital to Ghana’s future development.

To provide quality science education, teachers must facilitate learning in an enabling science classroom. This will provide t he foundations for discovering and
understanding the world around us and lay the grounds for science and science-related studies at higher levels of education.

Learners should be encouraged to understand how science can be used to explain what is occurring, predict how things will b ehave and analyse causes and
the origin of things in our environment. The science curriculum has considered the desired outcomes of education for learners at the upper basic level. Science
is also concerned with the development of attitudes and therefore it is important for all citizens to be scientifically and technologically literate for sustainable
development. Science therefore ought to be taught using practical and minds-on approaches, which learners will find as fun and consequently, adopt science
as a culture.

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PHILOSOPHY

Teaching Philosophy
Ghana believes that an effective education in science needed for sustainable development should be hinged on inquiry. Thus, s cience education must provide
learners with opportunities to expand, change, enhance and modify the ways in which they view the world. It should be pivoted on a learner-centred approach
to teaching that engages learners physically and cognitively in the knowledge-acquisition process, in a rich and rigorous inquiry-driven environment.

Learning Philosophy
Science learning is an active contextualised process of constructing knowledge based on learners’ experiences rather than acquiring it. Learners are information
and knowledge constructors who operate as researchers. Teachers serve as facilitators by providing the enabling environment that promotes the construction
of learners’ own knowledge, based on their prior experiences. This makes learning more relevant and meaningful to the learner and leads to the development
of critical thinkers, problem solvers and innovators.

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GOAL AND AIMS

Goal
The CCP science curriculum is to develop individuals to become scientifically 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.

Specific Aims
The curriculum of the Common Core Science Programme for B7/JHS1 to B10 is designed for learners to achieve the following aims:

1. Develop the spirit of curiosity, creativity, innovation and critical thinking for investigating and understanding their environment.

2. Develop skills, habits of the mind and attitudes necessary for scientific inquiry.

3. Communicate scientific ideas effectively.

4. Use scientific concepts in explaining their own lives and the world around them.

5. Live a healthy and quality life.

6. Develop humane and responsible attitude towards the use of all resources in Ghana and elsewhere.

7. Show concern and understanding of the interdependence of all living things and the Earth on which they live.

8. Design activities for exploring and applying scientific ideas and concepts.

9. Develop skills for using technology to enhance learning.

10. Use materials in their environment in a sustainable manner.

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PROFILE OF EXPECTED LEARNING BEHAVIOURS
A central aspect of this curriculum is the concept of the three integral learning domains that should be the basis for instru ction and assessment. These are

Knowledge, Understanding and Application

Process Skills

Attitudes and Values

Knowledge, Understanding And Application

Under this domain, learners acquire 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 commanding 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” some- thing 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
tends to stress on knowledge acquisition to the detriment of other higher-level behaviours such as knowledge application.

Each action verb in any indicator outlines the underlying expected outcome. Each indicator must be read carefully to know the learning domain towards which
the teacher has 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 the real world – surface learning – to a new position called deep learning.
Learners are expected to deepen their learning through knowledge application to develop critical thinking skills and to generate creative ideas to solve real life
problems in their school lives and later in their adult lives. This is where learning becomes beneficial to the learner.

The explanation and the key words involved in the “Knowledge, Under- standing and Application” domain are as follows:

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Knowing: The ability to remember, recall, identify, define, describe, list, name, match, state principles, facts and concepts. Knowledge is the ability to remember
or recall concepts already learnt and this constitutes the lowest level of learning.

Understanding: The ability to explain, summarise, translate, rewrite, para- phrase, give examples, generalise, estimate or predict consequences based upon
a trend. Understanding is generally the ability to grasp the meaning of some concepts that may be verbal, pictorial, or symbo lic.

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.

Analysing: The ability to break down concept/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 or ideas together to form a new whole. It involves the ability to combine, compile, compose, devise, plan, revise, organise,
create, generate new ideas and solutions.

Evaluating: The ability to appraise, compare features of different things and make comments or judgement, contrast, criticise, justify, support, discuss, conclude,
make recommendations, etc. Evaluation refers to the ability to judge the worth or value of some concepts based on some criteria.

Creating: The ability to use information or materials to plan, compose, produce, manufacture or construct other products.

From the foregoing, creating is the highest form of thinking and learning and is therefore a very important behaviour. This unfortunately, is the area where most
learners perform poorly. In order to get learners to develop critical thinking skills beginning right from the basic education level, it is advised that teachers do
their best to help learners develop analytic skills as well.

Attitudes and Values

To be resourceful, competent and reflective citizens, 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 psycho- social skills
that will enable them participate in debates and take a stand on issues affecting them and others.

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 an 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.

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• 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 science.

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 f riends 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 national development. The curriculum promotes social cohesion.

Equity: The levels of 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, and this therefore demands the provision
of equal opportunities to all, and that, all strive to care for each other.

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 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, and
be morally upright, with an attitude of doing the right thing even when no one is watching. They are to be true to themselves and be willing to live the
values of honesty and compassion. Equally important, is the practice of positive values as part of the ethos or culture of the workplace, which includes
integrity and perseverance. These underpin the learning processes to allow learners to apply skills and competencies in the world of work.

The action verbs provided in the learning domains in each content standard help to structure teaching in order to achieve the desired learning outcomes. The
action verbs provided can be used for teaching, for evaluation exercises and for test construction. It is important to check the learning indicators to ensure that
the required emphasis is given to each of the learning domains in teaching and assessment.

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PROCESS SKILLS
These are specific activities or tasks that indicate performance or proficiency in the learning of science. They are useful b enchmarks for planning lessons,
developing exemplars and are the core of inquiry-based learning.

Equipment handling: This is the skill of knowing the functions and limitations of various apparatus, and developing the ability to select and handle
them appropriately for various tasks.

Observing: This is the skill of using the senses to gather information about objects or events. This also includes the use of instruments to extend the
range of our senses.

Classifying: This is the skill of grouping objects or events based on common characteristics.

Comparing: This is the skill of identifying the similarities and differences between two or more objects, concepts or processes.

Communicating/Reporting: This is the skill of transmitting, receiving and presenting information in concise, clear and accurate forms – verbal, written,
pictorial, tabular or graphical.

Predicting: This is the skill of assessing the likelihood of an outcome based on prior knowledge of how things usually turn out.

Analysing: This is the skill of identifying the parts of objects, information or processes, and the patterns and relationships between these parts.

Generating possibilities: This is the skill of exploring all the options, possibilities and alternatives beyond the obvious or preferred one.

Evaluating: This is the skill of assessing the reasonableness, accuracy and quality of information, processes or ideas. This is also the skill of assessing
the quality and feasibility of objects to inform decision-making.

Designing: This is the skill of visualising and creating a mental or physical model of a process or event, or objects or gadgets.

Measuring: This is the skill of using standard and non-standard instruments or devices to describe dimensions accurately.

Interpreting: This is the skill of organising and evaluating data in terms of its worth: good, bad, reliable, unreliable; making inferences and pre-dictions
from written or graphical data; extrapolating and deriving conclusions. Interpretation is also referred to as “Information Handling”.

Recording: This is the skill of drawing or making graphical representation boldly and clearly, well labelled and pertinent to the issue at hand.

Generalising: This is the skill of being able to use the conclusions arrived at in an experiment or observation of events to what could happen in similar
situations.

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 Designing of Experiments: This is the skill of developing hypotheses, planning and designing of experiments, persistence in the execution of
experimental activities, modification of experimental activities where necessary in order to reach conclusions.
ASSESSMENT

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 the 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 of learning 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 & Wiliam, 1998). Assessment for Learning also refers to all the 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 i nstructional process to monitor
the progress of a learner and to offer feedback or change teaching strategies to achieve the performance standards of a lesson.

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 their own learning and what they are taught.
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
programme.
WHAT DO WE ASSESS?

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 Emphasis on 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;

Core competencies with emphasis on attitudes and values developed through the learning and its context as well as the pedagog ical approaches.

The process is illustrated diagrammatically in Figure 2.

Figure 2: Essential Assessment Features

How do we Monitor Progress?

School-Based Assessment (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, headteacher) to monitor the learner’s achievement over a period of time. Data collection and keeping records of the data are central to

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the conduct of SBA.

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Table 1: Modes of Assessment

Assessment for Assessment of Assessment as

Learning Learning Learning

Class exercises Class Assessment Portfolio

Task

(CAT)

Quizzes End of term Journal entries

assessment

Class tests (written, End of year Project work

oral, aural and/or assessment
practical)

Class Assessment Task Checklist

(CAT)

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 LearningAssessment 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 the 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 ch anged 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
© NaCCA, Ministry of Education 2021 xxiii
of descriptors are defined as shown in Table 2.

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Table 2. Benchmarks, Levels of Proficiency and the Grade Level Descriptors

Level of Proficiency Benchmark Grade Level Descriptor

1: Highly proficient Learner shows high level of proficiency in knowledge, skills and values and can transfer them
80% +
(HP) automatically and flexibly through authenticperformance tasks.

Learner demonstrates sufficient level of proficient knowledge, skills and core understanding;
2: Proficient (P) 68-79%
can transfer them independently through authentic performance tasks

3: Approaching Learner is approaching proficiency in terms of knowledge, skills and valueswith little guidance
54-67%
Proficiency (AP) and can transfer understandingthrough authentic performance tasks

4: Developing Learner demonstrates developing level of knowledge, skills and values but needs helpthroughout
40-53%
(D) the performance of authentic tasks

Learner is emerging with minimal understanding in terms of knowledge, skills, and values but
5: Emerging (E) 39% andbelow
needs a lot of help.

The grading system presented, shows the letter grade system and equivalent grade boundaries. In assigning grades to pupils’ test results, or any form of
evaluation, the above grade boundaries and the descriptors may be applied. The descriptors (Highly Proficient [HP], Profic ient [P], Approaching Proficiency
[AP], Developing [D], Emerging [E]), indicate the meaning of each grade.

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’
achievements

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CREATIVE PEDAGOGICAL APPROACHES
The CCP emphasises creative and inclusive pedagogies that are anchored on authentic and enquiry-based learning, collaborative and cooperative learning,
differentiated learning, holistic learning, cross disciplinary learning (i.e. the 4Rs across the curriculum) as well as developing the core competencies. This section
lists some of the creative and inclusive pedagogies as follows for the CCP:

• Inclusive Pedagogical Approaches

• Learning-Centred Pedagogy
• Inclusion
• Differentiation
• Scaffolding
• Information Communications Technology
• Emphasis on Core Competencies

Learning-Centred Pedagogies
The learner is at the centre of learning. At the heart of the CCP curriculum is the 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 their cohort.

The curriculum encourages the creation of a learning-centred classroom with the opportunity for learners irrespective of sex, physical and emotional challenges
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 through the inspiration of the teacher.

The learners then become actively engaged in looking for answers, working in groups to solve problems. They also research information, analyse and evaluate
information. The aim of the learning-centred classroom is to enable learners to take ownership of their learning. It provides the opportunity for deep and profound
learning to take place.

The teacher as a facilitator needs to create a learning environment that:

1. makes learners feel safe and accepted,

2. helps learners to interact with varied sources of information in a variety of ways,

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 3. helps learners to identify a problem suitable for investigation through project work,

4. connects the problem with the context of the learners’ world so that it presents realistic opportunities for learning,

5. organises the subject matter around the problem, not the subject,

6. gives learners responsibility for defining their learning experience and planning to solve the problem,

7. encourages learners to collaborate in learning,

8. expects all learners to 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 teachers providing the answers and their opinions in a learning-centred
classroom.

Inclusion
Inclusion is ensuring access and learning for all learners, especially, those disadvantaged including the physically and emotionally challenged. Females and
males to be actively involved in carrying out activities. 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 and accessibility to quality education is met. The curriculum
suggests a variety of approaches that addresses learners’ diversity and their special needs in the learning process. When these approaches are effectively
used in lessons, they will contribute to the full development of the learning potential of every learner irrespective of sex. Learners have individual needs and
learning experiences and different levels of motivation for learning. Planning, delivery and reflection on daily learning experiences should take these difference s
into consideration.

The curriculum therefore promotes:

1. learning that is linked to the learner’s background and to their prior experiences, interests, potential and capacities.

2. learning that is meaningful because it aligns with learners’ ability (e.g. learning that is oriented towards developing gener al capabilities and solving the
practical problems of everyday life); and

3. the active involvement of the learners in the selection and organisation of learning experiences, making them aware of their importance and also
enabling them to assess their own learning outcomes.

Differentiation and Scaffolding

Differentiation is a process by which differences (learning styles, interest and readiness to learn) between learners are accommodated so that all learners in

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a group have the best chance of learning. Differentiation could be by content, tasks, questions, outcome, groupings and suppo rt. Differentiation as a way of
ensuring each learner benefits adequately from the delivery of the curriculum can be achieved in the classroom through (i) Ta sk (ii) Sup- port from the
Guidance and Counselling Unit and (iii) Learning outcome.

Differentiation by task involves teachers setting different tasks for learners of different abilities. E.g. in sketching the plan and shape of their classroom some
learners could be made to sketch with free hand while others would be made to trace the outline of the plan.

Differentiation by support involves the teacher giving needed support and referring weak learners to the Guidance and Counselling Unit for academic
support.

Differentiation by outcome involves the teacher allowing learners to respond at different levels. Weaker learners are allowed more time for complicated
tasks.

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 task, 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 and engaging them to discuss the excerpt to improve comprehension.
The teacher goes ahead to guide them through the key words/vocabulary to ensure learners have developed a thorough under- standing of the text before
engaging them to read the full text.

Common scaffolding strategies available to the teacher are:

1. give learners a simplified version of a lesson, assignment, or reading, and then gradually increase the complexity, difficulty, or sophistication over time.

2. describe or illustrate a concept, problem, or process in multiple ways to ensure understanding;

3. give learners an exemplar(s): or model of an assignment they will be asked to complete;

4. give learners a vocabulary lesson before they read a difficult text;

5. describe the purpose of a learning activity clearly and the learning goals they are expected to achieve; and

6. describe explicitly how the new lesson builds on the knowledge and skills learners were taught in a previous lesson

Information Communication Technology

Information Communication Technology (ICT) has been integrated into the Science curriculum as part of the core of education, alongside reading, writing and
numeracy. Thus, the curriculum is designed to use ICT as a teaching and learning tool to enhance deep and independent learning. For instance, the teacher in
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certain instances is directed to use multimedia to support the teaching and learning process.

ICT has the potential to innovate, accelerate, enrich, and deepen skills. It also motivates and engages learners to relate school experiences to work practices.
It provides opportunities for learners to fit into the world of work.

Some of the expected outcomes that this curriculum aims to achieve are:

1. improved teaching and learning processes;

2. improved consistency and quality of teaching and learning;

3. increased opportunities for more learner-centred pedagogical approaches;

4. improved inclusive education practices.;

5. improved collaboration, creativity, higher order thinking skills; and

6. enhanced flexibility and differentiated approach of delivery.

The use of ICT as a teaching and learning tool is to provide learners access to large quantities of information online and offline. It also provides the framework
for analysing data to investigate patterns and relationships in the computing context. Once learners have made their findings, ICT can help them organise, edit
and print the information in many different ways. Learners, irrespective of sex, tribe, culture, physical and emotional challenge, need to be exposed to various
ICT tools around them including calculators, radios, cameras, phones, television sets and computers and related software like Microsoft Office packages –
Word, PowerPoint and Excel as teaching and learning tools. The exposure that learners are given from including the physically and emotionally challenged.
Females and males to be actively involved in carrying out activities

to use ICT in exploiting 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 competence level of learners.

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CORE COMPETENCIES
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. The critical thinking and problem-solving skill enables
learners to draw on their own experiences to analyse situations and choose the most appropriate among a number of possible solutions. It requires that learners
embrace the problem at hand, analyse it, generate a number of possible solutions and decide on one and take responsibility to carry it out.

Creativity and Innovation (CI)

Creativity and Innovation promotes the development of entrepreneurial skills in learners 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 competency promotes in learners, the skills to search for information and use appropriate languages, symbols, and texts to communicate and exchange
information about their learning and life experiences. Learner actively participate in sharing their ideas. They engage in dialogue with others by listening to and
learning from them. They also develop flexibility of mind to work together as a team, respect and value the views of others.

Cultural Identity and Global Citizenship (CG)

This competency involves developing in learners, irrespective of sex, physical and emotional challenges, the ability 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, competencies 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.

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Personal Development and Leadership (PL)
This competency 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 enables learners to distinguish
between right and wrong. The skill helps them to foster per-severance, 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 develops in learners, irrespective of sex and challenges, the ability to discover, acquire knowledge, and communicate through ICT to support
their learning. It also makes them use digital media responsibly. For effective lesson planning in 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
teamwork for collaboration.

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INSTRUCTIONAL EXPECTATIONS

The instructional expectations in the CCP Science Curriculumare as follows:

1. Guide and facilitate learning by generating discourse among learners and challenging them to accept and share responsibility for their own learning based
on their unique individual differences.

2. Select science content, adapt and plan lessons to meet the interests, knowledge, understanding, abilities, and experiences of learners.

3. Work together as colleagues within and across disciplines and grade levels to develop communities of science learners who exhibit the skills of scientific
inquiry and the attitudes and social values conducive to science learning.

4. Use multiple methods and systematically gather data about learners’ understanding and ability, to guide science teaching and learning with arrangements
to provide feedback to both learners and parents.

5. Design and manage learning environments that provide learners with the time, space, and resources needed for learning science.

Suggested Time Allocation

A total of four periods a week, each period consisting of 50 minutes, is allocated to the teaching of science on the timetable .

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ORGANISATION AND STRUCTURE OF THECURRICULUM
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 indicators in the curriculum for the purpose of easy referencing. The annotation is indicated in Table 2.
Table 2: Example: B7/JHS1.2.4.1.2

MEANING /
ANNOTATION
REPRESENTATION

B7/JHS1 Year or Class

2 Strand Number

4 Sub-Strand Number

1 Content Standard Number

2 Indicator Number

Strands are the broad learning areas or domains of the science content to be studied.
Sub-strands are the sub-divisions of the broad learning areas or strands.
Content standard refers to the pre-determined level of knowledge, skill and/or attitude that a learner attains by a set stage of education.
Indicators are clear outcomes or milestones 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 clearly explain the expected outcomes of indicators and serve as support and guidance to the facilitator/teacher in the delivery of the
curriculum.

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Table 3: Common Core Science Standards

LEVEL B7/JHS1 (JHS1) B8/JHS2 (JHS 2) B9/JHS3(JHS 3)

STRAND SUB-STRANDS SUB-STRANDS SUB-STRANDS

1. Materials 1. Materials 1. Materials

DIVERSITY OF MATTER
2. Living cells 2. Living cells 2. Living cells

1. Earth Science 1. Earth Science 1. Earth Science

Life Cycle of Life Cycle of Life Cycle ofOrganisms

2. 2. 2.
CYCLES Organisms Organisms

3. Crop Production 3. Crop Production 3. Crop Production

4. Animal Production 4. Animal Production 4. Animal Production

The Human Body The Human BodySystems The Human BodySystems

1. 1. 1.
Systems

SYSTEMS 2. The Solar System 2. The Solar System 2. The Solar System

3. Ecosystem 3. Ecosystem 3. Ecosystem

4. Farming Systems 4. Farming Systems 4. Farming Systems

1. Energy 1. Energy 1. Energy

Electricity and Electricity andElectronics Electricity andElectronics

FORCES AND ENERGY 2.
Electronics
2. 2.

Conversion and Conversion and Conversion and Conservation ofEnergy

3. Conservation of 3. Conservation ofEnergy 3.
Energy

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 4. Force and motion 4. Force and motion 4. Force and motion

5. 5. 5.
Agricultural Tools Agricultural Tools Agricultural Tools

1. 1. 1.
Waste Management Waste Management

Waste Management
2. 2. 2.
Human Health Human Health Human Health

3. 3. 3.
Science and Industry Science and Industry Science and Industry
HUMANS AND THE
ENVIRONMENT
Climate Change and 4. Climate Change andGreen 4. Climate Change and Green Economy
4.
Green Economy Economy
Understanding the 5. Understanding the 5. Understanding theEnvironment
5.
Environment Environment

6 Soil as a Component of the 6. Soil as a Componentof the Environment

Environment

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SCIENCE SCOPE AND SEQUENCE

Table 4: Science Scope and Sequence

STRAND SUB-STRANDS B7/J B8/J B9/J

HS1 HS2 HS3

1. Materials   
DIVERSITY OF MATTER
2. Living Cells   

1. Earth Science   

2. Life Cycle of Organisms   

CYCLES
3. Crop Production   

4. Animal Production   

1. The Human Body Systems   

2. The Solar system   

SYSTEMS
3. Ecosystem   

4. Farming Systems   

1. Conversion and Conservation of Energy   

2. Electricity and Electronics   

FORCES AND ENERGY
3. Force and Motion   

4. Agricultural Tools   

1. Waste Management   
HUMANS AND THE ENVIRONMENT
2. Human Health   

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 3. Science and Industry   

4. Climate Change and Green Economy   

5. Understanding the Environment   

6. Soil as a Component of the Environment x  

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 BASIC 7

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 STRAND 1: DIVERSITY OF MATTER
SUB-STRAND 1: MATERIALS
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.1.1.1 B7/JHS1.1.1.1.1 Classify materials into liquids, solids and gases Creativity and Innovation (CI), Critical
Recognise materials as Thinking and Problem solving (CP),
importantresources Communication and Collaboration (CC)
for providinghuman
Exemplars:
needs
1. Create and complete a table to record the texture, appearance,
CI 5.2: Ability to merge simple/complex ideas
colour and shape of a group of materials assembled from the
to create novel situations or things.
environment.

2. Group materials into liquids, solids and gases.

CP 5.1: Ability to combine information
and ideas from several sources to reach a
conclusion
3. Discuss the differences among liquids, solids and gases.
CC 8.2: Explain ideas in a clear order with
relevant details, using correct construction and
structure of speech.
4. Give examples of solids, liquids and gases that can be identified from
CP 5.6: Demonstrate a thorough
your environment
understanding of a generalised concept and
facts specific to a task or situation.

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.1.1.1.2 Discuss the importance of liquids in the life Communication and Collaboration (CC),
ofhumans Critical Thinking and Problem solving (CP)
Exemplars:
1. Present a report on the importance of liquids to human life using the CC 8.1: Speak clearly and explain ideas
internet to search for information CC 8.5: Vary the level of detail and the
language use when presenting to make it
appropriate to the audience.

2. In groups of 3 or 4 let learners describe the need to preserve liquids for CP 5.2: Analyse and make distinct judgements
human use. Note the grouping should be mixed sex unless it is one sex about viewpoints expressed in an argument.
school
CP 5.1: Ability to combine information and
ideas from sources to reach a conclusion.

3. Record liquids they see being used in their community.

B7/JHS1.1.1.1.3 Discuss the importance of specific solids to life Critical Thinking and Problem solving
(CP), Creativity and Innovation (CI)
Exemplars:

1. Identify solids in the environment that support the survival of humans CP 5.1: Ability to combine information
and other life forms. and ideas from several sources to reach a
conclusion.

2. Use a search on the internet to obtain information to explain the need CP 5.2: Analyse and make distinct judgement
to preserve useful solid materials in the environmentfor life. about viewpoints expressed in an argument
CP 5.7: Provide new insight into controversial
situation or task.

3. Model objects from solid materials that can be useful to humans and CI 5.2: Ability to merge simple/ complex ideas
other life forms. to create novel situations or things.
CI 6.10: Reflect on work and explore the
thinking behind thoughts and processes.

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.1.1.2 B7/JHS1.1.1.2.1 Demonstrate the knowledge of the orderly Digital Literacy (DL), Critical Thinking and
Understandthe arrangement of metals, non-metals and noble gases in the Problem Solving (CP)
periodic table as periodic table
different elements made
Exemplars:
up of metals and non-
metals and noble gases 1. Name and write the chemical symbol of the first 20 elements in the DL 5.1: Ability to ascertain when information
arranged in an order periodic table. is needed and be able to identify, locate,
evaluate and effectively use it to solve a
problem.

2. Identify metals, non-metals and noble gases in the periodic table. CP 5.1: Ability to combine Information
and ideas from several sources to reach a
conclusion.

3. Deduce from the periodic table that the elements are arranged in CP 5.6: Demonstrate a thorough
order of their atomic number and those in the same group have understanding of a generalised concept and
common properties. facts specific to the task or situation.

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 STRAND 1: DIVERSITY OF MATTER
SUB-STRAND 2: LIVING CELLS
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.1.2.1 B7/JHS1.1.2.1.1 Describe the structure and Digital Literacy (DL), Communication and Collaboration
Demonstrate function ofliving cells of an animal (CC), Critical Thinking and Problem solving (CP),
understanding of the Creativity and Innovation (CI)
structure of organisms and
Exemplars:
functions of cells in living
systems 1. Identify and describe the structure of an animal cell DL 5.5: Evaluate the quality and validity of information
seen in a video, a chart and a magnifier.

2. State the function of each organelle in the animal cell. CC 8.2: Explain ideas in a clear order with relevant
detail, using correct construction and structure of speech

3. Look at a sample of animal cell from different parts CP 5.7: Provide new insight into controversial situation
of an animal with a microscope, magnifier or watch a or task
video or pictures of cells and draw the conclusion that DL 6.6: Knowledge and recognition of ethical use of
animals are made up of cells. information

4. Draw and label an animal cell. CI 6.5: Anticipate and overcome difficulties relating to
taking initiatives

5. Develop a model to represent an animal cell. CI 5.3: Identification of requirements of a given situation
and justification of more than one creative tool that will
be suitable

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.1.2.1.2 State the functions of each Digital Literacy (DL), Communication and Collaboration
organelle ina plant cell. (CC), Critical Thinking and Problem (CP), Creativity and
Innovation (CI)
Exemplars:
1. Identify and describe the structure of a plant cell as CC 8.1: Speak clearly and explain ideas.
seen in a video, a chart, pictures and magnifiers. DL 5.3: Ability to find and utilise digital content.

2. State the function of each organelle in the plant cell. CC 8.1: Speak clearly and explain ideas.

3. Look at a sample of a plant cell from different parts of CP 5.1: Ability to combine Information and ideas from
a plant with a microscope, magnifier or, watch a video several sources to reach a conclusion.
or pictures and confirm that plants are made up of DL 6.4: Adhere to behavioural protocols that prevail in
cells. cyberspace.

4. Draw and label a plant cell. CI 6.5: Anticipate and overcome difficulties relating to
taking initiatives.

5. Develop a model to represent a plant cell. CI 5.3: CI 5.3: Identification of requirements of a given
situation and justification of more than one creative tool
that will be suitable.

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 STRAND 2: CYCLES
SUB-STRAND 1: EARTH SCIENCE
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.2.1.1 B7/JHS1.2.1.1.1 Explain how the water cycle occurs as a Critical Thinking and Problem Solving (CP)
Recognise thatthe repeatedpattern in nature Digital Literacy (DL), Creativity and Innovation
water cycle is an (CI)
example of repeated
Exemplars:
patterns of change in
nature and understand 1. Identify the natural sources of water and list the stages of the water DL5 .1: Ability to ascertain when information
how it occurs cycle: evaporation, condensation, precipitation and transpiration while is needed and be able to identify, locate,
watching pictures and videos. evaluate and effectively use it to solve a
problem.
2. Draw a flow chart or diagram to show the order of the stages in the
water cycle and how they are linked to each other. CI 5.2: Ability to merge simple/complex ideas
to create novel situations or things.
3. Explain why the water cycle is a repeated pattern in nature by
CI 6.3: Ability to select the most effective
searching the internet, books, journals, TV news, radio news and
any other sources. creative tools for work, and give reasons for
the choice.
CP 5.1: Ability to combine information
and ideas from several sources to reach a
conclusion.
DL 5.1: Ability to ascertain when information
is needed and be able to identify, locate,
evaluate and effectively use it to solve a
problem.

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.2.1.1.2 Describe the importance of the water cycle in Communication and Collaboration (CC),
nature Digital Literacy (DL), Creativity and Innovation
(CI), Critical Thinking and Problem Solving (CP)

Exemplars:
CC 8.1: Speak clearly and explain ideas
1. Describe the stages of the water cycle by watching a video or a DL 5.6: Preparedness to make better
picture of it. decisions using available information.

CP 5.1: Ability to combine information

2. Describe the importance of the water cycle in terms of: and ideas from several sources to reach a
a) Energy source (release of energy to warm the environment) conclusion.
CC 8.2: Explain ideas in a clear order with
b) Carrier of nutrients
relevant detail, using correct construction and
c) Improving water table structure of speech.
d) Regulating weather pattern
e) Provision of clean water.
CI 5.2: Ability to merge simple/complex ideas
3. With a diagram, illustrate the importance of the water cycle in a to create novel situations or things.
community with a diagram.

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 STRAND 2: CYCLES
SUB-STRAND 2: LIFE CYCLE OF ORGANISMS
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.2.2.1 B7/JHS1.2.2.1.1 Describe the life cycle of the housefly Communication and Collaboration (CC),
Demonstrate the skills Digital Literacy (DL)
of carrying out activities
Exemplars:
to show the stages of
the life cycle ofa 1. Identify and describe the stages of the life cycle of the housefly. DL 5.3: Ability to find and utilise digital
housefly, the effects of content.
its activities on humans CC 8.1: Speak clearly and explain ideas. Share
and how to reduce them 2. Show the order of the stages of the life cycle of the housefly e.g. a narrative or extended answer while speaking
eggs  larva  pupa  adult. Arrange flashcards or the cut-outs to to a group.
illustrate the stages.
DL 5.6: Preparedness to make better
decisions using available information.
CC 9.6: Ability to work with all group
members to complete a task successfully.

3. Draw each stage of the life cycle of the housefly and use arrows to CI 5.5: Ability to try new alternatives and
link the stages to make the cycle complete. different approaches.
CI 6.2: Ability to reflect on approaches to
creative tasks and evaluate the effectiveness of
tools used.

4. Write notes on each of the stages of the housefly. CC 8.2: Explain ideas in a clear order with
relevant details, using correct construction and
structure of speech.

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.2.2.1.2 Discuss the activities of the housefly as a Creativity and Innovation (CI), Communication
menace tohumans and show how to reduce the effects of those and Collaboration (CC), Digital Literacy (DL)
activities
Exemplars:
CI 5.1: Examine alternatives in creating new
1. Describe with the aid of drawings, pictures and cartoons to things.
demonstrate their knowledge of housefly’s feeding habit. e.g. feeding CI 6.6: Being open minded, adapting and
on dead animals, rotten food, manure, solid and liquid waste. modifying ideas to achieve creative results.

CC 8.1: Speak clearly and explain ideas.

2. Discuss how the activities of the housefly affect humans in terms of: DL5 .1: Ability to ascertain when information
a) transfer of types of diseases (such as dysentery). is needed and be able to identify, locate,
evaluate and effectively use it to solve a
b) food poisoning.
problem.
c) nuisance in the environment.
CI 5.3: Identification of requirements of a
3. Design an intervention that can reduce the effects of the activities given situation and justification of more than
of the housefly on humans and educate people of your community one creative tool that will be suitable.
about the intervention. CI 6.3: Ability to select the most effective
creative tools for work and give reasons for the
choice.
DL 5.6: Preparedness to make better
decisions using available information.

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 STRAND 2: CYCLES
SUB-STRAND 3: CROP PRODUCTION
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.2.3.1 B7/JHS1.2.3.1.1 Observe and list all plant nutrient sources Communication and Collaboration (CC),
Demonstrate available in a community and categorise them into organic and Critical Thinking and Problem Solving (CP)
understanding of inorganicnutrient sources.
the different plant
Exemplars:
nutrients (organic, and
inorganic fertilizers) 1. Create a table to explain the differences between organic and CI 5.2: Ability to merge simple/complex ideas
and their application in inorganic plant nutrients. to create novel situations or things.
school farming (school
gardening) 2. Compare the volumes of organic and inorganic nutrient source CP 5.6: Demonstrate a thorough
required by different plants. understanding of a generalised concept and
facts specific to task or situation.
CP 5.7: Provide new insight into controversial
situation or task.
B7/JHS1.2.3.1.2 Describe the physical characteristics of Digital Literacy (DL), Communication
different plant nutrients (organic and inorganic) and how each and Collaboration (CC), Creativity and
is appliedto plants in the field Innovation (CI)
Exemplars:

1. Identify each plant nutrient source and explain how its physical DL 5.5: Evaluate the quality and validity of
structure and appearance affect its application. information.
CC 8.2: Explain ideas in a clear order with
relevant detail, using correct construction and
structure of speech.
2. Describe in groups how each type of nutrient source may be applied CC 9.1: Demonstrate behaviour and skills of
to plants in the field (e.g. school garden). working towards group goals.
CC 9.5: Appreciate the importance of
including all team members in discussions and
actively encourage contributions from them.
3. Demonstrate practical application of each type of nutrient source to CI 5.5: Ability to try new alternatives and
plants in the field (e.g. school garden). different approaches.

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 STRAND 2: CYCLES
SUB-STRAND 4: ANIMAL PRODUCTION
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.2.4.1 B7/JHS1.2.4.1.1 Examine and list domestic animals in the Digital Literacy (DL), Critical Thinking and
Demonstratean community. Problem Solving (CP), Communication and
understanding of the Collaboration (CC)
differences among
Exemplars:
domestic animals such as
ruminants, monogastrics 1. Identify different types of domestic animals in the community. DL 5.1: Ability to ascertain when information
and poultry (monogastric is needed and be able to identify, locate,
herbivore) evaluate and effectively use it to solve a
problem.

2. Match different domestic animals with their breeds. CP 5.6: Demonstrate a thorough
understanding of a generalised concept and
facts specific to task or situation.

3. List and discuss the characteristics, such as shape, colour, size, food/ DL 5.6: Preparedness to make better
feeding and others, that can be used to classify domestic animals. decisions using available information.
CC 9.1: Demonstrate behaviour and skills of
working towards group goals.
CC 8.2: Explain ideas in a clear order with
relevant detail, using correct construction and
structure of speech.

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.2.4.1.2 Show the differences and similarities among Digital Literacy (DL), Critical Thinking and
domestic animals. Problem Solving (CP), Communication and
Collaboration (CC)
Exemplars:
1. Classify domestic animals into ruminants, monogastrics and poultry. CP 5.6: Demonstrate a thorough
understanding of a generalised concept and
facts specific to task or situation.

2. Give examples of animals classified as ruminants, monogastrics, and CC 8.1: Speak clearly and explain ideas
poultry. DL 5.3: Ability to find and utilise digital
content.

3. Discuss and write the differences among ruminants, monogastrics and DL5 .1: Ability to ascertain when information
poultry. is needed and be able to identify, locate,
evaluate and effectively use it to solve a
problem.
CC 8.2: Explain ideas in a clear order with
relevant details, using the correct construction
and structure of speech.
CP 5.1: Ability to combine information
and ideas from several sources to reach a
conclusion.

4. Write similarities in the nature and characteristics of ruminants, CP 5.1: Ability to combine information
monogastrics and poultry in Ghana and other countries. and ideas from several sources to reach a
conclusion.
CP 5.2: Analyse and make distinct judgements
about viewpoints expressed in an argument.

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.2.4.2 Show B7/JHS1.2.4.2.1 Discuss and write the domestic and commercial Digital Literacy (DL), Communication and
an understanding of usesof different types of animals Collaboration
the usefulness of the
Exemplars:
different types of
animals for domestic and 1. Explain the concepts of domestic use and commercial use of animals. DL 6.6: DL 6.6: Knowledge and recognition of
commercial purposes ethical use of information.
CC 8.2: Explain ideas in a clear order with
relevant details, using correct construction and
structure of speech.

CC 8.1: Speak clearly and explain ideas. Share

2. Make a poster of any two domestic animals that are useful and describe a narrative or extended answer while speaking
the domestic uses of ruminants, monogastrics and poultry. to a group.
DL 5.5: Evaluate the quality and validity of
information.

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.2.4.2.2 Observe and compare the uses of the different Digital Literacy (DL), Critical Thinking and
typesof animals. Problem Solving (CP), Communication and
Collaboration (CC)
Exemplars:

1. Make a research on animals in your communities by observing CC 7.1: Identify words or sentences in context
them and discuss their different uses appropriately.
CC 8.1: Speak clearly and explain ideas. Share
a narrative or extended answer while speaking
to a group.
DL 5.5: Evaluate the quality and validity of
information.
CP 5.6: Demonstrate a thorough
understanding of a generalised concept and
facts specific to task or situation.

2. List and match the different domestic animals to their commercial DL5.1: Ability to ascertain when information is
uses including their by-products (such as animal waste) needed and be able to identify, locate, evaluate
and effectively use it to solve a problem.
CP 5.2: Analyse and make distinct judgement
about viewpoints expressed in an argument.

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 STRAND 3: SYSTEMS
SUB-STRAND 1:THE HUMAN BODY SYSTEM
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.3.1.1 Show an B7/JHS1.3.1.1.1 Explain the concept of food and the need for Digital Literacy (DL), Critical Thinking and
understanding of the humansto eat Problem Solving (CP)
concept of food, and
Exemplars:
the process of digestion
and appreciate its
1. Explain what food is, the nutrients found in them and deduce its DL 5.1: Ability to ascertain when information
importance in humans
definition. is needed and be able to identify, locate,
evaluate and effectively use it to solve a
problem.
CP 5.1: Ability to combine information
and ideas from several sources to reach a
conclusion.

2. Compare and contrast the appearance of people who have been DL 5.1: Ability to ascertain when information
starved for some period of time with those who have been eating and is needed and be able to identify, locate,
look healthy and strong. evaluate and effectively use it to solve a
problem.
DL 6.6: Knowledge and recognition of ethical
use of information.
CP 5.8: Identify and prove misconceptions
about a generalised concept or fact specific to a
task or situation.

3. Deduce from the comparison in Exemplar 2 the importance of CP 5.1: Ability to combine information
feeding in humans. and ideas from several sources to reach a
conclusion.

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.3.1.1.2 Examine what happens to food at the Digital Literacy (DL), Critical Thinking and
stages ofdigestion in humans Problem Solving (CP), Communication and
Collaboration (CC), Creativity and Innovation
(CI)
Exemplars:

1. Identify the parts of the alimentary canal in a drawing of the digestive CC 7.4: Identify underlying themes,
system. implications and issues when listening.
DL 5.5: Evaluate the quality and validity of
information.

2. Research and describe what happens to food e.g. a piece of boiled DL 5.1: Ability to ascertain when information
yam / cassava / plantain / cocoyam / bread, egg, meat, orange, palm oil is needed and be able to identify, locate,
andmany others when it gets into the mouth, stomach, large and small evaluate and effectively use it to solve a
intestines. problem.
DL 6.4: Adhere to behavioural protocols that
prevail in cyberspace.
DL 6.6: Knowledge and recognition of ethical
use of information.
CP 5.4: Generate hypotheses to help answer
complex problems.
CP 5.8: Identify and prove misconceptions
about a generalised concept or fact specific to a
task or situation.

3. Draw and label the digestive system of humans. CI 6.2: Ability to reflect on approaches to
creative tasks and evaluate the effectiveness of
tools used.

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.3.1.1.3 Identify the end product of digestion of Digital Literacy (DL), Critical Thinking and
starchy,protein and oily foods and explain how absorption of Problem Solving (CP), Communication and
the digested food occurs in humans Collaboration (CC), Creativity and Innovation
(CI)
Exemplars:

1. Observe and describe how digested food is absorbed into the body DL 5.1: Ability to ascertain when information
of humans using animation. is needed and be able to identify, locate,
evaluate and effectively use it to solve a
problem
CC 8.1: Speak clearly and explain ideas

2. Draw a flow chart to show that starch is digested to sugar, protein is CI 5.3: CI 5.3: Identification of requirements
digested to amino acids and oils are digested into fatty acids. of a given situation and justification of more
than one creative tool that will be suitable
CI 5.2: Ability to merge simple/complex ideas
to create novel situations or things

3. Perform practical tests on food: starch, glucose, protein and fats and CC 9.3: Understand roles during group
oils. activities
PL 6.3: Ability to manage time effectively

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 STRAND 3: SYSTEMS
SUB-STRAND 2:THE SOLAR SYSTEM
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.3.2.1 B7/JHS1.3.2.1.1 Identify the inner planets of the solar system and Digital Literacy (DL), Critical Thinking and
Demonstrate describe their properties Problem Solving (CP), Communication and
knowledge of the inner Collaboration (CC), Creativity and Innovation
planets of the solar (CI)
system and understand
Exemplars:
their movement in the
system 1. Identify and describe what constitutes the inner planets of the solar
system using pictures, videos, etc. DL 5.1: Ability to ascertain when information
is needed and be able to identify, locate,
evaluate and effectively use it to solve a
problem
CC 8.1: Speak clearly and explain ideas. Share
a narrative or extended answer while speaking
to a group
2. Describe the galaxy, milky way, and elliptical shape of the paths of
movement of the inner planets. CC 8.2: Explain ideas in a clear order with
relevant detail, using correct construction and
structure of speech
DL 5.3: Ability to find and utilise digital
content
CP 5.8: Identify and prove misconceptions
about a generalised concept or fact specific to a
task or situation
3. Design and construct a model of the solar system.
CI 5.1: Examine alternatives in creating new
things
CI 5.3: Identification of requirements of a
given situation and justification of more than
one creative tool that will be suitable
CI 6.6: Being open-minded, adapting and
modifying ideas to achieve creative results

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.3.2.1.2 Discuss the properties and the relative Digital Literacy (DL), Critical Thinking and
motions ofthe planets Mercury and Venus Problem Solving (CP), Communication and
Collaboration (CC), Creativity and Innovation
(CI)
Exemplars:

1. Outline properties peculiar to each of the planets Mercury and Venus. DL 5.1: Ability to ascertain when information
is needed and be able to identify, locate,
evaluate and effectively use it to solve a
problem.
CP 5.6: Demonstrate a thorough
understanding of a generalised concept and
facts specific to task or situation.

2. Describe the movement of the planets Mercury and Venus around the DL 5.5: Evaluate the quality and validity of
Sun. information.
CC 8.2: Explain ideas in a clear order with
relevant details, using correct construction and
structure of speech.
CP 5.1: Ability to combine information
and ideas from several sources to reach a
conclusion.

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 STRAND 3: SYSTEMS
SUB-STRAND 3: ECOSYSTEM
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.3.3.1 B7/JHS1.3.3.1. 1 Analyse the components of ecosystems and Digital Literacy (DL), Critical Thinking and
Recognise the identifythe interactions within. Problem Solving (CP), Communication and
components of and Collaboration (CC), Creativity and Innovation
interdependencesin (CI)
an ecosystem,
Exemplars:
and appreciate their
interactions 1. Describe an ecosystem as a self-sustaining unit in which components CC 9.6: Ability to work with all group
interact. E.g. a pond, a forest and many others. members to complete a task successfully.
CC 8.1: Speak clearly and explain ideas. Share
a narrative or extended answer while speaking
to a group.
CC 8.4: Anticipate different responses from
the audience and plan for them.
DL 5.5: Evaluate the quality and validity of
information.
DL 5.6: Preparedness to make better
decisions using available information.

2. Group ecosystems into terrestrial, aquatic and arboreal categories. CP 5.1: Ability to combine Information
and ideas from several sources to reach a
conclusion.
CP 6.7: Implement strategies with accuracy.

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

3. Identify and list the components, such as biotic and abiotic, of each DL 5.1: Ability to ascertain when information
category of ecosystem. is needed and be able to identify, locate,
evaluate and effectively use it to solve a
problem.
CC 8.1: Speak clearly and explain ideas. Share
a narrative or extended answer while speaking
to a group.
CP 5.6: Demonstrate a thorough
understanding of a generalised concept and
facts specific to task or situation.

4. Differentiate among organisms in the different ecosystems mentioned CP 5.2: Analyse and make distinct judgement
in Exemplar 2. about viewpoints expressed in an argument.

5. Explain how the components of the different ecosystems affect one CC 8.1: Speak clearly and explain ideas. Share
another. a narrative or extended answer while speaking
to a group.

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 STRAND 3: SYSTEMS
SUB-STRAND 4: FARMING SYSTEMS
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.3.4.1 B7/JHS1.3.4.1.1 Examine and discuss the differences among Digital Literacy (DL), Critical Thinking and
Demonstratean thevarious farming systems Problem Solving (CP), Communication and
understanding of the Collaboration (CC), Creativity and Innovation
differences amongthe (CI), Cultural Identity and Global Citizenship
various farming (CG)
systems: Land Rotation,
Exemplars:
Crop Rotation, Mixed
Cropping, Mixed 1. Identify and define types of farming systems in Ghana and elsewhere. DL 5.3: Ability to find and utilise digital
Farming, and Organic content.
Farming
DL 6.1: Understand the sociological and
emotional aspects of cyberspace.
CG 5.4: Develop and exhibit a sense of
cultural identity.
CC 8.1: Speak clearly and explain ideas. Share
a narrative or extended answer while speaking
to a group.
2. Discuss the characteristics of the different farming systems in Ghana.
DL 5.1: Ability to ascertain when information
is needed and be able to identify, locate,
evaluate and effectively use it to solve a
problem.
CP 5.1: Ability to combine Information
and ideas from several sources to reach a
conclusion.
CG 5.3: Develop and exhibit a sense of
cultural identity.

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

3. Compare and contrast the characteristics of the different farming CP 5.4: Generate hypotheses to help answer
systems. complex problems
CP 5.2: Analyse and make distinct judgment
about viewpoints expressed in an argument
CP 5.1: Ability to combine Information
and ideas from several sources to reach a
conclusion

B7/JHS1.3.4.1.2 Categorise different farming systems Digital Literacy (DL), Critical Thinking
and Problem Solving (CP), Cultural
Identity and Global Citizenship (CG)
Exemplars:
1. Classify different descriptions of farming systems under Land CP 5.1: Ability to combine Information
Rotation, Crop Rotation, Mixed Cropping, Mixed Farming and Organic and ideas from several sources to reach a
Farming. conclusion
CG 5.2: Develop and exhibit ability to defend
one’s cultural beliefs, practices and norms
DL 5.3: Ability to find and utilise digital
content

2. Group farming systems prevailing in their community under Land CP 5.1: Ability to combine Information
Rotation, Crop Rotation, Mixed Cropping, Mixed Farming and Organic and ideas from several sources to reach a
Farming. conclusion

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.3.4.1.3 Discuss the usefulness of different farming Critical Thinking and Problem Solving (CP),
systems Creativity and Innovation (CI) Cultural Identity
and Global Citizenship (CG)

Exemplars:
CC 8.5: Vary the level of detail and the
1. Discuss and tabulate the reasons behind the use of various farming language used when presenting to make it
systems. appropriate to the audience.
CI 5.5: Ability to try new alternatives and
different approaches.

CP 5.4: Generate hypotheses to help answer

complex problems.
2. Debate the merits and demerits of the different farming systems. CP 5.1: Ability to combine information
and ideas from several sources to reach a
conclusion.
CP 6.7: Implement strategies with accuracy
CC 8.5: Vary the level of detail and the
language used when presenting to make it
appropriate to the audience.
CG 5.3: Develop and exhibit a sense of
cultural identity.

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 STRAND 4: FORCES AND ENERGY
SUB-STRAND 1: ENERGY
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.4.1.1 B7/JHS1.4.1.1.1 Identify the various forms of energy and Digital Literacy (DL), Cultural Identity and
Demonstrate an show howthey are related. Global Citizenship (CG), Communication and
understanding of forms Collaboration (CC)
of energy and their daily
Exemplars:
applications
1. List forms of energy in terms of Potential, Kinetic, Heat, Sound, Solar, DL 5.3: Ability to find and utilise digital
Electrical, Nuclear, Chemical and Light. content.
DL 5.1: Ability to ascertain when information
is needed and be able to identify, locate,
evaluate and effectively use it to solve a
problem.
CC 8.2: Explain ideas in a clear order with
relevant detail, using correct construction and
structure of speech.

2. Demonstrate and show by diagrams how Potential Energy (PE) is CC 8.5: Vary the level of detail and the
related to Kinetic Energy (KE) ; (Mechanical Energy= PE+ KE). language used when presenting to make it
appropriate to the audience.
CI 5.2: Ability to merge simple/complex ideas
to create novel situations or things.
CI 6.2: Ability to reflect on approaches to
creative tasks and evaluate the effectiveness of
tools used.
CI 5.4: Ability to visualise alternatives,
see possibilities, and identify problems and
challenges.

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.4.1.1.2 Explain daily applications of forms of energy. Digital Literacy (DL), Cultural Identity and
Global Citizenship (CG), Communication and
Collaboration (CC), Creativity and Innovation
(CI)
Exemplars:

1. Discuss how forms of energy are used in daily life. CC 8.1: Speak clearly and explain ideas. Share
a narrative or extended answer while speaking
to a group.
DL 5.5: Evaluate the quality and validity of
information.
DL 6.6: Knowledge and recognition of ethical
use of information.

2. Match forms of energy to appliances (gadgets) used daily at school, in CP 5.6: Demonstrate a thorough
the home and community. understanding of a generalised concept and
facts specific to task or situation.
CI 5.2: Ability to merge simple/complex ideas
to create novel situations or things.

3. Explain factors that affect Potential and Kinetic energy in their DL 5.1: Ability to ascertain when information
application in daily life. is needed and be able to identify, locate,
evaluate and effectively use it to solve a
problem.
CC 8.2: Explain ideas in a clear order with
relevant details, using correct construction and
structure of speech.

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

4. Use mathematical expressions for both Potential energy (PE = mgh) CI 5.4: Ability to visualise alternatives,
and Kinetic energy (KE = ½ mv2) and use the expressions to solve see possibilities, and identify problems and
problems involving mechanical energy. challenges.
CI 6.8: Recognise and generalise information
and experience; search for trends and patterns.
CI 6.9: Interpret and apply learning in new
context.
CI 6.10: Reflect on work and explore the
thinking behind thoughts and processes.

B7/JHS1.4.1.2 B7/JHS1.4.1.2.1 Explain and demonstrate how heat is transferred Digital Literacy (DL), Communication
Demonstrate an invarious media and Collaboration (CC)
understanding of the
Exemplar:
concept of heat transfer
and its applications in life 1. Explain how heat is transferred through different media (gas, plastic, DL 5.1: Ability to ascertain when information
metal, liquid). is needed and be able to identify, locate,
evaluate and effectively use it to solve a
problem.
CC 8.2: Explain ideas in a clear order with
relevant detail, using correct construction and
structure of speech.

2. Carry out an activity to show how heat is transferred through CI 5.4: Ability to visualise alternatives,
different media. see possibilities, and identify problems and
challenges.

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.4.1.3 B7/JHS1.4.1.3.1 Demonstrate how light travels in a straight line. Digital Literacy (DL), Communication and
Demonstrate Collaboration (CC), Critical Thinking and
understanding of Problem Solving (CP), Creativity and Innovation
characteristics of light, (CI)
such as travelling in a
Exemplars:
straight line, reflection,
refraction and dispersion 1. Perform experiments to show that light travels in a straight line DL 5.3: Ability to find and utilise digital
and can be reflected and refracted and produce reports, posters or content.
diagrams. CI 5.6: Understand and use analogies and
metaphors.
CI 5.7: Putting forward constructive
comments, ideas, explanations and new ways of
doing things.
CI 6.8: Recognise and generalise information
and experience; search for trends and patterns.

2. Perform an experiment to show dispersion of light into colours. CP 5.6: Demonstrate a thorough
understanding of a generalised concept and
facts specific to task or situation.
CP 5.7: Provide new insight into controversial
situation or task.
CP 5.8: Identify and prove misconceptions
about a generalised concept or fact specific to a
task or situation.
CC 8.2: Explain ideas in a clear order with
relevant detail, using correct construction and
structure of speech.
CC 9.1: Demonstrate behaviour and skills of
working towards group goals.

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 STRAND 4: FORCES AND ENERGY
SUB-STRAND 2: ELECTRICITY AND ELECTRONICS
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.4.2.1 B7/JHS1.4.2.1.1 Describe the various forms of electricity Digital Literacy (DL), Communication and
Demonstrate generation Collaboration (CC),
understanding of
forms of electricity, its Exemplar:
generation and effects DL 5.1: Ability to ascertain when information
on the environment. 1. Search for and discuss information about the nature and generation is needed and be able to identify, locate,
of thermal and nuclear electricity and produce reports, posters, evaluate and effectively use it to solve a
diagrams and charts about your findings. problem.
DL 5.6: Preparedness to make better decisions
using available information.
CC 8.2: Explain ideas in a clear order with
relevant detail, using correct construction and
structure of speech.

B7/JHS1.4.2.1.2 Explain the impact of electricity generation on Communication and Collaboration (CC),
theenvironment. Critical Thinking and Problem Solving
(CP), Creativity and Innovation (CI)
Exemplar:
1. Debate the negative effects of both thermal and nuclear electricity CP 5.4: Generate hypotheses to help answer
generation on the environment and how to reduce the effects. Create complex problems.
posters leaflets of the outcome of the debate CP 5.1: Ability to combine Information
and ideas from several sources to reach a
conclusion.
CP 6.7: Implement strategies with accuracy.
CC 8.5: Vary the level of detail and the
language used when presenting to make it
appropriate to the audience.

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.4.2.2 B7/JHS1.4.2.2.1 Demonstrate how to assemble basic electronic Digital Literacy (DL), Creativity and Innovation
Demonstrate components in an electronic circuit. (CI)
knowledge of how
Exemplar:
to assemble and
explain the functions 1. Examine electronic components such as types of LEDs, P-N Junction DL 5.3: Ability to find and utilise digital
of basic electronic diodes, colour code resistors and capacitors, and arrange them in an content
components and their electronic circuit. CI 6.8: Recognise and generalise information
interdependence in an and experience; search for trends and patterns
electronic circuit

B7/JHS1.4.2.2.2 Discuss the function of each electronic Communication and Collaboration (CC),
componentand their interdependence with each other. Creativity and Innovation (CI)
Exemplars:
1. Dismantle and assemble spoilt electronic gadgets such as radio, TV, CI 6.6: Being open-minded, adapting and
mobile phones, electronic watches and others that can be found in modifying ideas to achieve creative results
the home and at school and name the parts. CI 6.8: Recognise and generalise information
and experience; search for trends and patterns

2. Identify the Positive (P) region and Negative (N) region of the P-N CI 5.2: Ability to merge simple/complex ideas
junction diode and construct a simple electronic circuit comprising a to create novel situations or things
3V battery made of two dry cells in series with a switch and an LED. CI 6.8: Recognise and generalise information
and experience; search for trends and patterns
CI 6.6: Being open-minded, adapting and
modifying ideas to achieve creative results

3. Explain what happens when the switch in an electronic circuit is CC 8.2: Explain ideas in a clear order with
closed and when it is opened. relevant detail, using correct construction and
structure of speech
CI 6.8: Recognise and generalise information
and experience; search for trends and patterns

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.4.2.2.3 Discuss the function of each electronic Communication and Collaboration (CC),
component such as resistor, diode, and inductor, and their Creativity and Innovation (CI), Critical Thinking
interdependence for the functioning of an electronic gadget and Problem Solving (CP)
Exemplar:
1. Discuss the roles and the significance of the following electronic CC 8.2: Explain ideas in a clear order with
components in a circuit and how they affect each other: relevant detail, using correct construction and
structure of speech
i. LED,
CP 5.6: Demonstrate a thorough
ii. Resistor, understanding of a generalised concept and
iii. Diode, and facts specific to task or situation
iv. Inductor. CP 5.7: Provide new insight into controversial
situation or task

2. Explain changes in brightness in an LED in relation to addition of CC 8.2: Explain ideas in a clear order with
resistors, diodes, and inductors in an electronic circuit relevant detail, using correct construction and
structure of speech
CP 5.6: Demonstrate a thorough
understanding of a generalised concept and
facts specific to task or situation
CP 5.7: Provide new insight into controversial
situation or task

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 STRAND 4: FORCES AND ENERGY
SUB-STRAND 3: CONVERSION AND CONSERVATION OF ENERGY

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.4.3.1. B7/JHS1.4.3.1.1 Explain the principle underlying conservation Digital Literacy (DL), Creativity and Innovation
Demonstrate an andconversion of energy. (CI), Critical Thinking and Problem Solving (CP)
understanding of the
Exemplars:
principle of conservation
and conversion of energy DL 5.1: Ability to ascertain when information
1. Explain the law of conservation of energy by using diagram to show
and their application in
that in a closed system the value of chemical energy, for example is needed and be able to identify, locate,
real life situations
in dry cell which changes into electrical, heat and light energy will evaluate and effectively use it to solve a
remain the same. problem.
CP 5.1: Ability to combine information
and ideas from several sources to reach a
conclusion.

2. Use exemplar 1 to explain energy conversion and its application to CI 5.2: Ability to merge simple/complex ideas
life. to create novel situations or things.
CI 6.8: Recognise and generalise information
and experience; search for trends and patterns.
CI 6.6: Being open-minded, adapting and
modifying ideas to achieve creative results.

B7/JHS1.4.3.1.2 Demonstrate the conversion of energy into Creativity and Innovation (CI)
useableforms.
Exemplar:

1. Illustrate everyday use of conversion of energy and show CI6.9: Interpret and apply learning in new
diagrammatically the conversion of energy to other forms. context.
CI 6.8: Recognise and generalise information
and experience; search for trends and patterns.
CI 6.10: Reflect on work and explore the
thinking behind thoughts and processes.

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.4.3.1.3 Know how energy could be conserved for Digital Literacy (DL), Communication and
future usein life. Collaboration (CC), Critical Thinking and
Problem Solving (CP)
Exemplar:

1. Describe how energy is conserved and explain how it can be done DL5 .1: Ability to ascertain when information
for the benefit of humans and other life forms. is needed and be able to identify, locate,
evaluate and effectively use it to solve a
problem
CP 5.1: Ability to combine information
and ideas from several sources to reach a
conclusion
CC 8.2: Explain ideas in a clear order with
relevant details, using correct construction and
structure of speech

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 STRAND 4: FORCES AND ENERGY
SUB-STRAND 4: FORCE AND MOTION
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.4.4.1 Examine B7/JHS1.4.4.1.1 Understand that unbalanced forces acting on Digital Literacy (DL), Communication and
the concept of motion, anobject cause it to move. Collaboration (CC)
Newton’s first law of
Exemplars:
motion, magnetic force
in relation to motion 1. Explain inertia as a tendency of a body to resist motion. CC 8.2: Explain ideas in a clear order with
and understand their relevant detail, using correct construction and
applications to life. structure of speech

2. Demonstrate how unbalanced forces cause motion. CP 5.1: Ability to combine information
and ideas from several sources to reach a
conclusion
CI: CI 6.9: Interpret and apply learning in new
context
DL 5.5: Evaluate the quality and validity of
information

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.4.4.1.2 State and explain Newton’s First Law of motion. Digital Literacy (DL), Communication and
Collaboration (CC), and Creativity and
Innovation (DI)
Exemplar:

1. Research to find what Newton’s first law is and discuss it. DL 5.1: Ability to ascertain when information
is needed and be able to identify, locate,
evaluate and effectively use it to solve a
problem
DL 6.4: Adhere to behavioural protocols that
prevail in cyberspace
DL 6.6: Knowledge and recognition of ethical
use of information
CC 8.2: Explain ideas in a clear order with
relevant detail, using correct construction and
structure of speech
CI 5.2: Ability to merge simple/complex ideas
to create novel situations or things
CI 6.8: Recognise and generalise information
and experience; search for trends and patterns
CI 6.6: Being open-minded, adapting and
modifying ideas to achieve creative results

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.4.4.1.3 Examine the application of Newton’s First Law Communication and Collaboration (CC),
ofmotion in life. Critical Thinking and Problem Solving (CP),
Creativity and Innovation (CI)
Exemplars:

1. Discuss some applications of Newton’s First Law of Motion. E.g. when CC 8.2: Explain ideas in a clear order with
a metallic ball is put on a smooth surface and given a push it will be in relevant detail, using correct construction and
motion until it gets to a blockade and it stops. Use of seat belts in a structure of speech
vehicle, etc. CC 9.5: Appreciate the importance of
including all team members in discussions and
actively encourage contributions from them
DL 5.5: Evaluate the quality and validity of
information
CP 5.1: Ability to combine Information
and ideas from several sources to reach a
conclusion
CI 5.2: Ability to merge simple/complex ideas
to create novel situations or things
CI 6.8: Recognise and generalise information
and experience; search for trends and patterns
CI 6.6: Being open-minded, adapting and
modifying ideas to achieve creative results

2. Explain the importance of Newton’s First Law of Motion. CC 8.2: Explain ideas in a clear order with
relevant detail, using correct construction and
structure of speech
CC 9.5: Appreciate the importance of
including all team members in discussions and
actively encourage contributions from them
CP 5.1: Ability to combine Information
and ideas from several sources to reach a
conclusion

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.4.4.1.4 Demonstrate the behaviour of magnet and its Communication and Collaboration (CC),
use tolife. Critical Thinking and Problem Solving (CP),
Creativity and Innovation (CI)
Exemplars:
1. Discuss what magnets are and describe the types of magnets that CC 8.2: Explain ideas in a clear order with
exist relevant detail, using correct construction and
structure of speech

2. Demonstrate the characteristics (Repulsive, attractive, and orientation CI 5.2: Ability to merge simple/complex ideas
N-S direction) of a magnet. to create novel situation or thing

3. Discuss the uses of magnet in everyday life. CP 5.1: Ability to combine Information
and ideas from several sources to reach a
conclusion

B7/JHS1.4.4.2 Recognise B7/JHS1.4.4.2.1 Identify simple machines. Digital Literacy (DL), Communication
somesimple machines, and Collaboration (CC)
and show understanding
Exemplar:
of their efficiency in
doing work. 1. List examples of simple machines. DL 5.1: Ability to ascertain when information
is needed and be able to identify, locate,
evaluate and effectively use it to solve a
problem
CC 8.1: Speak clearly and explain ideas

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.4.4.2.2 Describe the types and functions of levers. Digital Literacy (DL), Communication and
Collaboration (CC), Critical Thinking and
Problem Solving (CP)
Exemplars:
1. Name the types of levers and explain their general functions. DL 5.1: Ability to ascertain when information
is needed and be able to identify, locate,
evaluate and effectively use it to solve a
problem
CC 8.1: Speak clearly and explain ideas. Share
a narrative or extended answer while speaking
to a group

2. Classify levers into first, second and third classes and demonstrate CP 5.6: Demonstrate a thorough
how the principals involved in each class make work easier in understanding of a generalised concept and
everyday life. facts specific to task or situation
CP 6.7: Implement strategies with accuracy

B7/JHS1.4.4.2.3 Know work input, and output and efficiency as Digital Literacy (DL), Communication
theyapply to machines. and Collaboration (CC), Critical Thinking
and Problem Solving (CP), Creativity and
Innovation (CI)
Exemplar:
1. Explain the terms work input, work output and efficiency. CC 8.2: Explain ideas in a clear order with
relevant details, using correct construction and
structure of speech
DL 5.3: Ability to find and utilise digital
content. Recognise ownership of information

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

2. Explain efficiency of a machine as the ratio of work output to work CC 8.2: Explain ideas in a clear order with
input expressed as a percentage. relevant details, using correct construction and
structure of speech
DL 5.3: Ability to find and utilise digital
content
CP 5.1: Ability to combine information
and ideas from several sources to reach a
conclusion. Develop and defend a logical
plausible resolution to a confusion, uncertainty
or contradiction surrounding an event

3. Explain the concept of efficiency of a machine. CC 8.2: Explain ideas in a clear order with
relevant detail, using correct construction and
structure of speech
DL 5.3: Ability to find and utilise digital
content
CP 5.1: Ability to combine Information
and ideas from several sources to reach a
conclusion

4. Describe how efficiency of simple machines can be improved (e.g. by DL 5.1: Ability to ascertain when information
oiling its parts to reduce friction). is needed and be able to identify, locate,
evaluate and effectively use it to solve a
problem
CI 6.8: Recognise and generalise information
and experience; search for trends and patterns
CI 6.6: Being open-minded, adapting and
modifying ideas to achieve creative results
CI 5.7: Putting forward constructive
comments, ideas, explanations and new ways of
doing things

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 STRAND 4: FORCES AND ENERGY
SUB-STRAND 5: AGRICULTURAL TOOLS
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.4.5.1 B7/JHS1.4.5.1.1 Explain the basic rules in handling and Communication and Collaboration (CC),
Demonstrate maintainingsimple agricultural tools. Critical Thinking and Problem Solving (CP),
knowledge and skills Creativity and Innovation (CI), Digital Literacy
in handling and (DL), Cultural Identity and Global Citizenship
maintenance of basic Exemplars: (CG)
and simple agricultural
tools 1. List some simple or basic farm tools in agriculture (give examples DL 5.1: Ability to ascertain when information is
found in animal and crop farms). needed and be able to identify, locate, evaluate
and effectively use it to solve a problem

2. Discuss the meaning and importance of handling and maintenance of CG 5.2: Develop and exhibit ability to defend
agricultural tools. one’s cultural beliefs, practices and norms

3. List and match the basic rules in handling and maintenance of tools CP 5.6: Demonstrate a thorough
with specific simple tools used in agriculture. understanding of a generalised concept and
facts specific to task or situation

4. Describe how handling and maintenance of simple and basic CP 5.6: Demonstrate a thorough
agricultural tools are done. understanding of a generalised concept and
facts specific to task or situation
CI 5.2: Ability to merge simple/complex ideas
to create novel situations or things
CI 6.8: Recognise and generalise information
and experience; search for trends and patterns
CI 6.6: Being open-minded, adapting and
modifying ideas to achieve creative results
CC 8.1: Speak clearly and explain ideas. Share
a narrative or extended answer while speaking
to a group
CI 5.5: Ability to try new alternatives and
different approaches

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.4.5.1.2 Apply the handling and maintenance of basic and Communication and Collaboration (CC), Critical
simple agricultural tools in their community. Thinking and Problem Solving (CP), Creativity and
Innovation (CI), Digital Literacy (DL), Cultural
Identity and Global Citizenship (CG)

Exemplars:
CC 7.2: Interpret correctly and respond to
1. Observe and discuss the handling and maintenance of basic and non-verbal communication such as facial
simple agricultural tools used in farms visited in the community and expressions, cues and gestures
write a report. CC 7.4: Identify underlying themes,
implications and issues when listening
CC 8.3: Apply appropriate diction, and
structure sentences correctly for narrative,
persuasive, imaginative and expository
purposes
CP 5.2: Analyse and make distinct judgementabout
viewpoints expressed in an argument

2. Assemble agricultural tools from the community and practice DL 5.1: Ability to ascertain when informationis
handling the tools to perform simple agricultural operations. needed and be able to identify, locate, evaluate
Writedown the operational rules of handling agricultural tools. and effectively use it to solve a problem
CG 5.2: Develop and exhibit ability to defend
one’s cultural beliefs, practices and norms
CI 5.3: Identification of requirements of a given
situation and justification of more thanone
creative tool that will be suitable
CI 6.2: Ability to reflect on approaches to
creative tasks and evaluate the effectiveness of
tools used
CI 6.3: Ability to select the most effective
creative tools for work and give reasons for the
choice

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

3. Assemble agricultural tools from the community and practice the CI 5.7: Putting forward constructive
basic rules in tools maintenance and list the rules used. comments, ideas, explanations and new ways of
doing things
CI 6.8: Recognise and generalise information
and experience; search for trends and patterns
CI 6.10: Reflect on work and explore the
thinking behind thoughts and processes

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 STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 1:WASTE MANAGEMENT
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.5.1.1 B7/JHS1.5.1.1.1 Apply information from research on good Critical Thinking and Problem Solving (CP),
Exhibit knowledge management practices of waste to make the environment Communication and Collaboration (CC),
and skill of scientific clean. Digital Literacy (DL), Creativity and Innovation
basis for (CI)
management practices
Exemplars:
of types of waste in the
environment 1. Research for information on good waste management practices and CP 5.1: Ability to combine Information
use it to carry out a project to make the environment clean. and ideas from several sources to reach a
conclusion
DL 5.1: Ability to ascertain when information
is needed and be able to identify, locate,
evaluate and effectively use it to solve a
problem

2. Write a report for presentation on the outcome of the project CP 5.2: Analyse and make distinct judgement
carried out in Exemplar 1. about viewpoints expressed in an argument

3. Discuss how to manage types of waste and explain the science CC 8.1: Speak clearly and explain ideas. Share
underlying it. a narrative or extended answer while speaking
to a group

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 STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 2: HUMAN HEALTH

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.5.2.1 B7/JHS1.5.2.1.1 Explain the relationship between food nutrients Critical Thinking and Problem Solving (CP),
Demonstrate andcommon deficiency diseases and how they affect humans. Communication and Collaboration (CC),
knowledge of common Digital Literacy (DL), and Creativity and
deficiency diseases of Innovation (CI)
humans, their causes,
Exemplars:
symptoms, effects and
prevention 1. Name and analyse food nutrients such as carbohydrates, proteins, CP 5.5: Effectively evaluate the success of
fatty acids, and their uses in the human body. solutions used in an attempt to solve a complex
problem

2. Discuss and make presentations on deficiency diseases associated CI 5.2: Ability to merge simple/complex ideas
with lack of food nutrients such as carbohydrates, proteins, fatty acids, to create novel situations or things
vitamins and others in the human body.

3. Relate the nutrients they gain or lack to the foods they normally eat CP 5.6: Demonstrate a thorough
e.g. lack of protein leads to kwashiorkor, lack of iron lead to anaemia, understanding of a generalised concept and
etc. facts specific to task or situation
CC 8.2: Explain ideas in a clear order with
relevant details, using correct construction and
structure of speech

4. Describe symptoms, effects and prevention of common deficiency CP 5.1: Ability to combine Information
diseases such as night blindness, rickets, scurvy, kwashiorkor and and ideas from several sources to reach a
others. conclusion

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.5.2.2 B7/JHS1.5.2.2.1 Explain the nature of viral diseases with special Critical Thinking and Problem Solving (CP),
Demonstrate knowledge emphasis on corona virus (COVID-19) /Ebola/H1N1 disease its Digital Literacy (DL), Communication and
of the nature of selected causes, symptoms, effects on humans and its prevention Collaboration (CC), Creativity and Innovation
viral, diseasesof humans, (CI)
their causes, symptoms,
Exemplars
effects and management
1. Discuss the nature of viral diseases CP 5.1: Ability to combine Information
and ideas from several sources to reach a
conclusion

2. Search for information and make presentations on the corona virus DL 5.1: Ability to ascertain when information
disease (COVID -19), Ebola, and H1N1 diseases their mode of is needed and be able to identify, locate,
transmission from person to person, community to community and evaluate and effectively use it to solve a
from country to country. problem

3. Describe the symptoms, effects and prevention of COVID-19), Ebola, CC 8.1: Speak clearly and explain ideas. Share
and H1N1 diseases and why they are declared pandemic. a narrative or extended answer while speaking
to a group

4. Describe the role of individuals, community members and CC 8.1: Speak clearly and explain ideas. Share
government in managing COVID-19 Ebola, and H1N1 diseases. a narrative or extended answer while speaking
to a group

5. Design and produce a poster to educate their community members CI 5.2: Ability to merge simple/complex ideas
on the incidence and control of named viral diseases: COVID-19, to create novel situations or thing
Ebola, and H1N1.

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 STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 3: SCIENCE AND INDUSTRY
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.5.3.1 Realise how B.7. 5.3.1.1 Discover and explain how careers in science can Critical Thinking and Problem Solving (CP),
careers in science can improve human conditions and relate these careers to the Communication and Collaboration (CC),
improve human life, and work of great national and international scientists and science Digital Literacy (DL), Creativity and Innovation
research about Ghanaian educators (CI)
and internationally
Exemplars:
recognised scientists and
science educators and 1. Describe various careers in science and relate them to the work of CP 5.1: Ability to combine information
model after them national scientists. E.g. Prof. Ibok Oduro, Prof. Francis Allotey, Prof. and ideas from several sources to reach a
Ewurama Addy, and Science Educationists: Prof. Anamuah-Mensah, conclusion
Prof. Theophilus Ossei-Anto, Prof. Christian Anthony-Krueger and
others.

2. Describe various careers in science and relate them to the work of CP 5.1: Ability to combine information
international scientists: Albert Einstein, Alexander Fleming, Charles and ideas from several sources to reach a
Darwin, Paul Ratnei, Stephen Hawkins, etc. through presentations. conclusion
CC 8.1: Speak clearly and explain ideas. Share
a narrative or extended answer while speaking
to a group

3. Research, and build portfolio on the impact of science and technology DL 5.1: Ability to ascertain when information
and innovation in homes, schools, communities, and the universe and is needed and be able to identify, locate,
make a presentation. evaluate and effectively use it to solve a
problem

4. Identify the science and technology careers that Ghana must focus on CP 5.1: Ability to combine information
and give reasons. and ideas from several sources to reach a
conclusion

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 STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 4: CLIMATE CHANGE AND GREEN ECONOMY
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.5.4.1 B7/JHS1.5.4.1.1 Search for information on ways sustainable Critical Thinking and Problem Solving (CP),
Demonstrate energy choices and scientific ideas are used to protect the Communication and Collaboration (CC),
understanding of environment. Digital Literacy (DL), Creativity and Innovation
sustainable energy (CI)
choices and their impact
Exemplars:
on the environment
1. Describe how people use sustainable energy choices and scientific
CP 5.1: Ability to combine information
ideas to protect the environment.
and ideas from several sources to reach a
conclusion
2. Analyse greenhouse effects on the environment and show how they
CP 5.1: Ability to combine Information
can be minimised.
and ideas from several sources to reach a
conclusion
3. Design a project to show how energy can be locally sustained
CP 5.4: Generate hypotheses to help answer
through the use of scientific processes to protect the environment.
complex problems

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 STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 5: UNDERSTANDING THE ENVIRONMENT
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.5.5.1 B7/JHS1.5.5.1.1 List and describe the different types of plants Critical Thinking and Problem Solving (CP),
Demonstrate and animals that live in different land forms such as plateau Communication and Collaboration (CC),
understanding of plain,mountain valley and others (with emphasis on land forms Digital Literacy (DL), Creativity and Innovation
different plants and in Ghana). (CI)
animals found in
different land forms and Exemplars:
how they survive (with
emphasis land forms in 1. Identify different types of plants and animals found in different CP 5.5: Effectively evaluate the success of
Ghana) landforms (plateau plain, mountain valley and others). solutions used in an attempt to solve a complex
problem

2. Describe the characteristics that enable different types of animals to CP 5.1: Ability to combine information
live in different landforms (plateau plain, mountain valley and others). and ideas from several sources to reach a
conclusion

3. Describe the characteristics that enable different types of plants CP 5.1: Ability to combine information
to survive in different landforms (plateau plain, mountain valley and and ideas from several sources to reach a
others). conclusion

4. Make an album of different types of plants and animals that live in CP 5.4: Generate hypothesis to help answer
different landforms (plateau plain, mountain valley and others). complex problems

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7/JHS1.5.5.1.2 Explain the nature of associations that exist Critical Thinking and Problem Solving (CP),
among plants and animals in different landforms and their Communication and Collaboration (CC),
mechanisms for survival Digital Literacy (DL), Creativity and Innovation
(CI)
Exemplars:
1. Describe the nature of associations such as mutualism, parasitism, CP 5.6: Demonstrate a thorough
commensalism among plants and animals and explain the effects on understanding of a generalised concept and
their habitats. facts specific to task or situation
CC 8.5: Vary the level of detail and the
language used when presenting to make it
appropriate to the audience

2. Carry out research about the different ways that different plants and DL 5.1: Ability to ascertain when information
animals survive in the landforms in which they are found. is needed and be able to identify, locate,
evaluate and effectively use it to solve a
problem

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 BASIC 8

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 STRAND 1: DIVERSITY OF MATTER
SUB-STRAND 1: MATERIALS
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8/JHS2.1.1.1. B8/JHS2.1.1.1.1 Identify types of mixtures by Critical Thinking and Problem solving (CP),
Demonstrate name andcharacteristics Communication and Collaboration (CC)
knowledge of types
Exemplars:
of mixtures, and
understanding of the 1. Group materials such as powder, pebbles, bottle tops, salt, sugar, sand, CP 5.1: Ability to combine information
processes of scientific gari, gravel, oil, water and others into two main categories: solids and and ideas from several sources to reach a
ways of separating the liquids. conclusion
components of mixtures
2. Put any two of the materials (in 1) together and describe the CP 5.2: Analyse and make distinct judgement
resultant nature of the product formed. about viewpoints expressed in an argument

3. Draw observable conclusions on homogeneous and heterogeneous CP 6.2: Ability to explain plans for attaining
characteristics from mixtures of two or more materials such as sand goals
and gravel; sand and water; oil and water.

4. Compare and contrast solutes and solvents based on their physical CP 5.2: Analyse and make distinct judgement
characteristics. about viewpoints expressed in an argument
CC 8.2: Explain ideas in a clear order with
relevant detail, using correct construction and
structure of speech

5. Identify and separate mixtures such as sand and sugar mixture, sugar and CP 6.3: Ability to select alternative(s) that
salt mixture and solutions such as salt solution, sugar solution, fruit juice, adequately meet selected criteria
vinegar solution based on their physical properties.

6. Identify a suspension as a type of mixture e.g. mixture of groundnut CP 6.4: Ability to identify important and
paste and water in a glass. appropriate criteria and use them to evaluate
alternatives

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

7. Differentiate between a colloid and a suspension and show the CP 5.2: Analyse and make distinct judgement
colloidal effect. about viewpoints expressed in an argument
CC 8.1: Speak clearly and explain ideas. Share
a narrative or extended answer while speaking
to a group

B8/JHS2.1.1.1.2 Design and perform processes for separating Creativity and Innovation (CI), Critical
kinds ofmixtures. Thinking and Problem Solving (CP),
Communication and Collaboration (CC),
Digital Literacy (DL)
Exemplar:

1. Perform activities such as distilling, filtering, sieving and others to CI 5.1: Examine alternatives in creating new
separate different kinds of mixtures and present a report on your things
findings using drawing and written work. CC 7.5: Identify and analyse different points of
views of speaker

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8/JHS2.1.1.2 B8/JHS2.1.1.2.1 Describe atoms as composed of sub-atomic Critical Thinking and Problem Solving
Demonstrate particles (CP), Communication and Collaboration
understanding of atoms (CC)
and the atomic structure
of elements in the
Exemplars:
periodic table

1. Explain an atom and its structure of an element using/linking it to the CP 6.4: Ability to identify important and
periodic table. appropriate criteria and use them to evaluate
alternatives

2. List the sub-atomic particles found in the atom and indicate their CP 5.1: Ability to combine information
location in the atom (e.g. proton, electron, neutron). and ideas from several sources to reach a
conclusion

3. State the electrical charges on the sub-atomic particles. CP 6.3: Identify important and appropriate
alternatives

4. Describe the differences between the atomic number and the mass CP 5.2: Analyse and make distinct judgement
number of elements. about viewpoints expressed in an argument

5. Determine the number of protons, neutrons and electrons in an CP 6.3: Ability to select alternative(s) that
atom. adequately meet selected criteria

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8/JHS2.1.1.2.2 Explain the arrangement of elements in terms of Critical Thinking and Problem Solving (CP),
thenumber of protons in the nuclei of atoms of each element. Communication and Collaboration (CC), and
Digital Literacy (DL)
Exemplars:

1. Explain how elements are arranged in order of the number of CP 6.3: Ability to select alternative(s) that
protons using the periodic table. adequately meet selected criteria

2. Draw the distribution of electrons (electron configuration) in the CP 5.1: Ability to combine information
atoms. and ideas from several sources to reach a
conclusion
DL 5.1: Ability to ascertain when information
is needed and be able to identify, locate,
evaluate and effectively use it to solve a
problem

3. Explain the formation of ions. CP 5.6: Demonstrate a thorough

understanding of a generalised concept and
facts specific to task or situation

4. Describe a molecule as a combination of atoms. CP 5.3: Create simple logic trees to think
through problems

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 STRAND 1: DIVERSITY OF MATTER
SUB-STRAND 2: LIVING CELLS
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8/JHS2.1.2.1 B8/JHS2.1.2.1.1 Examine and describe the structure of Critical Thinking and Problem Solving (CP),
Demonstrate an prokaryoticand eukaryotic cells. Communication and Collaboration (CC), Digital
understanding of the Literacy (DL), Creativity and Innovation (CI)
types of cells and their
Exemplars:
structure in relation to
different organisms 1. Compare and contrast prokaryotic and eukaryotic cells. CP 6.4: Ability to identify important and
appropriate criteria and use them to evaluate
alternatives
2. Create a table to show a chart or a slideshow depicting images and DL 5.5: Evaluate the quality and validity of
labels of the types of cells. Identify their differences and similarities information
after observation.
3. Draw and label a prokaryotic cell and a eukaryotic cell and make a CP 6.3: Ability to select alternative(s) that
presentation on what is observed. adequately meet selected criteria
CC 7.5: Identify and analyse different points of
views of speaker
B8/JHS2.1.2.1.2 Classify organisms (plants or animals) as Critical Thinking and Problem Solving
prokaryoticor eukaryotic based on the type of cells they are (CP), Communication and Collaboration
made of (CC), Digital Literacy (DL), Creativity
and Innovation (CI)
Exemplars:
CP 6.3: Ability to select alternative(s) that
1. Observe and list examples of organisms; plants and animals as adequately meet selected criteria
prokaryotic or eukaryotic based on each cell type. DL 5.5: Evaluate the quality and validity of
information
CP 6.2: Ability to explain plans for attaining
2. Explain the impact of prokaryotes and eukaryotes on humans health goals
and devise safety measures to protect them. CC 8.2: Explain ideas in a clear order with
relevant details, using correct construction and
structure of speech

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 STRAND 2: CYCLES
SUB-STRAND 1: EARTH SCIENCE
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8/JHS2.2.1.1 B8/JHS2.2.1.1.1 Explain the process of the carbon cycle. Critical Thinking and Problem Solving (CP),
Demonstrate Communication and Collaboration (CC),
understanding of the Digital Literacy (DL), Creativity and Innovation
process of Carbon (CI)
cycle as an example
Exemplars:
of repeated pattern of
change in nature and 1. Identify the carbon cycle from the internet, charts or pictures and DL 5.1: Ability to ascertain when information
how it relates to the write short notes on what happens at each stage. is needed and be able to identify, locate,
environment evaluate and effectively use it to solve a
problem

2. Produce a flow chart to trace the process of the carbon cycle in CP 6.3: Ability to select alternative(s) that
nature. adequately meet selected criteria
CC 8.2: Explain ideas in a clear order with
relevant detail, using correct construction and
structure of speech

3. Explain the process of the carbon cycle depicting processes such as CP 6.4: Ability to identify important and
appropriate criteria and use them to evaluate
a) Photosynthesis
alternatives
b) Respiration
CC 8.2: Explain ideas in a clear order with
c) Burning relevant detail, using correct construction and
d) Decay. structure of speech

4. Compile information on the carbon cycle and give reasons why DL 5.1: Ability to ascertain when information
it is a repeated pattern e.g. it is because the carbon is circulated is needed and be able to identify, locate,
continuously in the environment. evaluate and effectively use it to solve a
problem
CC 8.2: Explain ideas in a clear order with
relevant detail, using correct construction and
structure of speech

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8/JHS2.2.1.1.2 Describe the role of the carbon cycle Critical Thinking and Problem Solving (CP),
to theenvironment. Communication and Collaboration (CC),
Digital Literacy (DL), and Creativity and
Innovation (CI)
Exemplars:
1. Describe the role of the carbon cycle in maintaining balance in the CP 5.5: Effectively evaluate the success of
composition of air in the environment. E.g. solutions used in an attempt to solve a complex
problem
plants absorb carbon in the form of Carbon (IV) Oxide from the
air for photosynthesis and oxygen is produced for respiration and CC 8.2: Explain ideas in a clear order with
in return, respiration gives out carbon in the form of Carbon (IV) relevant detail, using correct construction and
Oxide. structure of speech
Note: Discuss photosynthesis and respiration in plants as part of the
carbon cycle.

2. Explain the effect of the carbon cycle on food chains, using diagrams. CP 5.5: Effectively evaluate the success of
solutions used in an attempt to solve a complex
problem
DL 5.1: Ability to ascertain when information
is needed and be able to identify, locate,
evaluate and effectively use it to solve a
problem

3. Describe the relationship between greenhouse gases and the carbon CP 6.1: Ability to effectively define goals
cycle. towards solving a problem

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 STRAND 2: CYCLES
SUB-STRAND 2: LIFE CYCLE OF ORGANISMS
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8/JHS2.2.2.1 B8/JHS2.2.2.1.1 Describe the life cycle and economic importance Critical Thinking and Problem Solving (CP),
Demonstrate anactivity ofthe Anopheles mosquito Communication and Collaboration (CC),
to show the life cycle of Digital Literacy (DL), Creativity and Innovation
the Anopheles mosquito (CI)
and show
Exemplars:
how the effects of the
mosquito on humans can 1. Observe and draw the different stages of the life cycle of the CP 6.4: Ability to identify important and
be managed Anopheles mosquito e.g. by breeding the mosquito in a glass jar. appropriate criteria and use them to evaluate
alternatives
DL 5.5: Evaluate the quality and validity of
information

2. Describe the economic importance of the Anopheles mosquito. CP 6.2: Ability to explain plans for attaining
goals
CC 8.2: Explain ideas in a clear order with
relevant detail, using correct construction and
structure of speech

B8/JHS2.2.2.1. 2 Discuss the impact of the Anopheles mosquito Critical Thinking and Problem Solving (CP),
onhumans and how it can be controlled. Communication and Collaboration (CC),
Digital Literacy (DL), Creativity and Innovation
(CI)
Exemplars:
1. Discuss the impact of the female Anopheles mosquito as a vector of CC 8.2: Explain ideas in a clear order with
plasmodium on humans. relevant detail, using correct construction and
structure of speech

2. Generate solutions to control malaria in Ghana. CP 6.1: Ability to effectively define goals
towards solving a problem

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 STRAND 2: CYCLES
SUB-STRAND 3: CROP PRODUCTION
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8/JHS2.2.3.1 B8/JHS2.2.3.1.1 Explore the different seed beds for planting Critical Thinking and Problem Solving (CP),
Demonstrate crops inyour community. Communication and Collaboration (CC),
knowledge and skills Digital Literacy (DL), Creativity and Innovation
in planting crops on (CI)
different seed beds.
Exemplars:
1. Observe and discuss different seed beds for planting different crops. CP 6.2: Ability to explain plans for attaining
goals

2. List and compare the differences and similarities among seed beds in CP 5.3: Create simple logic trees to think
the community. through problems

3. Match the types of seed beds with the types and stages of crops CP 5.3: Create simple logic trees to think
planted in your community. through problems

B8/JHS2.2.3.1.2 Plant different types of crops on different seed Critical Thinking and Problem Solving
beds. (CP), Communication and Collaboration
(CC), Digital Literacy (DL), and
Creativity and Innovation (CI)

Exemplars:
CP 6.2: Ability to explain plans for attaining
1. Observe and discuss the practice of planting different crops in goals
different seed beds. CC 8.2: Explain ideas in a clear order with
relevant details, using correct construction and
structure of speech

CP 6.2: Ability to explain plans for attaining

2. Select different plant parts, (seeds, seedlings, cuttings, leaves, roots) goals
and plant them in different seed beds.

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8/JHS2.2.3.2 B8/JHS2.2.3.2.1 Compare and contrast the differences in Critical Thinking and Problem Solving (CP),
Demonstrate height,size, and flowering of crops grown in different seed Communication and Collaboration (CC),
understanding of the beds Digital Literacy (DL), and Creativity and
differences in height, Innovation (CI)
size, and flowering of
crops grown in different
Exemplars:
seed beds CP 5.5: Effectively evaluate the success of
1. Measure the heights, sizes, number of flowers, and number of fruits of solutions used in an attempt to solve a complex
plants grown in different seed beds. problem

2. Discuss the differences and similarities in the heights, sizes, number of CP 5.2: Analyse and make distinct judgements
flowers and fruits of plants grown in different seed beds using tables about viewpoints expressed in an argument
and graphs.

3. Write and give presentations on the reasons for differences in the CC 8.2: Explain ideas in a clear order with
heights, sizes, number of flowers and fruits of plants grown in different relevant details, using correct construction and
seed beds. structure of speech

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 STRAND 2: LIFE CYCLES OF ORGANISMS
SUB-STRAND 4: ANIMAL PRODUCTION
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES
B8/JHS2.2.4.1 B8/JHS2.2.4.1.1 Compare and contrast the different types of Critical Thinking and Problem Solving (CP),
Recognise thedifferent feed fordifferent types of animals Communication and Collaboration (CC),
types of feed for Digital Literacy (DL), Creativity and Innovation
different types of (CI)
animals
Exemplars:
1. Match the different types of feed with different types of animals. CP 6.1: Ability to effectively define goals
towards solving a problem
2. Discuss the types of nutrients and their sources in the different types CP 5.5: Effectively evaluate the success of
of animal feed. solutions used in an attempt to solve a complex
problem
3. Select and discuss appropriate feed for animal based on the CP 5.5: Effectively evaluate the success of
proportions of nutrients indicated on the package or labels. solutions used in an attempt to solve a complex
problem

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES
B8/JHS2.2.4.2 B8/JHS2.2.4.2.1 Explain the importance of water and animal Critical Thinking and Problem Solving (CP),
Demonstrate feed tothe growth of animals Communication and Collaboration (CC),
understanding of the Digital Literacy (DL), Creativity and Innovation
importance of water (CI)
and animal feed to the
growth of animals. Exemplars:
1. List and discuss the usefulness of water and feed for the growth and
CP 5.6: Demonstrate a thorough
reproduction of animals.
understanding of a generalised concept and
facts specific to task or situation
CC 8.2: Explain ideas in a clear order with
relevant details, using correct construction and
structure of speech
2. Predict what will happen to animals who are not provided with
CP 5.5: Effectively evaluate the success of
adequate water.
solutions used in an attempt to solve a complex
problem
CC 8.2: Explain ideas in a clear order with
relevant details, using correct construction and
structure of speech

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 STRAND 3: SYSTEMS
SUB-STRAND 1:THE HUMAN BODY SYSTEM

CONTENT STANDARD INDICATOR AND EXEMPLARS CORE COMPETENCIES

B8/JHS2. 3.1.1 B8/JHS2.3.1.1.1 Identify parts of a mammalian tooth Critical Thinking and Problem Solving (CP),
Demonstrate Communication and Collaboration (CC),
knowledge of parts of Digital Literacy (DL), Creativity and Innovation
mammalian tooth and (CI)
the functions of the
Exemplars:
different types of teeth
in relation to feeding in 1. Label parts, such as crown, neck, and root of a mammalian tooth. CP 6.4: Ability to identify important and
man appropriate criteria and use them to evaluate
alternatives
DL 5.5: Evaluate the quality and validity of
information

2. Explain the functions of each part of the mammalian tooth of humans. CC 8.1: Speak clearly and explain ideas. Share
a narrative or extended answer while speaking
to a group

B8/JHS2.3.1.1.2 Discuss the functions of the different types of Critical Thinking and Problem Solving (CP),
teethsuch as incisors, canines, premolars, and molars. Communication and Collaboration (CC),
Digital Literacy (DL), Creativity and Innovation
(CI), Creativity and Innovation
Exemplars:
1. Discuss the functions of the different types of human teeth. CC 8.5: Vary the level of detail and the
language used when presenting to make it
appropriate to the audience

2. Draw the different types of teeth. CP 6.7: Implement strategies with accuracy
DL 5.5: Evaluate the quality and validity of
information

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 CONTENT STANDARD INDICATOR AND EXEMPLARS CORE COMPETENCIES

B8/JHS2.3.1.1.3 Explain the causes and prevention of tooth and Critical Thinking and Problem Solving (CP),
gumdecay. Communication and Collaboration (CC),
Digital Literacy (DL), Creativity and Innovation
(CI)
Exemplars:
1. Describe the causes of tooth decay, gum diseases and formation of CP 6.4: Ability to identify important and
plaque and the proper way of preventing tooth decay. appropriate criteria and use them to evaluate
alternatives
CC 8.5: Vary the level of detail and the
language used when presenting to make it
appropriate to the audience

2. Demonstrate proper ways of cleaning the teeth. CP 5.6: Demonstrate a thorough

understanding of a generalised concept and
facts specific to task or situation

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 STRAND 3: SYSTEMS
SUB-STRAND 2:THE SOLAR SYSTEM

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8/JHS2.3.2.1 B8/JHS2.3.2.1.1 Identify the outer planets of the solar system Critical Thinking and Problem Solving (CP),
Demonstrate knowledge anddescribe their properties Communication and Collaboration (CC),
of the outerplanets of Digital Literacy (DL), Creativity and Innovation
the solar system (CI)
Exemplars:

1. Describe the composition of the solar system using charts, pictures CC 8.5: Vary the level of detail and the
and digital content. language used when presenting to make it
appropriate to the audience

2. Identify and draw the planets that form the outer solar system. CP 6.4: Ability to identify important and
appropriate criteria and use them to evaluate
alternatives

3. Discuss the properties that are peculiar to each of the planet: Jupiter, CP 6.4: Ability to identify important and
Saturn, Uranus, and Neptune. appropriate criteria and use them to evaluate
alternatives

4. Search and explain why there is no life on Jupiter, Saturn, Uranus, and DL 5.5: Evaluate the quality and validity of
Neptune. information

5. Construct a model of the outer solar system (Jupiter, Saturn, Uranus, CP 5.2: Analyse and make distinct judgement
and Neptune) and display it for discussion. about viewpoints expressed in an argument

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 STRAND 3: SYSTEMS
SUB-STRAND 3: ECOSYSTEM

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8/JHS2.3.3.1 B8/JHS2.3.3.1.1 Explore the feeding relationships within an Critical Thinking and Problem Solving (CP),
Demonstratean ecosystem Communication and Collaboration (CC), Digital
understanding of the Literacy (DL), Creativity and Innovation (CI)
interdependence of Exemplars:
organisms in an
ecosystem and their 1. Discuss how life on earth will be like without the sun. CP 6.4: Ability to identify important and
interaction appropriate criteria and use them to evaluate
alternatives

2. Explain the terms: producer, primary consumer, secondary consumer, CC 8.5: Vary the level of detail and the
food chain and food web as applied in energy transfer in an language used when presenting to make it
ecosystem. appropriate to the audience

3. Illustrate with diagrams how energy from the sun flows through a CP 5.3: Create simple logic trees to think
food chain and food web in an ecosystem. through problems

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 STRAND 3: SYSTEMS
SUB-STRAND 4: FARMING SYSTEMS
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8/JHS2.3.4.1 B8/JHS2.3.4.1.1 Identify and describe the types of crops, animals Critical Thinking and Problem Solving (CP),
Demonstrate andland combinations for the different farming systems Communication and Collaboration (CC),
understanding of the Digital Literacy (DL), Creativity and Innovation
different crop, animal (CI)
and land combinations
Exemplars:
under various farming
systems 1. Describe the types of crops, animals and land combinations in the CC 8.5: Vary the level of detail and the
different farming systems in your community. language used when presenting to make it
appropriate to the audience

2. Discuss the advantages and disadvantages of each farming system CC 8.5: Vary the level of detail and the
identified. language used when presenting to make it
appropriate to the audience
CP 6.4: Ability to identify important and
appropriate criteria and use them to evaluate
alternatives

B8/JHS2.3.4.1.2 Discuss the usefulness of the different crops and Critical Thinking and Problem Solving (CP),
animals involved in the different farming systems. Communication and Collaboration (CC),
Digital Literacy (DL), Creativity and Innovation
(CI)
Exemplars:
1. Explain how the different components of farming systems contribute CP 5.2: Analyse and make distinct judgement
to each other. about viewpoints expressed in an argument

2. Discuss and write down the contributions of crops and animals CC 8.5: Vary the level of detail and the
towards the sustainability of each farming system. language used when presenting to make it
appropriate to the audience
CP 5.2: Analyse and make distinct judgement
about viewpoints expressed in an argument

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 STRAND 4: FORCES AND ENERGY
SUB-STRAND 1: ENERGY
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8/JHS2.4.1.1 B8/JHS2.4.1.1.1 Describe energy conversion Critical Thinking and Problem Solving (CP),
Demonstrate the skill Communication and Collaboration (CC),
to evaluate the Digital Literacy (DL), Creativity and Innovation
conversion of energy (CI)
from one form to
Exemplar:
another
1. Describe how energy is converted from one form to another.
CP 5.2: Analyse and make distinct judgement
about viewpoints expressed in an argument
CC 8.5: Vary the level of detail and the
language used when presenting to make it
appropriate to the audience

B8/JHS2.4.1.1.2 Discuss the importance of conversion of energy. Critical Thinking and Problem Solving (CP),
Communication and Collaboration (CC),
Digital Literacy (DL), and Creativity and
Innovation (CI)
Exemplars:
1. Explain the processes that a dammed river goes through to produce CP 5.2: Analyse and make distinct judgement
electricity. about viewpoints expressed in an argument
CP 5.2: Analyse and make distinct judgement
about viewpoints expressed in an argument

2. Describe how to harness natural forms of energy into other forms. CP 5.2: Analyse and make distinct judgement
about viewpoints expressed in an argument
CC 8.5: Vary the level of detail and the
language used when presenting to make it
appropriate to the audience

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8/JHS2.4.1.2 Show an B8/JHS2.4.1.2.1 Describe renewable and non-renewable forms of Critical Thinking and Problem Solving (CP),
understanding of the energy Communication and Collaboration (CC),
sources of renewable Digital Literacy (DL), Creativity and Innovation
energy and how to (CI)
manage these sources in
Exemplars:
a sustainable manner
1. Explain renewable and non-renewable sources of energy. CC 8.2: Explain ideas in a clear order with
relevant detail, using correct construction and
structure of speech

2. Identify the various sources of renewable and non-renewable forms CP 5.2: Analyse and make distinct judgement
of energy and classify them e.g. wind, coal, hydro, crude oil, natural gas, about viewpoints expressed in an argument
solar and biogas.

3. Describe how to produce energy from a renewable source. CP 5.2: Analyse and make distinct judgement
about viewpoints expressed in an argument
CC 8.5: Vary the level of detail and the
language used when presenting to make it
appropriate to the audience

B8/JHS2.4.1.2.2 Demonstrate how to manage sources of Critical Thinking and Problem Solving
renewableenergy sustainably. (CP), Communication and Collaboration
(CC), Digital Literacy (DL), Creativity
and Innovation (CI)
Exemplars:
1. Research about information on the stages involved in managing DL 5.1: Ability to ascertain when information
renewable energy sources. is needed and be able to identify, locate,
evaluate and effectively use it to solve a
problem

2. Create a table to describe challenges associated with the CP 5.6: Demonstrate a thorough
management of different sources of renewable energy. understanding of a generalised concept and
facts specific to task or situation

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8/JHS2.4.1.3 B8/JHS2.4.1.3.1 Discuss the differences and the relationship Critical Thinking and Problem Solving (CP),
Demonstrate an betweenheat and temperature in the environment. Communication and Collaboration (CC),
understanding of the Digital Literacy (DL), Creativity and Innovation
relationship between (CI)
heat and temperature.
Exemplars:
1. Create a table to show the distinguishing features of temperature and CP 5.6: Demonstrate a thorough
heat. understanding of a generalised concept and
facts specific to task or situation

2. Discuss the relationship between temperature and heat. CC 8.5: Vary the level of detail and the
language used when presenting to make it
appropriate to the audience

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 STRAND 4: FORCES AND ENERGY
SUB-STRAND 2: ELECTRICITY AND ELECTRONICS

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8/JHS2.4.2.1 B8/JHS2.4.2.1.1 Explain how electricity transmission occurs. Critical Thinking and Problem Solving (CP),
Demonstrate Communication and Collaboration (CC),
knowledge of electricity Digital Literacy (DL), Creativity and Innovation
transmission (CI)
Exemplars:
1. Identify different stages of electricity transmission. CP 5.1: Ability to combine Information
and ideas from several sources to reach a
conclusion

2. Draw a flow chart to show the stages of electricity transmission from CP 5.3: Create simple logic trees to think
the point of generation to the point of consumption. through problems

B8/JHS2.4.2.2 B8/JHS2.4.2.2.1 Demonstrate the charging and discharging Critical Thinking and Problem Solving
Demonstrate action ofa capacitor in a DC electronic circuit (CP), Communication and Collaboration
understanding of the (CC), Creativity and Innovation (CI)
functions of capacitors
Exemplars:
in relation to LEDs,
Diodes and resistors in 1. Research information about capacitors in electronic circuits and DL 5.5: Evaluate the quality and validity of
electronic circuits explain their functions when connected with direct current (DC). information
CC 8.2: Explain ideas in a clear order with
relevant details, using correct construction and
structure of speech

2. Describe the charging and discharging actions of a capacitor and CP 5.1: Ability to combine Information
explain the role of LEDs, diodes and resistors in an electronic circuit. and ideas from several sources to reach a
conclusion

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 STRAND 4: FORCES AND ENERGY
SUB-STRAND 3: CONVERSION AND CONSERVATION OF ENERGY

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8/JHS2.4.3.1 B8/JHS2.4.3.1.1. Explain the importance of conversion of energy Critical Thinking and Problem Solving (CP),
Evaluate theimpact andenergy conservation in daily life Communication and Collaboration (CC),
of conversionof Creativity and Innovation (CI), Digital Literacy
energy and energy (DL)
conservation on the
Exemplars:
environment
1. Classify the importance of energy conversion and energy
CP 5.1: Ability to combine Information
conservation in daily life.
and ideas from several sources to reach a
conclusion
2. Search from multimedia sources, books, internet for information on
DL 5.5: Evaluate the quality and validity of
the impact of energy.
information
3. Conversion and conservation in their environment, and make a CC 8.2: Explain ideas in a clear order with
poster presentation on their findings. relevant details, using correct construction and
structure of speech

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 STRAND 4: FORCES AND ENERGY
SUB-STRAND 4: FORCE AND MOTION
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8/JHS2.4.4.1 B8/JHS2.4.4.1.1 Demonstrate simple ways of making magnets Critical Thinking and Problem Solving (CP),
Demonstratethe andshow how magnetic force can be applied in domestic and Communication and Collaboration (CC),
production of magnet, industrial activities Creativity and Innovation (CI), Digital Literacy
domestic and (DL)
industrial application
Exemplars:
of Magnetic force and
its relationship with 1. Produce magnets (using magnetic materials such as pieces of iron and CI 5.1: Examine alternatives in creating new
Newton’s Second law of bar magnet; and electricity). things
motion and in everyday
life 2. Demonstrate some application of magnetic force in domestic and CP 5.6: Demonstrate a thorough
industrial activities (E. g. compass, alarms, loud speakers, etc.). understanding of a generalised concept and
facts specific to a task or situation
CI 5.1: Examine alternatives in creating new
things

3. Explore other industrial and domestic applications of magnetic force CC 8.1: Speak clearly and explain ideas. Share
and present findings. a narrative or extended answer while speaking
to a group

B8/JHS2.4.4.1.2. Explain the relationship between magnetic Critical Thinking and Problem Solving
forceand Newton’s Second Law of motion; and show the law’s (CP)
application to life.
Exemplars:
1. Explain Newton’s Second Law of motion with examples from daily life. CP 5.2: Analyse and make distinct judgement
about viewpoints expressed in an argument

2. Perform an experiment to show the relationship between force and CP 5.2: Analyse and make distinct judgement
motion using magnetic force, and the principle of Newton’s Second about viewpoints expressed in an argument
Law of Motion.

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8/JHS2.4.4.2 B8/JHS2.4.4.2.1 Identify complex machines and describe their Critical Thinking and Problem Solving (CP),
Demonstrate functions in life Communication and Collaboration (CC),
understanding of Creativity and Innovation (CI), Digital Literacy
complex machines and (DL)
how they work
Exemplars:

1. Recap what simple machines are from B7/JHS1.4.4.2.1 CC 8.2: Explain ideas in a clear order with
relevant details, using correct construction and
structure of speech

2. Explain what complex machines are and show how different they CP 5.8: Identify and prove misconceptions
are from simple machines. about a generalised concept or fact specific to a
task or situation

3. Identify simple machine in complex machines. CP 5.9: Identify and explain a confusion,
uncertainty, or a contradiction surrounding an
event

4. Explain how the functions of a complex machine can improve the CC 8.2: Explain ideas in a clear order with
quality of life. relevant details, using correct construction and
structure of speech

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 STRAND 4: FORCES AND ENERGY
SUB-STRAND 5: AGRICULTURAL TOOLS
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8/JHS2.4.5.1 B8/JHS2.4.5.1.1 Show and discuss the use of basic and simple Critical Thinking and Problem Solving (CP),
Demonstrate agricultural tools for basic on-farm activities Communication and Collaboration (CC),
knowledge and skills Creativity and Innovation (CI), Digital Literacy
in the use of basic and (DL)
simple agricultural
Exemplars:
tools for basic on-farm
activities 1. Collect and list different types of agricultural tools used for on-farm CP 5.6: Demonstrate a thorough
activities. understanding of a generalised concept and
facts specific to task or situation

2. Match each tool with the familiar type of agricultural activity it is used CP 5.2: Analyse and make distinct judgement
for and create an album of the tools. about viewpoints expressed in an argument

B8/JHS2.4.5.1.2 Engage in the use of basic and simple Critical Thinking and Problem Solving (CP),
agriculturaltools for basic farm activities. Communication and Collaboration (CC),
Creativity and Innovation (CI), Digital Literacy
(DL)
Exemplars:
1. Explain how the different agricultural tools are used on a farm or CP 5.7: Provide new insight into controversial
school garden to perform specific agricultural activities. situation or task

2. Practice the use of different agricultural tools for specific activities on CI 5.5: Ability to try new alternatives and
a farm or school garden. different approaches

3. Select appropriate tools for specific agriculture tasks. CP 5.2: Analyse and make distinct judgement
about viewpoints expressed in an argument

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 STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 1:WASTE MANAGEMENT
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8/JHS2.5.1.1 B8/JHS2.5.1.1.1 Explain sustainable waste management practices Critical Thinking and Problem Solving (CP),
Demonstrate Communication and Collaboration (CC),
knowledge of waste Creativity and Innovation (CI), Digital Literacy
management systems (DL)
and apply it in an
Exemplars:
environment
1. Outline approaches to waste management in promoting sustainable
CP 5.1: Ability to combine information
management.
and ideas from several sources to reach a
conclusion
2. Conduct a survey in a community’s waste management practices and
DL 6.6: Knowledge and recognition of ethical
present a report.
use of information

B8/JHS2.5.1.1.2. Apply knowledge of waste management Critical Thinking and Problem Solving
practices tomanage waste in a community (CP), Communication and Collaboration
(CC), Creativity and Innovation (CI),
Digital Literacy (DL)
Exemplars:
1. Carry out an activity to manage waste using knowledge acquired in CP 6.1: Ability to effectively define goals
indicator B8/JHS2.5.1.1.1 in their communities. towards solving a problem

2. Evaluate the waste management practices carried out in a community CP 6.1: Ability to effectively define goals
and present a report. towards solving a problem
CC 8.2: Explain ideas in a clear order with
relevant details, using correct construction and
structure of speech

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 STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 2: HUMAN HEALTH
CONTENT
INDICATORS AND EXEMPLARS CORE COMPETENCIES
STANDARD

B8/JHS2.5.2.1 B8/JHS2. 5.2.1.1 Explain the symptoms, effects Critical Thinking and Problem Solving (CP),
Demonstrate and prevention of common communicable Communication and Collaboration (CC), Creativity
knowledge of common diseases. and Innovation (CI), Digital Literacy (DL)
communicable diseases,
such as Hepatitis,
Exemplars:
of humans, causes, CP 5.6: Demonstrate a thorough understanding of
symptoms, effects and 1. Compile data on the number of males and females who a generalised concept and facts specific to task or
their prevention suffer from common communicable diseases such as situation
hepatitis, from a medical centre and determine the possible
causes of these diseases.
CP 5.6: Demonstrate a thorough understanding of
2. Identify causes, symptoms, effects and prevention of hepatitis, a generalised concept and facts specific to task or
HIV, measles and others and make a presentation. situation
CC 8.2: Explain ideas in a clear order with relevant
details, using correct construction and structure of
speech

CP 5.1: Ability to combine Information and ideas from

3. Search for the causes, symptoms and prevention of hepatitis several sources to reach a conclusion
and develop a plan to minimise the disease.

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CONTENT
INDICATORS AND EXEMPLARS CORE COMPETENCIES
STANDARD

B8/JHS2. 5.2.1.2. Analyse the risk factors of Critical Thinking and Problem Solving (CP),
communicablediseases Communication and Collaboration (CC), Creativity
and Innovation (CI), Digital Literacy (DL)
Exemplars:
1. Search for information that is associated with communicable DL 5.5: Evaluate the quality and validity of information
diseases.

2. Create awareness about risk factors of communicable CC 8.3: Apply appropriate diction, and structure
diseases such as hepatitis, HIV, measles and others in order sentences correctly for narrative, persuasive,
to prevent the diseases in their schools and communities. imaginative and expository purposes

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CONTENT
INDICATORS AND EXEMPLARS CORE COMPETENCIES
STANDARD

B8/JHS2.5.2.2 B8/JHS2. 5.2.2.1 Explain the nature of bacterial Critical Thinking and Problem Solving (CP),
Demonstrate diseases with special emphasis on food Communication and Collaboration (CC), Creativity
knowledge of the poisoning/gonorrhoea/ meningitis their causes, and Innovation (CI), Digital Literacy (DL)
nature of selected symptoms, effects on humansand prevention
bacterial diseases of
Exemplars:
humans, their causes,
symptoms, effects and 1. Discuss the nature of bacterial diseases. CP 5.1: Ability to combine information and ideas from
prevention several sources to reach a conclusion

2. Search for information and make presentations on food DL 5.1: Ability to ascertain when information is
poisoning, gonorrhoea, and meningitis diseases their mode needed and be able to identify, locate, evaluate and
of transmission from person to person, community to effectively use it to solve a problem
community and from country to country.

3. Describe the symptoms, effects and prevention of food CC 8.1: Speak clearly and explain ideas. Share a
poisoning,, gonorrhoea, and meningitis diseases. narrative or extended answer while speaking to a
group

4. Describe the role of individuals, community members and CC 8.1: Speak clearly and explain ideas. Share a
government in managing food poisoning, gonorrhoea, and narrative or extended answer while speaking to a
meningitis diseases. group

5. Design and produce a poster to educate their community CI 5.2: Ability to merge simple/complex ideas to
members on the incidence and control of named bacterial create novel situations or thing
diseases: food poisoning, gonorrhoea, and meningitis.

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 STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 3: SCIENCE AND INDUSTRY
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8/JHS2.5.3. 1 B8/JHS2. 5.3.1.1 Examine the relationship among science, Critical Thinking and Problem Solving (CP),
Demonstratean technology, innovation and society. Communication and Collaboration (CC),
understanding of Creativity and Innovation (CI), Digital Literacy
connections among (DL)
science, technology,
Exemplars:
innovation, society and
the environment 1. Explain the interrelationship of science and technology and CP 6.1: Ability to effectively define goals
innovation. towards solving a problem
CC 8.2: Explain ideas in a clear order with
relevant detail, using correct construction and
structure of speech

2. Discuss technological advancements in the world and its impact on DL 5.5: Evaluate the quality and validity of
the Ghanaian environment. information
CC 8.2: Explain ideas in a clear order with
relevant details, using correct construction
and structure of speech, using conjunctions to
structure and speech

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 STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 4: CLIMATE CHANGE AND GREEN ECONOMY
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8/JHS2.5.4.1 B8/JHS2.5.4.1.1 Explain the concept of climate change and its Critical Thinking and Problem Solving
Demonstrate an effecton the environment. (CP), Communication and Collaboration
understanding of the effects (CC),Creativity and Innovation (CI), Digital
of climate change in the Literacy (DL)
world and greening of other Exemplars:
tropical countries including
Ghana. 1. Describe the signs of climate change. CP 5.1: Ability to combine Information
and ideas from several sources to reach a
conclusion
CC 8.2: Explain ideas in a clear order with
relevant detail, using correct construction and
structure of speech

2. Search for causes and effects of climate change and present a report. CP 5.1: Ability to combine Information
and ideas from several sources to reach a
conclusion
DL 5.1: Ability to ascertain when information
is needed and be able to identify, locate,
evaluate and effectively use it to solve a
problem

3. Explain how countries in the continents are adapting to climate CP 5.1: Ability to combine Information
change for example tree planting and legislation on bush burning. and ideas from several sources to reach a
conclusion
DL 5.1: Ability to ascertain when information
is needed and be able to identify, locate,
evaluate and effectively use it to solve a
problem

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8/JHS2.5.4.1.2. Describe climate change and green economy Critical Thinking and Problem Solving (CP),
actions. Communication and Collaboration (CC),
Creativity and Innovation (CI), Digital Literacy
(DL)
Exemplars:
1. Describe climate change adaptation measures that can be applied in CP 5.1: Ability to combine information
the community. and ideas from several sources to reach a
conclusion
CC 8.1: Speak clearly and explain ideas. Share
a narrative or extended answer while speaking
to a group
DL 5.1: Ability to ascertain when information
is needed and be able to identify, locate,
evaluate and effectively use it to solve a
problem

2. Discuss mitigation strategies that your community can adapt to CC 8.2: Explain ideas in a clear order with
reduce the effects of climate change. relevant details, using correct construction and
structure of speech
DL 5.1: Ability to ascertain when information
is needed and be able to identify, locate,
evaluate and effectively use it to solve a
problem

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 STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 5: UNDERSTANDING THE ENVIRONMENT
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8/JHS2.5.5.1 B8/JHS2.5.5.1.1 Discuss physical properties of soils Critical Thinking and Problem Solving (CP),
Demonstrate Communication and Collaboration (CC),
understanding of the Creativity and Innovation (CI), Digital Literacy
differences among soils, (DL)
plant roots, stems,
Exemplars:
leaves, flowers, and fruits
of plants in the different 1. Collect and describe different samples of soils (sandy soil, loamy soil, CP 5.1: Ability to combine information
environments clay soil, etc.) from the school garden and the community. and ideas from several sources to reach a
conclusion

2. Discuss how each soil type retains water and supports the root CP 5.1: Ability to combine information
system of plants. and ideas from several sources to reach a
conclusion
CC 8.2: Explain ideas in a clear order with
relevant details, using correct construction and
structure of speech

3. Conduct an experiment to demonstrate how different soil types

retain water to support the root system of crops.

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8/JHS2.5.5.1.2 Analyse the physical properties of soils and Critical Thinking and Problem Solving (CP),
soil water content and demonstrate their importance in Communication and Collaboration (CC),
crop production. Creativity and Innovation (CI), Digital Literacy
(DL)
Exemplars:
1. Examine and discuss the different physical properties of each soil type CP 5.5: Effectively evaluate the success of
and how these properties help support crop production. solutions used in an attempt to solve a complex
problem

2. Observe and describe the growth of different plants on different soil CP 5.3: Create simple logic trees to think
types. through problems
CC 8.1: Speak clearly and explain ideas. Share
a narrative or extended answer while speaking
to a group

3. Demonstrate how plants absorb water and nutrients from the soil CI 5.5: Ability to try new alternatives and
(osmosis). different approaches
CP 5.1: Ability to combine information from
several sources to reach a conclusion

B8/JHS2.5.6.1 B8/JHS2.5.6.1.1 Observe and describe different types of rocks as Critical Thinking and Problem Solving (CP)
Recognise thedifferent origins of soils. Creativity and Innovation (CI)
types of rocksas origin
Exemplars:
of different types of
soils CP 6.3: Ability to select alternative(s) that
1. Identify different labelled samples of rocks presented in the
classroom/laboratory. adequately meet selected criteria

2. Describe the visible characteristics of each rock. CI 6.8: Recognise and generalise information
and experience; search for trends and patterns

3. Collect samples of rocks from around the community and label CP 6.4: Ability to identify important and
them rock identification guide and compare them with the labelled appropriate criteria and use them to evaluate
laboratory samples in Exemplar 1. alternatives

4. Research and report the stages of weathering of rocks to form soil. CP 6.3: Identify important and appropriate
alternatives
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 STRAND 1: DIVERSITY OF MATTER
SUB-STRAND 1: MATERIALS
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9/JHS3.1.1.1 Show an B9/JHS3.1.1.1.1 Identify by name binary chemical Critical Thinking and Problem Solving (CP),
understanding of compounds anddiscuss their uses. Communication and Collaboration (CC)
formation of binary
chemical compounds and
their uses (Acids, Bases Exemplars:
and Salts)
1. Identify and name chemical compounds from a collection of materials CP 5.1: Ability to combine Information
commonly found at home, school and the community such as table and ideas from several sources to reach a
salt, water, vinegar, fuel (take precaution), soap, detergents, marble and conclusion
fertilisers.

2. Write the chemical symbols of the elements identified in the chemical CP 6.1: Ability to effectively define goals
compounds. towards solving a problem

B9/JHS3.1.1.1.2 Discuss the formation of binary chemical Critical Thinking and Problem Solving (CP),
compounds. Communication and Collaboration (CC),
Creativity and Innovation (CI)

Exemplars:
CP 5.6: Demonstrate a thorough
1. Distinguish among elements, molecules, ions and compounds. understanding of a generalised concept and
facts specific to task or situation
CP 6.6: Preparedness to recognise and
explain results after implementation of plans

CC 9.6: Ability to work with all group

2. Write molecular formula of binary compounds and describe their members to complete a task successfully
formation.
CP 5.4: Generate hypotheses to help answer
3. Compare and contrast different binary chemical compounds based on complex problems
their composition and properties. CP 6.4: Ability to identify important and
appropriate criteria and use them to evaluate
alternatives

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

4. Form models to represent chemical compounds such as water, CI 5.4: Examine alternatives in creating new
carbon (IV) oxide, iron (II) sulphide and magnesium oxide. things

B9/JHS3.1.1.1.3 Describe the characteristics of common acids, Critical Thinking and Problem Solving (CP),
basesand salts. Communication and Collaboration (CC),
Creativity and Innovation (CI)
Exemplars:
1. Identify acids, bases and salts by their characteristics. CP 5.8: Identify and prove misconceptions
about a generalised concept or fact specific
to a task or situation

2. Create a model of a pH Scale and use it to determine the strength of CI 5.4: Examine alternatives in creating new
common acids and alkali solutions using indicators. things
CI 6.5: Anticipate and overcome difficulties
relating to taking initiatives

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9/JHS3.1.1.2 B9/JHS3.1.1.2.1 Recognise that chemical bond results Digital Literacy (DL), Personal Development
Demonstrate knowledge from theattraction between atoms in a compound and Leadership (PL), Communication and
of atomic bonding in the Collaboration (CC)
formationof chemical
Exemplars:
compounds
1. Identify types of inter-atomic bonds.
CC 8.1: Speak clearly and explain ideas.
Share a narrative or extended answer while
speaking to a group
CC 9.2: Understand and use interpersonal
skills
2. Describe the formation of inter-atomic bonds.
DL 5.3: Ability to find and utilise digital
content
PL 5.1: Understanding of oneself (strength,
weaknesses, goals and aspirations), in
reacting and adjusting to novel situations
PL 6.8: Actively assist group identify
changes or modifications necessary in the
group activities and work towards carrying
out those changes
3. Identify examples of substances that exhibit ionic, covalent and
DL 5.5: Evaluate the quality and validity of
metallic bonding.
information

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 STRAND 1: DIVERSITY OF MATTER
SUB-STRAND 2: LIVING CELLS
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9/JHS3.1.2.1 B9/JHS3.1.2.1.1 Discuss the concepts of specialised cells and how Communication and Collaboration (CC),
Demonstrate knowledge theyare formed in dicotyledonous plants and humans Critical Thinking and Problem Solving (CP)
of specialist cells of
Exemplars:
dicotyledonous plants
and humans, their 1. Brainstorm to bring out the meaning of specialised cells. CC 9.1: Demonstrate behaviour and skills of
formation and functions working towards group goals
for the existence of the
plants and humans 2. Discuss how specialised cells are formed in dicotyledonous plants and CC 9.1: Demonstrate behaviour and skills of
humans. working towards group goals
CP 6.4: Ability to identify important and
appropriate criteria and use them to evaluate
alternatives

B9/JHS3.1.2.1.2 Examine the functions of specialised cells in Digital Literacy (DL), Critical Thinking
dicotyledonous plants such as epidermal, guard cells, cambium, and Problem Solving (CP)
xylem in relation to the existence of the plants
Exemplars:
1. Observe specialised dicotyledonous plant cells such as epidermal, DL 5.3: Ability to find and utilise digital
guard cells, cambium, xylem from videos and charts and identify them content
by their names and shapes. CP 5.1: Ability to combine Information
and ideas from several sources to reach a
conclusion

2. Search from books and the internet for information on the functions DL 5.3: Ability to find and utilise digital
of the specialised cells of dicotyledonous plants and how they relate content
to the existence of the plants. CP 5.1: Ability to combine Information
and ideas from several sources to reach a
conclusion

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9/JHS3.1.2.1.3 Examine the functions of specialised animal Digital Literacy (DL), Critical Thinking and
cellssuch as (nerve, blood cells, muscle cells and sperm cells) Problem Solving (CP)
in relation to the existence of humans
Exemplars:
1. Observe specialised animal cells such as nerve cells, blood cells, DL 5.3: Ability to find and utilise digital
muscle cells and sperm cells from pictures, videos and charts and content
identify them by their names and make models to represent their CP 5.1: Ability to combine information
shapes. and ideas from several sources to reach a
conclusion

2. Search from books, journals and internet for information on DL 5.3: Ability to find and utilise digital
specialised cells in exemplar 1 and how they relate to the existence of content
humans.

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 STRAND 2: CYCLES
SUB-STRAND 1: EARTH SCIENCES

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9/JHS3.2.1.1 B9/JHS3.2.1.1.1 Explain the process of the nitrogen Critical Thinking and Problem Solving (CP),
Demonstratean cycle as arepeated pattern in nature Communication and Collaboration (CC) Digital
understanding of the Literacy (DL), Creativity and Innovation (CI)
Nitrogen cycle as a
Exemplars:
repeated pattern of
change in nature, and 1. Identify the nitrogen cycle from the internet, charts, or pictures. DL 5.4: Ability to construct knowledge from a
how it relates to the non-linear hyper-textual navigation
environment
2. Explain the nitrogen cycle depicting processes such as:
CP 5.6: Demonstrate a thorough
– Nitrogen fixation understanding of a generalised concept and
– Nitrification (converting ammonia into nitrates). facts specific to task or situation
– Assimilation (plants and animals using nitrogen)
– Ammonification (adding organic nitrogen compounds to ammonia
or ammonia formation).
– De-nitrification.

3. Explain the relationship between the nitrogen cycle and the

CG 5.3: Develop and express respect,
environment.
recognition and appreciation of others’ cultures
4. Explain why the nitrogen cycle is a repeated pattern in nature.
CC 7.3: Provide feedback in areas of ideas,
organisation, voice, word choice and sentence
fluency in communication

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9/JHS3.2.1.1.2 Describe the importance of the nitrogen cycle to Critical Thinking and Problem Solving (CP),
theenvironment Communication and Collaboration (CC),
Digital Literacy (DL), Creativity and Innovation
(CI)
Exemplars:
1. Describe the importance of nitrogen to the environment. CI 5.3: Identification of requirements of a
given situation and justification of more than
one creative tool that will be suitable

2. Carry out a project to show how certain plants such as leguminous CC 8.1: Speak clearly and explain ideas. Share
crops can replenish nitrogen in the soil. a narrative or extended answer while speaking
to a group

3. Predict what will happen if the nitrogen cycle is interrupted by actions CI 6.4: Imagining and seeing things in a
such as leaching, bush burning, and destruction of leguminous plants. different way

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 STRAND 2: CYCLES
SUB-STRAND 2: LIFE CYCLE OF ORGANISMS
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9/JHS3.2.2.1 B9/JHS3.2.2.1.1 Describe the life cycle of the grasshopper as a Critical Thinking and Problem Solving (CP),
Demonstrate an formof incomplete metamorphosis Communication and Collaboration (CC) Digital
understanding of thelife Literacy (DL), Creativity and Innovation (CI)
cycle of grasshopperand
Exemplars:
assess how their
activities affect humans 1. Draw the stages of the life cycle of a grasshopper from egg through CI 6.3: Ability to select the most effective
nymph to adult. creative tools for work, and give reasons for
the choice
DL 6.3: Use digital tools to create novel things

2. Identify the behaviour of each stage of the life cycle of a grasshopper. CC 8.1: Speak clearly and explain ideas.
Share a narrative or extended answer while
speaking to a group

3. Explain why the life cycle of the grasshopper is described as CC 8.2: Explain ideas in a clear order with
incomplete metamorphosis as compared to complete metamorphosis relevant details, using correct construction and
in the housefly and mosquito in B7/JHS1.2.2.1.1 and B8/JHS2.2.2.1.1 structure of speech
respectively. CP 9.2: Understand and use interpersonal
skills

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9/JHS3.2.2.1.2 Examine how the activities of the grasshopper Critical Thinking and Problem Solving (CP),
affecthumans. Communication and Collaboration (CC),
Digital Literacy (DL)
Exemplars:

1. Outline the activities of the grasshopper in everyday life (e.g. feeding CC 7.3: Provide feedback in areas of ideas,
on grasses and weeds.). organisation, voice, word choice and sentence
fluency in communication

2. Carry out a search for information on activities of the grasshopper CC 8.2: Explain ideas in a clear order with
that are harmful or beneficial to humans. relevant details, using correct construction and
structure of speech

3. Generate activities to promote or reduce the effect of the activities DL 5.6: Preparedness to make better
of grasshoppers on humans. decisions using available information
DL 6.6: Knowledge and recognition of ethical
use of information
CP 6.7: Implement strategies with accuracy

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 STRAND 2: CYCLES
SUB-STRAND 3: CROP PRODUCTION
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9/JHS3.2.3.1 Show an B9/JHS3.2.3.1.1 Observe and describe differences in maturation Critical Thinking and Problem Solving (CP),
understanding of ofcrops grown in different soils and on different seed beds Communication and Collaboration (CC),
differences in maturities Digital Literacy (DL)
of different crops grown
Exemplars:
in different soils and
different seed beds 1. Observe and record the maturity stages of different crops grown in DL 5.5: Evaluate the quality and validity of
different soils and seed beds. information

2. Discuss the differences in maturity stages among the different crops CC 8.2: Explain ideas in a clear order with
on the different soils and seed beds. relevant detail, using correct construction and
structure of speech

3. Compare and contrast the maturity stages of crops and seedlings in CC 8.3: Apply appropriate diction, and
the community/school garden with others grown elsewhere. structure sentences correctly for narrative,
persuasive, imaginative and expository
purposes

B9/JHS3.2.3.2 B9/JHS3.2.3.2.1 Observe and record the uses of different crops Communication and Collaboration (CC)
Demonstrate atdifferent maturity stages. Digital Literacy (DL),Critical Thinking
knowledge and and problem solving (CP)
understanding of uses
Exemplars:
of different crops at
different maturity stages 1. Discuss and write the uses of each maturity stage of each crop CC 8.2: Explain ideas in a clear order with
identified. relevant details, using correct construction and
structure of speech
DL 5.5: Evaluate the quality and validity of
information

2. Categorise crops by their different maturity stages and uses. CP 5.1: Ability to combine information
and ideas from several sources to reach a
conclusion

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9/JHS3.2.3.2.2 Evaluate the importance of knowledge of Communication and Collaboration (CC) Digital
maturitystages of different crops to human beings Literacy (DL),Critical Thinking and problem
solving (CP)
Exemplars:
1. Explain the specific use(s) of each maturity stage of different crops to CC 7.3: Provide feedback in areas of ideas,
humans, other crops, animals, and the environment. organisation, voice, word choice and sentence
fluency in communication

2. Discuss the differences in maturity stages among the different crops CC 8.2: Explain ideas in a clear order with
on the different soil media and seed beds. relevant detail, using correct construction and
structure of speech

3. Compare and contrast the maturity stages of crops and seedlings in CC 8.3: Apply appropriate diction, and
the community/school garden with others grown elsewhere. structure sentences correctly for narrative,
persuasive, imaginative and expository
purposes

B9/JHS3.2.3.2 B9/JHS3.2.3.2.1 Observe and record the uses of different crops Communication and Collaboration (CC)
Demonstrate atdifferent maturity stages Digital Literacy (DL),Critical Thinking
knowledge and and problem solving (CP)
understanding of uses
Exemplars:
of different crops at
different maturity stages 1. Discuss and write the uses of each maturity stage of each crop
identified. CC 8.2: Explain ideas in a clear order with
relevant detail, using correct construction and
structure of speech
DL 5.5: Evaluate the quality and validity of
information
2. Categorise crops by their different maturity stages and uses.
CP 5.1: Ability to combine information
and ideas from several sources to reach a
conclusion

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9/JHS3.2.3.2.2 Evaluate the importance of knowledge of Communication and Collaboration (CC) Digital
thematurity stages of different crops to human beings Literacy (DL),Critical Thinking and problem
solving (CP)
Exemplars:

1. Explain the specific use(s) of each maturity stage of different crops to CC 7.3: Provide feedback in areas of ideas,
humans, other crops, animals, and the environment. organisation, voice, word choice and sentence
fluency in communication

2. Explain how the knowledge of the maturity stages of different crops CP 5.3: Create simple logic trees to think
helps a farmer in crop selection, time of harvest, and others. through problems
CP 6.4: Ability to identify important and
appropriate criteria and use them to evaluate
alternatives

3. Compare different stages of maturity of crops identified in the DL 5.3: Ability to find and utilise digital
community with those used in other places. content

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 STRAND 2: CYCLES
SUB-STRAND 4: ANIMAL PRODUCTION
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9/JHS3.2.4.1 B9/JHS3.2.4.1.1 List the ingredients and the method of Critical Thinking and Problem Solving (CP),
Demonstrate preparationof different feed for different domestic and Communication and Collaboration (CC),
understanding of the commercial animals Digital Literacy (DL), Personal development
preparation of feed and leadership (PD)
for domestic and
Exemplars:
commercial animals
1. Demonstrate how farmers prepare feed for different domestic and CP 5.6: Demonstrate a thorough
commercial animals with ingredients. understanding of a generalised concept and
facts specific to task or situation

2. Write down the process of preparing feed for different domestic and PL 6.2: Division of tasks into solvable units
commercial animals with the ingredients. and assigning group members to task units

3. Compile a table, matching feed, ingredients and method of DL 6.6: Knowledge and recognition of ethical
preparation. use of information

4. Formulate and prepare feed for domestic and commercial animals. DL 6.6: Knowledge and recognition of ethical
use of information

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9/JHS3.2.4.2 B9/JHS3.2.4.2.1 Describe and select appropriate feed for Critical Thinking and Problem Solving (CP),
Demonstrate skills and differentdomestic and commercial animals Communication and Collaboration (CC),
knowledge offeeding Digital Literacy (DL), Personal development
domestic and and leadership (PD)
commercial animals
Exemplars:

1. Compile a list of feed commonly consumed by the different domestic CC 8.2: Explain ideas in a clear order with
and commercial animals in the environment. relevant detail, using correct construction and
structure of speech

2. Compare and contrast the characteristics of different kinds of feed DL 5.3: Ability to find and utilise digital
commonly consumed by categories of domestic and commercial content
animals (ruminants, monogastrics, and poultry).

3. Record feed used to feed domestic and commercial animals on farms CP 5.1: Ability to combine information
over a period of time. and ideas from several sources to reach a
conclusion

4. Identify named samples of feed for three categories of domestic and PL 5.2: Demonstrate a sense of belonging in a
commercial animals (ruminants, monogastrics, and poultry). group

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9/JHS3.2.4.2.2 Differentiate between different types of feed for Critical Thinking and Problem Solving (CP),
different stages of domestic and commercial animals. Communication and Collaboration (CC),
Personal development and leadership (PD)
Exemplars:

1. Categorise different types of animals according to their stages of CP 5.5: Effectively evaluate the success of
growth (young, growing and matured stages). solutions used in an attempt to solve a complex
problem

2. List the types of feed used for the various stages of growth in their CC 9.2: Understand and use interpersonal
domestic and commercial ruminants, monogastrics and poultry. skills

3. Compare and construct the major functions of feed in each growth PL 5.1: Understanding oneself (strengths,
stage of different animals. weaknesses, goals and aspirations), in reacting
and adjusting to novel situations

4. Discuss types of feed used to feed different domestic and commercial CC 9.4: Help group work on relevant activities
animals at different stages of growth.

B9/JHS3.2.4.2.3 Perform the feeding of domestic and Critical Thinking and Problem Solving
commercialanimals. (CP), Communication and Collaboration
(CC)
Exemplar:

1. Demonstrate how to feed domestic and commercial animals at CC 8.5: Vary the level of detail and the
different stages of growth and production, with appropriate feed in language used when presenting to make it
the school farm or a farm in the community. appropriate to the audience
CP 5.6: Demonstrate a thorough
understanding of a generalised concept and
facts specific to task or situation

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 STRAND 3: SYSTEMS
SUB-STRAND 1:THE HUMAN BODY SYSTEM
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9/JHS3.3.1.1 B9/JHS3.3.1.1.1 Explain the concept of the circulatory Critical Thinking and Problem Solving (CP),
Demonstrate system, state the function of each part of the system and Communication and Collaboration (CC),
understanding of the the healthchallenges associated with it Digital literacy (DL), Creativity and Innovation
blood circulatory (CI)
system, health
Exemplars:
problems associated
with the system and its 1. Discuss the blood circulatory system in humans and the composition CP 5.8: Identify and prove misconceptions
relationship with the and functions of blood. about a generalised concept or fact specific to a
respiratory system in task or situation
humans
2. Explain the functions of the parts of the circulatory system.
CC 9.1: Demonstrate behaviour and skills of
working towards group goals
3. Draw and label the longitudinal section of a mammalian heart.
DL 6.3: Use digital tools to create novel things
4. Describe the prevention and causes of diseases of the circulatory
system. CI 6.2: Ability to reflect on approaches to
creative tasks and evaluate the effectiveness of
tools used
5. Describe what blood pressure is and ways of managing it.
CC 9.4: Help group work on relevant activities
B9/JHS3.3.1.1.2 Explain the concept of respiration and show Communication and Collaboration (CC),
how therespiratory and circulatory systems complement each and
other. (Note that respiration is a chemical reaction that Critical Thinking and Problem Solving
releases carbon dioxide (CO2), water (H2O) and energy from (CP)
glucose and oxygen).

Exemplars:

1. Explain the concept of respiration. CC 7.5: Identify and analyse different points of
views of speaker
2. Explain how deoxygenated blood from circulation is oxygenated CP5.3: Create simple logic trees to think
through inhalation for respiration to take place. through problems

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 STRAND 3: SYSTEMS
SUB-STRAND 2:THE SOLAR SYSTEM

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9/JHS3.3.2.1 B9/JHS3.3.2.1.1 Understand the movement of non-planetary Communication and Collaboration (CC), Digital
Demonstrate knowledge bodiesin the solar system Literacy (DL)
of other non-planetary
Exemplars:
bodies such ascomets,
asteroids, and their DL 5.6: Preparedness to make better
1. Research for information on the movement of non-planetary bodies
relationship with the
in the solar system. E.g. asteroids and comets. decisions using available information
solar system
2. Compare and contrast the movement of the non-planetary bodies in CC 8.2: Explain ideas in a clear order with
the solar system. relevant details, using correct construction and
structure of speech

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 STRAND 3: SYSTEMS
SUB-STRAND 3: ECOSYSTEM

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9/JHS3.3.3.1 B9/JHS3.3.3.1.1 Conduct research into the composition of an Communication and Collaboration (CC),
Recognise the ecosystem and discuss how the components depend on each Digital Literacy (DL), Creativity and Innovation
interdependenceof other for survival. (CI)
organisms in
Exemplars:
an ecosystem and
appreciate their 1. Describe how organisms depend on each other in different DL 5.3: Ability to find and utilise digital
interaction to maintain ecosystems. (You may use pictures, charts and videos). content
balance in the system
2. State the differences between an ecosystem and a habitat.
CC 9.3: Understand roles during group
activities
3. Construct a food chain and a food web found in an ecosystem.
CI 5.2: Ability to merge simple/complex ideas
to create novel situations or things
4. Predict and justify your predictions on how interferences such as
CI 5.4: Ability to visualise alternatives,
earthquake, volcanic eruptions, hunting, farming, mining,
“galamsey,”pollution, pesticides and bush burning will affect the see possibilities, and identify problems and
balance in an ecosystem. challenges

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 STRAND 3: SYSTEMS
SUB-STRAND 4: FARMING SYSTEMS
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9/JHS3.3.4.1 B9/JHS3.3.4.1.1 List and explain the different plant and animal Communication and Collaboration (CC),
Demonstrate wasteused in preparing different types of manure Creativity and Innovation (CI), Critical Thinking
knowledge and skills and Problem Solving (CP)
in the preparation
Exemplars:
of different types of
manure from animal 1. List some types of manure used by farmers. CC 9.1: Demonstrate behaviour and skills of
and plant waste working towards group goals

2. Identify and write down the materials used in preparing manure and CP 5.3: Create simple logic trees to think
their sources . through problems

3. Categorise manure into those from plant wastes and animal wastes. CI 6.5: Anticipate and overcome difficulties
relating to taking initiatives

4. Compile a list of plant parts/wastes and animal parts/wastes that are CC 7.3: Provide feedback in areas of ideas,
used to prepare manure. organisation, voice, word choice and sentence
fluency in communication

5. Justify the use of different animal and plant manures (poultry CP 5.6: Demonstrate a thorough
droppings, cow dung, animal parts and carcases, pig dung, human understanding of a generalised concept and
excreta, domestic refuse, leaves, waste fruits, plant parts and shavings, facts specific to a task or situation
etc) under different soil and climatic conditions.

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9/JHS3.3.4.1.2 Demonstrate the preparation of different types Communication and Collaboration (CC),
ofmanure Creativity and Innovation (CI),Critical Thinking
and Problem Solving (CP)
Exemplars:
1. Prepare manure from the different plant and animal wastes. CP 6.3: Ability to select alternative(s) that
adequately meet selected criteria

2. Discuss the preparation of manure using the plants and animal wastes CC 8.5: Vary the level of detail and the
that are available in a community. language used when presenting to make it
appropriate to the audience

B9/JHS3.3.4.1.3 Prepare different types of manure. Communication and Collaboration (CC),

Critical Thinking and Problem Solving (CP)
Exemplars:
1. Treat various plant and animal wastes to generate manure (cleaning/ CC 9.1: Demonstrate behaviour and skills of
sorting, curing/composting) in the field or school garden. working towards group goals
CP 6.7: Implement strategies with accuracy

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 STRAND 4: FORCES AND ENERGY
SUB-STRAND 1: ENERGY
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9/JHS3.4.1.1 Show B9/JHS3.4.1.1 .1 List the ways to conserve energy. Examples: Creativity and Innovation (CI), Communication
understanding of the ironingin bulk, using energy efficient appliances and switching and Collaboration (CC)
concept of conservation off appliances when not in use.
of energy and ways of
Exemplar:
conserving energy
1. Identify and discuss various strategies of conserving energy. CI 5.3: Identification of requirements of a
given situation and justification of more than
one creative tool that will be suitable
CC 8.1: Speak clearly and explain ideas. Share
a narrative or extended answer while speaking
to a group

B9/JHS3.4.1.1.2 Explain the importance of energy conservation Digital Literacy (DL)

indaily life.
Exemplar:
1. Research information about energy conservation and discuss its DL 5.3: Ability to find and utilise digital
importance to life. content

B9/JHS3.4.1.2 B9/JHS3.4.1.2.1 Explain how to calculate energy consumed Critical Thinking and Problem Solving (CP)
Demonstrate over aperiod of time Creativity and Innovation (CI)
understanding in and
Exemplar:
the capability to do
calculations involving 1. Calculate electrical energy consumed by the use of electrical CP 6.1: Ability to effectively define goals
energy. appliances in Kilowatt-hour (kWh). P = IV, where P is power, I is towards solving a problem
current, V is voltage.

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9/JHS3.4.1.2.2 Describe how images are formed in cameras. Creativity and Innovation (CI)

Exemplar:
1. Create a model of a camera and describe how it works to form an CI 6.3: Ability to select the most effective
image. creative tools for work and give reasons for the
choice

B9/JHS3.4.1.2.3 Describe the formation of Communication and Collaboration (CC)

shadows.Exemplar:
1. Discuss the terms umbra and penumbra in relation to the formation CC 8.1: Speak clearly and explain ideas. Share
of shadows and explain how they are formed. a narrative or extended answer while speaking
to a group

B9/JHS3.4.1.2.4 Demonstrate the formation of an eclipse. Creativity and Innovation (CI), Digital Literacy
(DL)
Exemplar:
1. Use a model to illustrate how an eclipse is formed, CI: Ability to merge simple ideas to create
novel thing; look at alternatives in creating new
things
DL 5.3: Ability to find and utilise digital
content

B9/JHS3.4.1.3 B9/JHS3.4.1.3.1 Demonstrate that light changes path when it Creativity and Innovation (CI)
Evaluate the travelsfrom one medium to a different medium. Digital Literacy (DL)
application of light
energy in life. Exemplar:
1. Carry out a practical activity to show that light bends as it travels CI 6.1: Exhibit the skill of inquisitiveness and
from one medium to another. E.g. A rod appears bent in water; deep
curiosity
water appears shallow than its real depth.
DL 5.3: Ability to find and utilise digital
content;

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 STRAND 4: FORCES AND ENERGY
SUB-STRAND 2: ELECTRICITY AND ELECTRONICS
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9/JHS3.4.2.1 B9/JHS3.4.2.1.1 Demonstrate transformation of electrical Communication and Collaboration (CC),

Construct electrical energy toother forms of energy in both series and parallel Critical Thinking and Problem Solving (CP)
circuits and illustrate circuits and perform simple calculations involving the flow of
how electricalenergy is current in circuits.
transformed into other
Exemplars:
forms of energy and
perform electrical 1. Predict the impact of changes in electrical circuits with regards to CC 8.1: Speak clearly and explain ideas. Share
calculations the output of bulbs. Describe how electrical energy transformation a narrative or extended answer while speaking
occurs in series and parallel circuits. to a group by an audience

2. Construct simple electrical circuits and measure the voltage, current CP 5.5: Effectively evaluate the success of
and resistance. solutions used in an attempt to solve a complex
problem

3. Calculate the potential difference in a circuit using the formula: V = IR CP 6.5: Ability to select alternative(s) that
(where I is the current and R the resistance). adequately meets selected criteria

B9/JHS3.4.2.2 B9/JHS3.4.2.2.1 Describe forward bias and reverse bias and Communication and Collaboration (CC),
Demonstrate an explainthe relationship among the components, such as: Creativity and Innovation (CI)
understanding of LEDs, Diodes, Resistors and Capacitors, in an electronic
Forward and Reverse circuit.
Bias and explain the
Exemplars:
behaviour of LEDs, CC 8.2: Explain ideas in a clear order with
Diodes, Resistors and 1. Explain forward bias and reverse bias in an electronic circuit. relevant detail, using correct construction and
Capacitors in electronic structure of speech
circuits
CI 5.1: Examine alternatives in creating new
2. Construct different electronic circuits (the forward and reverse bias), things
and observe what happens to the LED.
CI 5.1: Examine alternatives in creating new
3. Construct different electronic circuits involving resistors and things
capacitors and observe what happens to the LED and report on their
findings.

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 STRAND 4: FORCES AND ENERGY
SUB-STRAND 3: CONVERSION AND CONSERVATION OF ENERGY
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9/JHS3.4.3.1 Show an B9/JHS3.4.3.1.1 Describe how energy can be converted from Communication and Collaboration (CC)
understanding of one form to another and show how conservation of energy
conversion and occurs.
conservation of energy
and their application to Exemplar:
life CC 7.5: Identify and analyse different points of
1. Differentiate between conversion of energy and conservation of views of speaker
energy and show their application to life.
B9/JHS3. 4.3.1.2 Describe how conversion and conservation Communication and Collaboration (CC)
ofenergy are applied in life.

Exemplars:
1. Distinguish between energy conversion and conservation using CC 7.5: Identify and analyse different points of
everyday examples. views of speaker

2. Identify opportunities to conserve energy and produce a report of CC 7.5: Identify and analyse different points of
your work. views of speaker

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 STRAND 4: FORCES AND ENERGY
SUB-STRAND 4: FORCE AND MOTION
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9/JHS3.4.4.1 B9/JHS3.4.4.1.1 Explain the concept of pressure and show how Critical Thinking and Problem Solving (CP)
Demonstrate pressure relates to force; perform activities that work on the
understanding of the principle of pressure in the daily lives of humans.
concept of pressure and
Exemplars:
explain how pressure
acts in everyday life 1. Demonstrate the action of pressure through a number of activities CI 5.1: Examine alternatives in creating new
such as using drinking straw, pumping car tyres, filling of balloons, things
water jets at washing bays, etc. to understand the concept of pressure.

2. Describe the relationship between pressure and force and discuss the CC 8.1: Speak clearly and explain ideas. Share
application of pressure in everyday life. a narrative or extended answer while speaking
to a group
CI 5.1: Examine alternatives in creating new
things

B9/JHS3.4.4.2 B9/JHS3.4.4.2.1 Explain the importance of Newton’s Third Law Communication and Collaboration (CC)
Demonstratean ofMotion in life.
understanding of
Exemplars:
Newton’s Third Law
of Motion and its 1. State Newton’s Third Law of Motion. CC 8.3: Apply appropriate diction, and
application in everyday structure sentences correctly for narrative,
life persuasive, imaginative and expository
purposes

2. Discuss Newton’s Third Law of Motion and show its importance to CC 8.2: Explain ideas in a clear order with
life. relevant detail, using correct construction
and structure of speech, using appropriate
conjunctions to structure and speech.

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9/JHS3.4.4.1.2 Demonstrate the application of Newton’s Creativity and Innovation (CI)

Third Lawof motion in life.
Exemplars:
1. Predict what happens when: CI 6.1: Exhibit strong memory, intuitive
thinking, and respond appropriately
a) a force is exerted on an object.
CP 5.4: Generate hypotheses to help answer
b) There is a reaction from the object
complex problems
c) the force exerted is the same as the reaction of the object.
2. Perform an activity to justify your predictions.

B9/JHS3.4.4.2 B9/JHS3.4.4.2.1 Explain Newton’s Laws of Motion and Critical Thinking and Problem Solving (CP),
Demonstrate theirapplications to daily life. Creativity and Innovation (CI)
understanding of
Exemplars:
Newton’s Laws of
motion and ability to 1. Explain Newton’s Laws of Motion and relate them to momentum. CP 5.2: Analyse and make distinct judgement
apply the laws to solve about viewpoints expressed in an argument
problems in everyday life
2. Demonstrate the application of Newton’s Laws of motion in everyday CI 5.1: Examine alternatives in creating new
life. things

3. Derive the formula, f = ma, where f is the force, m the mass of the CI 5.2: Ability to merge simple/complex ideas
object, and a, the acceleration, from Newton’s three Laws of Motion to create novel situations or things
and use the formula to calculate the force that a moving mass of body
exerts when moving with known acceleration.

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 STRAND 4: FORCES AND ENERGY
SUB-STRAND 5: AGRICULTURAL TOOLS
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9/JHS3.4.5.1 B9/JHS3.4.5.1.1 Identify materials used in making simple Creativity and Innovation (CI), Communication
Demonstrate agriculturaltools. and Collaboration (CC), Critical Thinking and
knowledge and skills Problem Solving (CP)
in making simple
Exemplars:
agricultural tools for
on-farm activities 1. Describe simple agricultural tools assembled from their environment. CI 5.7: Putting forward constructive
comments, ideas, explanation and new ways of
doing things.

2. Identify the materials used to make the tools assembled in exemplar CI 5.3: Identification of requirements of a
1 and show how the parts are connected. given situation and justification of more than
one creative tool
CP 5.1: Ability to combine Information
and ideas from several sources to reach a
conclusion

B9/JHS3.4.5.1.2 Discuss and write activities involved in Communication and Collaboration (CC)
makingsimple agricultural tools.
Exemplars:
1. Describe the activities and processes involved in making different CC 8.1: Speak clearly and explain ideas. Share
agricultural tools. a narrative or extended answer while speaking
to a group

2. Explain the materials, processes, constraints and precautions involved CC 8.2: Explain ideas in a clear order with
in manufacturing simple agricultural tools. relevant detail, using correct construction and
structure of speech

B9/JHS3.4.5.1.3 Manufacture simple agricultural tools. Creativity and Innovation (CI)

Exemplar:
1. Produce simple farm tools using materials from the environment. CI 5.2: Ability to merge simple/complex ideas
to create novel situations or things

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 STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 1: WASTE MANAGEMENT
CONTENT
INDICATORS AND EXEMPLARS CORE COMPETENCIES
STANDARDS

B9/JHS3.5.1.1 B9/JHS3. 5.1.1.1 Investigate the scientific methods used in Communication and Collaboration (CC),
Demonstrate an wastemanagement. Creativity and Innovation (CI),Critical Thinking
understanding of the and Problem Solving (CP)
scientific ways of waste
Exemplars:
management
1. Identify scientific methods such as recycling, composting used in CC 8.2: Explain ideas in a clear order with
waste management. relevant details, using correct construction and
structure of speech
2. Explain the scientific principles underlying the methods used in waste CP 5.3: Create simple logic trees to think
management. through problems
3. Conduct an audit of waste management methods in schools CI 5.4: Ability to visualise alternatives,
andassess the effectiveness of each. see possibilities, and identify problems and
challenges

B9/JHS3.5.1.2. B9/JHS3.5.1.2.1 Describe innovative ways of waste management Critical Thinking and Problem Solving (CP),
Demonstrate an forsustainable development. Creativity and Innovation (CI)
understanding of the
Exemplars:
impact of waste on an
environment, innovative 1. Explain the impact of waste produced on the environment. CP 5.2: Analyse and make distinct judgment
waste management about viewpoints expressed in an argument
technologies for
sustainable development 2. Identify innovative ways to manage waste for sustainable development. CP 6.3: Ability to select alternative(s) that
and waste management adequately meet selected criteria
practices in Ghana
3. Describe the types of waste produced within communities in Ghana. CI 6.8: Recognise and generalise information
and experience; search for trends and patterns

4. Examine and critique the waste management practices in Ghana CP 6.3: Ability to select alternative(s) that
identifying positives and negatives and opportunities for improvement. adequately meet selected criteria

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 STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 2: HUMAN HEALTH
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9/JHS3.5.2.1 B9/JHS3.5.2.1.1 Explain the symptoms, effects and prevention Communication and Collaboration (CC),
Demonstrate of some non-communicable diseases and analyse the risk Critical Thinking and Problem Solving (CP),
knowledge of common factorsassociated with them. Digital Literacy (DL), Cultural Identity and
non-communicable Exemplars: Global citizenship (CG)
diseases of humans,
1. Describe what non-communicable diseases are and determine CC 8.2: Explain ideas in a clear order with
their causes, symptoms,
their common causes. relevant detail, using structure and speech
effects and prevention

2. Identify symptoms, effects and prevention of non-communicable CP 5.1: Ability to combine information
diseases (refer to teachers pack for specific diseases) that are and ideas from several sources to reach a
associated with malnutrition, poor working environment and conclusion
exposure to drugs.

3. Explain the causes, symptoms, effects and prevention of cancer. DL 5.5: Evaluate the quality and validity of
information

4. Identify common cancers that affect humans and link them to life CG 5.5: Adjust to the demands of customs,
style. traditions, values and attitudes of society

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B9/JHS3.5.2.2 B9/JHS3.5.2.2.1 Explain the concepts of health and disease and Critical Thinking and Problem Solving (CP),
Demonstrate showtheir relationship. Creativity and Innovation (CI)
understanding of the
Exemplar:
relationship of health
and disease, the concept 1. Define health as stipulated by World Health Organisation (WHO) CI 6.1: Exhibit strong memory, intuitive
of common diseases in and show the relationship between health and disease. thinking; and respond appropriately
the environment and
how to control them
B9/JHS3.5.2.2.2 Explain the concept of common diseases in an Critical Thinking and Problem Solving (CP),
environment.
Exemplars:

1. Conduct a survey about common diseases and analyse the findings to CP 6.3: Identify important and appropriate
show what constitutes a common disease in a community. alternatives

2. Identify causes, symptoms and prevention of common diseases. CP 6.3: Ability to select alternative(s) that
adequately meet selected criteria

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9/JHS3.5.2.2 B9/JHS3.5.2.2.1 Explain the nature of fungal diseases with special Communication and Collaboration (CC),
Demonstrate emphasis on Ringworm/candidiasis/fingernail, and toe nail Critical Thinking and Problem Solving (CP),
knowledge of selected infection, their causes, symptoms, effects on humans and its Digital Literacy (DL), Cultural Identity and
fungal, diseases of prevention Global citizenship (CG)
humans, their causes,
Exemplars:
symptoms, effects and
prevention
1. Discuss the nature of fungal diseases. CP 5.1: Ability to combine information
and ideas from several sources to reach a
conclusion

2. Search for information and make presentations on ringworm, DL 5.1: Ability to ascertain when information
candidiasis and fungal eye infection diseases their mode of is needed and be able to identify, locate,
transmission from person to person, community to community and evaluate and effectively use it to solve a
from country to country. problem

3. Describe the symptoms, effects and prevention of ringworm, CC 8.1: Speak clearly and explain ideas. Share
candidiasis and fungal eye infection diseases. a narrative or extended answer while speaking
to a group

4. Describe the role of individuals, community members and CC 8.1: Speak clearly and explain ideas. Share
government in managing ringworm, candidiasis and fungal eye a narrative or extended answer while speaking
infection diseases. to a group

5. Design and produce a poster to educate their community members CI 5.2: Ability to merge simple/complex ideas
on the incidence and control of named fungal diseases: ringworm, to create novel situations or thing
candidiasis and fungal eye infection.

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 STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 3: SCIENCE AND INDUSTRY
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9/JHS3.5.3.1 Analyse B9/JHS3.5.3.1.1 Investigate the scientific concepts, principles and Communication and Collaboration (CC),
the scientific concepts, processes involved in industries in their environment. Critical Thinking and Problem Solving (CP),
principles and processes Digital Literacy (DL),
applied in industries
Exemplars:
in and outside their
community 1. Identify products of industries within and outside their community CC 9.1: Demonstrate behaviour and skills of
and describe the process of production. working towards group goals
CP 5.8: Identify and prove misconceptions
about a generalised concept or fact specific to a
task or situation

2. Investigate and outline scientific concepts, principles and processes DL 5.1: Ability to ascertain when information
underlying the production of common everyday industrial products. is needed and be able to identify, locate,
evaluate and effectively use it to solve a
problem

B9/JHS3.5.3.2 B9/JHS3.5.3.2.1 Explain the concept of industry and distinguish Critical Thinking and Problem Solving (CP),
Demonstrate an between modern and indigenous industries. Creativity and Innovation (CI)
understanding of the
Exemplars:
concept of industry, the
science underpinning 1. Identify an industry as individual firms producing the same commodity CP 5.1: Ability to combine Information
the processes of and give examples of industries in their community. and ideas from several sources to reach a
production in industries conclusion
the technologies in
indigenous industries 2. Describe how technology affects industry and compare the CI 6.8: Recognise and generalise information
and western industries technologies in indigenous and modern industries. and Demonstrate a thorough understanding of
a generalised concept and facts specific to task
or situation experience search for trends and
patterns

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 B9/JHS3.5.3.2.2 Examine indigenous industries in their Critical Thinking and Problem Solving (CP),
communitiesand show the scientific processes in the stages of Communication and Collaboration (CC)
production.
Exemplars:
CC 9.1: Demonstrate behaviour and skills of
1. Discuss indigenous industries in their communities and identify the working towards group goals
scientific processes, concepts and principles underlying the stages of CP 6.4: Ability to identify important and
production in the industries. appropriate criteria and use them to evaluate
alternatives

CP 6.3: Ability to select alternative(s) that

2. Identify indigenous practices at home, school and the community and adequately meet selected criteria
the science involved in the practices.

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 STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 4: CLIMATE CHANGE AND GREEN ECONOMY
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9/JHS3.5.4.1 B9/JHS3.5.4.1.1 Examine various natural and human factors that Communication and Collaboration (CC),
Demonstrate an influence climate change and green economy in their localities. Creativity and Innovation (CI), Digital Literacy
understanding of the (DL),
natural and human
Exemplars:
factors that influence
climate change and a 1. Identify the natural factors that influence climate change. DL 6.4: Adhere to behavioural protocols that
green economy prevail in cyberspace

2. Describe ways of minimising human activities that influence climate CC 7.5: Identify and analyse different points of
change. views of speaker

3. Compare natural and human factors that influence climate change and CI 6.3: Ability to select the most effective
green economy. creative tools for work and give reasons for the
choice

B9/JHS3.5.4.2 B9/JHS3.5.4.2.1 Assess data on climate change and green Critical Thinking and Problem Solving (CP),
Evaluate the economy actions/ activities globally including Ghana and other Digital Literacy (DL)
effectiveness of countries.
initiatives that address
Exemplars:
the issue of climate CP 6.3: Identify important and appropriate
change and green 1. Research into climate change and green economy actions in Ghana. alternatives
economy in Ghana and
the world at large DL 5.1: Ability to ascertain when information
2. Access climate change and green economy actions in other countries. is needed and be able to identify, locate,
evaluate and effectively use it to solve a
problem

CP 6.4: Ability to identify important and

3. Compare and contrast climate change and green economy actions in appropriate criteria and use them to evaluate
Ghana and other countries. alternatives

CP 6.3: Ability to select alternative(s) that

4. Identify and write the effective initiatives that address climate change adequately meet selected criteria
and green economy issues in Ghana and other countries.
CP 5.1: Ability to combine information

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 and ideas from several sources to reach a
5. Prescribe with reasons best practices to serve as possible solutions conclusion
to address climate change and green economy issues in Ghana.

STRAND 5: HUMANS AND THE ENVIRONMENT

SUB-STRAND 5: UNDERSTANDING THE ENVIRONMENT

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9/JHS3.5.5.1 B9/JHS3.5.5.1.1 Show and list the uses of different plant parts for Communication and Collaboration (CC),
Demonstrate knowledge agricultural and non-agricultural purposes. Creativity and Innovation (CI), Digital Literacy
and skills in the use of (DL), Critical Thinking and Problem Solving
plant roots, stems, (CP)
leaves, flowers, and fruits
Exemplars
for agriculturaland non-
agricultural purposes 1. Identify plant parts that are used for agricultural and non-agricultural CC 7.3: Provide feedback in areas of ideas,
purposes. organisation, voice, word choice and sentence
fluency in communication

2. Describe how plant parts are used for agricultural and non- CP 5.5: Effectively evaluate the success of
agricultural purposes. solutions used in an attempt to solve a complex
problem

3. List the uses of plant parts for agricultural purposes (such as planting, CI 5.3: Identification of requirements of a
tools, animal housing, animal feed, soil improvement, pest and disease given situation and justification of more than
control, etc.). one creative tool that will be suitable

4. List the uses of plant parts for non-agricultural purposes (such DL 5.5: Evaluate the quality and validity of
as herbal medicine, construction of houses, bridges and furniture, information
artefacts, ceremonies, rituals, education, etc.).

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CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9/JHS3.5.5.1.2 Demonstrate the use of different plant parts for Communication and Collaboration (CC),
agricultural and non-agricultural purposes. Digital Literacy (DL), Critical Thinking and
Problem Solving (CP), Creativity and Innovation
(CI)
Exemplars:
1. Create agricultural materials from different plant parts that are used CC 9.1: Demonstrate behaviour and skills of
to carry out agricultural activities. working towards group goals

2. Create non-agricultural materials from different plant parts to carry CP 5.6: Demonstrate a thorough
out non-agricultural activities. understanding of a generalised concept and
facts specific to a task or situation
CI 5.3: Identification of requirements of a
given situation and justification of more than
one creative tool that will be suitable

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APPENDICES

APPENDIX 1: CORE COMPETENCIES AND SUBSKILLS OF THE COMMON CORE PROGRAMME (CCP)

1. COMMUNICATION AND COLLABORATION (CC)

B7/JHS1-B9/JHS3
CC7: LISTENING CC8: PRESENTING CC9: TEAMWORK
CC7.1: Identify words or sentences in context CC8.1: Speak clearly and explain ideas. Share a CC9.1: Demonstrate behaviour and skills of
appropriately narrative or extended answer while speaking to a working towards group goals
group
CC7.2: Interpret correctly and respond to non- CC8.2: Explain ideas in a clear order with CC9.2: Understand and use interpersonal skills
verbal communication such as facial expressions, relevant details, using correct construction and
cues and gestures structure of speech
CC7.3: Provide feedback in areas of ideas, CC8.3: Apply appropriate diction, and structure CC9.3: Understand roles during group activities
organisation, voice, word choice and sentence sentences correctly for narrative, persuasive,
fluency in communication imaginative and expository purposes
CC7.4: Identify underlying themes, implications CC8.4: Anticipate different responses from the CC9.4: Help group work on relevant activities
and issues when listening audience and plan for them
CC7.5: Identify and analyse different points of CC8.5: Vary the level of detail and the language CC9.5: Appreciate the importance of including
views of speaker used when presenting to make it appropriate to all team members in discussions and actively
the audience encourage contributions from them
CC9.6: Ability to work with all group members
to complete a task successfully
CC9.7: Effectively perform multiple roles within
the group
CC9.8: Demonstrate an awareness of the wider
team dynamics and work to minimise conflicts in
the team

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2. CRITICAL THINKING AND PROBLEM SOLVING (CP)
B7/JHS1-B9/JHS3
CP5: CRITICAL THINKING CP6: PROBLEM SOLVING
CP 5.1: Ability to combine information and ideas from several sources to CP 6.1: Ability to effectively define goals towards solving a problem
reach a conclusion
CP 5.2: Analyse and make distinct judgement about viewpoints expressed CP 6.2: Ability to explain plans for attaining goals
in an argument
CP 5.3: Create simple logic trees to think through problems CP 6.3: Identify important and appropriate alternatives
CP 5.4: Generate hypotheses to help answer complex problems CP 6.4: Ability to identify important and appropriate criteria and use them
to evaluate available alternatives
CP 5.5: Effectively evaluate the success of solutions used in an attempt to CP 6.5: Ability to select alternative(s) that adequately meet selected
solve a complex problem criteria
CP 5.6: Demonstrate a thorough understanding of a generalised concept CP 6.6: Preparedness to recognise and explain results after implementation
and facts specific to task or situation of plans
CP 5.7: Provide new insight into controversial situation or task CP 6.7: Implement strategies with accuracy
CP 5.8: Identify and prove misconceptions about a generalised concept or
fact specific to a task or situation
CP 5.9: Identify and explain a confusion, uncertainty, or a contradiction
surrounding an event
CP 5.10: Develop and defend a logical plausible resolution to a confusion,
uncertainty or contradiction surrounding an event

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3. PERSONAL DEVELOPMENT AND LEADERSHIP (PL)

B7/JHS1-B9/JHS3
PL5: PERSONAL DEVELOPMENT PL6: LEADERSHIP
PL5.1: Understanding oneself (strengths, weaknesses, goals and PL6.1: Ability to serve group members effectively
aspirations),in reacting and adjusting to novel situations
PL5.2: Demonstrate a sense of belongingness to a group PL6.2: Division of tasks into solvable units and assigning group members to
task units
PL5.3: Recognise one’s emotional state and their preparedness to apply PL6.3: Ability to manage time effectively
emotional intelligence
PL5.4: Ability to understand one’s personality traits PL6.4: Ability to manage and resolve conflicts
PL5.5: Desire to accept one’s true self and overcome weaknesses PL6.5: Ability to monitor team members to ascertain progress
PL5.6: Ability to set and maintain personal standards and values PL6.6: Ability to mentor peers
PL6.7: Actively promote effective group interaction and the expression of
ideas and opinions in a way that is sensitive to the feelings and background
of others
PL6.8: Actively assist group identify changes or modifications necessary in
the group activities and work towards carrying out those changes

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4. CULTURAL IDENTITY AND GLOBAL CITIZENSHIP (CG)

B7/JHS1-B9/JHS3
CG5: CULTURAL IDENTITY CG6: GLOBAL CITIZENSHIP
CG5.1: Show a strong sense of belongingness to one’s culture CG6.1: Understanding of influences of globalisation on traditions, languages
and cultures
CG5.2: Develop and exhibit ability to defend one’s cultural beliefs, CG6.2: Recognise resistance to global practices that are inimical to our
practices and norms culture
CG5.3: Develop and express respect, recognition and appreciation of CG6.3: Know the global discourse about the roles of males and females
others’ cultures
CG5.4: Develop and exhibit a sense of cultural identity CG6.4: Exhibit a sense of nationality and global identity
CG5.5: Adjust to the demands of customs, traditions, values and attitudes
of society

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5. CREATIVITY AND INNOVATION (CI)

B7/JHS1-B9/JHS3

CI5: KNOWLEDGE, UNDERSTANDING, SKILLS AND CI6: REFLECTION AND EVALUATION

STRATEGIES

CI 5.1: Examine alternatives in creating new things CI 6.1: Exhibit strong memory, intuitive thinking, and respond
appropriately

CI 5.2: Ability to merge simple/complex ideas to create novel situations or CI 6.2: Ability to reflect on approaches to creative tasks and evaluate the
things effectiveness of tools used

CI 5.3: Identification of requirements of a given situation and justification CI 6.3: Ability to select the most effective creative tools for work, and
of more than one creative tool that will be suitable give reasons for the choice

CI 5.4: Ability to visualise alternatives, see possibilities, and identify CI 6.4: Imagining and seeing things in a different way
problems and challenges

CI 5.5: Ability to try new alternatives and different approaches CI 6.5: Anticipate and overcome difficulties relating to taking initiatives

CI 5.6: Understand and use analogies and metaphors CI 6.6: Being open-minded, adapting and modifying ideas to achieve
creative results

CI 5.7: Putting forward constructive comments, ideas, explanations and CI 6.7: Look and think about things differently and from different
new ways of doing things perspectives

CI 6.8: Recognise and generalise information and experience; search for

trends and patterns

CI 6.9: Interpret and apply learning in new contexts

CI 6.10: Reflect on work and explore the thinking behind thoughts and
processes

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6. DIGITAL LITERACY (DL)

B7/JHS1-B9/JHS3
DL5: PHOTO-VISUAL AND INFORMATION LITERACY DL6: SOCIO-EMOTIONAL AND REPRODUCTION LITERACY
DL5.1: Ability to ascertain when information is needed and be able to DL 6.1: Understand the sociological and emotional aspects of cyberspace
identify, locate, evaluate and effectively use it to solve a problem
DL5.2: Ability to recognise and avoid traps in cyberspace DL 6.2: Create a meaningful and original piece of work, or its
interpretation by integrating existing information
DL5.3: Ability to find and utilise digital content DL6.3: Use digital tools to create novel things
DL5.4: Ability to construct knowledge from a non-linear hyper-textual DL6.4: Adhere to behavioural protocols that prevail in cyberspace
navigation
DL5.5: Evaluate the quality and validity of information DL6.5: Recognition of societal issues emanating from the use of digital
technologies
DL5.6: Preparedness to make better decisions using available information DL6.6: Knowledge and recognition of ethical use of information

Please note these inclusivity issues

The core competencies outlined in this document must be

assessed taking into consideration learners with special
needs (physical disabilities, learning disabilities, etc.).
Consider the use of realia for visual and visually
challenged learners.

A system of creating alternatives for tasks must also be adopted.

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BIBLIOGRAPHY

1. Abbey, T. K., Ameyibor, K., Alhassan, A., Essiah, J. W., Fometu, E., &Wiredu, M. B. (2001). Ghana Association of Science Teachers Integrated Science for
Senior Secondary Schools. Accra North: UnimaxMacmillan Publishers Ltd.
2. Abbey, T. K., & Essiah, J. W. (Ghana Association of Science TeachersPhysics for Senior Secondary Schools (New ed.) Accra North: Unimax Macmillan
Publishers Ltd.
3. Aikenhead, G. S. (1997). Toward a first nations cross-cultural scienceand technology curriculum. Science Education. 8., 217 – 238.
4. Anthony-Krueger, C., & Dadzie, A. (2015). Curriculum Studies inBiology. Cape Coast: Hampton Press
5. Ameyibor, K., & Wiredu, M. B. (1999). Ghana Association of ScienceTeachers Chemistry for Senior Secondary Schools (New ed.) Accra North: Unimax
Macmillan Publishers Ltd.
6. Appiah, J. Y. (2009). Developing a School Based Curriculum (2009). CapeCoast: Yacci Publications.
7. Bishop, G. (1985) Curriculum Development: Textbook for students.
London: Macmillan
8. Champagne, A. B., & Hornig, L. E. (1987). The Science curriculum.
Washington: AAAS.
9. CRDD (2012) National Syllabus for Integrated Science (Junior HighSchool) Accra: Ghana Education Service
10. Kridel, C. (Ed). (2010). Encyclopedia of Curriculum Studies.
11. Lewy, A.(Ed) (1977) Handbook of Curriculum Evaluation. Paris:UNESCO.
12. Nacino-Brown, R., Oke, F. E., & Brown, D. P. (1982. Curriculum andInstruction. London: Macmillan
13. National Academy of Sciences. (1997). Science for all Children: A guide to Improving Elementary Science Education in your District,
Washington,DC: The National Academies Press
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Press
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DC: The National Academies Press
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Macmillan Publishers Ltd.
18. Oliver, P. (1992). Developing the Curriculum (3rd ed). New York: Harper Collins

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19. Padilla, M. J., Miaoulis, I., & Cyr, M. (2007). Science Explorer: OklahomaGrade 6. Prentice Hall: Pearson Education.
20. Taba, H. (1962) Curriculum Development: Theory and practice. NewYork: Harcourt Brace Jaranovich
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22. Venable, T. C. (1958). Patterns in Secondary School Curriculum. NewYork: Harper & Row

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SCIENCE SUBJECT PANEL MEMBERS AND REVIEWERS
NAME INSTITUTION
Prof Christian Anthony-Krueger University of Cape Coast
Mercy Nyamekye NaCCA
Apostle Prof Samuel Asuming-Brempong University of Ghana
Dr. Albert Obeng Mensah University of Cape Coast
Dr. Seth Dankyi Boateng University of Ghana
WRITING PANEL Antwi Aning NaCCA
Clement Osei Antwi NaCCA
Joachim Honu NaCCA
Cosmos Eminah NaCCA
Olivia Serwaa Opare GES-SEU
Saddik A. Mohammed GES-Weija Gbawe

Cambridge International
Prof. Ruby Hanson University of Education, Winneba
REVIEWERS Prof. Victor Y.A. Barku University of Cape Coast
Prof. Victor S.Y. Annor University of Education, Mampong
Mr. Michael Tornyo AI-Rayan International School

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SUPERVISORS AND COORDINATING TEAM

NAME INSTITUTION
Dr. Prince H. Armah Director-General (Ag.), NaCCA
SUPERVISORS
Prof. Kwame Osei Kwarteng Council Chairman, NaCCA

Mr. Johnson Boakye Yiadom NaCCA/EDT

COORDINATING Mr. John Mensah Anang NaCCA

TEAM
Mr. Cosmos Eminah NaCCA
Mrs. Wilma S. Titus-Glover NaCCA

GRAPHIC
DESIGNER Eugene Offei Tettey NaCCA

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