WAEC Rules & Regulations Scheme & Structure of Examination With Sample Questions
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danamsignaWAEC Rules & Regulations Scheme & Structure of Examination With Sample Questions
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danamsignaTHE WEST AFRICAN EXAMINATIONS COUNCIL, ACCRA
RULES AND REGULATIONS, SCHEME AND STRUCTURE OF
EXAMINATION
WITH
SAMPLE QUESTIONS
FOR
WEST AFRICAN SENIOR SCHOOL CERTIFICATE
EXAMINATION
0
TABLE OF CONTENT
1. RULES AND REGULATION … … … … … … … … … … … 4 – 16
2. SUBJECT COMBINATION … … … … … … … … … … … 17–33
3. ADDITIONAL MATHEMATICS … … … … … … … … … … 34–74
4. AGRICULTURAL SCIENCE … … … … … … … … … … … 75–103
5. AGRICULTURE … … … … … … … … … … … … … 104–157
6. APPLIED TECH 1: BUILDING CONSTRUCTION & WOODWORK … … … … 158–179
7. APPLIED TECH 2: AUTO MECHANIC & METALWORK … … … … … … 180–200
8. APPLIED TECH 3: ELECTRONICS & APPLIED ELECTRICITY … … … … … 201–224
9. ARABIC … … … … … … … … … … … … … … 225–289
10. ART & DESIGN FOUNDATION … … … … … … … … … … 290–324
11. ART & DESIGN STUDIO … … … … … … … … … … … 325–351
12. AVIATION AND AEROSPACE ENGINEERING … … … … … … … … 352–366
13. BIOLOGY … … … … … … … … … … … … … … 367–403
14. BIOMEDICAL SCIENCE … … … … … … … … … … … 404–433
15. BUSINESS STUDIES – ACCOUNTING … … … … … … … … … 434–456
16. BUSINESS STUDIES – BUSINESS MANAGEMENT … … … … … … … 457–475
17. CHEMISTRY … … … … … … … … … … … … … 476–505
18. COMPUTING … … … … … … … … … … … … … 506–530
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19. DESIGN & COMMUNICATION … … … … … … … … … … 531–561
20. ECONOMICS … … … … … … … … … … … … … 562–597
21. ENGINEERING SCIENCE … … … … … … … … … … … 598–632
22. ENGLISH LANGUAGE … … … … … … … … … … … … 633–690
23. FRENCH … … … … … … … … … … … … … … 691–730
24. GENERAL SCIENCE … … … … … … … … … … … … 731–756
25. GEOGRAPHY … … … … … … … … … … … … … 757–782
26. GHANAIAN LANGUAGE … … … … … … … … … … … 783–808
i. DAGAARE … … … … … … … … … … … … … 809–817
ii. DAGBANI … … … … … … … … … … … … … 818–826
iii. DANGME … … … … … … … … … … … … … 827–835
iv. EWE … … … … … … … … … … … … … … 836–845
v. FANTE … … … … … … … … … … … … … 846–854
vi. GA … … … … … … … … … … … … … … 855–863
vii. GONJA … … … … … … … … … … … … … 864–873
viii KASEM … … … … … … … … … … … … … 874–882
ix NZEMA … … … … … … … … … … … … … 883–890
x TWI (AKWAPEM) … … … … … … … … … … … 891–896
xi TWI (ASANTE) … … … … … … … … … … … … 897–902
27. GOVERNMENT … … … … … … … … … … … … … 903–920
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28. HISTORY … … … … … … … … … … … … … … 921–945
29. HOME ECONOMICS … … … … … … … … … … … … 946–985
30. ICT … … … … … … … … … … … … … … … 986–1003
31. LITERATURE IN ENGLISH … … … … … … … … … … … 1004–1054
32. MANUFACTURING ENGINEERING … … … … … … … … … 1055–1090
33. MATHEMATICS … … … … … … … … … … … … … 1091–1118
34. PERFORMING ARTS … … … … … … … … … … … … 1119–1144
35. PHYSICAL EDUCATION & HEALTH … … … … … … … … … 1145–1171
36. PHYSICS … … … … … … … … … … … … … … 1172–1232
37. RELIGIOUS STUDIES … … … … … … … … … … … … 1233–1251
38. RELIGIOUS AND MORAL EDUCATION … … … … … … … … … 1252–1264
39. ROBOTICS ENGINEERING … … … … … … … … … … … 1265–1299
40. SOCIAL STUDIES … … … … … … … … … … … … 1300–1329
41. SPANISH … … … … … … … … … … … … … … 1330–1367
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RULES AND REGULATIONS FOR THE WEST AFRICAN SENIOR SCHOOL
CERTIFICATE EXAMINATION (WASSCE) FOR THE NEW CURRICULUM
INTRODUCTION
This booklet contains the Syllabus Strands, Rules and Regulations, Schemes of Examination and Sample Questions for subjects of the West African
Senior School Certificate Examination that will be taken in Ghana. The Rules and Regulations are meant to guide teachers and candidates preparing
for the examination.
The Examination will be administered to school candidates in the third year of the Senior High School Education. The examination will test the
extent to which candidates have covered the content of the teaching curricula approved by the Ministry of Education in Ghana. Candidates are
expected to acquaint themselves thoroughly with the regulations since they form the basis for taking the examination.
The West African Senior School Certificate Examination is made up of two components viz, the Continuous Assessment with Transcript System
and External Examination. The Continuous Assessment and External Examination will be applicable to all candidates.
The Continuous Assessment forms 30% whilst the External Examination forms 70% of the total assessment.
A. GENERAL RULES AND REGULATIONS FOR THE EXAMINATION
1. Entry for the Examination
(a) The West African Senior School Certificate Examination will be administered to all candidates in the third year of the Senior High
School course and is open to all schools which are duly recognized by the Ministry of Education in Ghana.
(b) Heads of School or their representatives are expected to register candidates based on official entry documents/guidelines provided by the
West African Examinations Council.
(c) Registration for the examination is done electronically through the Batch registration system. Photo Album generated from the
Registration Software should be printed and submitted to the Council.
(d) It is the responsibility of the Heads of School or their representatives to ensure that the Continuous Assessment scores of each candidate
are duly entered.
(e) It is the responsibility of schools to check the correctness of entries made in respect of candidates' subjects/papers and to ensure that the
appropriate fees are paid. The West African Examinations Council shall not take responsibility for any error, oversight or default made
by Heads of school or their representatives.
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(f) The Council reserves the right to ensure that schools have adequate facilities for the conduct of the examination.
(g) The Council reserves the right to refuse entries which do not satisfy the regulations of the examination. Entries which do not arrive
before the closing date or which are not accompanied by the correct fees will be rejected for private schools.
(h) The Council reserves the right to cancel any entry at any stage before the examination if it is found to be irregular.
(i) The Council reserves the right to cancel the results of a candidate in subjects/papers for which he/she did not enter or for which he/she
had no Continuous Assessment scores.
(j) No candidate will be permitted to write the examination at any centre other than the one assigned.
(k) The Council does not undertake to refund fees. When entries are refused or cancelled, any fees paid may be refunded in full but
deductions may be made at the discretion of the Council to meet any administrative costs incurred.
(l) The Entry Software will be made available to all schools on the Council's list that qualify to write the examination.
(m) Qualified/Eligible candidates; The West African Senior School Certificate Examination is available to students in their third/final year in
Senior High Schools. It is illegal to register students who are
- Not in your school or from other schools.
- Not in form 3
- Re-sitters
2. Acceptance of Candidates for the Examination
(1) Candidates shall be presented through Schools recognized by the Ministry of Education of Ghana.
(2) Any candidate entered for the examination must be permitted to take the examination unless expelled by the Head of School for
misconduct, prior to the commencement of, or during the examination. In circumstances where the expulsion of a candidate for
misconduct is effected by the Head of School after the candidate has already taken some of the papers, the Council may, if the
conditions for the award of a certificate are satisfied, duly award such a candidate a certificate. For the avoidance of doubt, the
expelled candidate will no longer be eligible to take the remaining papers and the Council shall not make alternative arrangements for
the candidate.
3. General Arrangements
(1) The examination will be held once a year. The actual dates for each year will be communicated by a circular to all Schools through the
Ghana Education Service. The examination time table will be made available along with the registration documents and guidelines.
(2) Fees
Payment of registration fees shall be made to designated Banks by the Council
(3) Materials to be Provided
Candidates will be provided pencils for objective papers. They are required to write their answers in ink;
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Only blue ink may be used, and pencils may be used only for diagrams.
(4) Infectious Diseases
Candidates who have been exposed to any infectious diseases cannot write the examination at any centre unless they are quarantined.
4. Issue of Results and the Award of Certificates
(1) The Council reserves the right to cancel the results of candidates if it is proved that they have been involved in irregularities before,
during or after the examination. It also reserves the right to withhold certificates and to cancel certificates of candidates involved in any
acts of malpractice.
The Council will not enter into correspondence about results with any candidate or their parents or guardians or any other persons
claiming to act in loco parentis. All correspondence regarding such issues may only be dealt with directly between schools and the
Council.
Results of candidates will be uploaded online. Results sheets and results slips will be sent to Heads of School after the release of results.
(2) The award of a certificate is entirely within the discretion of the Council and the Council will not be liable to any candidate in respect of
the withholding or cancellation of any certificate improperly obtained.
(3) Certificates remain the property of the Council and legal proceedings will be instituted against any person who alters anything on them.
(4) Examination scripts will be disposed of three months after the release of results.
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B. THE CONDUCT OF CANDIDATES IN THE EXAMINATION HALL
1. SUPERVISION OF THE EXAMINATION
(1) The examination shall be under the control of the Supervisor who shall be responsible to the Council for the proper conduct of the
examination.
(2) The Supervisor will be required to carry out the detailed instructions sent to him with reference to the conduct of the examination at the
centre. These relate to the distribution of examination question papers to candidates, the collection of scripts at the end of each period,
and their despatch to the Council in accordance with the Council's directives and the maintenance of constant and effective supervision
over the candidates.
(3) It is the duty of a Supervisor to report to the Council all cases of irregularity or misconduct in the examination. A candidate involved in
such irregularity or misconduct must be allowed to continue the examination unless he/she interferes with the work of other candidates.
Further action on such candidates will be taken by the Council in accordance with its rules and regulations.
(4) A candidate whose examination work is affected by adverse circumstances should inform the Supervisor at the centre at which he/she
takes the examination before, during, or immediately after the examination; in appropriate cases he/she must supply the Supervisor with
a medical certificate, which should be forwarded to the Council.
(5) The Council may, at any time, send a Special Supervisor to a school or centre to take control of the examination, or may send an Officer
or Inspector to a school or centre during the examination to inspect the arrangements and to see that the examination is being conducted
in strict accordance with the Regulations.
2. RULES AND REGULATIONS FOR DEALING WITH CASES OF IRREGULARITY IN THE COUNCIL’S EXAMINATIONS
DEFINITIONS
INSCRIPTION
This includes written or engraved, cut or carved letters, words, paragraphs, messages, etc. whether questions or answers to
questions made and found on the skin, clothes or any surface.
MASS CHEATING
Where more than half of the candidates for a subject(s) at a centre are involved in collusion, this shall be regarded as mass
cheating.
DE-RECOGNITION
This applies where the appropriate Committee of the Council is satisfied that a school involved in mass cheating cannot
ensure the satisfactory conduct of the Council’s examinations. This implies that the school authority can no longer organize or
manage the school as a school centre, although the Council or its agent may use the physical facilities of the school for the
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purpose of the examinations. The school may be allowed to present its candidates as school candidates after fulfilling specified
requirements, or move them to another centre for the conduct of the examination. However, the conduct of the whole
examination (Objective, Practical and Essay) shall be the responsibility of the Council.
WITHDRAWAL OF RECOGNITION
Withdrawal of recognition implies that the school authority can no longer organise or manage the school as a centre, hence, the
school will not be allowed to present its candidates as school candidates and the centre number will be withdrawn.
LEAKAGE
This occurs where candidates as well as the general public have access to examination question(s) before release from the
Council’s proper custody. It is the illegal filtration of the question(s) from the Council.
FOREKNOWLEDGE
This occurs where candidates and/or members of the general public have knowledge of the contents of examination question
paper(s) after release from the Council’s proper custody but before the scheduled time of examination.
EXPLANATORY NOTES
A candidate is deemed to be found with a material in the examination hall, if the material is found:
(a) on any part of the candidate’s body;
(b) In or on the desk/seat of the candidate.
A school is deemed to have refused to grant examination official(s) timely access into the school premises/examination hall where it is
found that the examination official(s) have identified themselves and they are not granted immediate entry thereafter, into the school
premises for whatever reason.
THE RULES
1. BRINGING FOREIGN MATERIAL INTO EXAMINATION HALL
(1) Where a candidate is found with a blank piece of paper, cribs, notes, textbooks, prepared material or any other printed material, in the
examination hall (except mobile phone or any other electronic communication device), the following shall apply:
(a) Where it is confirmed or there is evidence to show that the candidate is involved in examination malpractice in only one subject,
the result of the subject involved, shall be withheld pending the outcome of investigation by the appropriate Committee of the
Council.
(b) Where it cannot be immediately confirmed or there is no evidence to show that the candidate is involved in examination malpractice
in only one subject, the entire results of the candidate shall be withheld pending the outcome of investigation by the appropriate
Committee of the Council.
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(2) Where a candidate is found in the examination hall to have inscription(s) on any part of his/her body or clothing, the candidate’s entire
results in the examination shall be withheld pending the outcome of investigation by the appropriate Committee of the Council.
(3) Where a candidate is found with a mobile phone or any other electronic communication device in the examination hall, the entire
results of the candidate shall be withheld pending the outcome of investigation by the appropriate Committee of the Council.
2. IRREGULAR ACTIVITIES INSIDE OR OUTSIDE THE EXAMINATION HALL
(1) Where a candidate is apprehended for offence(s) such as those listed below inside or outside the examination hall, the candidate’s entire
results shall be withheld pending the outcome of investigation by the appropriate Committee of the Council:
(a) stealing, converting or misappropriating the scripts of other candidates.
(b) substituting worked scripts during or after the examination.
(c) submission of more than one worked script.
(d) possession of more than one question paper or answer booklet.
(e) seeking or receiving help from non-candidate(s) such as invigilator(s), supervisor(s), teacher(s) or other personalities before,
during or after the examination.
(2) Where the person giving the help is not a candidate for the examination in session, but a prospective candidate, he/she shall be barred
from taking any examination conducted by the Council for 1 year and will also be reported to the appropriate authority for disciplinary
action to be taken against him/her. In addition to the above action, the candidate’s entire results shall be withheld pending the outcome of
investigation by the appropriate Committee of the Council.
(3) Where a candidate is apprehended for offence(s) such as those listed below inside or outside the examination hall, the candidate’s entire
results shall be withheld pending the outcome of investigation by the appropriate Committee of the Council:
(a) tearing part of the question paper or answer booklet during the examination.
(b) refusing to submit worked script to the Supervisor after the examination.
(c) starting to write an examination before commencement of work is officially announced OR continuing to write after official orders
have been given for candidates to stop work.
(d) other irregular activities including but not limited to causing noise or disturbances within the immediate precincts of the examination
hall before, during or after the examination.
3. COLLUSION
(1) Where a candidate is found during the examination passing notes for help from other candidate(s), receiving or giving assistance,
talking with or colluding in any manner with another/other candidate(s), the entire results of the candidate(s) involved shall be withheld
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pending the outcome of investigation by the appropriate Committee of the Council.
(2) Where cases of collusion are detected in script(s) and/or otherwise established in one paper, the entire results of the candidate(s)
involved shall be withheld pending the outcome of investigation by the appropriate Committee of the Council.
(3) Where a candidate is proved to have colluded with another/other candidate(s) in more than one paper/subject, the entire results of the
candidate(s) involved shall be withheld pending the outcome of investigation by the appropriate Committee of the Council.
4. IMPERSONATION
(1) Where a person is found impersonating a candidate, he/she shall be handed over to the Police for prosecution. The bona fide candidate,
if apprehended, shall also be handed over to the Police for prosecution.
(2) The entire results of the candidate being impersonated and those of the impersonator, if he/she is also a candidate for the examination,
shall be withheld pending the outcome of investigation by the appropriate Committee of the Council.
(3) Both the impersonator and the impersonated shall also be barred from taking any examination conducted by the Council for a period of
not less than 2 years.
The Council also reserves the right to publish the names of persons so barred.
5. FOREKNOWLEDGE
(1) Where a case of foreknowledge in a subject(s) is established at a centre, the entire results of the candidates offering the subject(s) involved
at the centre shall be withheld pending the outcome of investigation by the appropriate Committee of the Council.
(2) Where it is established that a case of foreknowledge occurred and any examination official(s), connived at, aided and/or encouraged the
foreknowledge, the appropriate sanction(s) shall be meted out on all who are found culpable, by the appropriate Committee of the
Council.
(3) Where it is established that the school authorities condoned, connived at, and/or encouraged the case of foreknowledge, the school shall
be de-recognised in accordance with Rule 7.
6. LEAKAGE
Where it is established that leakage has occurred and any examination official(s) connived at, aided and/or encouraged the leakage, the
appropriate sanction(s) shall be meted out on all who are found culpable by the appropriate Committee of the Council.
7. MASS CHEATING
(1) Where mass cheating in a subject(s) at a centre is established, the entire results of the candidates at the centre shall be withheld pending
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the outcome of investigation by the appropriate Committee of the Council.
(2) Where mass cheating is established in more than one subject taken at a centre, the following shall apply:
(a) in the case of schools, a report shall be made to the Ministry of Education or the appropriate Board for disciplinary action to be
taken against the person(s) responsible.
(b) the school shall be de-recognised for a period not less than 1 year.
(c) the school concerned may be required to pay penalty fees in addition to prescribed fees for the supervision and invigilation of the
examination before the examination begins.
(d) in the case of public centres, the Council shall take appropriate action.
(e) notwithstanding (b) above, recognition may be restored up written assurance from the administering authority of the school that the
necessary requirements have been satisfied. Such assurance shall contain details of measures taken to ensure the satisfactory
conduct of the examination, and those which shall be put in place subject to acceptance by the Council.
Recognition, however, will only be restored after at least 1 year of de- recognition.
(3) Where mass cheating is established in three (3) or more subjects taken at a centre, the schools/public centre’s recognition shall be
withdrawn. Recognition of the school/public centre may be restored upon re-inspection and a written assurance that necessary measures
have been put in place to forestall such occurrence. The school after serving at least 5 years of the sanction, may begin a new process of
recognition and a new centre number shall be given to the school.
8. INSULT/ASSAULT ON SUPERVISORS/INVIGILATORS/SCHOOL OFFICIALS/ INSPECTORS
(1) Where a candidate insults or assaults a supervisor/invigilator/school official/inspector in the lawful performance of his/her duties inside
or outside the examination hall, or in any other way disturbs the conduct of the examination, the entire results of the candidate shall be
withheld pending the outcome of investigation by the appropriate Committee of the Council. The candidate shall also be barred from
taking any examination conducted by the Council for a period not less than 2 years. In addition, he/she may be handed over to the
Police for prosecution.
(2) Where a candidate brings into the examination hall or uses anything including firearms, chemical substances with intent to cause injury,
temporary or permanent incapacity to any authorised person in the examination hall including other candidates, the entire results of the
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candidate shall be withheld pending the outcome of investigation by the appropriate Committee of the Council. In addition, the
candidate shall be barred for a period of not less than 2 years from taking any examination conducted by the Council.
(3) Where a school official(s) insult(s) or assault(s), incite(s)/instigate(s) the assault on an examination official(s) before, during or after the
examination, such school(s) shall be de-recognised for a period not less than 2 years.
(4) Where such assault in 8(3) causes injury (temporary or permanent) on the official(s), such school’s recognition shall be withdrawn. The
school shall be required to pay the cost of treatment of the injured examination official(s).
(5) Without prejudice to Rule 8(3), where the Proprietor of the school is found to be involved in the assault, the recognition of the school
shall be withdrawn.
(6) Sanctions for Rules 8(1) - (5) above, shall not preclude legal action being taken against the offender(s) by the Council or affected
individual(s).
9. CONTRAVENTION OF INSTRUCTIONS TO CANDIDATES
(1) Where a candidate, in contravention of the instructions to candidates, writes with pencil instead of ink or shades with ink instead of
pencil, the following shall apply:
(a) where it is confirmed that this is the only examination malpractice the candidate is involved in, the result of the subject involved,
shall be withheld pending the outcome of investigation by the appropriate Committee of the Council.
(b) where it cannot be immediately confirmed that this is the only examination malpractice the candidate is involved in, the entire
results of the candidate shall be withheld pending the outcome of investigation by the appropriate Committee of the Council.
(2) Where a candidate fails to complete the cover page of his/her answer booklet as specified in the instructions, the following shall
apply:
(a) where it is confirmed that this is the only examination malpractice the candidate is involved in, the result of the subject involved,
shall be withheld pending the outcome of investigation by the appropriate Committee of the Council.
(b) where it cannot be immediately confirmed that this is the only examination malpractice the candidate is involved in, the entire
results of the candidate shall be withheld pending the outcome of investigation by the appropriate Committee of the Council.
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10. MULTIPLE REGISTRATIONS/REGISTRATION OF UNQUALIFIED CANDIDATES
(1) Where a candidate is involved in multiple registrations for the same diet of examination and investigations reveal that the candidate sat
the examination in more than one centre, the candidate’s entire results shall be withheld pending the outcome of investigation by the
appropriate Committee of the Council.
(2) Where a Head of school(s) or its official(s) or representative(s) is/are found to have committed any of the offences listed below, before,
during or after the conduct of the examination;
(a) Registration of non-school/unqualified candidate(s) for School Candidates’ examinations;
(b) fabrication and/or falsification of continuous assessment scores for the affected candidate(s) in (a) above;
a report shall be made to the Ministry of Education or the appropriate Board for disciplinary action to be taken against the person(s)
responsible and the school shall be de-recognised for a period not less than 1 year.
(3) The non-school/unqualified candidate(s) who is/are found to be beneficiary (ies) of the school’s breach as described above, shall have
his/her/their entire results withheld pending the outcome of investigation by the appropriate Committee of the Council.
11. DESTRUCTION OF EXHIBITS
Where a candidate is apprehended in the examination hall or within its precincts, committing an offence or aiding another/other candidate(s)
to commit an offence, and he/she proceeds to destroy the evidence of his/her offence, his/her entire results shall be withheld pending the
outcome of investigation by the appropriate Committee of the Council.
12. POSTING LIVE QUESTIONS ON THE INTERNET
(1) Where a candidate is found to have posted/received live questions/answers on the internet via social media, his/her entire results shall be
withheld pending the outcome of investigation by the appropriate Committee of the Council.
(2) Where it is found that the live questions were posted by any examination official(s), appropriate sanctions shall be meted out to whoever
is found culpable. The matter shall also be reported to the Police for investigation and prosecution.
13. REFUSAL TO GRANT TIMELY ACCESS INTO THE SCHOOL PREMISES
Where a school is found to have refused to grant examination official(s) timely access into the school premises/examination hall, the
following shall apply:
(1) in the first instance, the school shall be warned.
(2) where another report is received on the same school, the school shall be de-recognised for 2 years.
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14. MISCONDUCT OF EXAMINATION OFFICIAL(S)
(1) Where an examination official is found, inside or outside the examination hall with any material relevant to the examination being
conducted and which may impugn the conduct of the examination, the examination official shall be handed over to the Police for
investigation and prosecution. In addition, he/she shall be formally reported to his/her employer.
(2) Where the school authorities offer bribe to examination officials before, during or after the period of the conduct of examinations, the
school shall be de-recognised for 2 years and the relevant conditions in Rule 7 shall apply as appropriate.
15. NEW CASES
As new cases arise, which are not covered by the above rules, the appropriate Committee of the Council shall take necessary action.
16. REVIEW
These rules shall be subject to review as and when necessary.
C. SUBJECTS FOR THE EXAMINATION
1. Additional Mathematics
2. Agricultural Science
3. Agriculture
4. Applied Tech 1: Building Construction & Woodwork
5. Applied Tech 2: Auto Mechanic & Metalwork
6. Applied Tech 3: Electronics & Applied Electricity
7. Design & Communication
8. Arabic
9. Art & Design Foundation
10. Art & Design Studio
11. Aviation and Aerospace Engineering
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12. Biology
13. Biomedical Science
14. Business Studies – Business Management
15. Business Studies – Accounting
16. Chemistry
17. Computing
18. Economics
19. Engineering Science
20. English Language
21. French
22. Geography
23. Ghanaian Languages: Dagaare
Dagbani
Dangme
Ewe
Fante
Ga
Gonja
Kasem
Nzema
Twi(Akuapem)
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Twi(Asante)
24. Government
25. History
26. Home Economics: Clothing
Foods and Nutrition
Management in Living
27. ICT
28. Literature In English
29. Manufacturing Engineering
30. Mathematics
31. Performing Arts
32. Physical Education & Health
33. Physics
34. Religious Studies
35. Religious and Moral Education
36. Robotics Engineering
37. Social Studies
38. General Science
39. Spanish
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SUBJECT COMBINATION GUIDELINES:
The document provides guidance on the recommended subject combinations in the new Senior High School (SHS),
Senior High Technical School (SHTS), and STEM curriculum.
It outlines the minimum and maximum number of subjects for external assessments, mandatory subjects, and learning
areas for SHSs, SHTSs, and STEM schools.
Learners can exit with a minimum of 7 subjects and a maximum of 9 subjects to be externally assessed through the
WASSCE.
Learners may study additional subjects only in year one or up to year two. The additional subjects will be assessed
internally and the results captured in the transcripts.
It is recommended that the heads of SHS, SHTS and STEM contextualise the implementation of the subject-
combination guidelines.
Note: The selection of the learning areas and the subject combination are dependent on the individual school’s capacity
(resources) and focus areas
Learning areas for SHSs and SHTSs
•Science
•General Arts
•Business
•Applied Technology
•Home Economics
•Visual and Performing Art
•Agriculture
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•Languages
•Global Studies
Learning Areas for STEM
•Engineering
•Biomedical Science
•Manufacturing
•Information Technology
•Computer Science
•Aviation and Aerospace
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SUBJECT COMBINATION
Table 1: LEARNING AREA – SCIENCE
GROUP A GROUP B GROUP C GROUP D
(CORE) (LEARNING AREA (RELATED LEARNING AREA (OTHER ELECTIVES)
ELECTIVES) ELECTIVES)
These are core subjects for learners. These are mandatory Learners may select ONE or TWO Learners may also select ONE or
subjects for learners subjects. TWO subjects.
1. Mathematics 1. Biology 1. Additional Mathematics 1. Economics
2. Social Studies 2. Chemistry 2. Automobile and Metal 2. Government
Technology
3. English Language 3. Physics 3. History
3. Building Construction and
Wood Technology 4. Christian Religious
Studies
1. PEH (Core - not externally 4. Electrical and Electronic
examinable) Technology 5. Islamic Religious Studies
5. Design & Communication 6. RME
2. Robotics and coding (mandatory
for all year 2 learners) Technology 7. Ghanaian Language
6. Food and Nutrition 8. Arabic
7. Clothing and Textiles 9. French
8. Art and Design Foundation 10. Literature in English
9. ICT 11. Music
10. Agriculture 12. Management in Living
11. Computer Science 13. Performing Arts
12. Geography 14. Business Management
13. PEH (Elective) 15. Accounting
16. Art and Design Studio
19
Table 2: LEARNING AREA - GENERAL ARTS
GROUP A GROUP B GROUP C GROUP D
(CORE) (LEARNING AREA (RELATED LEARNING AREA (OTHER ELECTIVES)
ELECTIVES) ELECTIVES)
These are core subjects for Each learner must select TWO or Learners may also select ONE or Learners may also select ONE or
learners. THREE subjects. TWO subjects. Two subjects.
1.
Mathematics 1. Economics 1. Art and Design Foundation 1. Agriculture
2.
Social Studies 2. Geography 2. Performing Arts 2. Biology
3.
English Language 3. Government 3. Ghanaian Language 3. Chemistry
4.
General Science 4. History 4. Arabic 4. Computer Science
5.
PEH (core - not externally 5. Christian Religious Studies 5. French 5. Physics
examinable) 6. Islamic Religious Studies 6. Spanish 6. Additional Mathematics
6. Robotics and coding 7. Literature in English 7. Management in Living 7. Agricultural Science
(mandatory for all year 8. RME 8. ICT
2 learners) 8. Music 9. Business Management 9. PEH (Elective)
10. Accounting 10. Automobile and Metal
Technology
11. Building Construction and
Wood Technology
12. Electrical and Electronic
Technology
13. Food and Nutrition
14. Clothing and Textiles
15. Art and Design Studio
NB: Learners who select:
i. Three subjects from Group B can select one subject from Group C and one subject from Group D
ii. Three subjects from Group B can select only two subjects from either Group C or Group D
iii. Two subjects from Group B can select two subjects from Group C and one from either Group D or
Two subjects from Group D and one from Group C
20
Table 3: LEARNING AREA – BUSINESS
GROUP B GROUP C GROUP D
GROUP A
(LEARNING AREA ELECTIVES) (RELATED LEARNING (OTHER ELECTIVES)
(CORE) AREA ELECTIVES)
These are core subjects for learners. Each learner must study a MINIMUM of Learners may also select ONE Learners may also select
THREE and MAXIMUM of FOUR or TWO subjects. ONE or TWO subjects.
subjects.
1. Mathematics Each learner must study TWO 1. Arabic 1. Agriculture
2. Social Studies MANDATORY subjects: 2. French 2. Biology
3. English Language 3. Spanish 3. Chemistry
4. General Science 1. Business Management 4. Music 4. Physics
2. Accounting 5. Food and Nutrition 5. PEH (Elective)
6. Clothing and Textiles 6. Geography
1. PEH (Core - not externally And select ONE or TWO of the following 7. Management in Living 7. Christian Religious
examinable) OPTIONS: 8. Design & Studies
2. Robotics and coding 1. Economics Communication 8. Islamic Religious
(mandatory for all year 2. Computer Science (ICT in Business) Technology Studies
2 learners) 3. Additional Mathematics 9. Art and Design Studio 9. Literature in English
10. Agricultural Science 10. Art and Design
11. Government Foundation
12. History
13. Performing Arts
NB: Learners who select:
i. Four subjects (2 mandatory subjects and 2 options) from Group B can select only one subject from Group C or Group D
ii. Three subjects (2 mandatory subjects and 1 option) from Group B can select either:
iii. one subject from Group C and one subject from Group D or b. two subjects from either Group C or Group D
21
Table 4: LEARNING AREA - APPLIED TECHNOLOGY
GROUP B GROUP C GROUP D
GROUP A
(LEARNING AREA ELECTIVES) (RELATED LEARNING (OTHER ELECTIVES)
(CORE) AREA ELECTIVES)
These are core subjects for Each learner must select a MINIMUM of Learners may also select ONE Learners may also select ONE
learners. TWO and MAXIMUM of FOUR subjects. or TWO subjects. or TWO subjects.
1. Mathematics Each learner MUST study ONE 1. Agriculture 1. Geography
2. Social Studies MANDATORY subject: 2. Biology 2. Economics
3. English Language 3. Chemistry 3. Government
4. General Science 1. Design & Communication Technology 4. Computer Science 4. History
And select from options 1 and 2 5. PEH (elective) 5. Christian Religious
6. Art and Design Studio Studies
1. PEH (not externally OPTION 1 7. Food and Nutrition 6. Islamic Religious
examinable) 8. Clothing and Textiles Studies
Select one of the following
2. Robotics and coding 9. ICT 7. RME
(mandatory for all year 2 1. Automobile and Metal Technology 10. Agricultural Science 8. Literature in English
learners) 2. Building Construction and Wood 11. Business Management 9. Ghanaian Language
Technology 10. Arabic
3. Electrical and Electronic Technology 11. French
OPTION 2 12. Music
13. Accounting
Select one or two of the following:
14. Management in Living
1. Physics 15. Performing Arts
2. Additional Mathematics
3. Art and Design Foundation
NB: Learners who select:
i. four subjects from Group B can select only one subject from either Group C or Group D
ii. three subjects from Group B can select either:
a. one subject from Group C and one subject from Group D or b. two subjects from either Group C or Group D
22
Table 5: LEARNING AREA - HOME ECONOMICS
GROUP B GROUP C GROUP D
GROUP A
(LEARNING AREA (RELATED LEARNING (OTHER ELECTIVES)
(CORE) ELECTIVES) AREA ELECTIVES)
These are core subjects for learners. Each learner must study Learners may also select ONE Learners may also select ONE
THREE subjects. or TWO of the subjects. or TWO of the subjects.
1. Mathematics Each learner MUST study one 1. Art and Design 1. Geography
2. Social Studies MANDATORY subject: Foundation 2. Government
3. English Language 2. Art and Design Studio 3. History
4. General Science 1. Management in Living 3. Performing Arts 4. Christian Religious
And select only ONE subject from 4. Physics Studies
Option 1 and only one subject from 5. Additional Mathematics 5. Islamic Religious
Option 2 6. ICT Studies
1. PEH (Core - not externally 7. PEH (Elective) 6. RME
examinable) OPTION 1 8. Economics 7. Literature in English
9. Agricultural Science 8. Computer Science
2. Robotics and coding (mandatory for 1. Clothing and Textiles 10. Arabic 9. Music
all year 2 learners if facilities are 2. Food and Nutrition 11. French 10. Automobile and Metal
available) 12. Ghanaian Language Technology
OPTION 2
13. Business Management 11. Building Construction
1. Biology 14. Accounting and Wood Technology
12. Electrical and Electronic
2. Chemistry Technology
NB: Learners who select:
i. three subjects from Group B can select:
a. two subjects from either Group C or two subjects from Group D or
b. one subject from Group C and one subject from Group D
23
Table 6: LEARNING AREA - VISUAL AND PERFORMING ARTS
GROUP A GROUP B GROUP C GROUP D
(CORE) (LEARNING AREA ELECTIVES) (RELATED LEARNING (OTHER
AREA ELECTIVES) ELECTIVES)
These are core subjects for learners. Each learner must study a MINIMUM of TWO Learners may select ONE Learners may select
and MAXIMUM of FOUR subjects. or TWO subjects. ONE or TWO subjects.
1. Mathematics Each learner MUST study one MANDATORY 1. Automobile and Metal 1. Agriculture
2. Social Studies subject: Technology 2. Chemistry
3. English Language 2. Building Construction 3. Computer Science
4. General Science 1. Art and Design Foundation and Wood Technology 4. Physics
3. Electrical and 5. Additional
Electronic Technology Mathematics
1. PEH (Core - not externally And select ONE, TWO or THREE of the 4. Management in Living 6. Agricultural
examinable) following Options: 5. Food and Nutrition Science
2. Robotics and coding 1. Art and Design Studio 6. Clothing and Textiles 7. ICT
(mandatory for all year 2 2. Design & 7. History 8. Christian Religious
learners if facilities are Communication 8. Literature in English Studies
available) Technology 9. Ghanaian Language 9. Islamic Religious
3. Music 10. Arabic Studies
4. Performing Arts 11. French 10. RME
12. Business 11. Geography
Management 12. Government
13. PEH (Elective) 13. Economics
14. Accounting
15. Biology
NB: Learners who select:
a. four subjects from Group B can select only one subject from either Group C or Group D
b. three subjects from Group B can select either:
1. one subject from Group C and one subject from Group D or 2. two subjects from either Group C or Group D
c. two subjects from Group B can select either:
1. two subjects from Group C and one from Group D or 2. two subjects from Group D and one from Group C
24
Table 7: LEARNING AREA – AGRICULTURE
GROUP B GROUP C GROUP D
GROUP A
(LEARNING AREA ELECTIVES) (RELATED LEARNING (OTHER ELECTIVES)
(CORE) AREA ELECTIVES)
These are core subjects for learners. Learner must study a MINIMUM of Learners may also select ONE Learners may select ONE
ONE and MAXIMUM of THREE of or TWO subjects. or TWO subjects.
the subjects.
1. Mathematics Each learner MUST study ONE 1. Food and Nutrition 1. Government
2. Social Studies MANDATORY subject: 2. Clothing and Textiles 2. Literature in English
3. English Language 3. Design & 3. Christian Religious
4. General Science 1. Agriculture Communication Studies
Technology 4. Islamic Religious
4. Computer Science Studies
1. PEH (Core - not externally And select TWO of the following: 5. Additional Mathematics 5. RME
examinable) 6. ICT 6. Music
1. Chemistry
2. Robotics and coding (mandatory for 2. Physics 7. PEH (Elective) 7. Management in
all year 2 learners if facilities are 3. Biology 8. Automobile and Metal Living
available) Technology 8. Accounting
9. Building Construction 9. Performing Arts
and Wood Technology 10. Ghanaian Language
10. Electrical and 11. French
Electronic Technology 12. Arabic
11. Economics 13. Art and Design
12. Geography Foundation
13. Business Management 14. Art and Design Studio
NB: Learners who select:
i. three subjects from Group B can select either:
a. one subject from Group C and one subject from Group D or b. two subjects from either Group C or Group D
ii. one subject from Group B can select two subjects from Group C and two from Group D
25
Table 8: LEARNING AREA – LANGUAGES
GROUP A GROUP B GROUP C GROUP D
(CORE) (LEARNING AREA ELECTIVES) (RELATED LEARNING (SCIENCE ELECTIVES)
AREA ELECTIVES)
These are core subjects for learners. Each learner must study a MINIMUM Learners may select ONE or Learners may select ONE or
of TWO and MAXIMUM of TWO subjects. TWO subjects.
THREE subjects.
1. Mathematics 1. Ghanaian Language 1. Economics 1. Biology
2. Social Studies 2. French 2. Geography 2. Chemistry
3. English Language 3. Arabic 3. Government 3. Computer Science
4. General Science 4. Spanish 4. History 4. Physics
5. Literature in English 5. Christian Religious 5. Additional Mathematics
Studies 6. Agricultural Science
1. PEH (Core - not externally 6. Islamic Religious 7. PEH (Elective)
examinable) Studies 8. Agriculture
2. Robotics and coding (mandatory for 7. RME 9. Business Management
all year 2 learners if facilities are 8. Art and Design 10. Accounting
available) Foundation 11. Food and Nutrition
9. Performing Arts 12. Clothing and Textiles
10. Management in Living 13. ICT
11. Music 14. Automobile and Metal
Technology
15. Building Construction and
Wood Technology
16. Electrical and Electronic
Technology
17. Design & Communication
Technology
18. Art and Design Studio
NB: Learners who select:
i. three subjects from Group B can select either:
ii. one subject from Group C or one subject from Group D two subjects from Group B can select one subject from Group C and one subject from Group D
26
Table 9: LEARNING AREA – GLOBAL STUDIES
GROUP B GROUP C GROUP D
(LEARNING AREA ELECTIVES) (RELATED LEARNING (SCIENCE ELECTIVES)
AREA ELECTIVES)
These are core subjects for learners. Each learner must study a ONE Learners may select ONE or Learners may select ONE or
MANDATORY subject and select TWO TWO subjects. TWO subjects.
subjects.
1. Mathematics Each learner must study one 1. Business Management 1. Biology
2. Social Studies MANDATORY subject: 2. Accounting 2. Chemistry
3. English Language 1. Geography 3. Economics 3. Computer Science
4. General Science 4. Government 4. Physics
And select two from the following: 5. History 5. Additional Mathematics
1. Law and Diplomacy 6. Design & 6. Agricultural Science
2. One Foreign Languages (French, Communication
5. PEH (not externally Arabic, Spanish, ) Technology 7. Automobile and Metal
examinable) 3. International Trade 7. Performing Arts Technology
8. Literature in English 8. Building Construction
6. Robotics and coding and Wood Technology
(mandatory for all year 2 learners) 9. Electrical and Electronic
Technology
10. Additional mathematics
11. Art and Design Studio
NB: Learners who select:
i. three subjects from Group B can select either:
a. one subject from Group C or one subject from Group D
ii. two subjects from Group B can select one subject from Group C and one subject from Group
27
STEM
Table 10: LEARNING AREA – ENGINEERING
GROUP B GROUP C GROUP D
GROUP A
(LEARNING AREA (ADDITIONAL ELECTIVES) (HUMANITIES ELECTIVES)
(CORE) ELECTIVES)
These are core subjects for Each learner must study FIVE Learners MUST study ONE of these Learners may also select ONE
learners. subjects. subjects ANNUALLY subject from this list
1. Mathematics Each learner MUST study 1. Art and Design Foundation 1. Economics
2. Social Studies mandatory subjects: 2. Robotics 2. Geography
3. English Language 3. Computer Science 3. Government
4. PEH (not externally 1. Chemistry 4. Music 4. History
examinable) 2. Biology 5. Religious Studies
3. Physics 6. Literature in English
4. Additional Mathematics 7. Ghanaian Languages
5. Engineering 8. Arabic
9. French
10. Performing Arts
NB: Subjects in Group C are NOT externally examinable. Learners must study ONE every year.
28
Table 11: LEARNING AREA - BIOMEDICAL SCIENCE
GROUP B (LEARNING AREA GROUP C (ADDITIONAL GROUP D (HUMANITIES
GROUP A (CORE) ELECTIVES) ELECTIVES) ELECTIVES)
These are core subjects for Each learner must study FIVE Learners MUST study ONE of these Learners may also select ONE
learners. subjects. subjects ANNUALLY subject from this list
1. Mathematics Each learner MUST study 1. Art and Design Foundation 1. Economics
2. Social Studies mandatory subjects: 2. Computer Science 2. Geography
3. English Language 3. Music 3. Government
4. PEH (not externally 1. Chemistry 4. History
examinable) 2. Biology 5. Religious Studies
3. Physics 6. Literature in English
4. Additional Mathematics 7. Ghanaian Languages
5. Biomedical Science 8. Arabic
9. French
10. Performing Arts
NB: Subjects in Group C are NOT externally examinable. Learners must study ONE every year.
29
Table 12: LEARNING AREA – MANUFACTURING
GROUP A GROUP B GROUP C GROUP D
(CORE) (LEARNING AREA (ADDITIONAL ELECTIVES) (HUMANITIES ELECTIVES)
ELECTIVES)
These are core subjects for Each learner must study FIVE Learners MUST study ONE of these Learners may also select ONE
learners. subjects. subjects ANNUALLY subject from this list
1. Mathematics Each learner MUST study 1. Art and Design Foundation 1. Economics
2. Social Studies mandatory subjects: 2. Computer Science 2. Geography
3. English Language 3. Music 3. Government
4. PEH (not externally 1. Chemistry 4. History
examinable) 2. Biology 5. Religious Studies
3. Physics 6. Literature in English
4. Additional Mathematics 7. Ghanaian Languages
5. Manufacturing Engineering 8. Arabic
9. French
10. Performing Arts
NB: Subjects in Group C are NOT externally examinable. Learners must study ONE every year.
30
Table 13: LEARNING AREA – INFORMATION TECHNOLOGY
GROUP B (LEARNING AREA GROUP C (ADDITIONAL GROUP D (HUMANITIES
GROUP A (CORE) ELECTIVES) ELECTIVES) ELECTIVES)
These are core subjects for Each learner must study FIVE Learners MUST study ONE of these Learners may also select ONE
learners. subjects. subjects ANNUALLY subject from this list
1. Mathematics Each learner MUST study 1. Art and Design Foundation 1. Economics
2. Social Studies mandatory subjects: 2. Computer Science 2. Geography
3. English Language 3. Music 3. Government
4. PEH (not externally 1. Chemistry 4. History
examinable) 2. Biology 5. Religious Studies
3. Physics 6. Literature in English
4. Additional Mathematics 7. Ghanaian Languages
5. Information Technology 8. Arabic
9. French
10. Performing Arts
NB: Subjects in Group C are NOT externally examinable. Learners must study ONE every year.
31
Table 14: LEARNING AREA – COMPUTER SCIENCE
GROUP A GROUP B GROUP C GROUP D
(CORE) (LEARNING AREA ELECTIVES) (ADDITIONAL ELECTIVES) (HUMANITIES ELECTIVES)
These are core subjects for Each learner must study FIVE Learners MUST study ONE of these Learners may also select ONE
learners. subjects. subjects ANNUALLY subject from this list.
1. Mathematics Each learner MUST study the 1. Economics
2. Social Studies following mandatory subjects: 2. Geography
3. English Language 1. Art and Design Foundation 3. Government
4. PEH (not externally 1. Chemistry 2. Robotics 4. History
examinable) 2. Biology 3. Music 5. Religious Studies
3. Physics 6. Literature in English
4. Additional Mathematics 7. Ghanaian Languages
5. Computer Science 8. Arabic
9. French
10. Performing Arts
NB: Subjects in Group C are NOT externally examinable. Learners must study ONE every year.
32
Table 15: LEARNING AREA – AVIATION AND AEROSPACE
GROUP A GROUP B GROUP C GROUP D
(CORE) (LEARNING AREA ELECTIVES) (ADDITIONAL ELECTIVES) (HUMANITIES ELECTIVES)
These are core subjects for Each learner must study FIVE Learners MUST study ONE of these Learners may also select ONE
learners. subjects. subjects ANNUALLY subject from this list.
1. Mathematics Each learner MUST study the 1. Economics
2. Social Studies following mandatory subjects: 2. Geography
3. English Language 1. Art and Design Foundation 3. Government
4. PEH (not externally 1. Chemistry 2. Robotics 4. History
examinable) 2. Biology 3. Music 5. Religious Studies
3. Physics 6. Literature in English
4. Aviation Technology 7. Ghanaian Languages
5. Aerospace Engineering 8. Arabic
9. French
10. Additional mathematics
11. Performing Arts
NB: Subjects in Group C are NOT externally examinable. Learners must study ONE every year.
33
DETAILED SYLLABUS
ADDITIONAL MATHEMATICS
INTRODUCTION
This detailed Additional Mathematics syllabus offers a thorough guide for both learners and educators, presenting a clear structure for summative
assessment. It outlines the rationale, philosophy, vision and goals of the secondary school Additional Mathematics curriculum. The syllabus
specifies the knowledge, skills and competencies that students are expected to develop and on which they will be evaluated. It emphasizes critical
thinking, problem-solving, and technological proficiency. These are skills which are crucial in today's rapidly evolving job market. By mastering
these competencies, learners will not only excel in their examinations but also prepare themselves for real-world challenges and diverse career
opportunities. It also details the examination's structure and content, ensuring alignment with learning outcomes and indicators. Additionally, it acts
as a standard for assessing the curriculum's effectiveness and maintaining consistency in assessment practices.
PURPOSE
This document contains:
(i) The philosophy, vision and goals behind our Additional Mathematics curriculum
(ii) The examination scheme, which details the structure and content of the papers used for external summative assessment
(iii) A table showing clear alignment between learning outcomes and indicators
The purpose of the detailed Additional Mathematics syllabus is to align the content standards, learning outcomes, learning indicators and the
various content areas in the Additional Mathematics curriculum to the scheme of assessment. This will enable examiners to set examination
questions that provide evidence and confirmation of learning outcomes upon completion of the programme and to ascertain the extent to which
learners have gained specific knowledge, skills and competencies in studying Additional Mathematics
PHILOSOPHY
Learners can develop their potential in Additional Mathematics through creative, innovative and interactive ways to become lifelong learners, apply
mathematical skills and competencies to solve everyday problems, further their education to read mathematics-related courses and/or proceed to the
world of work.
34
VISION
Learners are enthusiastic about mathematics, capable of reasoning (quantitatively and abstractly), modelling, representing and using mathematical
skills, tools and technology to solve real life problems, further their studies and/or proceed to the world of work.
GOAL
The main goal of the Additional Mathematics subject is to guide and train learners to be critical thinkers, proficient in problem-solving, effective in
reasoning with concrete and abstract ideas, effectively communicating mathematically and applying mathematical representations to model and
interpret practical situations while competently making mathematical connections and explorations and improving on their 21st century generational
skills (ie. Communication and Collaboration, Critical thinking and Problem Solving, Creativity and Innovation, Personal development and
leadership, Cultural Identity and Global Citizenship and Digital Literacy), competencies and values that are responsive to Gender Equality and
Social Inclusion issues to make the world a better place.
EXAMINATION STRUCTURE
There will be two papers both of which must be taken. The overall score will be the straight sum of the scores from Paper 1 and Paper 2. Therefore,
the overall maximum total from both papers will be 140 marks.
PAPER 1 (Objective)
Duration 1 hours
This paper will contain 40 multiple-choice items testing all the four strands from the curriculum as detailed below. The questions will be taken from
anywhere in the syllabus and candidates will be expected to attempt all the questions for 40 marks.
The questions will be drawn from sections of the syllabus as follows:
Modelling with Algebra 20 questions
Geometric Reasoning & Measurement 7 questions
Calculus 7 questions
Handling Data (Statistics & Probability) 6 questions
Further detail can be found in the Item Specification document.
35
PAPER 2: (Essay)
Duration 2 hours)
This paper will contain two sections A and B.
SECTION A will contain 8 compulsory questions for 48 marks.
The questions shall be distributed as follows.
Modelling with Algebra 4 questions
Geometric Reasoning, Measurement and Calculus 2 questions
Handling Data (Statistics & Probability) 2 questions
SECTION B will contain 7 questions of greater length and difficulty and candidates will be expected to answer 4 questions with at least one from
each part for 52 marks. The section will contain three parts as follows:
Modelling with Algebra 3 questions
Geometric Reasoning, Measurement and Calculus 2 questions
Handling Data (Statistics & Probability) 2 questions
Further detail can be found in the Test Specification document.
36
DETAILED STRUCTURE OF THE ADDITIONAL MATHEMATICS CURRICULUM
The table below summarises the curriculum document.
The “assessment levels” column gives an example of the level that each learning indicator could be assessed at. The assessment levels are given
using Webb’s Depth of Knowledge (DoK) framework. More information about this framework can be found in the curriculum document.
The assessment levels given in this syllabus illustrate that the learning indicator can be assessed at many levels. In mathematics, content can be
assessed with a higher or lower level of challenge and cognitive engagement and there is an expectation that learners should be able to engage in
problem-solving across the curriculum.
YEAR 1
Learning Outcome Content Standards Learning Indicators Levels of Assessment
Strand 1: Modelling
with Algebra
Sub-strand 1: Number 1.1.1.LO.1 Solve problems 1.1.1.CS.1 Demonstrate 1.1.1.LI.1 Explain binary 1.1.1.AS.3
and Algebraic Patterns involving properties of knowledge and operations and apply that Level 1: Recall
binary operations. understanding of binary knowledge in solving Level 2: Skills of conceptual
operations, sets, and problems. understanding
binomial theorem and
Level 3: Strategic reasoning
solve related problems in
real life situation
1.1.1.AS.2
1.1.1. LI.2. Describe and
Level 1: Recall
interpret the characteristics of
commutative, associative, Level 2: Skills of conceptual
distributive, and closure understanding
properties of binary Level 3: Strategic reasoning
operations.
1.1.1.AS.3
1.1.1.LI.3 Determine the Level 1: Recall
identity element and use it to Level 2: Skills of conceptual
find the inverse of a given understanding
element Level 3: Strategic reasoning
1.1.1. LO.2 1.1.1 CS.1 Demonstrate 1.1.1. LI 1. Establish the 1.1.1.AS.1
Model and solve real life knowledge and operations of operations on Level 1: Recall
37
problems on sets. understanding of sets, sets, including commutative, Level 2: Skills of conceptual
and solve related associative and distributive, understanding
problems in real life sets algebra and apply them Level 3: Strategic reasoning
situation. to solve problems.
1.1.1..AS.1
1.1.1.LO. 3 1.1.2 CS.1 Demonstrate 1.1.1LI.1 Expand binomial Level 1: Recall
Expand binomials with knowledge and expression for positive
Level 2: Skills of conceptual
positive integral indices and understanding of integer indices using Pascal
simplify coefficients of the binomial theorem and triangle. understanding
term. solve related problems in Level 3: Strategic reasoning
real situation.
1.1.1.AS.2
1.1.1. LI.2 Use the Level 1: Recall
combination approach and Level 2: Skills of conceptual
other approaches to determine understanding
coefficient and exponent of a Level 3: Strategic reasoning
given term in an expansion
1.1.1.LO.4 with positive integral. 1.1.1.AS.2
Perform basic operation on 1.1.1.CS.2 Demonstrate Level 1: Recall
surd as well as solved simple knowledge and Level 2: Skills of conceptual
indicial and logarithmic understanding of 1.1.1.LI.1 Investigate the
understanding
equations. numbers in relation to properties of surd and basic
surd, indices, and arithmetic operation on surd, Level 3: Strategic reasoning
logarithms. including rationalisation.
1.1.1LI.2 Rational surds with 1.1.1.AS.2
binomial denominators. Level 1: Recall
Level 2: Skills of conceptual
understanding
Level 3: Strategic reasoning
38
1.1.1.AS.3
1.1.1.LI.3 Review the initial Level 1: Recall
law of indices and establish Level 2: Skills of conceptual
other laws for negative
understanding
powers and roots
Level 3: Strategic reasoning
1.1.1.AS.4
Level 3: Strategic reasoning
1.1.1. LI.4 Recognise the Level 4 : Extended critical
relationship between surds thinking and reasoning
and indices and apply laws of
simplify expressions. 1.1.1.AS.5
Level 3: Strategic reasoning
1.1.1.LI 5 Pose and solve Level 4: Extended critical
simple equations involving thinking and reasoning
indices.
1.1.1.AS.6
Level 3: Strategic reasoning
Level 4: Extended critical
1.1.1.LI 6 Establish the thinking and reasoning
relationship between indices
and logarithm and use the
properties to solve related
problem in one base.
Strand 1: Modelling
with Algebra
Sub-strand 2: 1.1.2.LO.1. Examine, 1.1.2.CS.1. Demonstrate 1.1.2.LI.1. Recognise 1.1.2.AS.1
Application of Algebra analyse, determine and knowledge and sequences in mathematics as Level 1: Recall
predict other terms in a understanding of an enumerated collection of
pattern/sequence. applying algebraic objects in which repetitions
processes and reasoning, are allowed and classify
involving sequence, sequences into linear or
function, and linear exponential.
programming. 1.1.2.AS.2
1.1.2.LI.2, Find the nth term Level 1: Recall
39
of linear and exponential Level 2: Skills of conceptual
sequences. understanding
Level 3: Strategic reasoning
1.1.2.AS.3
1.1.2.LO.2. Distinguish Level 1: Recall
among various types of
Level 2: Skills of conceptual
relations, find the domain 1.1.2.LI.3. Identify Relations
and range of, and evaluate and Functions and describe understanding
functions. their differences. Level 3: Strategic reasoning
1.1.2.AS.4
Level 1: Recall
1.1.1. LO.3. Show that a Level 2: Skills of conceptual
function is injective (into) 1.1.2.LI.4. Use function understanding
and/or surjective (onto). notation to evaluate functions Level 3: Strategic reasoning
Find the inverse, describe for inputs in their domain and
the relationship between two outputs in the co-domain.
variables and establish 1.1.2.AS.5
composite function. Level 1: Recall
1.1.2.LI.5. Establish, describe Level 2: Skills of conceptual
1.1.2.LO.4. Graph linear and and determine bijective
understanding
quadratic functions and (injective and surjective)
determine the intercepts. functions and composite Level 3: Strategic reasoning
functions.
1.1.2.LI.6. Find the inverse of
simple functions.
1.1.2.AS.6
Level 1: Recall
Level 2: Skills of conceptual
understanding
Level 3: Strategic reasoning
1.1.2.LI.7. Recognise and
40
construct linear and parabolic 1.1.2.AS.7
functions manually and by Level 1: Recall
appropriate technology. Level 2: Skills of conceptual
understanding
1.1.2.LO.5. Find graphical
Level 3: Strategic reasoning
and algebraic solutions to a
system of three linear 1.1.2.LI.8. Recognise and use
1.1.2.AS.8
equations in three variables appropriate algebraic notation
Level 2: Skills of conceptual
and apply them to solve real properties of linear and non-
life problems. linear functions and solve understanding
them simultaneously. Level 3: Strategic reasoning
1.1.2.LO.6. Perform
algebraic manipulations on 1.1.2.LI.9. Recognise linear
polynomial functions and equations in two variables 1.1.2.AS.9
graph of polynomial and draw their graphs Level 1: Recall
functions. manually using appropriate
Level 3: Strategic reasoning
technology. Find the area
enclosed by the two graphs.
1.1.2.AS.10
1.1.2.LI.10. Solve up to three
systems of linear equations Level 1: Recall
simultaneously by algebraic Level 3: Strategic reasoning
manipulations. Level 4: Extended critical
thinking
1.1.2.LI.11. Recognise and
model statements into linear
mathematical equations and 1.1.2.AS.11
solve them. Level 1: Recall
Level 3: Strategic reasoning
Level 4: Extended critical
1.1.2.LI.12. Determine the thinking
composite of two given
functions.
1.1.2.AS.12
Level 1: Recall
1.1.2.LI.13. Describe Level 2: Skills of conceptual
understanding
polynomial functions and
41
perform the basic arithmetic 1.1.2.AS.13
operations on them. Level 1: Recall
Level 2: Skills of conceptual
understanding
1.1.2.LI.14. Use the method
of completing the squares to 1.1.2.AS.11
transform any quadratic Level 1: Recall
equation that has the same Level 2: Skills of conceptual
solutions, explain how the understanding
quadratic formula is derived Level 4: Extended critical
from this form and find the thinking
nature of roots.
1.1.2.LI.15. Use the 1.1.2.AS.15
remainder and the factor Level 3: Strategic reasoning
theorems to find the factors
and the remainders of a
polynomial of degree not
greater than 4.
1.1.2.AS.16
1.1.2.LI.16. Draw the graph Level 3: Strategic reasoning
1.1.2.LO.7. Find the domain, of a polynomial function with
range, and zero of a rational degrees up to 3 by hand and
function and state when it is by using technology (e.g. Geo
undefined. Gebra, Demos, PhET
Simulations, and Geometer’s
Sketch Pad), where
appropriate.
1.1.2.AS.17
Level 3: Strategic reasoning
1.1.2.LI.17. Recognise a
rational function and
determine the domain and 1.1.2.AS.18
range.
42
Level 1: Recall
1.1.2.LI.18. Carry out the Level 2: Skills of conceptual
basic arithmetic operations on understanding
rational functions.
1.1.2.LO.8. Identify and 1.1.2.AS.19
describe the order of a 1.1.2.CS.2. Demonstrate Level 1: Recall
matrix, the identity matrix knowledge and Level 3: Strategic reasoning
and the zero matrix; find the understanding of 1.1.2.LI.19. Apply partial
determinant and perform algebraic processes and fraction decomposition up to
basic arithmetic operations reasoning in relation to factors with exponents and
on 2 by 2 matrices (Addition matrix operations. irreducible quadratic factors. 1.1.2.AS.1
and Subtraction) Level 1: Recall
1.1.2.LI.1. Recognise a Level 2: Skills of conceptual
matrix (including types of understanding
matrices) and state its order. Level 3: Strategic reasoning
1.1.2.AS.2
Level 1: Recall
1.1.2.LI.2. Add and subtract Level 2: Skills of conceptual
matrices (2 x 2 matrices and understanding
multiply a matrix by a scalar Level 3: Strategic reasoning
and a matrix by a matrix
(2x2 matrices)
Strand 2: Geometric 1.2.1.LO.1. Describe the 1.2.1.CS.1. Demonstrate 1.2.1.LI.1. Describe the 1.1.2.AS.1
Reasoning and properties of line, including knowledge and properties of lines, including Level 1: Recall
Measurement parallel, perpendicular and understanding of spatial parallel, perpendicular and Level 2: Skills of conceptual
midpoints. sense in relation to lines midpoints. understanding
and angles between Level 3: Strategic reasoning
intersecting lines.
Sub-strand 1: Spatial
Reasoning 1.2.1.LI.2. Predict the
43
midpoint of a line segment 1.1.2.AS.2
given two points and find the Level 1: Recall
generalisation of the midpoint Level 2: Skills of conceptual
of a line segment. understanding
1.2.1.LI.3. Apply the
knowledge of ratio to divide a 1.1.2.AS.3
line segment in a given ratio Level 1: Recall
either internally or externally. Level 2: Skills of conceptual
1.2.1.LO.2. Derive the understanding
equation of a line in various
forms, find the shortest 1.2.1.LI.4. Recall the formula
distance between a point and for finding the gradient of a 1.1.2.AS.4
a line and the perpendicular line and apply it to find the Level 2: Skills of conceptual
distance from an external equation of a straight line in understanding
point to a line. various forms. Level 3: Strategic reasoning
1.2.1.LI.5. Use standard
algebraic manipulations to
find the equation of parallel 1.1.2.AS.5
and perpendicular lines, Level 1: Recall
including the equation of the Level 2: Skills of conceptual
perpendicular bisector of a understanding
line. Level 3: Strategic reasoning
1.2.1.LI.6. Deduce the 1.1.2.AS.6
shortest distance between a Level 4: Extended critical
point and a line and use the thinking
knowledge of intercepts and
1.2.1.LO.3. Solve problems right-angled triangles to find
on acute angles between two 1.2.1.CS.2. Demonstrate the perpendicular distance
intersecting lines. knowledge and from an external point to a
44
understanding of spatial line.
sense relating to vectors
in two dimensions and 1.2.1.LI.7. Determine the
perform algebraic acute angles between two 1.2.1.AS. 7
operations on vectors and intersecting lines with the aid Level 2: Skills of conceptual
discuss their geometrical of technological tools e.g. understanding
interpretations. GeoGebra. Level 4: Extended critical
thinking
1.2.1.LO.4. Perform 1.2.1.LI.8. Apply knowledge
algebraic manipulations of of gradient and the tangent 1.1.2.AS.8
vectors and resolve vectors function to find the acute Level 2: Skills of conceptual
using the triangle, angle between two understanding
parallelogram and polygon intersecting lines. Level 4: Extended critical
laws of addition. thinking
1.2.1.LI.1. Recognise and 1.1.2.AS.8
explain various forms of Level 2: Skills of conceptual
vectors and apply the understanding
knowledge to find unit Level 4: Extended critical
vectors. thinking
1.2.1.LI.2. Perform algebraic 1.1.2.AS.2
and graphical operations Level 1: Recall
(addition, subtraction, scalar
Level 2: Skills of conceptual
multiplication) and their
understanding
geometrical interpretations.
Level 3: Strategic reasoning
1.2.1.LI.3. Determine the 1.1.2.AS.3
resultant of vectors using Level 3: Strategic reasoning
triangle and parallelogram
laws of addition.
Strand 2: Geometric 1.2.2.LO.1. Describe 1.2.2.CS.1. Demonstrate 1.2.2.LI.1. Recall basic 1.2.2.AS.1
Reasoning and diagrammatically and understanding of the trigonometric ratios and use Level 1: Recall
Measurement algebraically ways of measurement of triangles the knowledge to solve
45
representing problems and radians. problems relating to triangles. Level 2: Skills of conceptual
involving angles of elevation understanding
and depression and solve Level 3: Strategic reasoning
Sub-strand 2: related word problems.
Measurement of Identify values of the special 1.2.2.LI.2. Use special
Triangles angles, explain the radian triangles and the unit circle to 1.2.2.AS.2
measure orally and determine the geometrical Level 4: Extended critical
mathematically and find and functional values of thinking
coordinates of the unit circle trigonometric ratios,
and their corresponding including special angles.
angles in the quadrants.
1.2.2.LI.3. Determine radian 1.2.2.AS.3
measure and apply the Level 1: Recall
knowledge to solve practical
Level 2: Skills of conceptual
problems of arc length.
understanding
Level 3: Strategic reasoning
1.2.2.LI.4. Identify the
1.2.2.AS.4
coordinates of the quadrantal
Level 1: Recall
angles in a unit circle and use
them to find the trigonometric Level 2: Skills of conceptual
values of quadrantal angles. understanding
Level 3: Strategic reasoning
1.3.1.LO.1 Describe 1.3.1.CS.1 Demonstrate
graphically the behaviour of understanding of the
the function about an input limit of a function, 1.3.1.LI. 1 Describe and 1.3.1.AS.1
value and determine it investigate the behaviour interpret the meaning of limit Level 1: Recall
derivative. of a function near a value of a function through
Level 3: Strategic reasoning
in its domain and graphical and algebraic
approaches. Level 4: Extended critical
establish the derivative of thinking
a function
1.3.1.LI.2 Classify left-hand 1.3.1.AS.2
and right-hand limit of a Level 2: Skills of conceptual
function through graphically understanding
with the aid of technology Level 3: Strategic reasoning
where available or through
46
any creative means. 1.3.1.AS.3
Level 3: Strategic reasoning
1.3.1.LI 3 Distinguish
between continuous and
discontinuous function near
an input value on its domain
and investigate them with the
use of technology or any
other means appropriate.
1.3.1.LI. 4 Using the first 1.3.1.AS.4
principle to derive the Level 2: Skills of conceptual
derivative of a function .ie y understanding
=f(x). Level 3: Strategic reasoning
Use the limits of a function to
find
It derivative.
1.3.1.LI.5 Use technology or 1.3.1.AS.5
any innovative ways to Level 3: Strategic reasoning
investigate the rate of change Level 4: Extended critical
Sub-strand 2: 1.3.2.LO.1. Determine the 1.3.2.CS.1. Demonstrate of a function, h(u), with thinking
Application of Calculus equation of tangents and the ability to apply respect to u.
normal to a curve at a given differentiation to find
point. equations of tangents, 1.3.2.LI.1. Use knowledge of 1.3.2.AS.1
normal to a curve and differentiation to determine Level 1: Recall
rate of change. the equation of tangents and
Level 4: Extended critical
normal to curves at a given
thinking
point.
1.3.2.LI.2. Apply 1.3.2.AS.1
differentiation to find the rate Level 3: Strategic reasoning
of change.
47
Strand 4: Handling 1.4.1.LO.1. Collect 1.4.1.CS.1. Investigate 1.4.1.LI.1. Identify and 1.4.1.AS.1
Data quantitative and qualitative techniques for collecting present appropriate ways of Level 3: Strategic reasoning
data and organise and data and determine collecting and representing
Sub-strand 1: present data using graphs. measures of central data.
Organising, tendency and dispersion.
Representing and 1.4.1.LI.2. Categorise data 1.4.1.AS.2
Interpreting Data and determine which scale of Level 3: Strategic reasoning
measurement describes the
data.
1.4.1.LI.3. Organise data into 1.4.1.AS.3
appropriate frequency Level 2: Skills of conceptual
distribution tables manually, understanding
and with Microsoft Excel.
1.4.1.LI.4. Present data using 1.4.1.AS.4
appropriate graphs by hand Level 3: Strategic reasoning
and/or by technology and
justify why a particular
representation is more
suitable than others for a
given situation.
1.4.1.LI.5. Present grouped 1.4.1.AS.5
data using appropriate graphs Level 4: Extended critical
by hand and/or by appropriate thinking
technology and justify why a
particular representation is
more suitable than others for
a given situation.
1.4.1.AS.6
1.4.1.LI.6. Compare various
Level 2: Skills of conceptual
statistical representations and
understanding
justify why a particular
48
representation is more Level 4: Extended critical
suitable than others for a thinking
given situation.
1.4.1.LO.2. Calculate the 1.4.1.LI.7. Calculate 1.4.1.AS.7
measures of central measures of central Level 3: Strategic reasoning
tendencies, and measures of tendencies (mode, mean and
dispersion and use simple median) for a given data by
language to interpret the formulas or other techniques
results. and establish which is
appropriate to report on a
given data. 1.4.1.AS.8
Level 3: Strategic reasoning
1.4.1.LI.8. Work out simple Level 4: Extended critical
measures of dispersion thinking
(range, quartile and, inter-
quartile, etc.) for raw data and
interpret them in context.
1.4.2.LO.1. Explain 1.4.2.CS.1. Demonstrate 1.4.2.LI.1. Use the 1.4.1.AS.4
Strand 4: Handling combination and knowledge of basic fundamental counting Level 1: Recall
Data permutation, state their principles of permutation principle to identify and Level 2: Skills of conceptual
difference and solve basic and combination and determine the number of understanding
Sub-strand 2: Making problems related to interpret probability in ways an event can occur. Level 3: Strategic reasoning
Predictions with data permutation and everyday life
combination. 1.4.2.AS.2
1.4.2.LI.2. Discuss the Level 1: Recall
concepts of permutation and Level 2: Skills of conceptual
combination and use them to understanding
solve real life problems. Level 3: Strategic reasoning
Level 4: Extended critical
thinking
1.4.2.LI.3. Distinguish 1.4.2.AS.3
between the concepts of Level 1: Recall
permutation and combination Level 2: Skills of conceptual
49
and establish the relationship understanding
between them. Level 4: Extended critical
thinking
1.4.2.LI.4. Simplify 1.4.2.AS.4
permutation and combination Level 1: Recall
expressions and solve related Level 2: Skills of conceptual
problems. understanding
1.4.2.AS.5
1.4.2.LO.2. Explain the 1.4.2.LI.5. Recall the basic Level 1: Recall
terminologies in probability terminologies such as Level 2: Skills of conceptual
orally and find the relative experiment, events, outcome, understanding
frequency in a given trial, sample space, etc. Level
experiment. 1 Recall as used in the
probability and give
examples.
1.4.2.LI.6. Work 1.4.2.AS.6
collaboratively on an Level 1: Recall
experiment (e.g. tossing of Level 2: Skills of conceptual
coins or dice) to determine understanding
the relative frequencies of
events and interpret them
YEAR 2
Strand Learning Outcome Content Standards Learning Indicators Levels of Assessment
Strand 2:
Modelling
with Algebra
Sub-strand 1: 2.1.1.LO.1. Investigate 2.1.1.CS.1. Demonstrate 2.1.1.LI.1. Establish De Morgan's laws of set 2.1.1.AS.1
Application of De Morgan's law on the ability to use sets theory and use it to solve related problems. Level 1: Recall
Algebra
sets algebraically and properties and theories to Level 2: Skills of conceptual
graphically, formulate solve real life problems understanding
and solve real life and apply binomial
problems up to three theorem to approximate 2.1.1.LI.2. Describe the set theory as a 2.1.1.AS.2
50
sets. numbers to a given index. foundation for many subfields of Level 1: Recall
mathematics, and create and model set Level 2: Skills of conceptual
problems in the areas pertaining to industry, understanding
commerce, sports, etc.
2.1.1.AS.1
Level 2: Skills of conceptual
2.1.1.LI 3. Use the expansion for ((1 − understanding
x)n or (1 + x)n , where n is a positive Level 3: Strategic reasoning
integer. g
2.1.1.LO.2. Model 2.1.1.CS.2. Demonstrate 2.1.1.LI.1. Generate the terms of a 2.1.1.AS.1
sequence recursively the ability to apply recurrence sequence and find an explicit Level 1: Recall
and explicitly, and algebraic processes and formula for the sum of the sequence. Level 2: Skills of conceptual
establish the reasoning to model and understanding
relationship between solve real life situations Level 3: Strategic reasoning
the two forms, as well involving sequences, and Level 4: Extended critical
as solve real life linear programming and thinking
problems involving use appropriate
linear and exponential techniques to solve 2.1.1.LI.2. Use recursive and explicit
sequences and series. quadratic inequalities, as formulae of sequences to model situations 2.1.1.AS.2
well as resolve rational and translate between the two forms. Level 1: Recall
functions. Level 2: Skills of conceptual
understanding
Level 3: Strategic reasoning
2.1.1.LI.3. Determine the arithmetic and
geometric means of linear and exponential 2.1.1.AS.3
sequences and apply linear and exponential Level 1: Recall
sequences to solve real life problems.
Level 2: Skills of conceptual
understanding
Level 4: Extended critical
thinking
51
2.1.1.LO.3. Apply 2.1.1.CS.3. Demonstrate 2.1.1.LI.1. Review indices and apply the 2.1.1.AS.1
indices and logarithms understanding of the laws idea to create and solve real life problems Level 1: Recall
to solve real life and properties of indices involving indices. Level 2: Skills of conceptual
problems, including and apply the ideas to understanding
logarithms with solve problems Level 3: Strategic reasoning
different bases, and Level 4: Extended critical
sketch and interpret thinking
logarithmic functions.
2.1.1.AS.2
2.1.1.LI.2. Use the properties of logarithms Level 1: Recall
and indices to solve equations involving Level 3: Strategic reasoning
logarithms including changing the base. Level 4: Extended critical
thinking
2.1.1.AS.3
2.1.1.LI.3. Draw graphs of logarithmic Level 3: Strategic reasoning
functions using an appropriate technology Level 4: Extended critical
and by hand and interpret them. thinking
2.1.1.LO.4. Formulate 2.1.1.LI.4. Describe the processes of solving 2.1.1.AS.4
and derive appropriate quadratic equations by graphical method, Level 1: Recall
strategies to solve factorisation, and inspection for quadratic Level 2: Skills of conceptual
quadratic inequalities function, including functions of the form understanding
(𝑥 2 =49) where possible. Level 4: Extended critical
thinking
2.1.1.AS.5
2.1.1.LI.5. Solve quadratic inequalities Level 2: Skills of conceptual
involving real life problems. understanding
Level 4: Extended critical
thinking
52
2.1.1.LO.5. Graph 2.1.1.LI.6. Use a graphical approach (by 2.1.1.AS.6
systems of given hand and technology) to solve simultaneous Level 1: Recall
inequality and identify linear inequalities. Level 2: Skills of conceptual
the region that provides understanding
the feasible solution Level 3: Strategic reasoning
and apply it to real life Level 4: Extended critical
situations. thinking
2.1.1.AS.7
2.1.1.LI.7. Predict and identify the region Level 4: Extended critical
representing the solution to systems of linear thinking
inequality.
2.1.1.AS.8
Level 2: Skills of conceptual
2.1.1.LI.8. Determine the understanding
maximum/minimum values within the given
constraints.
2.1.1.AS.9
Level 1: Recall
Level 2: Skills of conceptual
2.1.1.LI.9. Solve real life problems involving understanding
linear inequalities. Level 3: Strategic reasoning
2.1.1.LO.6. Determine 2.1.1.LI.10. Find the factors and zeros of a 2.1.1.AS.10
the set of values for polynomial function using conventional and Level 1: Recall
which a personal strategy. Level 2: Skills of conceptual
rational function is understanding
defined and resolve Level 3: Strategic reasoning
rational functions into
partial fractions.
53
2.1.1.AS.11
2.1.1.LI.11. Recall the processes of finding Level 2: Skills of conceptual
the domain, range, zero of a rational function understanding
and state when it is undefined.
2.1.1.AS.12
2.1.1.LI.12. Resolve rational functions into Level 2: Skills of conceptual
partial fractions, specifically quadratic understanding
denominators, and improper rational
functions.
54
2.1.1.LO.7. Multiply 2.1.1.CS.4. Demonstrate 2.1.1.LI.1. Distinguish between ‘singular’ 2.1.1.AS.1
Strand 2: matrices, determine the the ability to carry out and ‘non-singular’ square matrices (2x2 and Level 3: Strategic reasoning
Geometric
Reasoning and
inverse of a 2x2 matrix, matrix operations, 3x3) and evaluate determinants.
Measurement find the determinant up determine the inverse of a 2.1.1.AS.2
to a 3x3 matrix and linear transformation and 2.1.1.LI.2. Multiply an m x n matrix by an n Level 4: Extended critical
represent matrices in a represent real life x 1 matrix. thinking
linear transformation. situations in matrix
forms.
2.1.1.AS.3
2.1.1.LI.3. Transform systems of linear Level 1: Recall
equations into a Matrix form and state the Level 2: Skills of conceptual
matrix representing a linear transformation. understanding
2.1.1.AS.4
2.1.1.LI.4. Find the inverse of a matrix using Level 1: Recall
linear transformation. Level 2: Skills of conceptual
understanding
2.1.1.AS.5
2.1.1.LI.5. Model and solve problems based Level 3: Strategic reasoning
on real life situations using matrices. Level 4: Extended critical
thinking
Sub-strand 1: 2.2.1.LO.1. Deduce the 2.2.1.CS.1. Demonstrate 2.2.1.LI.1. Explore the equation a circle and 2.2.1.AS.1
Spatial Sense equation of a circle and understanding of loci and its properties using technological tools, e.g. Level 1: Recall
find its centre and their applications. GeoGebra, Geometer’s sketchpad, paper Level 2: Skills of conceptual
radius. cutting, Geoboard and other realia. understanding
2.2.1.LI.2. Apply knowledge of the distance 2.2.1.AS.2
between two points and the Pythagoras Level 2: Skills of conceptual
theorem to describe a circle in the algebraic understanding
form.
55
2.2.1.AS.3
2.2.1.LI.3. Apply knowledge of properties of Level 2: Skills of conceptual
lines to derive the equations of a circle, a understanding
tangent and normal to a circle Level 4: Extended critical
thinking
2.2.1.LO.2. Determine 2.2.1.LI.4. Deduce relations of various loci 2.2.1.AS.2
the equation of a locus under given conditions Level 4: Extended critical
under a given thinking
condition.
2.2.1.LO.3. Use the 2.2.1.CS.2. Demonstrate 2.2.1.LI.1. Apply the knowledge of 2.2.1.AS.1
knowledge and knowledge and operations of vectors to solve simple Level 1: Recall
understanding of the understanding of spatial geometric problems, including the position Level 2: Skills of conceptual
concept of vectors to sense in relation to vector of a point that divides a vector understanding
solve simple geometric related problems. internally and externally in a given ratio.
problems, division of a
vector, internally and
externally in a given
ratio.
2.2.1.LO.4. Establish 2.2.1.LI.2. Derive the rule for scalar (dot) 2.1.1.AS.2
the scalar (dot) product, product and use it to solve problems relating Level 2: Skills of conceptual
sine and cosine rules, to angles between two vectors. understanding
projections of one
vector on another
vector and use them to 2.2.1.LI.3. Use vectors to establish the sine 2.1.1.AS.3
solve problems. and cosine rules and solve problems Level 2: Skills of conceptual
involving areas of polygons. understanding
2.2.1.LI.4. Determine the projection of one 2.2.1.AS.4
vector on a given vector. Level 2: Skills of conceptual
understanding
thinking
56
Strand 2:
Geometric
Reasoning
and
Measurement
Sub-strand 2.2.2.LO.1. Find 2.2.2.CS.1. Demonstrate 2.2.2.LI.1. Prove and apply compound 2.2.2.AS.1
2: trigonometric values understanding of angles to derive the identities for multiple Level 2: Skills of conceptual
Measurement using compound, trigonometric identities angles and half angles. understanding
and Triangle multiple and half and apply algebraic Level 4: Extended critical
angles and prove the techniques to verify thinking
sine and cosine rules. identities and solve 2.2.2.LI.2. Derive the sine and cosine rules
trigonometric problems and apply them to solve problems. 2.2.2.AS.2
on them. Level 2: Skills of conceptual
understanding
Level 3: Strategic reasoning
Level 4: Extended critical
thinking
2.2.2.LO.2. Verify 2.2.2.LI.3. Use correct algebraic techniques 2.1.1.AS.1
whether or not a given to isolate the trigonometric functions and Level 2: Skills of conceptual
trigonometric equation find the values for the angle that makes the understanding
is an identity and solve equation true. Level 3: Strategic reasoning
trigonometric
equations.
Strand 3:
Calculus
Sub-strand 2.3.1.LO.1. Determine 2.3.1.CS.1. Determine the 2.3.1.LI.1. Identify the rules of 2.3.1.AS.1
1: Principles the appropriate rule and appropriate rule to use in differentiation. Level 2: Skills of conceptual
of Calculus use it to find the finding the derivative of a understanding
derivative of a function and relations. Level 3: Strategic reasoning
function. Level 4: Extended critical
thinking
57
2.3.1.LI.2. Apply the product and quotient 2.3.1.AS.2
rules to differentiate functions. Level 4: Extended critical
thinking
2.3.1.AS.3
2.3.1.LI.3. Find derivatives of functions and Level 2: Skills of conceptual
relations that are not functions (Implicit understanding
differentiation). Level 4: Extended critical
thinking
2.3.1.AS.14
2.3.1.LI.4. Identify and apply techniques of Level 2: Skills of conceptual
differentiation to solve problems involving understanding
transcendental functions.
2.3.1.AS.15
2.3.1.LI.5. Generalise the behaviour with Level 2: Skills of conceptual
respect to the slope of a moving object along understanding
a curve. Level 4: Extended critical
thinking
2.3.1.LO.2. Estimate 2.3.1.CS.2. Demonstrate 2.3.1.LI.1. Distinguish between partitioning 2.3.1.AS.1
the area under a curve a conceptual an interval for a given step size and the Level 2: Skills of conceptual
using the trapezoid understanding of the number of sub-intervals. understanding
rule. connection between
integration and limits and
integration as a reverse 2.3.1.AS.2
process of differentiation. 2.3.1.LI.2. Partition intervals for a given step Level 4: Extended critical
size or number of sub-intervals and find area thinking
under curves through graphics.
2.3.1.LI.3. Identify and write a definite 2.3.1.AS.3
integral notation and its connection to the Level 4: Extended critical
limits of the partial sum of areas. Identify thinking
integration as a reverse process of
differentiation.
58
2.3.1.LI.4. Compare and judge the effect of 2.3.1.AS.4
reduction in step size and increase in the Level 1: Recall
number of sub-intervals in an interval for a Level 2: Skills of conceptual
given function on the area under a curve. understanding
Level 3: Strategic reasoning
Level 4: Extended critical
thinking
Strand 3:
Calculus
Sub-strand 2.3.2.LO.1. Investigate 2.3.2.CS.1. Find 2.3.1.LI.3 2.3.2.AS.1
2: the turning point of a maximum and minimum Find the maximum and minimum values and Level 1: Recall
Application function. values and points of a points of a function, sketch the functions and Level 2: Skills of conceptual
of Calculus function, sketch the solve some real-life problems. understanding
functions, and solve some Level 3: Strategic reasoning
real life problems.
2.3.2.AS.2
2.3.2.LI.2. Use the second derivative of a Level 1: Recall
function to classify the maximum, minimum Level 2: Skills of conceptual
and saddle point of that function and
perform curve sketching.
Strand 4:
Handling
Data
Sub-strand 2.4.1.LO.1. Conduct 2.4.1.CS.1. Apply 2.4.1.LI.1. Undertake research to gather data 2.1.1.AS.1
1: research on a given techniques for collecting using appropriate tools. Level 3: Strategic reasoning
Organising, situation, collect, data, including census,
Representing organise, and represent sampling and observation 2.4.1.LI.2. Perform analysis on a data set 2.4.1.AS.2
and the data graphically and in real life. using appropriate techniques and tools and Level 3: Strategic reasoning
Interpreting explain the findings of interpret findings.
Data the research using the
graphs.
Strand 4:
Handling
Data
59
Sub-strand 2.4.2.LO.1. Solve 2.4.2.CS.1. Apply the 2.4.2.LI.1. Use De Morgan's law in set 2.4.2.AS.1
2: Making problems using the addition and theory to establish the addition and Level 2: Skills of conceptual
predictions axioms and the laws of multiplication laws and multiplication laws of probability and apply understanding
with Data probability. axioms of probability to them to solve real life problems.
solve real life problems. 2.4.2.AS.2
2.4.2.LI.2. Investigate the axioms of Level 2: Skills of conceptual
2.4.2.LO.2 Solve real probability. For any event A, there is 0 ≤ understanding
life problems using P(A) ≤ 1; that is, the probability of an event
combination and is a number between 0 and 1 inclusive. 2.4.2.AS.3
permutation Level 1: Recall
2.4.2.LI.3. Create and solve problems using Level 2: Skills of conceptual
the axioms and the laws of probability. understanding
Level 3: Strategic reasoning
2.4.2.AS.1
Level 3: Strategic reasoning
2.4.2.LI.1 Describe the number of ways Level 4: Extended critical
2.4.2.CS.2 Apply the thinking and reasoning
concepts of permutation objects can be arranged using fundamental
and combination to solve counting principles.
real life problems 2.4.2.AS.2
Level 1: Recall
Level 2: Skills of conceptual
2.4.2.LI.2 Solve real life problems involving understanding
permutation.
2.4.2.AS.3
Level 4: Extended critical
thinking and reasoning
2.4.2.LI.3 Solve real life problems involving
combination..
60
YEAR 3
Strand 1:
Modelling
with Algebra
Sub-strand 3.1.2.LO.1. Construct 3.1.2.CS.1. Appreciate 3.1.2.LI.1. Form statements including 3.1.2.AS.1
2: compound statements and the concepts of logic and negation statements and comment on them. Level 2: Skills of conceptual
Application truth tables using apply the concepts to understanding
of Algebra connectives. draw valid conclusions Level 3: Strategic reasoning
and deductions from
arguments.
3.1.2.LI.2. Draw implications from given 3.1.2.AS.2
statements and their converses. Level 3: Strategic reasoning
3.1.2.LI.3. Identify and construct compound 3.1.2.AS.3
statements and form simple statements using Level 3: Strategic reasoning
the connectives.
3.1.2.AS.4
3.1.2.LI.4. Use conjunction, disjunctions, Level 3: Strategic reasoning
implications and negations to construct truth
tables of compound statements.
3.1.2.LO.2. Apply linear 3.1.2.CS.2. Demonstrate 3.1.2.LI.1. Find the equation of the image of 3.1.2.AS.1
transformation in: the ability to use and a line under a linear transformation. Level 2: Skills of conceptual
1. finding images of apply knowledge of understanding
points and object points. matrices in linear Level 3: Strategic reasoning
2. finding reflections and transformations and apply
rotations of points and a linear transformation to
plane figures. solve problems in 3.1.2.LI.2. Use linear transformation to 3.1.2.AS.2
context. determine image and object points. Level 2: Skills of conceptual
understanding
Level 3: Strategic reasoning
61
3.1.2.LI.3. Find the composition of linear 3.1.2.AS.3
transformations. Level 2: Skills of conceptual
understanding
Level 3: Strategic reasoning
3.1.2.AS.4
3.1.2.LI.4. Apply linear transformation in
Level 2: Skills of conceptual
finding translation, reflections, rotations and
understanding
enlargement of points and plane figures
Level 3: Strategic reasoning
Strand 2:
Geometric
Reasoning
Sub-strand 3.2.1.LO.1 Construct a 3.2.1.CS.1. Demonstrate 3.2.1.L1.1. Describe the shape of the graphs 3.2.1.AS.1
1: Spatial parabola of a given understanding of parabola of quadratic functions. Level 1: Recall
Reasoning: quadratic equation and its properties.
(𝑦 = 𝑎𝑥 2 + 𝑏𝑥+c) and 3.2.1.L1.2. Explore the graphs of quadratic 3.2.1.AS.2
explain its key features functions with different parameters using Level 1: Recall
technological tools such as GeoGebra, Level 2: Skills of conceptual
Geometer’s sketchpad, etc., other available understanding
materials, or by hand.
3.2.1.AS.3
3.2.1.L1.3. Explore and describe the features Level 1: Recall
of a parabola (Focus, directrix, axis of Level 2: Skills of conceptual
symmetry and vertex) using a technological understanding
tool and relate it to real life.
3.2.1.LO.2. Sketch a 3.2.1.L1.4. Describe a given locus as a 3.2.1.AS.4
parabola and use it to parabola. Level 2: Skills of conceptual
deduce the relation understanding
𝑦 2 = 4𝑎𝑥 Level 3: Strategic reasoning
3.2.1.L1.5. Apply the formula of distance 3.2.1.AS.5
between two points to find the general Level 2: Skills of conceptual
equation of a parabola. understanding
62
3.2.1.AS.6
3.2.1.LI.6. Deduce the directrix and focus Level 2: Skills of conceptual
from a parabolic equation and vice versa. understanding
Level 3: Strategic reasoning
Level 4: Extended critical
thinking and reasoning
3.2.1.LO.3. Sketch a 3.2.1.L1.7. Describe the appropriate 3.2.1.AS.7
parabola given the orientation of the parabola to the given Level 3: Strategic reasoning
directrix and focus. equation.
3.2.1.AS.8
Strand 2: 3.2.1.L1.8. Use directrix and focus to sketch Level 2: Skills of conceptual
Geometric a parabola. understanding
Reasoning Level 3: Strategic reasoning
3.2.1.AS.9
Level 1: Recall
3.2.1.L1.9. Describe the equation of lines Level 2: Skills of conceptual
and derivatives of functions. understanding
3.2.1LO.4. Deduce the 3.2.1.L1.10. Determine the equations of 3.2.1.AS.10
equation of the tangent tangent and normal to a parabola. Level 2: Skills of conceptual
Sub-strand and normal to a parabola. understanding
1: Level 3: Strategic reasoning
Measuring Level 4: Extended critical
Triangles thinking and reasoning
3.2.1.L1.11. Find the point of intersection 3.2.1.AS.11
for a line and a parabola. Level 2: Skills of conceptual
understanding
Level 3: Strategic reasoning
3.2.2.LO.1. Draw and 3.2.2.CS.1. Demonstrate 3.2.2.L1.1. Sketch basic trigonometric 3.2.2.AS.1
analyse basic understanding of graphs graphs by hand and/or by technological Level 2: Skills of conceptual
63
trigonometric graphs of trigonometric tools, e.g. GeoGebra and analyse their understanding
using values of the unit functions. properties in the unit circle. Level 3: Strategic reasoning
circle, maximum values Level 4: Extended critical
and minimum values. thinking and reasoning
3.2.2.AS.2
3.2.2.L1.2. Identify the maximum and Level 1: Recall
minimum values of the trigonometric graphs. Level 2: Skills of conceptual
understanding
3.2.2LO.2. Use 3.2.2.CS.2 Demonstrate 3.2.2.L1.1. Review compound identities. 3.2.2.AS.1
knowledge of compound understanding of Level 1: Recall
angle identities to derive compound angles and
harmonic identities and multiple angles and solve 3.2.2.AS.2
find the maximum and related problems. 3.2.2.L1.2. Use knowledge in compound Level 1: Recall
minimum values of given angles to derive harmonic identities and find Level 2: Skills of conceptual
trigonometric functions. the maximum and minimum values of a understanding
trigonometric function.
Strand 3:
Calculus
Sub-strand 3.3.1.LO.1. Identify and 3.3.1.CS.1. Demonstrate 3.3.1.LI.1. Identify and apply the integration 3.3.1.AS.1
1: Principles apply the integration rule conceptual understanding rules to evaluate integrals. Level 4: Extended critical
of Calculus. to evaluate integrals. of the rules and thinking and reasoning
techniques of integration
to select and apply them, 3.3.1.AS.2
appropriately to a 3.3.1.LI.2. Identify and apply appropriate Level 2: Skills of conceptual
function. techniques for integration of a function. understanding
3.3.1.AS.3
3.3.1.LI.3. Identify and apply appropriate Level 2: Skills of conceptual
techniques of integration to solve understanding
transcendental functions. Level 3: Strategic reasoning
Level 4: Extended critical
thinking and reasoning
3.3.1.AS.4
64
3.3.1.LI.4. Solve problems involving Level 3: Strategic reasoning
integrals with no exact antiderivative Level 4: Extended critical
(Trapezium rule). thinking and reasoning
Strand 3:
Calculus
Sub-strand 3.3.2.LO.1. Determine 3.3.2.CS.1. Demonstrate 3.3.2.LI.1. Find the area under a constant 3.3.2.AS.1
1: distance, area under conceptual understanding function, curves and distinguish between Level 1: Recall
Application curves and solid of of integration to find total, net and signed area. Level 2: Skills of conceptual
of Calculus volumes formed under distances, areas under understanding
revolution. curve, volumes and other Level 3: Strategic reasoning
related real-life problems. Level 4: Extended critical
thinking and reasoning
3.2.LI.2. Find the area between two curves. 3.3.2.AS.2
Level 3: Strategic reasoning
Level 4: Extended critical
thinking and reasoning
3.3.2.LI.3. Find the volume of a solid formed 3.3.2.AS.2
after rotation about horizontal or vertical Level 3: Strategic reasoning
axis. Level 4: Extended critical
thinking and reasoning
3.3.2.AS.3
3.3.2.LI.4. Find the volume of a solid formed Level 3: Strategic reasoning
after rotation about horizontal or vertical Level 4: Extended critical
axis. thinking and reasoning
Strand 4:
Handling Data
Sub-strand: 3.4.1.LO.1. Describe the 3.4.1.CS.1. Demonstrate 3.4.1.LI.1. Distinguish between univariate 3.4.1.AS.1
Organising nature and strength of understanding of the and bivariate data and give examples and Level 1: Recall
65
and relationship between two nature and strength of explain the concept of correlation. Level 2: Skills of conceptual
Representin given variables using relationship between two understanding
g and scatter diagram and given variables.
Interpreting correlation coefficient. 3.4.1.LI.2. Construct a scatter plot using 3.4.1.AS.2
Data given data sets and use it to describe the Level 2: Skills of conceptual
relationship between two variables. understanding
3.4.1.LI.3. Analyse and describe visual 3.4.1.AS.3
data in a scatter plot by interpreting the Level 3: Strategic reasoning
relationship between given Level 1
Recall bivariate data sets.
3.4.1.AS.4
Level 1: Recall
3.4.1.LI.4. Describe the Spearman’s Rank
correlation coefficient and interpret the
results within a given situation.
3.4.1.LO.2. Model and 3.4.1.CS.2. Demonstrate 3.4.1.LI.1. Describe the concept of 3.4.1.AS.1
solve problems using an understanding of regression and distinguish between Level 1: Recall
regression analysis. relationships arising from correlation and regression and describe Level 2: Skills of conceptual
cause and effect or situations that call for the use of regression. understanding
contribution of one or Level 3: Strategic reasoning
more variables to another
3.4.1.LI.2. Fit a linear function to a given 3.3.2.AS.1
data and use the line of best fit to solve Level 2: Skills of conceptual
problems in the context of the data understanding
Level 3: Strategic reasoning
Strand 4:
Handling
Data
66
Sub-strand 3.4.2.LO.1. Solve 3.4.2.CS.1. Apply and 3.4.2.LI.1. Explain the concepts that give 3.4.2.AS.1
2: Making problems involving extend the knowledge of rise to conditional probabilities. Level 3: Strategic reasoning
Predictions conditional probability the laws of probability Level 4: Extended critical
with Data using permutations and and the concept of thinking and reasoning
combinations. combination and
permutation to solve real 3.4.2.AS.2
life problems involving 3.4.2.LI.2. Describe the probability of two Level 2: Skills of conceptual
conditional and binomial equally likely events occurring from given understanding
probability. experiments. Level 3: Strategic reasoning
3.4.2.LO.2. Use the
concepts of permutations 3.4.2.AS.3
and combinations to solve Level 2: Skills of conceptual
real life problems. 3.4.2.LI.3. Model and solve real life understanding
problems involving conditional probabilities.
3.4.2.AS.4
Level 2: Skills of conceptual
3.4.2.LI.4. Model and solve real life understanding
problems involving binomial probability.
3.4.2.AS.5
Level 2: Skills of conceptual
understanding
3.4.2.LI.5. Model and solve real life Level 3: Strategic reasoning
problems involving permutation and Level 4: Extended critical
combination. thinking and reasoning
3.4.2.AS.6
Level 2: Skills of conceptual
3.4.2.LI.6. Determine areas in business, understanding
commerce, industry, etc. where permutations
and combinations can be applied to improve
the systems.
67
SAMPLE QUESTION
Additional Mathematics
S/n Learning Indicator(s) Paper 1 Assessment Level
1. 1.1.1.LI.1 A binary operation is defined on the set, R, of real numbers by
𝑝 ∗ 𝑞 = (𝑝 − 𝑞)2 + 2𝑝𝑞. Evaluate√15 ∗ √13 .
Explain binary A. 12
operations and apply B. 14
that knowledge in C. 26
solving problems D. 28
2. 3.3.2.LI. 1 The shape of a riverbed is represented by the curve y = 𝑥 2 − 3x + 2. 2
If the surface of the water is at y = 0, find the area between the curve and the
water level.
Find the area under a
constant function, 1
curves and distinguish A. 6 sq. units
between total, net and 3
signed area. B. 4 sq. units
4
C. 3 sq. units
D. 6 sq. units
3. 2.1.1.LI.2 Given that log 3 6 = 𝑚 𝑎𝑛𝑑 log 6 5 = 𝑛, express log 3 5 in terms of m and n. 2
A. 𝑚 − 𝑛
Use the properties of
logarithms and indices B. 𝑚𝑛
to solve equations
involving logarithms C. 𝑚 + 𝑛
including changing 𝑚
D.
the base. 𝑛
68
4.. 2.1.1.LI.1 A scientist is studying the growth of a bacterial colony. The growth rate of the 2
colony, r, follows the equation: 4𝑟 − 6(2𝑟 ) − 16 = 0. Find the possible value
of r.
Review indices and
apply the idea to
A. 3
create and solve real
B. 4
life problems
C. 6
involving indices.
D. 8
5. 1.1.2.LI.1. Amankwa deposits GH₵ 400.00 into a savings account every month. If the 2
Recognise sequences amount in the account at the end of 2 years is GH₵ 11,520.00, find the initial
in mathematics as an amount in the account.
enumerated collection
of objects in which A. GH₵ 2,320.00
repetitions are allowed
B. GH₵ 2,400.00
and classify sequences
into linear or C. GH₵ 2,600.00
exponential.
D. GH₵ 2,800.00
6. 1.4.1.LI.7 The results obtained in rating a teacher by some students in a mathematics 3
Calculate measures of course are 2, 3, 4, 5, 4, 6, 5, 6, 4, 3 and 2.
central tendencies Find, correct to one decimal place, the mean deviation of the rating.
(mode, mean and
median) for a given A. 0.0
data by formulas or B. 1.0
other techniques and C. 1.1
establish which is D. 1.8
appropriate to report
on a given data.
69
7. 2.3.2.LI.1 The profit function of a company that sells tractors is given by 3
P(x) = −𝑥 2 + 50𝑥 − 250, where x is the number of tractors sold.
How many must be sold to maximize profit?
Find the maximum
and minimum values
A. 20 units
and points of a
B. 25 units
function, sketch the
C. 50 units
functions and solve
D. 75 units
some real-life
problems.
8. 1.2.1.LI.5 Two lines intersect at point (1, 2). The equation of one of them is 2𝑥 − 3𝑦 + 3
Use standard algebraic 4 = 0. If the lines are perpendicular, determine the equation of the other line.
manipulations to find
the equation of
A. 3𝑥 + 2𝑦 − 7 = 0
parallel and
B. −3𝑥 − 2𝑦 + 7 = 0
perpendicular lines, C. 2𝑥 + 3𝑦 − 7 = 0
including the equation D. 2𝑥 − 3𝑦 + 7 = 0
of the perpendicular
bisector of a line.
9. 1.1.1.LI.1 √𝑛+3 1 2
Given that = (6 + 5√2), find the value of n.
√18+2 14
Investigate the
A. 2
properties of surd and
B. 4
basic arithmetic
C. 8
operation on surd,
including D. 9
rationalisation.
70
10. 2.1.1.LI.1. 3
Distinguish between In a structural engineering project, the determinant of the matrix,
‘singular’ and ‘non-
singular’ square 2 4 7
matrices (2x2 and (−1 −3 𝑦 ) , which represents the forces acting on a bridge is 87 units.
3x3) and evaluate 6 9 3
determinants. Determine the value of y.
A. 3
B. 4
C. 5
D. 6
71
PAPER 2
SECTION A
S/n Learning Indicator(s) Paper 2 Assessment Level
Section A
1. 1.2.1.LI.4 In a company, the number of manufactured units(x) increases from 4,000 to 6,000 2
and the total cost of production(y) increases from GHC22,000.00 to
Recall the formula for
GHC30,000.00 respectively. Assuming the relationship between x and y is linear,
finding the gradient of a
find the relationship between x and y.
line and apply it to find the
equation of a straight line
in various forms.
2. 2.3.2.LI.1 A football player kicks a ball into the air. The height, in meters, of the ball into 2
Find the maximum and the air is given by h(t) = −3𝑡 2 + 16𝑡, where t is time in seconds.
minimum values and At what height does the ball reach its maximum point during its flight, and at
points of a function, sketch what time does this occur?
the functions and solve
real life problems.
3. 2.3.1.LI.3 The equation of a circle is given by 𝑥 2 + 𝑦 2 − 4𝑥 + 10𝑦 = 7. A point P(2, 1) 2
Find the derivatives of lies on the circle. Find the:
functions and relations that
are not functions (Implicit (i) gradient of the line that touches the circle at P;
differentiation) (ii) equation of the tangent to the circle at P.
1.2.1.LI.4
Recall the formula for
finding the gradient of a
line and apply it to find the
equation of a straight line
in various forms
72
SECTION B
S/n Learning Indicator(s) Paper 2 Assessment
Section B Level
1. 3.4.2.LI.4 In a school, 15% of the students speak Fante. If four students are selected at 3
(a) Model and solve real life random from the school, find the probability that:
problems involving
binomial probability. (i) half of the students speak Fante;
(ii) at most, 2 students speak Fante.
1. 2.4.2.LI.3 An investigative committee consisting of 5 members is to be formed out of 6 men 2
(b) Solve real life problems and 4 women with at least one woman on the committee. How many possible
involving combination. committees can be formed?
2. 3.3.1.LI.3 A mining company on River Pra discharges pollutants in the river at a rate that 3
Identify and apply is estimated by a water quality control agency to be 𝑃′(𝑡) = t√t 2 + 1 , 0 ≤ t ≤
appropriate techniques of 5, where P(t) is number of tonnes of pollutants discharged into the river after t
integration to solve years of operation.
transcendental functions.
Determine the quantity of pollutants that will be discharged into the river during
the first 3 years of operation?
73
3. In a surveying exercise, points P and Q are inaccessible on a piece of land. To 3
2.2.2.LI.2 find the distance between P and Q, a line 𝐴𝐵 of length 200m is drawn across
Derive the sine and PQ so that P and Q are on opposite sides of AB with angles ∠A𝐵P = 60°, ∠A𝐵Q
cosine rules and = 46°, ∠B𝐴P = 30° and ∠B𝐴Q = 67°.
apply them to solve
problems. (a) Illustrate the information in a diagram.
(b) Find, correct to one decimal place, the distance between P and Q.
74
AGRICULTURAL SCIENCE
DETAILED EXAMINATION SYLLABUS -STEM
1. INTRODUCTION
This document provides a comprehensive summative assessment guide for teachers in the subject area of Agricultural Science. It sets out the
philosophy, vision, goals, assessment objectives and the scheme of examination for Agricultural Science. It specifies how to assess learners’
knowledge, skills and competencies throughout the three years of studying Agricultural Science using the depth of knowledge (DoK) levels.
The main thematic areas for assessment include Misconceptions and Prospects in Agriculture and Farming, Emerging Technologies in
Agriculture, Agricultural Machinery, Economic Production of Crops, Economic Production of Animals, Land Tenure Systems for
Agriculture, Support Systems in Agriculture, Climate Variability, Climate Change Adaptation and Climate Change Mitigation Strategies.
The Curriculum, Teacher Manual and Learner Materials were the main documents used to prepare the assessment scheme.
2. PURPOSE
The purpose of the Detailed Syllabus is to align the Content Standards (CS), Learning Outcomes (LO), Learning Indicators (LIs) and the
various content areas in the Agricultural Science curriculum to the scheme of assessment. This will enable examiners to set examinations
that provide evidence and confirmation of learning outcomes upon completion of the programme and to ascertain the extent to which
learners have gained specific knowledge, skills and competencies in studying Agricultural Science.
3. PHILOSOPHY
Learners will be introduced to the principles of Agriculture Science, food and natural resource management in order to develop a lifelong
interest in agriculture and to pursue a wide range of careers. Learners will be given opportunities to advance their potential to the fullest
extent through being exposed to learner-centred pedagogies, emerging technologies and climate mitigation strategies. With the help of the
Teacher Manual and associated Learner Materials, teachers will prepare them for the world of work, further and higher education and life-
long learning.
4. VISION
Learners will be equipped with 21st Century skills and competencies who are excited about agriculture and with a desire to create
employment and wealth through the application of technology in agriculture.
75
5. GOALS
To help learners acquire the basic knowledge and technological skills in Agriculture Science that will:
enable them to change their negative perceptions about agriculture
build their interests and competencies to thrive in further and higher education
introduce them to agro-based enterprises, employment and future careers
enable them to contribute meaningfully to the improvement of agriculture using climate smart strategies locally and in the global
world.
6. STRUCTURE AND SCHEME OF EXAMINATION
There will be three papers – Papers 1, 2 and 3.
Paper 1: will consist of 50 multiple choice questions, all of which should be answered within 1 hour for 50 marks.
Paper 2: will consist of 6 essay-type questions in 3 sections – Sections A, B and C, covering the following areas in the curriculum.
Section A: New Dawn in Agriculture
Section B: Farming for Jobs and Income
Section C: Mobilisation of Resources and Networks and Agriculture and Climate
Each section will consist of two questions. Learners must answer one question from each section for 20 marks each. The duration for
Paper 2 will be 1.5 hours.
Paper 3: will consist of 2 parts, 3A and 3B
Paper 3A will be a one-and-a-half (1.5) hour practical examination focusing on the principles of economic production of crops and
animals for 30 marks. There will be three questions in the area of soils, crops and animals concerning economic production
of crops and animals.
Paper 3B will be a year-long project that will focus on climate smart adaptation and mitigation measures to solve an agricultural
problem in the community. An itinerant examiner will evaluate the learner(s) field work one month before the practical
paper. The Project report, worth 60 marks, will be submitted on the day of the written practical examination.
76
DETAILED EXAMINATION SYLLABUS
AGRICULTURAL SCIENCE
Strand Sub-strand Learning Outcome Content Standard Learning Indicator Level of Assessment
1. NEW DAWN 1. 1.1.1.LO.1 1.1.1.CS.1 1.1.1.LI.1 1.1.1.AS.1
IN Misconceptions Explain the meaning Demonstrate knowledge Explain the meaning and Level 2 Skills of conceptual
AGRICULTURE and Prospects in and importance of and understanding of the importance of agriculture understanding
Agriculture and agriculture meaning and importance Level 4 Extended critical
Farming of agriculture thinking and reasoning
1.1.1.LO.2 1.1.1.CS.1 1.1.1.LI.1 1.1.1.AS.1
Use the knowledge Demonstrate knowledge Identify and address Level 1 Recall
acquired in the and understanding of the misconceptions about Level 3 Strategic reasoning
importance of meaning and importance agriculture and farming Level 4 Extended critical
agriculture to dispel
of agriculture at the community and thinking and reasoning
misconceptions
about the study of national levels
agriculture.
2.1.1.LO.1 2.1.1.CS.1 2.1.1.LI.1 2.1.1.AS.1
Use the knowledge Demonstrate knowledge Explain the meaning and Level 1 Recall
and skills acquired to and understanding of the relevance of scientific Level 2 Skills of conceptual
conduct simple meaning and relevance experimental procedure understanding
agricultural science of the scientific in Agricultural Science
Level 4 Extended critical
experiments. procedure in Agricultural
Science. thinking and reasoning
2.1.1.LI.2 2.1.1.AS.2
Outline the scientific Level 1 Recall
experimental procedure Level 2 Skills of conceptual
in Agricultural Science. understanding
Level 4 Extended critical
thinking and reasoning
2.1.1.LO.2 2.1.1.CS.1 2.1.1.LI.1 2.1.1.AS.1
Use the knowledge Demonstrate knowledge, Outline the uses of Level 1 Recall
77
and skills acquired in understanding and skills measuring instruments in Level 2 Skills of conceptual
measurements to of measurements, agricultural production understanding
assess environmental measuring tools and their Level 3 Strategic reasoning
uses in agricultural
factors and physical Level 4 Extended critical
production.
parameters in thinking and reasoning
agricultural
production 2.1.1.LI.2 2.1.1.AS.2
Demonstrate simple Level 1 Recall
scientific measuring tools Level 2 Skills of conceptual
to assess parameters in understanding
agricultural production. Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
2.1.1.LO.3 2.1.1.CS.1 2.1.1.LI.1 2.1.1.AS 1
Use the knowledge Demonstrate knowledge Describe the safety Level 1 Recall
and skills acquired to and understanding of the measures employed in Level 2 Skills of conceptual
observe the necessary meaning and importance operating farm machines understanding
safety measures, and of safety and First Aid in in agricultural Level 3 Strategic reasoning
administer First Aid agricultural production. production. Level 4 Extended critical
during agricultural thinking and reasoning
accidents
2.1.1.LI.2 2.1.1.AS.2
Apply the knowledge and Level 1 Recall
skills of safety measures Level 2 Skills of conceptual
in handling accidents and understanding
injuries of an agricultural Level 3 Strategic reasoning
worker using appropriate Level 4 Extended critical
first aid thinking and reasoning
78
2.1.1.LO.1 2.1.1.CS.1 2.1.1.LI.1 2.1.1.AS.1
Analyse patterns in Demonstrate knowledge Describe the economic Level 1 Recall
the startup and and understanding of importance of selected Level 2 Skills of conceptual
growth of successful factors and processes arable crops (cereals, understanding
arable crop that influence successful legumes, and tubers) in Level 3 Strategic reasoning
enterprises (cereals, arable crop enterprises the livelihood of the Level 4 Extended critical
legumes, and tuber (cereals, legumes, and producers and the thinking and reasoning
crops) tuber crops) broader value chain
2.1.2.LI.2 2.1.2.AS.2
Explain the use of Level 1 Recall
selected technologies like Level 2 Skills of conceptual
hydroponics, greenhouse understanding
planting, Genetic Level 3 Strategic reasoning
Engineering, tissue Level 4 Extended critical
culture, and precision thinking and reasoning
agriculture in arable crop
enterprises (cereals,
legumes, and tuber crops)
and relate it to what is in
the community
2.1.2.LI.3 2.1.2.AS.3
Discuss characteristics of Level 1 Recall
successful startup Level 2 Skills of conceptual
packages of arable crop understanding
enterprises Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
2.1.2.LI.4 2.1.2.AS.4
Catalogue the Level 1 Recall
characteristics and Level 2 Skills of conceptual
patterns of growth of understanding
79
successful arable crop Level 3 Strategic reasoning
(cereals legumes, and Level 4 Extended critical
tuber crops) enterprise thinking and reasoning
2. Emerging 1.1.2.LO.1 1.1.2.CS.1 1.1.2.LI.1 1.1.2.AS.1
Technologies in Explain how to start Demonstrate knowledge Identify characteristics of Level 1 Recall
Agriculture and manage and understanding of successful start-up Level 2 Skills of conceptual
successful vegetable factors and processes packages of vegetable understanding
crop and ornamental that influence successful crop and ornamental
Level 3 Strategic reasoning
plant vegetable crop and plant enterprises.
enterprises in ornamental plant Level 4 Extended critical
Ghanaian enterprises. thinking and reasoning
communities.
1.1.2.LI.2 1.1.2.AS.2
Catalogue the Level 1 Recall
characteristics and Level 2 Skills of conceptual
patterns of growth of understanding
successful vegetable crop Level 3 Strategic reasoning
and ornamental plant Level 4 Extended critical
enterprises thinking and reasoning
1.1.2.LO.2 1.1.2.CS.1 1.1.2.LI.1 1.1.2.AS.1
Identify emerging Demonstrate knowledge Identify characteristics of Level 1 Recall
technologies in and understanding of successful start-up Level 2 Skills of conceptual
vegetable crop and emerging technologies in packages of vegetable
understanding
ornamental plant vegetable crop and crop and
ornamental plant Level 3 Strategic reasoning
enterprises. ornamental plant
enterprises. enterprises. Level 4 Extended critical
thinking and reasoning
1.1.2.LI.2 1.1.2.AS.2
Catalogue the Level 1 Recall
characteristics and Level 2 Skills of conceptual
patterns of growth of
understanding
successful vegetable crop
and ornamental plant Level 3 Strategic reasoning
enterprises Level 4 Extended critical
80
thinking and reasoning
1.1.2.LO.3 1.1.2.CS.1 1.1.2.LI.1 1.1.2.AS.1
Compare and contrast Demonstrate knowledge Explain the use of Level 1 Recall
existing and and skills in emerging selected emerging Level 2 Skills of conceptual
emerging technologies of vegetable technologies in vegetable
understanding
technologies used in crop and ornamental crop and ornamental
plant enterprises. Level 3 Strategic reasoning
vegetable crop and plant production and
ornamental plant Level 4 Extended critical
their benefits relating to
enterprises and their thinking and reasoning
real life situations.
benefits.
1.1.2.LI.2 1.1.2.AS.2
Appraise emerging Level 1 Recall
technologies in vegetable Level 2 Skills of conceptual
crop and ornamental understanding
plant production Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
1.1.2.LI.3 1.1.2.AS.3
Grow vegetable crops Level 1 Recall
and ornamental plants Level 2 Skills of conceptual
using known procedures
understanding
and technologies.
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
2. Emerging 2.1.2.LO.1. 2.1.2.CS.1 2.1.2.LI.1 2.1.2.AS.1
Technologies in Appraise and use Demonstrate knowledge Explain the role of Level 2 Skills of conceptual
Agriculture emerging and understanding of precision agriculture in understanding
technologies in arable emerging technologies arable crop enterprises Level 3 Strategic reasoning
crop (cereals,
and their benefits in Level 4 Extended critical
legumes, and tuber
crops) enterprises. arable crop enterprises thinking and reasoning
(cereals, legumes, and
tuber crops) and relate it
81
to what is in the
community.
2.1.2.LI.2 2.1.2.AS.2
Describe the use and Level 2 Skills of conceptual
importance of the mini- understanding
sett technique in seed Level 3 Strategic reasoning
yam production. Level 4 Extended critical
thinking and reasoning
2. Emerging 3.1.2.LO.1 3.1.2.CS.1 3.1.2.LI.1 3.1.2.AS.1
Technologies in Identify emerging Demonstrate knowledge Explain the use of Level 1 Recall
Agriculture technologies in and understanding of selected emerging Level 2 Skills of conceptual
plantation and fruit emerging technologies technology in plantation understanding
tree enterprises and their benefits in and fruit tree enterprises Level 3 Strategic reasoning
plantation and fruit Level 4 Extended critical
tree enterprises. thinking and reasoning
3.1.2.LI.2 3.1.2.AS.2
Explain the use of Level 1 Recall
selected technologies in Level 2 Skills of conceptual
plantation and fruit tree understanding
cultivation and relate it to
the community
3.1.2.LO.2 3.1.2.CS.1 3.1.2.LI.1 3.1.2.AS.1
Distinguish between Demonstrate knowledge Grow Plantation and Level 1 Recall
existing and and skills in emerging Fruit trees using the Level 2 Skills of conceptual
emerging technologies of known procedures and understanding
technologies used in plantation and fruit tree technologies Level 3 Strategic reasoning
plantation and fruit and their benefits
tree enterprises relating to real-life 3.1.2.LI.2 3.1.2.AS.2
and their benefits situation Describe the use and Level 1 Recall
importance of tissue Level 2 Skills of conceptual
culture in plantation and understanding
82
fruit tree enterprises Level 3 Strategic reasoning
3.1.2.LI.3 3.1.2.AS.3
Identify other emerging Level 1 Recall
technologies used to Level 2 Skills of conceptual
make growing understanding
plantations and fruit trees Level 3 Strategic reasoning
easier
3.1.2.LO.3 3.1.2.CS.1 3.1.2.LI.1 3.1.2.AS.1
Use knowledge and Demonstrate knowledge Carry out budding and Level 2 Skills of conceptual
skills acquired to and skills in growing grafting in tree fruit crops understanding
produce healthy fruit trees
Level 3 Strategic reasoning
planting materials of
tree fruit crops and Level 4 Extended critical
discuss their benefits thinking and reasoning
3.1.2.LO.4 3.1.2.CS.1 3.1.2.LI.1 3.1.2.AS.1
Evaluate the role of Demonstrate knowledge Explain the importance Level 2 Skills of conceptual
bees and bee-keeping and skills in growing of Bee-keeping in tree understanding
in tree fruit crop fruit crop enterprises
fruit trees Level 3 Strategic reasoning
enterprises.
Level 4 Extended critical
thinking and reasoning
1.1.3.LO.1 1.1.3.CS.1 1.1.3.LI.1 1.1.3.AS.1
Evaluate the various Demonstrate knowledge, Describe the modern and Level 1 Recall
forms of irrigation understanding and skills efficient ways of crop Level 2 Skills of conceptual
systems in vegetable in the use of various irrigation understanding
crop and ornamental forms of irrigation Level 3 Strategic reasoning
plant production systems in vegetable Level 4 Extended critical
crop and ornamental thinking and
plant cultivation reasoning
83
1.1.3.LI.2 1.1.3.AS.2
Analyse the profitability Level 1 Recall
of selected forms of Level 2 Skills of conceptual
irrigation understanding
1.1.3.LI.3 1.1.3.AS.3
Use the appropriate Level 1 Recall
irrigation system to Level 2 Skills of conceptual
produce vegetable crops understanding
and ornamental plants Level 3 Strategic reasoning
3. Agricultural 1.1.3.LO.1 1.1.3.CS.1 1.1.3.LI.1 1.1.3.AS.1
Machinery Explain the functions Demonstrate knowledge, Identify the functions of Level 1 Recall
of farm tools and understanding and skills the parts and uses of Level 2 Skills of conceptual
equipment in the operation of farm agricultural tools and understanding
tools, implements and
implements in crop
machines
production in Ghana.
1.1.3.LI.2 1.1.3.AS.2
Classify and operate Level 1 Recall
different types of Level 2 Skills of conceptual
machinery used in crop understanding
production in Ghana. Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
3. Agricultural 2.1.3.LO.2 2.1.3.CS.2 2.1.3.LI.1 2.1.3.AS.1
Machinery Explain the roles of Demonstrate knowledge, Identify and classify Level 1 Recall
farm machinery and understanding and skills different types of Level 2 Skills of conceptual
equipment in arable in the operation of farm machinery used in arable understanding
84
crop (cereals, machinery and crop (cereals, legumes, Level 3 Strategic reasoning
legumes and tuber implements used in and tuber crops)
crops) production arable crop (cereals, production.
legumes, and tuber
crops) production
2.1.3.LI.2 2.1.3.AS.2
Classify and operate Level 1 Recall
different types of Level 2 Skills of conceptual
machinery used in arable understanding
crop production. Level 3 Strategic reasoning
3.1.3.LO.1 3.1.3.CS.1 3.1.3.LI.1 3.1.3.AS.1
Explain the functions Demonstrate knowledge Ability to use machines Level 1 Recall
of various machines and application of to reduce drudgery in Level 2 Skills of conceptual
and computing tools machines and computing agriculture
understanding
used in Agriculture to tools to reduce drudgery
reduce drudgery in agriculture Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
3.1.3.LI.2 3.1.3.AS.2
Ability to use computing Level 1 Recall
tools to reduce drudgery Level 2 Skills of conceptual
in agriculture
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
2. FARMING 1. Economic 1.2.1.LO.1 1.2.1.CS.1 1.2.1.LI.1 1.2.1.AS.1
FOR JOBS AND Production of Produce vegetables Demonstrate knowledge Identify market needs for Level 2 Skills of conceptual
INCOME Crops and and understanding of vegetables and understanding
ornamental plants for market-oriented ornamental plants Level 3 Strategic reasoning
profit
production of vegetables
and ornamentals
85
1.2.1.LI.2 1.2.1.AS.2
Organise and produce Level 1 Recall
selected vegetable crops Level 2 Skills of conceptual
and ornamental plants understanding
Level 4 Extended critical
thinking and reasoning
1.2.1.LI.3 1.2.1.AS.3
Carry out required post- Level 1 Recall
harvest practices and Level 2 Skills of conceptual
market the produce understanding
2.2.1.LO.1 2.2.1.CS.1 2.2.1.LI.1 2.2.1.AS.1
Describe the role of Demonstrate knowledge Identify market needs for Level 1 Recall
farm machinery in and understanding of arable crops (cereals, Level 2 Skills of conceptual
arable crop market-oriented legumes, and tuber crops) understanding
production (cereals, production of arable Level 3 Strategic reasoning
legumes, and tuber crops (cereals, legumes, Level 4 Extended critical
crops) for profit. and tuber crops). thinking and reasoning
2.2.1.LI.2 2.2.1.AS.2
Organise and produce Level 1 Recall
selected arable crop Level 2 Skills of conceptual
(cereals, legumes, and understanding
tuber crops). Level 3 Strategic reasoning
2.2.1.LI.3 2.2.1.AS.3
Carry out required post- Level 1 Recall
harvest practices and Level 2 Skills of conceptual
market crops produced. understanding
Level 3 Strategic reasoning
86
3.2.1.LO.1 3.2.1.CS.1 3.2.1.LI.1 3.2.1.AS.1
Use the knowledge Demonstrate knowledge Investigate soil formation Level 1 Recall
and skills acquired to and understanding of soil processes - weathering, Level 2 Skills of conceptual
explain the processes formation processes and erosion, deposition and
understanding
soil properties soil profile development
of soil formation and Level 3 Strategic reasoning
properties of soil. Level 4 Extended critical
thinking and reasoning
3.2.1.LI.2 3.2.2.AS.2
Explain the physical Level 1 Recall
properties of soil - Level 2 Skills of conceptual
texture, structure
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
3.2.1.LI.3 3.2.1.AS.3
Explain the chemical and Level 1 Recall
biological properties of Level 2 Skills of conceptual
soil
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
3.2.1.LI.4 3.2.1.AS.4
Describe soil Level 1 Recall
conservation principles Level 2 Skills of conceptual
and practices
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
87
3.2.1.LI.5 3.2.1.AS.5
Outline the role of soil Level 1 Recall
organisms in nutrient Level 2 Skills of conceptual
cycling and soil fertility.
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
3.2.1.LI.6 3.2.1.AS.6
Evaluate the impact of Level 1 Recall
human activities - Level 2 Skills of conceptual
deforestation, farming,
understanding
urbanization, etc. - on
soil degradation and Level 3 Strategic reasoning
erosion rates Level 4 Extended critical
thinking and reasoning
1. Economic 3.2.1.LO.1 3.2.1.CS.1 3.2.1.LI.1 3.2.1.AS.1
Production of Explain how to Demonstrate knowledge Identify market needs for Level 1 Recall
Crops produce plantation and understanding of selected plantation and Level 2 Skills of conceptual
and fruit trees for market-oriented food trees understanding
profit production of Level 3 Strategic reasoning
plantation and fruit trees
3.2.1.LI.2 3.2.1.AS.2
Organise and produce Level 1 Recall
selected plantation and Level 2 Skills of conceptual
fruit trees understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
3.2.1.LI.3 3.2.1.AS.3
Carry out required post- Level 1 Recall
harvest practices and Level 2 Skills of conceptual
88
market the produce of understanding
plantation and fruit trees Level 3 Strategic reasoning
3.2.1.LO.2 3.2.1.CS.1 3.2.1.LI.1 3.2.1.AS.1
Use knowledge and Demonstrate knowledge Explain the benefits of Level 1 Recall
skills acquired to and understanding of fruit trees to farmers and Level 2 Skills of conceptual
cultivate a fruit tree market-oriented society understanding
and discuss the
production of Level 3 Strategic reasoning
benefits to society
plantation and fruit trees Level 4 Extended critical
thinking and reasoning
2. Economic 1.2.2.LO.1 1.2.2.CS.1 1.2.2.LI.1 1.2.2.AS.1
Production of Explain the key Demonstrate knowledge, Identify resources and Level 1 Recall
Animals processes involved in skills and understanding market needs for poultry Level 2 Skills of conceptual
poultry production of the economic production understanding
production of poultry Level 3 Strategic reasoning
1.2.2.LI.2 1.2.2.AS.2
Organise and produce Level 1 Recall
poultry type that is Level 2 Skills of conceptual
common in the locality understanding
for eggs and meat Level 4 Extended critical
thinking and reasoning
89
1.2.2.LI.3 1.2.2.AS.3
Outline various Level 1 Recall
distribution outlets and Level 2 Skills of conceptual
ways of marketing understanding
poultry produce and
products
2. Economic 2.2.2.LO.1 2.2.2.CS.1 2.2.2.LI.1 2.2.2.AS.1
Production of Use the knowledge Demonstrate knowledge, Determine resources and Level 1 Recall
Small Ruminants acquired to produce skills and understanding market needs for small Level 2 Skills of conceptual
small ruminants. of the economic ruminant production. understanding
production of small Level 3 Strategic reasoning
ruminants Level 4 Extended critical
thinking and reasoning
2.2.2.LI.2 2.2.2.AS.2
Produce small ruminants Level 2 Skills of conceptual
common in the locality understanding
for meat. Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
2.2.2.LI.3 2.2.2.AS.3
Outline various Level 1 Recall
distribution outlets and Level 2 Skills of conceptual
ways of marketing small understanding
ruminant produce and Level 3 Strategic reasoning
products Level 4 Extended critical
thinking and
reasoning
90
2. Economic 2.2.2.LO.1 2.2.2.CS.1 2.2.2.LI.1 2.2.2.AS.1
Production of Use the knowledge Demonstrate knowledge, Explain the methods for Level 1 Recall
Snails acquired to produce skills and understanding rearing snails and discuss Level 2 Skills of conceptual
Snails of economic production the benefits of snail
understanding
rearing.
of snails Level 3 Strategic reasoning
2.2.2.LO.2 2.2.2.CS.1 2.2.2.LI.2 2.2.2.AS.2
Use the knowledge Content Standard: Explain the methods for Level 1 Recall
acquired to produce Demonstrate knowledge, rearing grasscutters and Level 2 Skills of conceptual
grasscutters skills and understanding discuss the benefits of
understanding
of economic production grasscutter rearing
Level 3 Strategic reasoning
of grasscutters.
2. Economic 3.2.2.LO.1 3.2.2.CS.1 3.2.2.LI.1 3.2.2.AS.1
Production of Explain the key Demonstrate knowledge, Identify resources and Level 1 Recall
Pigs and Fish processes in the skills and understanding market needs for pigs or Level 2 Skills of conceptual
successful production of the economic fish production understanding
of pigs or fish production of pigs or fish Level 3 Strategic reasoning
3.2.2.LI.2 3.2.2.AS.2
Organise and produce Level 1 Recall
pigs and fish Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
3.2.2.LI.3 3.2.2.AS.3
Outline various Level 1 Recall
distribution outlets for Level 2 Skills of conceptual
marketing fish and pig understanding
product Level 3 Strategic reasoning
91
3. 1. Land Tenure 1.3.1.LO.1 1.3.1.CS.1 1.3.1.LI.1 1.3.1.AS.1
MOBILISATION Systems for Explain the different Demonstrate knowledge Describe the various Level 1 Recall
OF Agriculture. types of land tenure and understanding of the types of customary and Level 2 Skills of conceptual
RESOURCES systems different types of land statutory land tenure understanding
AND tenure systems for systems Level 3 Strategic reasoning
NETWORKS agricultural production
1.3.1.LI.2 1.3.1.AS.2
Determine the major Level 1 Recall
challenges in customary Level 2 Skills of conceptual
and statutory land tenure understanding
systems. Level 3 Strategic reasoning
2. Support 1.3.2.LO.1 1.3.2.CS.1 1.3.2.LI.1 1.3.2.AS.1
Systems in Explain the different Demonstrate knowledge Describe the economic Level 1 Recall
Agriculture types of support and understanding of the importance of selected Level 2 Skills of conceptual
systems in vegetable different types of support vegetable crops and understanding
and ornamental crop systems in vegetable and ornamental plants in the Level 3 Strategic reasoning
production and ornamental crop livelihood of producers
marketing production and and the broader value
marketing chain
1.3.2.LI.2 1.3.2.AS.2
Describe Technology Level 1 Recall
Transfer Methods with Level 2 Skills of conceptual
Emphasis on understanding
Participatory Level 3 Strategic reasoning
Approaches. Level 4 Extended critical
thinking and reasoning
1.3.2.LI.3 1.3.2.AS.3
Describe the interactions Level 1 Recall
92
within the various key Level 2 Skills of conceptual
stake holders in the understanding
commodity value chains. Level 3 Strategic reasoning
1.3.2.LO.2 1.3.2.CS.2 1.3.2.LI.1 1.3.2.AS.1
Evaluate extension Demonstrate knowledge Describe transfer of Level 1 Recall
services delivery on and understanding of the technology approaches Level 2 Skills of conceptual
vegetable and approaches and methods and methods involved in understanding
ornamental crop of agricultural extension extension delivery. Level 3 Strategic reasoning
enterprises delivery Level 4 Extended critical
thinking and reasoning
1.3.2.LI.2 1.3.2.AS.2
Describe Technology Level 1 Recall
Transfer Methods with Level 2 Skills of conceptual
Emphasis on understanding
Participatory Level 3 Strategic reasoning
Approaches.
2. Support 2.3.2.LO.1 2.3.2.CS.1 2.3.2.LI.1 2.3.2.AS.1
Systems in Explain the different Demonstrate knowledge Describe the economic Level 1 Recall
Agriculture types of support and understanding of the importance of selected Level 2 Skills of conceptual
systems in arable different types of support arable crops (cereals, understanding
crop (cereals, systems in arable crop legumes, and tuber crops) Level 3 Strategic reasoning
legumes, and tuber (cereals, legumes, and in the livelihood of the Level 4 Extended critical
crops) production and tuber crops) production producers and the thinking and
marketing. and marketing. broader value chain. reasoning
2.3.2.LI.2 2.3.2.AS.2
Identify all relevant Level 1 Recall
support organizations Level 2 Skills of conceptual
that offer various services understanding
93
to key factors such as Level 3 Strategic reasoning
farmers, traders and
processors.
2.3.2.LI.3 2.3.2.AS.3
Describe the interactions Level 1 Recall
within the various key Level 2 Skills of conceptual
stakeholders in the understanding
commodity value chains Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning.
2. Support 3.3.2.LO.1 3.3.2.CS.1 3.3.2.LI.1 3.3.1.AS.1
systems in Explain the different Demonstrate knowledge Describe the economic Level 1 Recall
Agriculture types of support and understanding of the importance of pigs or fish Level 2 Skills of conceptual
systems in vegetable different types of support production in the understanding
and ornamental crop systems in pig or fish livelihood of the Level 3 Strategic reasoning
production and production and producers and the Level 4 Extended critical
marketing marketing broader value chain thinking and reasoning
3.3.2.LI.2 3.3.2.AS.2
Identify all relevant Level 1 Recall
support organisations that Level 2 Skills of conceptual
offer various services to understanding
key actors such as Level 3 Strategic reasoning
farmers, traders and
processors
3.3.2.LI.3 3.3.2.AS.3
Describe the interactions Level 1 Recall
within the various key Level 2 Skills of conceptual
stakeholders in the understanding
commodity value chain Level 3 Strategic reasoning
3.3.2.LO.2 3.3.2.CS.2 3.3.2.LI.1 3.3.2.AS.1
94
Evaluate extension Demonstrate knowledge Describe transfer-of- Level 1 Recall
services delivery on and understanding of the technology approaches Level 2 Skills of conceptual
vegetable and approaches and methods and methods involved in understanding
ornamental crop of agricultural extension extension delivery. Level 3 Strategic reasoning
enterprises in the delivery 3.3.2.LI.2 3.3.2.AS.2
school’s catchment Explain the operations of Level 1 Recall
area rural credit Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
4. 1. Climate 1.4.1.LO.1 1.4.1.CS.1 1.4.1.LI.1 1.4.1.AS.1
AGRICULTURE Variability, Explain climate Demonstrate knowledge Explain the Causes of Level 1 Recall
AND CLIMATE Adaptation and change and its and understanding of Climate Change and Level 2 Skills of conceptual
Mitigation implications on climate change and its Current World Disasters. understanding
Strategies agriculture threat to environmental Level 3 Strategic reasoning
stability and rural
livelihood sustainability 1.4.1.LI.2 1.4.1.AS.2
Discuss the Level 1 Recall
Consequences of Climate Level 2 Skills of conceptual
Change on Crop Yields. understanding
Level 3 Strategic reasoning
2.4.1.LO.1 2.4.1.CS.1 2.4.1.LI.1 2.4.1.AS.1
Analyze global Demonstrate knowledge Describe global warming Level 1 Recall
warming and its and understanding of and its effect on Level 2 Skills of conceptual
threat to global warming and its environmental and rural understanding
environmental and threat to environmental livelihood sustainability Level 3 Strategic reasoning
rural livelihood and rural livelihood Level 4 Extended critical
sustainability sustainability thinking and reasoning
95
2.4.1.LO.2 2.4.1.CS.2 2.4.1.LI.1 2.4.1.AS.1
Examine key Demonstrate knowledge Describe other Level 1 Recall
atmospheric changes and understanding of atmospheric changes and Level 2 Skills of conceptual
and their threat to other atmospheric their threat to understanding
environmental and changes and their threat environmental and rural Level 3 Strategic reasoning
rural livelihood to environmental and livelihood sustainability Level 4 Extended critical
sustainability rural livelihood thinking and
sustainability. reasoning
3.4.1.LO.1 3.4.1.CS.1 3.4.1.LI.1 3.4.1.AS.1
Analyse global and Demonstrate knowledge Discuss global and Level 1 Recall
national policies on and understanding of national policies on Level 2 Skills of conceptual
climate global and national climate change understanding
change. policies on climate Level 3 Strategic reasoning
change Level 4 Extended critical
thinking and reasoning
3.4.1.LO.2 3.4.1.CS.1 3.4.1.LI.1 3.4.1.AS.1
Explain Reducing Demonstrate knowledge Evaluate REDD+ Level 1 Recall
Emissions from and understanding of strategy and its feasibility Level 2 Skills of conceptual
Deforestation and REDD+ mechanisms. in Ghana understanding
forest degradation in Level 3 Strategic reasoning
developing countries Level 4 Extended critical
(REDD+) mechanism thinking and reasoning
3.4.1.LO.3 3.4.1.CS.1 3.4.1.LI.1 3.4.1.AS.1
Explain animal Demonstrate knowledge Discuss animal welfare Level 1 Recall
welfare and understanding of issues and their Level 2 Skills of conceptual
animal welfare in light of significance in animal understanding
climate change production
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
96
2. Climate 1.4.2.LO.2 1.4.2.CS.2 1.4.2.LI.1 1.4.2.AS.1
change Explain the Demonstrate knowledge Explain Indigenous and Level 1 Recall
adaptation adaptation of society and understanding of Conventional Strategies Level 2 Skills of conceptual
and agriculture to climate change and its for Dealing with Climate understanding
climate change relevance to sustainable Change and Variability. Level 3 Strategic reasoning
rural agriculture Level 4 Extended critical
thinking and
reasoning
3. Climate 1.4.3.LO.3 1.4.3.CS.3 1.4.3.LI.1 1.4.3.AS.1
change and Explain climate Demonstrate knowledge Discuss the effects of Level 1 Recall
mitigation change mitigation and understanding of indigenous and Level 2 Skills of conceptual
strategies measures concerning climate change conventional mitigation understanding
society and mitigation measures and measures for combating Level 3 Strategic reasoning
agriculture. their relevance to climate change in Level 4 Extended critical
sustainable rural agricultural production thinking and
agriculture reasoning.
97
SAMPLE QUESTIONS
PAPER 1 - MULTIPLE CHOICE QUESTIONS
S/n Indicator Item DoK
1. 3.2.1.LI.2 Which of the following vegetables is best suited for cultivation in sandy L1
soil?
Explain the physical
properties of soil - A. Eggplant
texture, structure B. Pepper
C. Cucumber
D. Shallot
2. 1.1.3.LI.3 Which irrigation method is most effective for sustainably irrigating L3
vegetables in sandy soils, considering water retention and resource
Use the appropriate efficiency?
irrigation system to
produce vegetable crops A. Sprinkler
and ornamental plants B. Furrow
C. Manual
D. Drip
3. 3.2.1.LI.4 What is the most appropriate reason for allowing yam vines to creep on the L2
mounds instead of being staked during the dry season? To
Describe soil
conservation principles A. control weeds.
and practices B. conserve moisture.
C. minimise deforestation.
D. encourage green manuring.
4. 1.3.1.LI.1 Which land tenure system is most likely to guarantee security through L2
formal registration?
Describe the various
types of customary and A. Customary
statutory land tenure B. Statutory
systems C. Informal
D. Indigenous
98
5. L1
Which of the following is a conventional approach to reducing greenhouse
gas emissions?
1.4.2.LI.1
Explain indigenous and A. Implementing carbon pricing mechanisms
conventional strategies B. Adopting sustainable farming practices
C. Encouraging community-based land management
for dealing with climate D. Restoring ecosystems through conservation efforts
change and variability
6. 1.3.2.LI.1 What is the most appropriate means by which extension officers could L2
obtain information on farming problems in a community?
Describe transfer of
technology approaches A. Consulting with local chiefs who allocate land
and methods involved in B. Engaging directly with farmers on the ground
extension delivery C. Conducting surveys with community members
D. Meeting with community leaders or influencers
7. 3.1.2.LI.1 In which grafting technique is the scion placed into a wedge-shaped cut in L1
the rootstock?
Carry out budding and
grafting in tree fruit A. Tongue
crops B. Veneer
C. Cleft
D. Whip
8. 2.1.2.LI.1 How do precision agriculture technologies reduce drudgery? By L2
Explain the role of A. managing crops and resources by location.
precision agriculture in B. automating farming processes fully.
arable crop enterprises C. applying inputs uniformly across fields.
D. reducing reliance on manual data collection.
99
9. 2.2.2.LI.2 The main gas generated during fermentation in the rumen of ruminants is L1
Produce small ruminants A. CO2
common in the locality B. CH4
for meat C. N2O
D. NH3
10. 3.1.3.LI.1 L3
How does the use of tractors in farming reduce drudgery and improve
Ability to use machines efficiency?
to reduce drudgery in
agriculture A. Allowing farmers to plant crops by hand more quickly
B. Automating irrigation systems for more precise water distribution
C. Replacing manual labor in plowing, tilling, and harvesting
D. Reducing the need for fertilizers and pesticides in farming
100
PAPER 2 – ESSAY QUESTIONS
1. (a) Describe one specific use for each of the following agricultural tools:
(i) cutlass;
(ii) hand fork;
(iii) mattock.
L2
(b) (i) Explain the working principles of a sprinkler irrigation system. L2
(ii) Discuss two reasons why a farmer might choose to use a sprinkler irrigation system. L2
(c) Evaluate each of the following emerging technologies as used in vegetable crop production:
(i) hydroponics,
(ii) tissue culture, and
(iii) greenhouse. L3
2. (a) Analyse the following misconceptions in agriculture:
(i) Agriculture is for males only;
(ii) Farming is primitive and low-tech and
(iii) Farmers are generally uneducated. L3
(b) State four importance of agriculture. L1
(c) Suggest four ways of minimising heat stress in poultry in the deep litter system. L2
3 (a) A farm in the Ashanti Region of Ghana is focusing on improving both vegetable crop yields
and the quality of ornamental plants for the local market. As an agricultural consultant, you are
asked to analyze the factors that affect the growth patterns of these plants.
(i) Discuss three key factors that should be considered in measuring their growth. L2
(ii) Evaluate how the factors you have stated in (i) influence the plants development in
the specific climate and soil conditions of the region L3
(b) (i) Describe two breeds of goats commonly reared in Ghana for meat production. L2
101
(ii) Explain two ways by which flushing is important in goat production L2
(c) Explain two ways in which the following stakeholders interact in the pork value chain:
(i) Input suppliers and pig farmers;
(ii) Pig farmers and aggregators;
(iii) Aggregators and slaughterhouses. L2
102
PAPER 3 - PRACTICAL QUESTIONS
SPECIMEN LIST
A-Onion bulb
B-Carrot root
C-Pepper fruit
D-Clayey soil
E-Sandy soil
F-Loamy soil
G-Sprinkler head
1. (a) Classify specimens A, B and C according to their edible parts. L1
A = Root crop
B = Root crop
C = Fruit and seed crop or spice crop
(b) (i) Suggest which of the media provided is most suitable for the cultivation
of specimens A and B. L2
(ii) Give reasons for the answer provided in (i) L3
(iii) State two problems associated with any of the media suggested in (i).
(iv) State two ways of improving the productivity of one of the medium suggested in (i). L2
103
AGRICULTURE
1. INTRODUCTION
This document provides a comprehensive and all-inclusive summative assessment guide for teachers in the subject area, Agriculture. It sets
out the philosophy, vision, goals, and the structure and scheme of examination. It specifies how to assess learners’ knowledge, skills and
competencies throughout the 3-year period of studying Agriculture using the depth of knowledge levels (DoK), differentiation and various
proficiency levels. Thematic areas for the assessment include Agriculture and Society, Agriculture and Industry, Modern Technical
Agriculture, Modern Mechanised Agriculture, Principles of Agriculture in Food Production, Principles of Natural Resource Conservation in
Agriculture, Health Issues in Crop Production, Health Issues in Animal Production, Economics for Agriculture, Communication in
Agriculture, and Agribusiness Management. The Curriculum, Teacher Manual and Learner Materials were the main documents used in the
preparation of the structure and scheme of assessment.
2. PURPOSE
The purpose of the Detailed Syllabus is to align the Content Standards (CSs), Learning Outcomes (LOs), Learning Indicators (LIs) and
themes in the Agriculture Curriculum, Teacher Manual and Learner Materials to the structure and scheme of assessment. This will enable
examiners to set examinations that provide evidence and confirmation of learning outcomes upon completion of the programme and to
ascertain the extent to which learners have gained specific knowledge, skills and competencies in studying Agriculture.
3. PHILOSOPHY
Every learner will be introduced to the principles of Agriculture, food and natural resource management in order to develop a lifelong
interest and to pursue a career in Agriculture. Learners will be given opportunities to advance their potential to the fullest extent through
climate-awareness, learner-centred pedagogies, and emerging technologies. This will be done in an enabling environment supported by
resourceful teachers in order to prepare them for the world of work, continuing education and life-long learning.
4. VISION
Learners will be equipped with entrepreneurial, technological, and climate-smart skills and competencies capable of creating and managing
Agricultural enterprises to contribute to food security. Learners will be equipped to proceed to further study, the world of work and adult
life with the emphasis on continuing education and life-long learning.
5. STRUCTURE AND SCHEME OF EXAMINATION
There will be three papers – Papers 1, 2 and 3.
Paper 1: Will consist of 50 multiple choice questions, all of which should be answered within 1 hour for 50 marks.
Paper 2: Will consist of 10 essay-type questions contained in 5 sections – section A, B, C, D and E covering the following areas in the
curriculum.
104
Section A: Concept of Agriculture in an Industrialising Society.
Section B: Modern Technical and Mechanised Agriculture.
Section C: Food Production and Natural Resource Conservation.
Section D: Agriculture, Health and Environment.
Section E: Agricultural Economics, Agribusiness and Communication.
Each section will consist of two questions. Learners will be required to answer one (1) question from each section. Each question
will carry 16 marks. Thus, the total score for paper 2 will be 80 marks. Paper 2 will last for two hours.
Paper 3 (For school candidates): This paper will consist of two parts:
Part 1 will be project work (planting of crops and/or rearing of animals, including fish by learners either individually or in groups
depending on the capacity of the school) by learners and submission of report on the project for 20 marks.
Part 2 will consist of four (4) questions on practical work with real examples which should be answered within 2 hours for 40
marks.
Paper 3 (For private candidates): This will be a test of practical paper for private candidates only. It will consist of four (4) questions all
of which should be answered within 2 hours for 60 marks.
Regarding the levels of assessment column, 30%, 40% and 30% should cover levels 1, 2 and 3/4, respectively.
105
DETAILED EXAMINATION SYLLABUS
AGRICULTURE
STRAND SUB-STRAND LEARNING CONTENT LEARNING INDICATORS LEVELS OF
OUTCOMES STANDARDS ASSESSMENT
(AS)
1. Concept of Agriculture and 1.1.1.LO.1 1.1.1.CS.1 1.1.1.LI.1 1.1.1.AS.1
Agriculture in Society Use the knowledge of Demonstrate Explain the meaning and Level 1: Recall
an the concepts in knowledge and importance of Agriculture Level 2: Skills
Industrialising Agriculture to identify understanding of the of conceptual
Society the career opportunities meaning, importance understanding
and to clear and branches in Level 3:
misconceptions about Agriculture as a Strategic
Agriculture discipline reasoning
Level 4:
Extended
critical thinking
and reasoning
1.1.1.LI.2 1.1.1.AS.2
Discuss the branches and Level 1: Recall
sectors of Agriculture and Level 2: Skills
their related career of conceptual
opportunities understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
1.1.1.LI.3 1.1.1.AS.3
Examine and dispel the Level 1: Recall
misconceptions associated Level 2: Skills
with the study of agriculture. of conceptual
understanding
106
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
1.1.1.LO2 1.1.1.CS.2 1.1.1.LI.1 1.1.1.AS.1
Use the knowledge Demonstrate Explain the meaning and Level 1: Recall
acquired in knowledge and importance of Agricultural Level 2: Skills
Agricultural education understanding of the education. of conceptual
for further studies, meaning, importance understanding
world of work and and scope of Level 3:
adult life Agricultural education Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
1.1.1.LI.2 1.1.1.AS.2
Describe the types of Level 1: Recall
Agricultural education Level 2: Skills
of conceptual
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
107
2.1.1.LO1 2.1.1.CS.1 2.1.1.LI.1 2.1.1.AS.1
Use the knowledge Demonstrate Explain the meaning, Level 1: Recall
acquired to explain the knowledge and importance and stages of Level 2: Skills
importance of understanding of the Agricultural development. of conceptual
Agricultural meaning, importance, understanding
development to roles and stages of Level 3:
national economy. Agricultural Strategic
development. reasoning
Level 4:
Extended
critical thinking
and reasoning.
2.1.1.LI.2 2.1.1.AS.2
Discuss the roles of Level 1: Recall
governmental and non- Level 2: Skills
governmental organisations in of conceptual
Agricultural development. understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
2.1.1.LO2 2.1.1.CS2 2.1.1.LI.1 2.1.1.AS.1
Use the knowledge Demonstrate Describe the land tenure Level 1: Recall
acquired to identify the knowledge and systems in Ghana Level 2: Skills
various land tenure understanding of land of conceptual
systems and their tenure systems and understanding
effects on agricultural their effect on Level 3:
production. Agriculture Strategic
production. reasoning
Level 4:
108
Extended
critical thinking
and reasoning
2.1.1.LI.2 2.1.1.AS.2
Explain the effects of land Level 1: Recall
tenure systems on Agricultural Level 2: Skills
production. of conceptual
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
Agriculture and 3.1.1.LO1 3.1.1.CS1 3.1.1.LI.1 3.1.1.AS.1
Society Use the knowledge Demonstrate Explain the meaning, practices Level 1: Recall
acquired to promote knowledge, and factors influencing Level 2: Skills
good Agricultural understanding and sustainable Agriculture and of conceptual
practices and skills of the principles relate it to good Agricultural understanding
sustainable Agriculture of good Agricultural practices. Level 3:
practices and Strategic
sustainable reasoning
Agriculture in an Level 4:
industrialising society. Extended
critical thinking
and reasoning
3.1.1.LI.2 3.1.1.AS.2
Apply good Agricultural Level 1: Recall
practices to promote Level 2: Skills
sustainable Agriculture of conceptual
understanding
Level 3:
Strategic
109
reasoning
Level 4:
Extended
critical thinking
and reasoning
3.1.1.LI.3 3.1.1.AS.3
Employ sustainable techniques Level 1: Recall
to manage Agricultural Level 2: Skills
wastes. of conceptual
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
1.1.2.LO1 1.1.2.CS.1 1.1.2.LI.1 1.1.2.AS.1
Use the knowledge Demonstrate Explain the meaning, types Level 1: Recall
acquired on the knowledge and and importance of industry in Level 2: Skills
meaning, importance understanding of the Agriculture of conceptual
and the meaning, importance understanding
interdependence of
and interdependence Level 3:
Agriculture and
industry to help of Agriculture and Strategic
promote growth and industry reasoning
development of the Level 4:
Agricultural sector Extended
critical thinking
and reasoning
1.1.2.LI2 1.1.2.AS.2
Discuss the interdependence Level 1: Recall
of Agriculture and industry Level 2: Skills
of conceptual
understanding
110
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
1.1.2.LI.3 1.1.2.AS.3
Analyse the challenges and Level 1: Recall
solutions of Agriculture in an Level 2: Skills
industrialising society. of conceptual
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
2.1.2.LO1 2.1.2.CS1 2.1.2.LI.1 2.1.2.AS.1
Use the knowledge Demonstrate Examine the industries of crop Level 1: Recall
acquired to identify the knowledge and production. Level 2: Skills
industries in crop understanding of the of conceptual
production industries of crop understanding
production. Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
111
2.1.2.LI.2 2.1.2.AS.2
Discuss the importance of raw Level 1: Recall
and waste materials from crop Level 2: Skills
production to the industry of conceptual
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
2.1.2.LO2 2.1.2.CS2 2.1.2.LI.1 2.1.2.AS.1
Use the knowledge Demonstrate Explore the industries of Level 1: Recall
acquired to identify the knowledge and animal, including fish Level 2: Skills
industries in animal, understanding of the production. of conceptual
including fish industries in animal, understanding
production including fish Level 3:
production Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
2.1.2.LI.2 2.1.2.AS.2
Discuss the importance of raw Level 1: Recall
and waste materials from Level 2: Skills
animal production to the of conceptual
industry understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
112
critical thinking
and reasoning
Modern Modern 1.2.1.LO1 1.2.1.CS1 1.2.1.LI.1 1.2.1.AS.1
Technical and Technical Use the knowledge Demonstrate Outline the uses and Level 1: Recall
Mechanised Agriculture and skills acquired in knowledge, maintenance procedures for Level 2: Skills
Agriculture measurements to understanding and measuring tools used in of conceptual
determine the physical skills of Agricultural production understanding
attributes of measurements, Level 3:
Agricultural inputs and measuring tools and Strategic
produce their uses in reasoning
Agricultural Level 4:
production Extended
critical thinking
and reasoning
1.2.1.LI.2 1.2.1.AS.2
Relate the indigenous Level 1: Recall
measuring tools to the Level 2: Skills
standardised units of of conceptual
measurements in Agricultural understanding
production Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
1.2.1.LI.3 1.2.1.AS.2
Demonstrate the use of simple Level 1: Recall
scientific measuring tools to Level 2: Skills
calculate parameters related to of conceptual
the various Agricultural understanding
sectors Level 3:
Strategic
113
reasoning
Level 4:
Extended
critical thinking
and reasoning
2.2.1.LO1 2.2.1.CS1 2.2.1.LI.1 2.2.1.AS.1
Use the knowledge and Demonstrate the Explain the meaning and Level 1: Recall
skills acquired to knowledge, importance of survey and Level 2: Skills
explain the meaning understanding and mapping in Agriculture. of conceptual
and importance of skills of the meaning understanding
survey and mapping in and purpose of survey Level 3:
Agriculture and mapping in Strategic
Agriculture reasoning
Level 4:
Extended
critical thinking
and reasoning
2.2.1.LI.2 2.2.1.AS.2
Describe survey and mapping Level 1: Recall
instruments and their uses in Level 2: Skills
Agricultural production. of conceptual
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
2.2.1.LO2 2.2.1.CS2 2.2.1.LI.1 2.2.1.AS.1
Use the knowledge and Demonstrate the Demonstrate the procedure for Level 1: Recall
skills acquired to understanding and conducting survey and Level 2: Skills
prepare the map of a skills of the procedure mapping of farmstead. of conceptual
114
farmstead for conducting survey understanding
and mapping of Level 3:
farmstead Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
2.2.1.LI.2 2.2.1.AS.2
Prepare map of a farmstead. Level 1: Recall
Level 2: Skills
of conceptual
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
Modern 3.2.1.LO1 3.2.1.CS1 3.2.1.LI.1 3.2.1.AS.1
Mechanised Use the knowledge, Demonstrate the Explain the meaning, Level 1: Recall
Agriculture understanding and knowledge, importance and challenges of Level 2: Skills
skills acquired to understanding and emerging technologies in of conceptual
explain the meaning, skills of the meaning, Agriculture. understanding
importance, application importance, Level 3:
and challenges of application and Strategic
emerging technologies challenges of reasoning
in Agriculture emerging technologies Level 4:
in Agriculture. Extended
critical thinking
and reasoning
115
3.2.1.LI.2 3.2.1.AS.2
Explain applications and Level 1: Recall
prospects of emerging Level 2: Skills
technologies in Agriculture. of conceptual
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
1.2.2.LO1 1.2.2.CS1 1.2.2.LI.1 1.2.2.AS.1
Use the knowledge and Demonstrate Explain the meaning and Level 1: Recall
skills acquired to knowledge and importance of farm Level 2: Skills
operate farm machines understanding of the mechanisation and power in of conceptual
Agricultural production.
and power and observe meaning, importance understanding
the necessary safety and safety measures, Level 3:
measures in as well as skills in Strategic
Agricultural operating farm reasoning
production. machine and power Level 4:
Extended
critical thinking
and reasoning
1.2.2.LI.2 1.2.2AS.2
Describe the safety measures Level 1: Recall
employed in operating farm Level 2: Skills
machines and power in of conceptual
Agricultural production. understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
116
critical thinking
and reasoning
1.2.2.LI.3 1.2.2.AS.3
Apply the knowledge and Level 1: Recall
skills of safety measures in Level 2: Skills
handling accidents and injuries of conceptual
of an Agricultural worker understanding
using appropriate first aid Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
Level 4:
Extended
critical thinking
and reasoning
1.2.2.LO2 1.2.2.CS2 1.2.2.LI.1 1.2.2.AS.1
Use the knowledge and Demonstrate Describe the types and uses of Level 1: Recall
skills acquired to select knowledge, farm machines and power in Level 2: Skills
and employ the understanding and Agriculture production. of conceptual
appropriate farm skills of the types and understanding
machine and power for uses of farm machines Level 3:
Agricultural production and power, and factors Strategic
affecting their reasoning
efficiency Level 4:
Extended
critical thinking
and reasoning
1.2.2.LI.2 1.2.2.AS.2
Describe the factors that affect Level 1: Recall
the use of farm machines and Level 2: Skills
power. of conceptual
117
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
1.2.2.LO3 1.2.2.CS3 1.2.2.LI.1 1.2.2.AS.1
Use the knowledge and Demonstrate Identify the principal parts of Level 1: Recall
skills acquired to knowledge and skills farm machines and Level 2: Skills
operate and maintain in operating and implements, and state their of conceptual
simple farm machines repairing simple farm functions understanding
and implements in machines and Level 3:
Agricultural production implements in Strategic
Agricultural reasoning
production Level 4:
Extended
critical thinking
and reasoning
1.2.2.LI.2 1.2.2.AS.2
Operate and maintain farm Level 1: Recall
machines and implements in Level 2: Skills
Agricultural production of conceptual
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
118
Level 4:
Extended
critical thinking
and reasoning
2.2.2.LO1 2.2.2.CS1 2.2.2.LI.1 2.2.2.AS.1
Use the knowledge Demonstrate the Explain the meaning and Level 1: Recall
acquired to explain the knowledge and benefits of Agricultural Level 2: Skills
meaning and benefits understanding of the irrigation and drainage of conceptual
of irrigation and meaning and benefits systems. understanding
drainage systems in of irrigation and Level 3:
Agricultural production drainage systems in Strategic
Agricultural reasoning
production. Level 4:
Extended
critical thinking
and reasoning
2.2.2.LI.2 2.2.2.AS.2
Describe the methods and Level 1: Recall
uses of irrigation and drainage Level 2: Skills
systems in Agricultural of conceptual
production. understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
2.2.2.LI.3 2.2.2.AS.3
Describe the parts and Level 1: Recall
functions of the irrigation and Level 2: Skills
drainage system in Agriculture of conceptual
production and demonstrate understanding
119
the skills of operating them. Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
2.2.2.LO2 2.2.2.CS2 2.2.2.LI.1 2.2.2.AS.1
Use the knowledge and Demonstrate Classify harvest and post- Level 1: Recall
skills acquired to knowledge and harvest implements and Level 2: Skills
operate simple harvest understanding of machinery. of conceptual
and post-harvest harvest and post- understanding
implements and harvest implements Level 3:
machinery. and machinery Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
2.2.2.LI.2 2.2.2.AS.2
Describe the uses of harvest Level 1: Recall
and post-harvest tools, Level 2: Skills
implements and machinery in of conceptual
Agricultural production. understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
2.2.2.LI.3 2.2.2.AS.3
Demonstrate the skills in the Level 1: Recall
120
operation of simple harvest Level 2: Skills
and post-harvest implements of conceptual
and machinery use in understanding
Agricultural production. Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
Principles of 1.3.1.LO1 1.3.1.CS1 1.3.1.LI.1 1.3.1.AS.1
Agriculture in Use knowledge of the Demonstrate Explain the meaning and Level 1: Recall
Food Production identification and knowledge and importance of crops Level 2: Skills
classification of crops understanding of of conceptual
in crop production for importance and understanding
economic classification of crops Level 3:
empowerment in the Strategic
society reasoning
Level 4:
Extended
critical thinking
and reasoning
1.3.1.LI.2 1.3.1.AS.2
Describe the classification of Level 1: Recall
crops with examples. Level 2: Skills
of conceptual
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
121
1.3.1.LO2 1.3.1.CS2 1.3.1.LI.1 1.3.1.AS.1
Use the knowledge and Demonstrate Explain the meaning of the Level 1: Recall
skills acquired in the knowledge and principles of crop production. Level 2: Skills
crop production understanding of the of conceptual
practices to establish a meaning, principles understanding
crop farm and stages of crop Level 3:
production Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
1.3.1.LI.2 1.3.1.AS.2
Discuss the stages of crop Level 1: Recall
production and its related Level 2: Skills
practices. of conceptual
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
1.3.1.LI.3 1.3.1.AS.3
Apply the principles in the Level 1: Recall
crop production practices Level 2: Skills
of conceptual
understanding
Level 3:
Strategic
reasoning
Level 4:
122
Extended
critical thinking
and reasoning
1.3.1.LO3 1.3.1.CS3 1.3.1.LI.1 1.3.1.AS.1
Use the knowledge Demonstrate Explain the meaning and Level 1: Recall
acquired on the knowledge and importance of farm animals Level 2: Skills
importance, understanding of of conceptual
classification and importance, understanding
distribution of breeds classification and Level 3:
of farm animals for distribution of breeds Strategic
of farm animals reasoning
economic
Level 4:
empowerment in
Extended
society. critical thinking
and reasoning
1.3.1.LI.2 1.3.1.AS.2
Describe the classification of Level 1: Recall
farm animals with examples. Level 2: Skills
of conceptual
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
1.3.1.LI.3 1.3.1.AS.3
Analyse the distribution of Level 1: Recall
farm animals in Ghana and Level 2: Skills
West Africa. of conceptual
understanding
123
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
1.3.1.LO4 1.3.1.CS4 1.3.1.LI.1 1.3.1.AS.1
Use the understanding Demonstrate Explain the meaning and Level 1: Recall
of and the skills in the knowledge, objectives of the general Level 2: Skills
management practices understanding of and management practices in of conceptual
of farm animals for skills involved in the animal production. understanding
rearing animals general management Level 3:
practices of farm Strategic
animal reasoning
Level 4:
Extended
critical thinking
and reasoning
1.3.1.LI.2 1.3.1.AS.2
Discuss the management Level 1: Recall
practices involved in animal Level 2: Skills
production of conceptual
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
1.3.1.LI.3 1.3.1.AS.3
Apply the skills in farm Level 1: Recall
animal management practices Level 2: Skills
124
for rearing animals. of conceptual
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
2.3.1.LO1 2.3.1.CS1 2.3.1.LI.1 2.3.1.AS.1
Use the knowledge and Demonstrate Explain the economic Level 1: Recall
skills acquired in the knowledge, importance of selected crops. Level 2: Skills
management and understanding and of conceptual
production of selected skills of the cultivation understanding
crops of selected crops. Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
2.3.1.LI.2 2.3.1.AS.2
Apply the technologies and Level 1: Recall
techniques to cultivate Level 2: Skills
selected crops (vegetables). of conceptual
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
125
2.3.1.LO2 2.3.1.CS2 2.3.1.LI.1 2.3.1.AS.1
Use the knowledge Demonstrate Explain the economic Level 1: Recall
and skills acquired on knowledge, importance of the selected Level 2: Skills
the economic understanding and animal, including fish. of conceptual
importance and skills of husbandry of understanding
management practices selected animals, Level 3:
of farm animals to rear including fish Strategic
selected animals, reasoning
including fish. Level 4:
Extended
critical thinking
and reasoning
2.3.1.LI.2 2.3.1.AS.2
Demonstrate the ability to Level 1: Recall
perform the various Level 2: Skills
management practices of conceptual
involved in the rearing of the understanding
selected animal, including fish Level 3:
(poultry). Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
Principles of 3.3.1.LO1 3.3.1.CS1 3.3.1.LI.1 3.3.1.AS.1
Food Production Use the knowledge Demonstrate the Describe the procedure of Level 1: Recall
and Post-harvest acquired to process, knowledge, processing, storage and Level 2: Skills
Technology store and market high understanding and marketing of selected food of conceptual
quality food products skills of processing, crops.. understanding
under hygienic storage and marketing Level 3:
conditions of safe and quality Strategic
food products from reasoning
126
selected food crops Level 4:
Extended
critical thinking
and reasoning
3.3.1.LI.2 3.3.1.AS.2
Apply food safety and quality Level 1: Recall
practices in the processing, Level 2: Skills
storage and marketing of of conceptual
selected food crops. understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
3.3.1.LO2 3.3.1.CS2 3.3.1.LI1 3.3.1.AS.1
Use the knowledge Demonstrate the Describe the procedure for Level 1: Recall
acquired to process, knowledge, processing, marketing and Level 2: Skills
market and store understanding and storage of produce and of conceptual
animal, including fish skills of processing, products from selected understanding
products storage and marketing animals. Level 3:
of safe and quality Strategic
products from selected reasoning
animals, including fish Level 4:
Extended
critical thinking
and reasoning
3.3.1.LI.2 3.3.1.AS.2
Describe the procedure for Level 1: Recall
processing, marketing and Level 2: Skills
storage of produce and of conceptual
products from selected fish. understanding
Level 3:
127
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
3.3.1.LI.3
Apply food safety and quality
measures in the processing,
marketing and storage of
selected animals and their
carcasses.
3.3.1.LI.4
Apply food safety and quality
measures in the processing,
marketing and storage of
selected fish and their
carcasses.
Principles of 1.3.2.LO1 1.3.2.CS1 1.3.2.LI.1 1.3.2.AS.1
Natural Resource Use the knowledge Demonstrate the Explain the meaning of Level 1: Recall
Conservation in acquired to manage and knowledge and importance and principles of Level 2: Skills
Agriculture conserve the forests understanding of the forestry and forest of conceptual
meaning, importance management understanding
and principles of Level 3:
forestry and forest Strategic
reasoning
management.
Level 4:
Extended
critical thinking
and reasoning
1.3.2.LI.2 1.3.2.AS.2
Discuss the concept and the Level 1: Recall
importance of the inter- Level 2: Skills
relationships between forestry of conceptual
128
and Agriculture understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
1.3.2.LI.3 1.3.2.AS.3
Discuss agroforestry practices Level 1: Recall
and systems in forest Level 2: Skills
management of conceptual
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning.
1.3.2.LO2 1.3.2.CS2 1.3.2.LI.1 1.3.2.AS.1
Use the knowledge Demonstrate Explain the meaning, Level 1: Recall
acquired to describe the knowledge and importance and nature of soil Level 2: Skills
nature, importance, understanding of of conceptual
composition and nature, importance, understanding
properties of soil composition and Level 3:
properties of soil. Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
1.3.2.LI.2 1.3.2.AS.2
Describe the physical and Level 1: Recall
129
chemical properties of soil and Level 2: Skills
their importance. of conceptual
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
1.3.2.LI.3 1.3.2.AS.1
Discuss the composition of Level 1: Recall
soil. Level 2: Skills
of conceptual
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
1.3.2.LO3 1.3.2.CS3 1.3.2.LI1.1 1.3.2.AS.1
Use the knowledge Demonstrate the Explain the meaning and Level 1: Recall
acquired to explain the knowledge and effect of climate change on Level 2: Skills
relationship between understanding of food production of conceptual
climate change and climate change to food understanding
food security. security Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
130
1.3.2.LI.2 1.3.2.AS.2
Discuss the effect of climate Level 1: Recall
change on food production Level 2: Skills
and the mitigating strategies of conceptual
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
2.3.2.LO1 2.3.2.CS1 2.3.2.LI.1 2.3.2.AS.1
Use the knowledge Demonstrate Explain the meaning and Level 1: Recall
acquired to manage and knowledge and importance of game and Level 2: Skills
conserve understanding of game wildlife of conceptual
game/wildlife. and wildlife understanding
conservation and its Level 3:
contribution to socio- Strategic
economic reasoning
development. Level 4:
Extended
critical thinking
and reasoning
2.3.2.LI.2 2.3.2.AS.2
Discuss the need for Level 1: Recall
conserving game and wildlife . Level 2: Skills
of conceptual
understanding
Level 3:
Strategic
reasoning
Level 4:
131
Extended
critical thinking
and reasoning
2.3.2.LO2 2.3.2.CS1 2.3.2.LI.1 2.3.2.AS.1
Use the knowledge and Demonstrate Explain the economic Level 1: Recall
skills acquired in the knowledge, importance and management Level 2: Skills
management practices understanding and practices in mushroom of conceptual
of mushroom skills of mushroom production. understanding
production. production. Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
2.3.2.LI.2 2.3.2.AS.2
Demonstrate the skills in the Level 1: Recall
cultivation of mushrooms. Level 2: Skills
of conceptual
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
2.3.2.L03 2.3.2.CS3 2.3.2.LI.1 2.3.2.AS.1
Use the knowledge Demonstrate Explain the meaning of soil Level 1: Recall
acquired to explain the knowledge, nutrients, fertility and Level 2: Skills
role of soil nutrients in understanding and productivity. of conceptual
soil fertility and skills of soil nutrients, understanding
productivity in crop fertility and Level 3:
production productivity. Strategic
132
reasoning
Level 4:
Extended
critical thinking
and reasoning
2.3.2.LI.2 2.3.2.AS.2
Discuss the soil nutrients and Level 1: Recall
their importance in crop Level 2: Skills
production. of conceptual
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
2.3.2.LI.3 2.3.2.AS.3
Describe the types of Level 1: Recall
fertilisers and their effects on Level 2: Skills
crop production. of conceptual
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
3.3.2.LO1 3.3.2.CS1 3.3.2.LI.1 3.3.2.AS.1
Use the knowledge Demonstrate Explain the meaning, Level 1: Recall
acquired to conserve knowledge, importance and principles of Level 2: Skills
133
soil and water for understanding and soil and water conservation of conceptual
Agricultural production skills on soil and water understanding
conservation. Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
3.3.2.LI.2 3.3.2.AS.2
Describe the types of soil Level 1: Recall
water and their importance in Level 2: Skills
Agricultural production. of conceptual
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
3.3.2.LI.3 3.3.2.AS.3
Describe the types of soil Level 1: Recall
erosion and their effects on Level 2: Skills
Agricultural production. of conceptual
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
134
Agriculture, Health Issues in 1.4.1.LO1 1.4.1.CS1 1.4.1.LI.1 1.4.1.AS.1
Health and Crop Production Use the knowledge and Demonstrate Explain the meaning and Level 1: Recall
Envirinment skills acquired to knowledge, importance of farm hygiene Level 2: Skills
produce healthy and understanding and and sanitation and its effect on of conceptual
quality food crops for skills of basic farm crop production understanding
human consumption hygiene and sanitation Level 3:
in crop production Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
1.4.1.LI.2 1.4.1.AS.2
Describe the farm hygiene and Level 1: Recall
sanitation activities in crop Level 2: Skills
production. of conceptual
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
1.4.1.LI.3 1.4.1.AS.3
Apply farm hygiene and Level 1: Recall
sanitation principles in the Level 2: Skills
crop production processes. of conceptual
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
135
critical thinking
and reasoning
2.4.1.LO1 2.4.1.CS1 2.4.1.LI.1 2.4.1.AS.1
Use the knowledge Demonstrate Identify common crop pests Level 1: Recall
acquired to analyse the knowledge, and diseases and their effects Level 2: Skills
economic importance understanding and on crops. of conceptual
of pests and diseases in skills of the effects of understanding
crop production and common pests and Level 3:
apply appropriate diseases of crops, their Strategic
measures in the causes, symptoms, reasoning
prevention and control prevention and control Level 4:
of crop pests and measures. Extended
diseases. critical thinking
and reasoning
2.4.1.LI.2 2.4.1.AS.2
Classify crops and diseases. Level 1: Recall
Level 2: Skills
of conceptual
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
2.4.1.LI.3 2.4.1.AS.3
Discuss the preventive and Level 1: Recall
control measures of pests and Level 2: Skills
diseases in crop production. of conceptual
understanding
Level 3:
Strategic
136
reasoning
Level 4:
Extended
critical thinking
and reasoning
3.4.1.LO1 3.4.1.CS1 3.4.1.LI.1 3.4.1.AS.1
Employ the knowledge Demonstrate Explain the meaning and Level 1: Recall
of the importance of knowledge, classification of weeds and Level 2: Skills
classification and understanding and their economic importance in of conceptual
dispersal of weeds to skills of the meaning, Agricultural production understanding
select appropriate importance, Level 3:
methods of control in classification, Strategic
Agricultural production dispersal and control reasoning
of weeds in Level 4:
Agricultural Extended
production. critical thinking
and reasoning
3.4.1.LI.2 3.4.1.AS.2
Describe the methods of weed Level 1: Recall
dispersal. Level 2: Skills
of conceptual
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
3.4.1.LI.3 3.4.1.AS.3
Discuss the methods of weed Level 1: Recall
control in Agricultural Level 2: Skills
production. of conceptual
137
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
Health Issues in 1.4.2.LO2 1.4.2.CS2 1.4.2.LI.1 1.4.2.AS.1
Animal Use the knowledge and Demonstrate Explain the meaning and Level 1: Recall
Production skills acquired to knowledge, importance of farm hygiene Level 2: Skills
improve animal understanding and and sanitation and its effect on of conceptual
production activities skills of basic farm animal production understanding
hygiene and sanitation Level 3:
in animal production. Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
1.4.2.LI.2 1.4.2.AS.2
Discuss the farm hygiene and Level 1: Recall
sanitation activities in animal Level 2: Skills
production of conceptual
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
138
1.4.2.LI.3 1.4.2.AS.3
Apply farm hygiene and Level 1: Recall
sanitation principles in the Level 2: Skills
animal production process. of conceptual
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
2.4.2.LO1 2.4.2.CS1 2.4.2.LI.1 2.4.2.AS.1
Use the knowledge Demonstrate Identify common diseases, Level 1: Recall
acquired to analyse the knowledge, pests and parasites of animals, Level 2: Skills
economic importance understanding and including fish and their effects of conceptual
of pests and diseases in skills of the effects of in animal, including fish understanding
animal/fish production common pests and production. Level 3:
and apply appropriate diseases of animals, Strategic
measures in the including fish, their reasoning
prevention and control causes, symptoms, Level 4:
of animal, including prevention and control Extended
fish pests and diseases measures. critical thinking
and reasoning
2.4.2.LI.2 2.4.2.AS.2
Describe the classification, Level 1: Recall
causes and symptoms of Level 2: Skills
animal, including fish diseases of conceptual
in animal production understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
139
critical thinking
and reasoning
2.4.2.LI.3 2.4.2.AS.3
Discuss the preventive and Level 1: Recall
control measures of diseases Level 2: Skills
animals, including fish in of conceptual
animal production. understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
Agricultural Economics for 1.5.1.LO1 1.5.1.CS1 1.5.1.LI.1 1.5.1.AS.1
Economics, Agriculture Use the knowledge Demonstrate Explain the meaning and Level 1: Recall
Agribusiness acquired to describe the knowledge and importance of the basic Level 2: Skills
and principles of understanding of the principles of Agricultural of conceptual
Communicatio Agricultural economics meaning of the basic economics. understanding
n and establish a school principles of Level 3:
business enterprise. Agricultural Strategic
reasoning
economics
Level 4:
Extended
critical thinking
and reasoning
140
1.5.1.LI.2 1.5.1.AS.2
Discuss the farm as an Level 1: Recall
economic unit. Level 2: Skills
of conceptual
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
1.5.1.LI.3 1.5.1.AS.3
Apply the principles of Level 1: Recall
Agricultural economics in the Level 2: Skills
management of an of conceptual
Agricultural enterprise. understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
2.5.1.LO1 2.5.1.CS1 2.5.1.LI.1 2.5.1.AS.1
Apply the knowledge Demonstrate Explain the meaning and Level 1: Recall
and skills acquired to knowledge, principles of demand and Level 2: Skills
everyday life, understanding and supply. of conceptual
Agricultural production skills of the concept understanding
activities and business and principles of Level 3:
transactions. demand and supply Strategic
reasoning
Level 4:
Extended
141
critical thinking
and reasoning
2.5.1.LI.2 2.5.1.AS.2
Discuss the factors that Level 1: Recall
influence demand and supply Level 2: Skills
of Agricultural commodity. of conceptual
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
2.5.1.LI.3 2.5.1.AS.3
Create demand and supply Level 1: Recall
schedules and prepare graphs Level 2: Skills
to show the determinants of of conceptual
price for an Agricultural understanding
commodities. Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
142
3.5.1.LO1 3.5.1.CS1 3.5.1.LI.1 3.5.1.AS.1
Use the knowledge Demonstrate Discuss the meaning and Level 1: Recall
acquired on the factors knowledge, importance of the factors of Level 2: Skills
of production, understanding and production, functional of conceptual
functional production skills of the factors of production and marginal understanding
and diminishing production, functional diminishing returns. Level 3:
marginal returns to production and Strategic
understand the diminishing marginal reasoning
operation of returns. Level 4:
Agricultural Extended
enterprises. critical thinking
and reasoning
3.5.1.LI.2 3.5.1.AS.2
Apply the concepts of Level 1: Recall
functional production and Level 2: Skills
diminishing marginal returns of conceptual
in Agricultural production. understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
3.5.1.LI.3 3.5.1.AS.3
Draw production curves Level 1: Recall
showing the relationship Level 2: Skills
between fixed inputs and of conceptual
variable inputs for given understanding
resources in Agricultural Level 3:
production. Strategic
reasoning
Level 4:
143
Extended
critical thinking
and reasoning
Communication 1.5.2.LO1 1.5.2.CS1 1.5.2.LI.1 1.5.2.AS.1
in Agriculture Use the knowledge Demonstrate Explain the meaning and Level 1: Recall
acquired to describe the knowledge and importance of Agricultural Level 2: Skills
concept of Agricultural understanding of the communication. of conceptual
communication. concept of understanding
communication in Level 3:
Agriculture. Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
1.5.2.LI.2 1.5.2.AS.2
Outline the strategies for Level 1: Recall
effective communication and Level 2: Skills
the various branches of of conceptual
communication in Agriculture. understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
144
2.5.2.LO2 2.5.2.CS2 2.5.2.LI.1 2.5.2.AS.1
Use the knowledge and Demonstrate Discuss the interactions Level 1: Recall
skills acquired to knowledge, between the sectors of Level 2: Skills
efficiently understanding and Agricultural production and of conceptual
communicate in skills of human enterprises, and the extent of understanding
Agriculture and related interaction that exist in human interaction. Level 3:
issues. Agricultural Strategic
enterprises. reasoning
Level 4:
Extended
critical thinking
and reasoning
2.5.2.LI.2 2.5.2.AS.2
Discuss the various modes of Level 1: Recall
communication in Agriculture. Level 2: Skills
of conceptual
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
Agribusiness 3.5.2.LO1 3.5.2.CS1 3.5.2.LI.1 3.5.2.AS.1
Management Use the knowledge and Demonstrate Establish a crop production or Level 1: Recall
skills acquired to knowledge, processing enterprise for Level 2: Skills
successfully process understanding and sustenance and livelihood of conceptual
and market skills of processing understanding
Agricultural and marketing of Level 3:
production. Agricultural produce Strategic
reasoning
Level 4:
145
Extended
critical thinking
and reasoning
3.5.2.LI.2 3.5.2.AS.2
Establish an animal, including Level 1: Recall
fish production or processing Level 2: Skills
enterprise for sustenance and of conceptual
livelihood. understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
1.5.3.LO1 1.5.3.CS1 1.5.3.LI.1 1.5.3.AS.1
Use the knowledge Demonstrate Explain the meaning and Level 1: Recall
acquired to describe knowledge and importance of agribusiness Level 2: Skills
agribusiness understanding of management. of conceptual
management. activities involved in understanding
agribusiness Level 3:
management. Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
146
1.5.3.LI.2
Catalogue the activities carried
out in agribusiness
management and outline their
function.
2.5.3.LO1 2.5.3.CS1 2.5.3.LI.1 2.5.3.AS.1
Use the knowledge and Demonstrate Discuss the procedure for the Level 1: Recall
skills acquired to knowledge, establishment of Agricultural Level 2: Skills
successfully manage an understanding and enterprises. of conceptual
agribusiness. principles of understanding
establishing, financing Level 3:
and record keeping in Strategic
agribusiness reasoning
Level 4:
Extended
critical thinking
and reasoning
2.5.3.LI.2 2.5.3.AS.2
Discuss the sources of finance Level 1: Recall
for Agricultural enterprises. Level 2: Skills
of conceptual
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
2.5.3.LI.3 2.5.3.AS.3
Explain the types of records Level 1: Recall
keeping in Agricultural Level 2: Skills
enterprises. of conceptual
147
understanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
2.5.3.LI.3 2.5.3.AS.3
Discuss the managerial Level 1: Recall
characteristics required for the Level 2: Skills o
management of agribusiness conceptual
unfderstanding
Level 3:
Strategic
reasoning
Level 4:
Extended
critical thinking
and reasoning
148
SAMPLE QUESTIONS
AGRICULTURE
PAPER 1 - MULTIPLE CHOICE QUESTIONS
S/n Content Standard/Indicator Item** DoK
1. 2.4.2.CS1 1. The Newcastle disease in poultry can best be prevented L1
by
Demonstrate knowledge,
A. isolation.
understanding and skills of the
effects of common pests and B. vaccination.
diseases of animals, including C. good nutrition.
fish, their causes, symptoms, D. good sanitation.
prevention and control
measures.
2.4.2.LI.3
Discuss the preventive and
control measures of diseases
animals, including fish in
animal production.
2. 1.3.1.CS2 2. One major problem facing production of cocoa in L2
Ghana is
Demonstrate knowledge and
A. high levels of cocoa disease.
understanding of the meaning,
principles and stages of crop B. high ambient temperature.
production. C. inadequate marketing outlets.
D. low educational level of farmers.
1.3.1.LI.2
Discuss the stages of crop
production and its related
practices.
1.3.1.LI.3
149
Apply the principles in the
crop production practices.
3. 1.5.2.CS1 3. Which medium of communication would be most L3
appropriate to send information to a large number of
Demonstrate knowledge and
farmers at a time?
understanding of the concept
A. Use of posters
of communication in
B. Telephone calls
Agriculture.
C. Use of newsletters
1.5.2.LI.2 D. Radio announcements
Outline the strategies for
effective communication and
the various branches of
communication in Agriculture.
4. 3.2.1.CS1 4. The most likely limitation of the use of drones for pest L2
detection on crop farms in Ghana is the
Demonstrate the knowledge,
A. weak battery life of the emerging technology.
understanding and skills of the
meaning, importance, B. danger of falling onto private farms.
application and challenges of C. capture of images of private property.
emerging technologies in D. noise produced by the emerging technology.
Agriculture.
3.2.1.LI.2
Explain applications and
prospects of emerging
technologies in Agriculture.
5. 2.2.1.CS2 5. Which of the following activities for conducting a L2
farmstead survey is in the correct order?
Demonstrate the
I. Making a plan of property lines, positions and
150
understanding and skills of the elevations
procedure for conducting II. Measuring the relative positions of objects in three
survey and mapping of dimensions
farmstead. III. Making a location survey based on the plan
2.2.1.LI.1 IV. Walking over the area to be surveyed and
visualising work to be done
Demonstrate the procedure for A. I. II, IV and III
conducting survey and B. IV, II, III and I
mapping of farmstead.
C. III, I, II and IV
D. IV, II, I and III
6. 2.3.1.CS2 6. Which of the following parameters is used to L2
determine day-egg production on a poultry farm? The
Demonstrate knowledge,
number of
understanding and skills of
husbandry of selected A. breeds of birds and size of eggs laid.
animals, including fish. B. laying nests and number of layers.
C. birds and number of eggs laid.
2.3.1.LI.2 D. birds and quality of eggs laid.
Demonstrate the ability to
perform the various
management practices involved
in the rearing of the selected
animal (poultry), including
fish.
7. 1.1.1.CS.1 7. The branch of Agriculture that deals with L1
the growing of plants for food and aesthetic is known
Demonstrate knowledge and
as
understanding of the meaning,
A. crop science.
importance and branches in
B. forestry.
Agriculture as a discipline.
C. horticulture.
1.1.1.LI.2 D. olericulture.
Discuss the branches and
151
sectors of Agriculture and their
related career opportunities.
8. 3.3.1.CS1 8. An agricultural by-product that would require L2
minimum processing to be included in formulating
Demonstrate the knowledge,
dried poultry feed is
understanding and skills of
processing, storage and A. cassava peel.
marketing of safe and quality B. yam peel.
food products from selected C. rice bran.
food crops. D. maize bran.
3.3.1.LI.1
Describe the procedure of
processing, storage and
marketing of selected food
crops.
9. 2.5.1.CS1 9. What is the most important factor that could influence L1
the supply of tomatoes by peasant farmers?
Demonstrate knowledge,
A. Age of the farmer
understanding and skills of the
concept and principles of B. Cost of farm inputs
demand and supply C. Gender of farmer
D. Taste of consumers
2.5.1.LI.2
Discuss the factors that
influence demand and supply
of Agricultural commodity.
10. 2.4.1.CS1 10. What is the main aim of Integrated Pest L3
Management? It is to
Demonstrate knowledge,
A. eradicate all pests.
understanding and skills of the
effects of common pests and B. use only synthetic pesticides.
diseases of crops, their causes, C. reduce the diversity of pests in the environment.
symptoms, prevention and D. minimise the use of harmful pesticides and risk
152
control measures. to human health.
2.4.1.LI.3
Discuss the preventive and
control measures of pests and
diseases in crop production.
153
PAPER 2 - ESSAY QUESTIONS
S/n Content Standard/Indicator Item DoK
1. 3.5.1.CS1 An investor wants to venture into maize production for supply L2
to poultry farmers in Ghana.
Demonstrate knowledge,
understanding and skills of the
factors of production,
(a) Discuss four factors that should be considered before
functional production and
choosing a site for the maize production.
diminishing marginal returns.
3.5.1.LI.1
Discuss the meaning and
importance of the factors of
production, functional
production and marginal
diminishing returns.
3.3.1.CS1 (b) If there is no market for the maize with the poultry L1
farmers, recommend four other market avenues
Demonstrate the knowledge,
where the maize could be sold.
understanding and skills of
processing, storage and
marketing of safe and quality
food products from selected
food crops
3.3.1.LI.1
Describe the procedure of
processing, storage and
marketing of selected food
crops.
154
1.2.2.CS1 (c) i. Mention two possible farm accidents that could occur on L2
the maize farm.
Demonstrate knowledge and
understanding of the meaning,
importance and safety
ii. State one possible way of preventing each of the
measures, as well as skills in L1
accident mentioned in (i).
operating farm machine and
power
1.2.2.LI.3 iii. Give two safety measures that should be put in place in
handling an injured person on a maize farm. L2
Apply the knowledge and skills
of safety measures in handling
accidents and injuries of an
Agricultural worker using
appropriate first aid
2. 1.3.1.CS1 (a) Give two examples of each of the following classes of L1
crops:
Demonstrate knowledge and i. spices;
understanding of importance ii. fibre.
and classification of crops.
(c) Discuss four reasons why Senior High Schools should L3
1.3.1.LI.2
operate a school farm.
Describe the classification of
crops with examples.
(d) A group of people in a community decided to clear a L2
1.1.2.CS.1 forest for a housing project. Suggest two precautions that
Demonstrate knowledge and should be put in place to minimise the negative impact
understanding of the meaning, of their activity.
importance and
3. interdependence of (a) Distinguish between contagious disease and L2
Agriculture and industry. zoonotic disease of farm animals.
1.1.2.LI.1
(b) i. Give two examples of contagious livestock
155
Explain the meaning, types and diseases.
importance of industry in
ii. Give two examples of zoonotic livestock diseases. L1
Agriculture.
1.3.2.CS1
Demonstrate the knowledge (c) Explain four factors that make farm animals L1
and understanding of the more likely to be affected by the diseases.
meaning, importance and
principles of forestry and L2
forest management.
1.3.2.LI.3
Discuss agroforestry practices
and systems in forest
management.
2.4.2.CS1
Demonstrate knowledge,
understanding and skills of the
effects of common pests and
diseases of animals, including
fish, their causes, symptoms,
prevention and control
measures.
2.4.2.LI.2
Describe the classification,
causes and symptoms of
animal, including fish diseases
in animal production.
156
PAPER 3 - PRACTICAL QUESTIONS
SPECIMEN LIST
A. Clay soil
B. Loamy soil
C. Sandy soil
D. Millipede
Take a sample each of specimens A, B and C. Rub each of the specimen between the thumb and forefinger. Put a sample of each of the specimens
on your palm and add a little amount of water sufficient to wet it and mix thoroughly. Produce a roll and a ring with the mixture.
S/n Content Standard/Indicator Item** DoK
1.3.2.CS2 (a) Put the observations of the experiment in a Tabular form. L2
Demonstrate knowledge and (b) Name two crops that could be grown on specimen A.
understanding of nature,
importance, composition and
properties of soil. L1
1.3.2.LI.1 (c) (i) State which of the specimens listed A, B and C is
preferred for onion production?
Explain the meaning,
importance and nature of soil L1
1.3.2.LI.2 (ii) Give two reasons for the answers stated in (i).
Describe the physical and (d) State two ways in which specimen D is of economic L2
chemical properties of soil and importance in crop production.
their importance. L1
1.3.2.LI.3
Discuss the composition of
soil.
157
APPLIED TECHNOLOGY 1
BUILDING CONSTRUCTION & WOODWORK OPTION
1. INTRODUCTION
The applied technology curriculum provides a summative assessment guide for teachers in the learning area. It sets out the philosophy,
vision and goals of the examination for the learning areas which are Automotive and Metal, Building Construction and Wood, Electrical and
Electronics Technology.
It is designed to assess learner’s knowledge, skills and competence throughout the three -year period of studying the learning areas, using
the depth of knowledge (DoK) levels, thematic areas of assessment. The curriculum, teacher manual and learner materials are the main
documents used in the preparation of the scheme of assessment.
2. PURPOSE
The purpose of the Applied Technology curriculum is to empower students to create innovative solutions to real-world problems through the
application of design principles and technology. It aims at developing the necessary skills, knowledge, and competencies in learners as they
work with materials, tools, processes and technologies, and to foster problem-solving and critical-thinking abilities.
3. PHILOSOPHY
The present and future generations of learners will apply technology to solve problems in their environment through creativity and
innovative application of concepts for the production of artefacts. This will be done through the support of skilled and innovative teachers
who are to prepare learners for life-long learning as well as introducing them to the world of work and adult life.
4. VISION
Equip the learners with 21st century skills: critical thinking, creativity, collaborations and innovation as well as good citizenship and
competencies to identify increasingly complex societal problems and use appropriate technological skills to solve them. Thus, it prepares
learners for life-long learning and introduces them to world of work and adult life.
5. GOAL
Goal of the Applied Technology curriculum is aimed at developing individuals to become creative, innovative, technologically inclined,
digital literates and problem solvers. They should have the ability to think critically and equipped to communicate with fluency in written
and spoken language, have both the confidence and competence to participate fully in Ghanaian society as responsible local and global
citizens.
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6. STRUCTURE AND SCHEME OF THE EXAMINATION
The Examination shall consist of three (3) papers, all of which must be taken.
Paper 1 and 2 will take a total of 2 hour 50 minutes.
Paper 1 (Objective) - Shall consist of 40 Multiple Choice Questions for 40 marks, and will last 50 minutes.
The 40 multiple choice questions shall consist of;
a) 16 question from Building construction strand and 16 questions from wood Technology Strand making a Total of 32 Questions.
b) 8 Questions from Year One Applied Technology Curriculum (2 questions each from Automotive, Metal, Electricals and Electronics
Technology) making a total of 8 Questions.
Paper 2 (Essay) - Shall consist of 2 Sections; Section A and B, and shall last for 2 hours.
Section A: Shall be made up of 3 questions (Question 1-3) out of which candidates shall be required to answer 2 questions. Question 1 will
be COMPULSORY for 20 marks and candidates choose one question from questions 2 or 3 for a further 10 marks.
Section B: Shall be made up of 3 questions (From Questions 4-6) out of which candidates shall be required to answer 2 questions.
Question 4 will be COMPULSORY for 20 marks and candidates choose one question from questions 5 or 6 for a further 10 marks.
Paper 3 (Alternative to Practical for Part I and Test of Practical for Part II) - Shall consist of 2 parts, I and II and shall last 3 hours for
each part. All candidates will be required to answer both parts i.e. (Alternative to practical and Text of practical).
Part I shall be an alternative to practical test on Building construction technology which will consist of six essay questions. Question 1 will
be compulsory for 20 marks and candidates choose 3 questions from questions from question 2 - 6 for further 30 marks (10 marks each) and
shall be worth 50 marks.
Part II shall be a test of practical on Woodwork technology and shall be worth 50 marks. Candidates will be required to make a text piece
for a Design situation and Brief, which will be provided.
The design situation and brief will be prepared and sent to the candidates, one month before the final practical examination. Candidates shall
be required to prepare a design folio based on the Situation and Brief provided. The design folio will be based on the following:
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i. Design situation
ii. Brief
iii. Analysis questions
iv. Investigation
v. Specification
vi. Possible solution
vii. Final solution
viii. Working drawing (orthographic projection)
ix. Cutting list
x. Manufacturing process (practical procedures)
xi. Finishing/Finishes
xii. Testing and Evaluation.
1. The practical activities would require the use of;
i. Common hand tool;
ii. Portable power tools and basic woodworking machines;
iii. Different joint shapes;
iv. Nails, screws and other means of fastening.
v. Solid wood, manufactured boards and non-wood materials.
2. Candidates will be required to work from working drawings produced by individual candidates. Candidates are expected to use the
following joints for construction of their models:
a. Widening joints – e.g. Plain/simple butt, dowelled, tongued and grooved, rebated butt.
b. Angle joints:
i. For box-like construction e.g. Common and lapped dovetail, pin joints/com/finger, dowelled.
ii. Shelf-like construction, e.g. Housing joints, dowelled, plain mitre.
c. Framing joints – e.g. mortise and Tenon joints, bridle and lapped joints, mitre, dowelled.
d. Candidates will be expected to perform the following operations:
i. Cutting – e.g. ripping, cross-cutting;
ii. Planning – e.g. surfacing, thickness;
iii. Shaping – e.g. Chamfering, rounding and tapering;
iv. Assembling and finishing – e.g. testing for squareness, parallelism, and use of diagonal, trial assembly, cramping methods,
preparation of surfaces and application of finishes.
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7. DETAILED SYLLABUS
STRAND LEARNING CONTENT LEARNING INDICATORS LEVELS OF ASSESSMENT
OUTCOMES STANDARDS
BUILDING
CONSTRUCTION
TECHNOLOGY
Sub-strand I.3.I.LO.I I.3.I.CS.I I.3.I.LI.I I.3.I.AS.I
Pre-construction Demonstrate Knowledge of Demonstrate Knowledge Explain the stakeholders Level 2: Skills of conceptual
activities Human resource and understanding of the involved in building understanding
requirements in Building roles and responsibilities construction project Level 3: Strategic reasoning
construction. of various Building
construction Personnel.
I.3.I.LI.2 I.3.I.AS.2
Describe the roles of Level 2: Skills of conceptual
stakeholders in building understanding
construction project Level 3: Strategic reasoning
I.3.I.LI.3 I.3.I.AS.3
Identify professionals involved Level 2: Skills of conceptual
in building construction understanding
project Level 3: Strategic reasoning
I.3.I.LI.4 I.3.I.AS.4
Describe the roles of Level 2: Skills of conceptual
Professionals in building understanding
Construction project Level 3: Strategic reasoning
I.3.I.LO.2 I.3.I.CS.2 I.3.I.LI.1 I.3.I.AS.1
Analyse mobilisation and Demonstrate Knowledge Discuss the reasons for Level 2: Skills of conceptual
determine the schedule of and understanding of mobilization understanding
works involved in site Mobilisation for Building Level 3: Strategic reasoning
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STRAND LEARNING CONTENT LEARNING INDICATORS LEVELS OF ASSESSMENT
OUTCOMES STANDARDS
preparation.eg clearing, Construction.
hoarding, provision of
services, establishing
temporal structures and
roads for mobilization to
complete.
I.3.I.LI.2 I.3.I.AS.2
Differentiate Clearly between Level 2: Skills of conceptual
site preparations and hoarding understanding
of Site to facilitate Level 3: Strategic reasoning
constructional works.
I.3.I.LI.3 I.3.I.AS.3
Explain the specific locations Level 2: Skills of conceptual
of temporal structures, understanding
Services, welfare facilities and Level 3: Strategic reasoning
Equipment at the new
construction Site to ensure
order, safety, progress of work
and Security.
Sub-strand 2.3.2.LO.I 2.3.2.CS.1 2.3.2.LI.I 2.3.2.AS.I
Sub-structure and Categorize and describe Demonstrate Knowledge Explain what setting out is. Level 2: Skills of conceptual
superstructure foundations used under and understanding of understanding
various soil conditions. sub-structure of Level 3: Strategic reasoning
buildings
2.3.2.LI.2 2.3.2.AS.2
Discuss the processes involved Level 2: Skills of conceptual
in excavation. understanding
Level 3: Strategic reasoning
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STRAND LEARNING CONTENT LEARNING INDICATORS LEVELS OF ASSESSMENT
OUTCOMES STANDARDS
2.3.2.LI.3 2.3.2.AS.3
Discuss the various types of Level 2: Skills of conceptual
foundation used given the soil understanding
type. Level 3: Strategic reasoning
2.3.2.LI.4 2.3.2.AS.4
Explain footing Level 2: Skills of conceptual
understanding
Level 3: Strategic reasoning
2.3.2.LI.5 2.3.2.AS.5
Discuss floor Construction Level 2: Skills of conceptual
understanding
Level 3: Strategic reasoning
2.3.2.LS.2 2.3.2.CS.2 2.3.2.LI.1 2.3.2.AS.1
Be able to differentiate Demonstrate knowledge Explain non- load bearing Level 2: Skills of conceptual
Load bearing from non- and understanding of members of the understanding
load bearing members and Load bearing and non- Superstructure. Level 3: Strategic reasoning
their functions in the Super Load bearing members
structure.
of the superstructure.
2.3.2.LI.2 2.3.2.AS.2
Discuss Load bearing Level 2: Skills of conceptual
members in the Superstructure. understanding
Level 3: Strategic reasoning
Sub-strand 3.3.2.LO.I 3.3.2.CS.I 3.3.2.LI.I 3.3.2.AS.I
Sub-structure and Outline the purpose of Demonstrate Knowledge Discuss the reasons for Level 2: Skills conceptual
superstructure Services and determine the and understanding of Providing Services. understanding
schedule of works basic Services. Level 3: Strategic reasoning
involved in installing
Electricity, Cold-water
and Waste disposal in a
typical 3-bedroom self-
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STRAND LEARNING CONTENT LEARNING INDICATORS LEVELS OF ASSESSMENT
OUTCOMES STANDARDS
contained house.
3.3.2.LI.2 3.3.2.AS.2
Distinguish Electricity Supply, Level 2: Skills conceptual
Cold-Water Installation and understanding
Waste Disposal as different Level 3: Strategic reasoning
forms of Services.
3.3.2.LI.3 3.3.2.AS.3
Explain the schedule of works Level 2: Skills conceptual
involved in installing understanding
Electricity, Cold Water and Level 3: Strategic reasoning
Waste Disposal.
3.3.2.LO.2 3.3.2.CS.2 3.3.2.LI.I 3.3.2.AS.I
Determine the basic Demonstrate Knowledge Discuss finishes applied to the Level 2: Skills conceptual
finishes used for the and understanding of Floor. understanding
different building finishes to buildings Level 3: Strategic reasoning
Components of a simple
three-bedroom self-
contained house.
3.3.2.LI.2 3.3.2.AS.2
Discuss finishes applied to Level 2: Skills conceptual
walls. understanding
Level 3: Strategic reasoning
3.3.2.LI.3 3.3.2.AS.3
Discuss finishes applied to Level 2: Skills conceptual
Ceiling joists understanding
Level 3: Strategic reasoning
3.3.2.LI.4 3.3.2.AS.4
Discuss finishes applied to Level 2: Skills conceptual
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STRAND LEARNING CONTENT LEARNING INDICATORS LEVELS OF ASSESSMENT
OUTCOMES STANDARDS
Roof Carcasses. understanding
Level 3: Strategic reasoning
STRAND LEARNING CONTENT LEARNING INDICATORS LEVELS OF ASSESSMENT
OUTCOMES STANDARDS
WOODWORK
TECHNOLOGY
Sub-strand I.6.I.LO.I I.6.I.CS.I I.6.I.LI.I I.6.I.AS.I
Tools and machines Demonstrate knowledge Demonstrate knowledge Explain the meaning of Level 1: Recall
in woodwork and understanding in and understanding of personal safety, workshop Level 2: Understanding
industry health and safety and apply Health and Safety in safety and materials safety Level 3: Strategic reasoning
the appropriate safety
woodwork industry Level 4: Critical thinking
measures in wood working
environment.
Sub-strand I.6.2.LO.I I.6.2.CS.I I.6.2.LI.I I.6.2.AS.1
Materials and Demonstrate knowledge Demonstrate knowledge Classify the two main types of Level 1: Recall
artefacts Production and understanding in the and understanding of timber. Level 2: Skill of conceptual
woodwork industry classification of timber and classification and understanding
its processing phases in the
In Ghana processing phases of Level 3: Strategic reasoning
woodwork industry.
timber in the woodwork Level 4: Extended critical
industry thinking
I.6.2.LI.2 I.6.2.AS.2
Outline the processing phases Level 1: Recall
of timber in the woodwork Level 2: Skill of conceptual
industry understanding
Level 3: Strategic reasoning
Level 4: Extended critical
thinking
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STRAND LEARNING CONTENT LEARNING INDICATORS LEVELS OF ASSESSMENT
OUTCOMES STANDARDS
I.6.2.LO.2 I.6.2.CS.2 I.6.2.LI.I I.6.I.AS.1
Demonstrate knowledge Demonstrate knowledge Explain the types of Level 1: Recall
and understanding of and understanding of manufactured boards made Level 2: Skill of conceptual
manufactured boards from Utilisation of from Wood and non-wood understanding
Wood and non-wood Manufactured Boards residues
residues to describe their from Wood Residues
types and uses
I.6.2.LI.2 I.6.I.AS.2
Discuss the advantages of Level 1: Recall
manufactured boards over Level 2: Skill of conceptual
solid wood. understanding
I.6.2.LI.3 I.6.I.AS.3
Outline the uses of Level 1: Recall
manufactured boards made Level 2: Skill of conceptual
from Wood and non-wood understanding
residues
Sub-strand 2.6.I.LO.I 2.6.I.CS.1 2.6.I.LI.I 2.6.I.AS.I
Tools and machines Outline the classification of Demonstrate the ability Select and use appropriate Level 3: Strategic reasoning
in woodwork timber and its respective to use woodwork hand hand tools for a specific
industry processing phases in the tools and Machines in woodwork operation.
woodwork industry.
the woodwork shops.
2.6.I.LI.2 2.6.I.AS.2
Explain how to care for and Level 3: Strategic reasoning
maintain hand tools.
2.6.I.LI.3 2.6.I.AS.3
Select and use appropriate Level 3: Strategic reasoning
machine for a specific
woodwork operation.
2.6.I.LI.4 2.6.I.AS.4
Explain how to care for and Level 4: Extended critical
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STRAND LEARNING CONTENT LEARNING INDICATORS LEVELS OF ASSESSMENT
OUTCOMES STANDARDS
maintain hand tools and thinking and reasoning.
machines
Sub-strand 2.6.2.LO.I 2.6.2.CS.I 2.6.2.LI.I 2.6.2.AS.I
Materials and artefact Outline the processes of Apply knowledge of Apply Computer Level 3: Strategic reasoning
production in manufacturing boards design and making in Aided Design [CAD] Level 4: Extended critical
woodwork industry in from wood and non-wood artefacts production. in designing and thinking and reasoning.
Ghana residues and describe their making of artefacts
types and uses.
2.6.2.LI.2 2.6.2.AS.2
Produce working drawings Level 3: Strategic reasoning
from the final solution Level 4: Extended critical
thinking and reasoning.
2.6.2.LI.3 2.6.2.AS.3
Select the appropriate material Level 3: Strategic reasoning
suitable for producing the final Level 4: Extended critical
solution thinking and reasoning.
2.6.2.LI.4 2.6.2.AS.4
Produce a model from your Level 3: Strategic reasoning
working drawing Level 4: Extended critical
thinking and reasoning.
2.6.2.LO.2 2.6.2.CS.2 2.6.2.LI.I 2.6.2.AS.I
Outline the processes of Apply knowledge of Identify different types of Level 3: Strategic reasoning
manufacturing boards Finishing to Artefacts finishes for an artefact Level 4: Extended critical
from wood and non-wood thinking and reasoning.
residues and describe their
types and uses.
2.6.2.LI.2 2.6.2.AS.2
Explain the uses of different Level 3: Strategic reasoning
types of finishes Level 4: Extended critical
thinking and reasoning.
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STRAND LEARNING CONTENT LEARNING INDICATORS LEVELS OF ASSESSMENT
OUTCOMES STANDARDS
2.6.2.LI.3 2.6.2.AS.3
Select an appropriate finish for Level 3: Strategic reasoning
an artefact Level 4: Extended critical
thinking and reasoning.
2.6.2.LI.4 2.6.2.AS.4
Apply an appropriate finish to Level 3: Strategic reasoning
an artefact Level 4: Extended critical
thinking and reasoning.
Sub-strand 3.6.I.LO.I 3.6.I.CS.I 3.6.I.LI.I 3.6.I.AS.I
Tools and machines Be able to select and use Demonstrate the ability Select an appropriate machine Level 2: Skills of conceptual
in woodwork industry appropriate machine for a to use woodwork for a specific operation understanding
specific operation Machines. independently Level 3: Strategic reasoning
independently.
3.6.I.LI.2 3.6.I.AS.2
Use an appropriate machine Level 2: Skills of conceptual
for a specific operation understanding
independently Level 3: Strategic reasoning
3.6.I.LI.3 3.6.I.AS.3
Demonstrate how to care for Level 2: Skills of conceptual
and maintain machines understanding
Level 3: Strategic reasoning
Materials and 3.6.2.LO.I 3.6.2.CS.I 3.6.2.LI.I 3.6.2.AS.I
artefacts Production Demonstrate knowledge Demonstrate knowledge Classify Lesser-Known Level 1: Recall
woodwork industry and understanding of and understanding of Timber Species (LKS), Level 3: Strategic reasoning
In Ghana Sustainable Timber Sustainability of Timber Lesser-Used Timber Species Level 4: Extended critical
Industry in Ghana.
Industry in Ghana (LUS) and Non-Timber Forest thinking and reasoning.
Products (NTFP).
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STRAND LEARNING CONTENT LEARNING INDICATORS LEVELS OF ASSESSMENT
OUTCOMES STANDARDS
3.6.2.LI.2 3.6.2.AS.2
Discuss the uses of Lesser- Level 1: Recall
Known Timber Species Level 3: Strategic reasoning
(LKS), Lesser Used Timber Level 4: Extended critical
Species (LUS) and Non- thinking and reasoning.
Timber Forest Products
(NTFP) in the woodwork
industry
3.6.2.LI.3 3.6.2.AS.3
Use the google search engine Level 1: Recall
(YouTube ) to determine the Level 3: Strategic reasoning
availability and sources of Level 4: Extended critical
Lesser-Known Timber Species thinking and reasoning.
(LKS), Lesser Used Timber
Species (LUS) and Non-
Timber Forest Products
(NTFP) and tabulate your
findings
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SAMPLE QUESTIONS
S/N Learning Indicator Item Level
1 2.4.I.LI.2 2
The most appropriate method for caring for and maintaining a
Explain how to care for and cutting tool is to dismantle the tool after use.
maintain hand tools
A. dismantle the tool after use.
3.4.1.LI.3 B. clean and oil the tool after use
C. hang the tool on the rack always
Demonstrate how to care for
D. wash and dust the tool always
and maintain machines
2 2.3.2.LI.7 2
In a ground floor construction, the element on which a concrete slab
Discuss floor Construction is cast is
A. ground level
B. floor finish
C. damp-proof membrane
D. hardcore filling
3 I.5.I.LI.I At the end of a class brainstorming session on safety, decisions 3
taken included; staying alert, abiding by all rules, and being in a
Apply the appropriate safety prescribed outfit. The decisions made are classified under
measures in the woodwork
shop. A. machines safety
B. materials safety
C. personal safety
D. workshop safety
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4 I.5.2.LI.2 The headmaster of a school has requested for the production of 2
durable wooden dining tables, the best timber to be used is
Outline the processing
phases of timber in the A. hard waney-edged grain timber
woodwork industry B. hardwood seasoned timber
C. hardwood fresh timber
D. hard diagonal grain timber
5 I.2.I.LI.1 2
A contractor was given a mobilisation fund upon the award of a
Discuss the reasons for building contract in order to
mobilisation
A. clear the building site
B. know the type of materials to use
C. demolish unwanted structures on the site.
D. secure resources needed for the construction.
6 2.3.2.LI.2 1
A builder is to set out a two-bedroom house on a prepared plot of
Explain what setting out is land. The most cost-effective wood to be used in the setting out
operation is
A. odum.
B. mahogany
C. ceiba
D. wawa
171
Figure 1 shows a cross-section of a concrete beam. Use it to answer questions 7 and 8.
X
F
Figure 1
7 2.3.2.LI.7 1
The part labelled X is the
Discuss floor Construction
A. binder
B. hook
C. main bar
D. distribution bar
8 2.3.2.LI.7 1
The part labelled F is the
Discuss floor Construction
A. stirrups
B. hook
C. main bar
D. distribution bar
172
Figure 2, shows the sketch of a drawer to be constructed at the wood workshop of a school. Use it to answer
questions 9 and 10
9 2.4.2.LI.I 3
The most appropriate joint to be used at the part labelled R is
Identify, classify, select, and
A. butt joint
use appropriate joints for a
B. comb joint
specific woodwork C. dovetail halving joint
operation D. lapped dovetail joint
10 2.4.2.LI.I
The appropriate hidden fitting to facilitate free movement of the
Identify, classify, select and drawer is
use appropriate joints for a
A. bottom drawer runner
specific woodwork
B. center-mounted drawer runner
operation C. side-mounted drawer runner
D. top drawer runner
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PAPER 2
ESSAY
60 MARKS Duration: 2 hours
Paper 2 contains two sections, A and B. Answer four questions in all, choosing 2 questions from each section
SECTION A
Answer question 1 and any other question.
1 1. (a) Explain the role of the following personnel on a building 3
construction project site
i. clerk of works
ii. architect
iii. building inspector
(b) Explain the following terms as used in concreting:
i. batching;
ii. water-cement ratio;
iii. curing.
(c) State one use of a builder’s square.
2. Sketch a close couple roof and label the following parts:
i. ridge board;
ii. rafter;
iii. wall plate;
iv. supporting walls.
174
SECTION B
Answer question 3 and any other question.
3 I.5.I.LI.I 3. (a) i. State four clothing safety rules to be observed in a.
wood workshop
Apply the appropriate safety
measures in the woodwork ii. State two causes of injury when using a chisel.
shop.
2.4.I.LI.I (b) i. List four types of hand boring tools
Select and use appropriate ii. Make a neat pictorial sketch of a mortise chisel.
hand tools for a specific
woodwork operation.
2.4.2.LI.I
Identify, classify, select and
use appropriate joints for a
specific woodwork
operation 4. (a) Illustrate with sketches the following types of widening joints:
4 i. Feather joint;
2.4.I.LI.I
ii. Rebated joint.
Select and use appropriate
hand tools for a specific (b) List the tool used for each of the following operations in
woodwork operation. woodwork:
i. measuring the outside diameter of a cylindrical object.
ii. marking two parallel lines simultaneously along the edge
of a workpiece.
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PAPER 3
PARTS I
ALTERNATIVE TO PRACTICAL
50 MARKS Duration: 3 hours
Answer question 1 and any other 2 questions.
Figure 1 below shows a 450mm x 225mm x 100mm sandcrete block
wall. The wall is to be finished with 12mm clay mortar.
1
1. (a) Sketch the pictorial view of the unplastered wall.
2.3.2.LI.2 (6 marks)
Discuss wall construction. (b) List six steps to follow when constructing the wall.
(6 marks)
(c) List four operational sequences to be followed to
plaster the wall. (4 marks)
(d) List four tools that are used in the construction of the
wall. (4 marks)
Fig. 1
176
2 3.3.2.LI.6 2. (a) State two causes of poor flow of effluent in a drainage
Explain surface drainage system.
system. (b) State one reason why an access road to a building
site should be free from obstruction.
I.2.I.LI.2 (c) List four protective clothing that should be worn
Differentiate Clearly when working with bagged Portland cement.
between site preparations
and hoarding of Site to
facilitate constructional
works.
I.5.I.LI.I
Apply the appropriate safety
measures in the woodwork
shop.
2.3.2.LI.4
3 3. (a) State two causes of roof leakage on a corrugated
Discuss roofs.
aluminum sheet roof covering.
(b) Explain two ways by which moisture rising from the
ground may be prevented
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PART 2
TEST OF PRACTICAL
50 MARKS Duration: 3 hours
Instructions: Study the Situation, Design Brief, and answer the questions that follow;
Situation:
Students in Senior High Schools spend more time standing during lunch periods due to insufficient dining tables.
This has greatly affected their lessons, as they report back to the classroom late after the break.
Design Brief:
Design and make a model of a dining table for the students.
1 1. Design a folio to cover the following:
i. Design situation
ii. Brief
iii. Analysis questions
iv. Investigation
v. Specification
vi. Possible solutions
vii. Final solution
viii. Working drawing
ix. Cutting list
x. Manufacturing process (practical procedures)
xi. Finishing/Finishes
xii. Prototype
xiii. Testing and Evaluation.
178
2 2. Use the already prepared pieces of timber and tools provided
to construct the model dining table using the already
prepared working drawing.
NB: You are required to work from the working
drawing produced in your folio.
179
APPLIED TECHNOLOGY II
(AUTOMOTIVE & METAL TECHNOLOGY OPTION)
1. INTRODUCTION
The applied technology curriculum provides a summative assessment guide for teachers in the learning area. It sets out the philosophy,
vision and goals of the examination for the learning areas which are Automotive and Metal, Building Construction and Wood, Electrical and
Electronics Technology.
It is designed to assess learner’s knowledge, skills and competence throughout the three -year period of studying the learning areas, using
the depth of knowledge (DoK) levels, thematic areas of assessment. The curriculum, teacher manual and learner materials are the main
documents used in the preparation of the scheme of assessment.
2. PURPOSE
The primary purpose of the Applied Technology syllabus is to serve as a comprehensive guide for teachers, examiners and educational
stakeholders. The Examiners will use the document as a primary reference when constructing test papers and the teachers will use the
document to align their classroom instruction with examination requirements. This will eventually ensure consistency in curriculum
delivery, differentiation, inclusivity and assessment practices across different SHS in the country.
The syllabus also spells out
(i) The philosophy, vision and goals behind Applied Technology Curriculum
(ii) The examination scheme, which details the structure and content of the papers used for external summative assessment
(iii) A table showing clear alignment between learning outcomes and indicators
3. PHILOSOPHY
The present and future generations of learners will apply technology to solve problems in their environment through creativity and
innovative application of concepts for the production of artefacts. This will be done through the support of skilled and innovative teachers
who are to prepare learners for life-long learning as well as introducing them to the world of work and adult life.
4. VISION
Equip the learners with 21st century skills: critical thinking, creativity, collaborations and innovation as well as good citizenship and
competencies to identify increasingly complex societal problems and use appropriate technological skills to solve them. Thus, it prepares
learners for life-long learning and introduces them to world of work and adult life.
180
5. GOAL
Goal of the Applied Technology curriculum is aimed at developing individuals to become creative, innovative, technologically inclined,
digital literates and problem solvers. They should have the ability to think critically and equipped to communicate with fluency in written
and spoken language, have both the confidence and competence to participate fully in Ghanaian society as responsible local and global
citizens.
6. STRUCTURE AND SCHEME OF THE EXAMINATION
The examination shall consist of three (3) papers all of which must be taken. The paper shall be as follows:
Paper 1 and 2 shall be composite paper and shall last for 3 hours.
1. Paper 1 (Objectives): Shall consist of 40 Multiple Choice Questions for 40 marks and shall last for 1 hour.
The 40 Multiple Choice Questions shall consist of
a) 16 Questions from Automotive Technology and 16 Questions from Metal Technology making a total of 32 Questions
b) 8 Questions from Year One Applied Technology Curriculum (2 Questions each from Building Construction, Wood,
Electrical and Electronics Technology strand)
2. Paper 2 (Essay) : Shall consist of 2 Sections; Section A and B with and shall last for 2 hours
Section A: shall be made up of 3 questions out of which candidates shall be required to answer 2 questions. Question 1
COMPULSORY (for 18 marks) and any other one question (for 12 marks)
Section B: shall be made up of 3 questions out of which candidates shall be required to answer 2 questions. Question 1
COMPULSORY (for 18 marks) and any other one question (for 12 marks).
3. Paper 3 (Practical): Shall consist of 2 parts I and II. Each Paper will last 3 hours and for a total of 100 marks (50 marks each).
Part I shall be a Practical Paper on Automotive Technology and
Part II shall be a Practical Paper on Metal Technology.
For the Practical Paper on Metal Technology a design for manufacture situation and brief will be prepared and sent to the
SHS/SHTS, one month before the final practical examination. The candidates are to prepare a design folio up to the working
drawing and manufacture based on the steps in the design for manufacture process.
i. Design situation
ii. Brief
iii. Analysis questions
iv. Investigation
v. Specification
vi. Possible design concepts
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vii. Final solution
viii. Working drawing (orthographic projections, detail drawing, assembly drawing, CAD drawing)
ix. Cutting list
x. Manufacturing process (practical procedures)
xi. Finishing/Finishes
xii. Testing and Evaluation.
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7. DETAILED SYLLABUS
STRAND LEARNING CONTENT LEARNING INDICATORS LEVELS OF ASSESSMENT
OUTCOMES STANDARDS
AUTOMOTIVE
TECHNOLOGY
Sub-strand I.2.I.LO.I I.2.I.CS.I I.2.I.LI.I I.2.I.AS.I
(Year one) Analyse and use relevant Demonstrate the Identify types of engines and Level 2 Skills of conceptual
principles underlying knowledge and application describe the main component understanding
engines to service, and of the working principles parts of the engine
repair spark ignition (SI) of engines
and compression ignition
(CI) engines
Introduction to I.2.I.LI.2 I.2.I.AS.2
engine technology Explain the constructional and Level 3 Strategic reasoning
operational differences between
petrol and diesel engines
I.2.I.LI.3 I.2.I.AS.3
Demonstrate safety measures Level 4 Extended critical
applied to servicing, repair and thinking and reasoning
maintenance of engine systems
Introduction to 1.2.2.LO.1 1.2.2.CS.1 I.2.2.LI.I I.2.2.AS.I
Vehicle Detect problems in the Demonstrate knowledge Identify the components of Level 2 Skills of conceptual
Technology vehicle transmission and and understanding of vehicle transmission system and understanding
braking system vehicle technology explain their functions
subsystems
1.2.2.LI.2 I.2.2.AS.2
Evaluate the components of Level 3 Strategic reasoning
braking system and state their
functions
1.2.2.LI.3 I.2.2.AS.3
Differentiate between Level 4 Extended critical
mechanical, hydraulic and thinking and reasoning
pneumatic braking systems
183
STRAND LEARNING CONTENT LEARNING INDICATORS LEVELS OF ASSESSMENT
OUTCOMES STANDARDS
Sub-strand 2.2.I.LO.I 2.2.I.CS.I 2.2.I.LI.I 2.2.1.AS.1
(Year two) Perform engine cooling and Demonstrate Explain engine cooling system Level 4 Extended critical
lubrication understanding in the and describe the construction thinking and reasoning
system inspection, working principles of and operation of the air-cooling
maintenance, diagnosis and engine cooling and systems
repairs with limited lubrication systems
supervision
Introduction to 2.2.I.LI.2 2.2.1.AS.2
engine technology Describe the construction and Level 4 Extended critical
operation of the thermosyphon thinking and reasoning
and pump assisted water-cooling
systems
2.2.I.LI.3 2.2.1.AS.3
Describe the construction and Level 4 Extended critical
operation of the thermostat and thinking and reasoning
pressurized water-cooling
systems
2.2.I.LI.4 2.2.1.AS.4
Examine the parts of the Level 3 Strategic reasoning
lubrication systems and the
components to be lubricated
2.2.I.LI.5 2.2.I.AS.5
Describe types of lubrication Level 4 Extended critical
systems, oil pumps and oil filters thinking and reasoning
2.2.I.LI.6 2.2.I.AS.6
Level 4 Extended critical
Explain the properties and thinking and reasoning
classifications of engine
lubricating oil and crankcase
ventilation.
184
STRAND LEARNING CONTENT LEARNING INDICATORS LEVELS OF ASSESSMENT
OUTCOMES STANDARDS
Introduction to 2.2.2.LO.I 2.2.2.CS.I 2.2.2.LI.I 2.2.2.AS.I
Vehicle Perform steering and Demonstrate knowledge Explain front axle and stub axle, Level 4 Extended critical
Technology suspension system and understanding of types and their functions thinking and reasoning
inspection, maintenance, vehicle steering and
diagnosis and repairs with suspension system
limited supervision
2.2.2.LI.2 .2.2.2 AS.2
Describe the main components Level 4 Extended critical
of the steering system and thinking and reasoning
explain steering geometry and
the angles involved.
2.2.2.LI.3 2.2.2.AS.3
Describe the layout of vehicle Level 3 Strategic reasoning
suspension systems
2.2.2.LI.4 2.2.2.AS.4
Explain leaf, coil and air Level 4 Extended critical
suspension systems thinking and reasoning
2.2.2.LI.5 2.2.2.AS.5
Describe an independent Level 4 Extended critical
suspension system and its thinking and reasoning
working principles
2.2.2.LI.6 2.2.2.AS.6
Describe vehicle wheels and Level 4 Extended critical
tyres thinking and reasoning
Sub-strand 3.2.I.LO.I 3.2.I.CS.I 3.2.I.LI.I 3.2.I.AS.I
(Year Three) Demonstrate and apply Describe the main components Level 4 Extended critical
Analyse fuel supply, air knowledge in the working of fuel supply for spark ignition thinking and reasoning
intake, exhaust, principles of fuel supply (SI).
supercharger and system for both spark
turbocharger systems for ignition (SI) and
both spark ignition (SI) and compression ignition(C1)
engines as well air intake
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STRAND LEARNING CONTENT LEARNING INDICATORS LEVELS OF ASSESSMENT
OUTCOMES STANDARDS
compression ignition (CI) and exhaust systems
engines
Introduction to 3.2.I.LI.2 3.2.I.AS.2
engine technology Describe the main components Level 4 Extended critical
of fuel supply for compression thinking and reasoning
ignition(C1) engines
3.2.I.LI.3 3.2.1.AS.3
Explain air intake system of the Level 4 Extended critical
engine and state the functions of thinking and reasoning
the main components
3.2.I.LI.4 3.2.I.AS.4
Describe the principle of Level 4 Extended critical
supercharger and turbocharger. thinking and reasoning
3.2.I.LI.5 3.2.1.AS.5
Describe the main components Level 3 Strategic reasoning
of the vehicle exhaust systems
3.2.I.LI.6 3.2.I.AS.6
Discuss the function and types Level 4 Extended critical
of catalytic converter thinking and reasoning
Introduction to 3.2.2.LO.1 3.2.2.CS.1 3.2.2.LI.1 3.2.2.AS.1
Vehicle Perform diagnosis and Demonstrate understanding Describe batteries, ignition and Level 3 Strategic reasoning
Technology repair on vehicle and perform tasks in starting motor systems of the
electrical/electronic vehicle technology sub- vehicle.
systems and analyse air systems and modern
conditioning system and automotive electronics
safe motoring.
.
186
STRAND LEARNING CONTENT LEARNING INDICATORS LEVELS OF ASSESSMENT
OUTCOMES STANDARDS
3.2.2.LI.2 3.2.2.AS.2
Describe charging system, Level 4 Extended critical
lighting, auxiliary and thinking and reasoning
instrument panel systems of the
vehicle
3.2.2.LI.3 3.2.2.AS.3
Explain basic automotive Level 3 Strategic reasoning
electronics and engine
management systems.
3.2.2.LI.4 3.2.2.AS.4
Explain offboard and onboard Level 4 Extended critical
diagnostics (OBD I & II) and the thinking and reasoning
use of the scan tools.
3.2.2.LI.5 3.2.2.AS.5
Examine and describe the Level 4 Extended critical
operation of the electric vehicle thinking and reasoning
(EV).
3.2.2.LI.6 3.2.2.AS.6
Describe the basic operation of Level 4 Extended critical
the automotive HVAC system thinking and reasoning
and safe motoring.
METAL
TECHNOLOGY
Sub-strand I.5.I.LO.I I.5.I.CS.I I.5.I.LI.I I.5.I.AS.I
(Year one) Apply health and safety to Demonstrate knowledge in Explain health and safety related Level 3 Strategic reasoning
the use of tools and the use of engineering to workshop, tools, materials
machines as well as use materials, tools and and machines
properties of metals and machines
non-metals to select the
right materials for a given
application
187
STRAND LEARNING CONTENT LEARNING INDICATORS LEVELS OF ASSESSMENT
OUTCOMES STANDARDS
I.5.I.LI.2 I.5.I.AS.2
Engineering Explain the uses of various types Level 3 Strategic reasoning
Materials, Tools of measuring, marking out,
and Machines holding, striking and cutting
tools
I.5.I.LI.3 I.5.I.AS.3
Explain ferrous and non-ferrous Level 3 Strategic reasoning
metals with engineering
applications and state the uses of
non-metallic materials.
systems
Welding 1.5.2.LO.1 I.5.2.CS.I I.5.2.LI.I I.5.2.AS.I
Technology Apply the principle of gas Demonstrate knowledge Identify and explain the use of Level 3 Strategic reasoning
and arc welding to produce and understanding of tools various tools and equipment for
artefacts and solve problems and equipment for welding gas welding
in sheet metal and metal
plate fabrication
I.5.2.LI.2 I.5.2.AS.2
Describe various tools and Level 4 Extended critical
equipment for electric arc thinking and reasoning
welding
I.5.2.LI.3 I.5.2.AS.3
Indicate the various applications Level 3 Strategic reasoning
of gas and electric arc welding
I.5.2.LI.4 I.5.2.AS.4
Compare the advantages and Level 4 Extended critical
disadvantages of gas and electric thinking and reasoning
arc welding
Sub-strand 2.5.I.LO.I 2.5.I.CS.I 2.5.I.LI.I 2.5.1.AS.1
(Year two) Develop and apply skills of Demonstrate Describe various heat treatment
heat treatment to a understanding in the use of processes with engineering Level 4 Extended critical
particular metal and engineering tools, examples thinking and reasoning
perform operations using materials and machine
grinding, drilling, lathe and
shaping machines
188
STRAND LEARNING CONTENT LEARNING INDICATORS LEVELS OF ASSESSMENT
OUTCOMES STANDARDS
Engineering 2.5.I.LI.2 2.5.1.AS.2
Materials, Tools Describe the twist drill and use Level 4 Extended critical
and Machines drilling and grinding machines thinking and reasoning
2.5.I.LI.3 2.5.1.AS.3
Demonstrate the use of lathe and Level 3 Strategic reasoning
shaping machines
2.5.I.LI.4 2.5.1.AS.4
Demonstrate the use of the Level 3 Strategic reasoning
milling machine and cutting
fluids.
2.5.I.LI.5 2.5.1.AS.5
Explain the various machining Level 3 Strategic reasoning
processes and relate them to
manufacturing industry
2.5.I.LI.6 2.5.I.AS.6
Apply the principles of sand Level 4 Extended critical
casting to produce articles thinking and reasoning
2.5.2.LO.I 2.5.2.CS.I 2.5.2.LI.I 2.5.2.AS.I
Apply knowledge of key Demonstrate knowledge Explain metal forming processes Level 3 Strategic reasoning
processes and tools in and understanding of key with engineering products
welding technology and processes, tools and
fabrication to carry-out equipment for welding
tasks on sheet metal
projects
2.5.2.LI.2
2.5.2.AS.2
Demonstrate forging, rolling and Level 3 Strategic reasoning
extrusion operations in sheet
metal.
189
STRAND LEARNING CONTENT LEARNING INDICATORS LEVELS OF ASSESSMENT
OUTCOMES STANDARDS
2.5.2.LI.3
2.5.2.AS.3
Perform basic cutting and Level 3 Strategic reasoning
bending operations in sheet
metal fabrication
2.5.2.LI.4 2.5.2.AS.4
Level 3 Strategic reasoning
Perform drawing, die and
presses operation in sheet metal
fabrication
2.5.2.LI.5 2.5.2.AS.5
Generate and outline the Level 4 Extended critical
sequence of operations involved thinking and reasoning
in the making of artefacts.
2.5.2.LI.6 2.5.2.AS.6
Explain and use the various tools Level 4 Extended critical
and equipment for soft and hard thinking and reasoning
soldering
Sub-strand 3.5.I.LO.I 3.5.I.CS.I 3.5.I.LI.I 3.5.I.AS.I
(Year Three) Be able to use selected Demonstrate Describe computing coding Level 2 Skills of conceptual
manual and computerized understanding of use and language used in Computer understanding
machines. care for engineering tools Numerical Control (CNC)
and computerized machines
machines
3.5.I.LI.2 3.5.1.AS.2
Describe the main features and Level 3 Strategic reasoning
perform operations using CNC
turning machines
190
STRAND LEARNING CONTENT LEARNING INDICATORS LEVELS OF ASSESSMENT
OUTCOMES STANDARDS
3.5.I.LI.3 3.5.1.AS.3
Level 4 Extended critical
Describe the main features and thinking and reasoning
perform operations using CNC
milling machine.
3.5.I.LI.4 3.5.1.AS.4
Level 4 Extended critical
Describe the main features and thinking and reasoning
perform operations using CNC
drilling and grinding machines.
3.5.I.LI.5 3.5.1.AS.5
Level 4 Extended critical
Describe and perform operations thinking and reasoning
using 3D printers.
3.5.I.LI.6 3.5.1.AS.6
Level 4 Extended critical
Describe and perform operations thinking and reasoning
using lasers
3.5.2.LO.1 3.5.2.CS.1 3.5.2.LI.1 3.5.2.AS.1
Outline the basic techniques Demonstrate Explain and perform the stages :
applied in design for understanding of the in design for manufacture. Level 3 Strategic reasoning
manufacture principles and special
welding techniques in
design for manufacture
and entrepreneurship.
3.5.2.LI.2 3.5.2.AS.2
Describe the entrepreneurial Level 3 Strategic reasoning
skills in metal work.
191
STRAND LEARNING CONTENT LEARNING INDICATORS LEVELS OF ASSESSMENT
OUTCOMES STANDARDS
3.5.2.LI.3 3.5.2.AS.3
Describe and apply a simple Level 3 Strategic reasoning
soldering and brazing joint in
design for manufacture
3.5.2.LI.4 3.5.2.AS.4
Level 3 Strategic reasoning
Describe and apply mechanical
fasteners and finishes in design
for manufacture.
3.5.2.LI.5 3.5.2.AS.5
Level 3 Strategic reasoning
Explain special welding
techniques used in design and
manufacture
3.5.2.LI.6 3.5.2.AS.6
Explain special welding Level 3 Strategic reasoning
techniques used in oil and gas
industry.
192
SAMPLE QUESTION
Automotive and metal Option
S/N Constant standard Learning Item DoK Level
Indictor
1 I.1.I. LI.2 The component of a petrol engine that is responsible for igniting the air- L1
fuel mixture is the
Explain the constructional and
operational differences between A. cylinder head
petrol and diesel engines B. piston crown
C. spark plug
D. crankshaft.
2 3.1.2. LI.4 Which statement best explains the role of the 16-pin configuration in the OBD-II L3
diagnostic connector for vehicle?
Explain offboard and onboard
diagnostics (OBD I & II) and the A. Limits the connection to specific vehicle types.
use of the scan tools B. Standardizes communication protocols for efficient diagnostics.
C. Increases the number of simultaneous diagnostic tools required.
D. Allows for direct manipulation of vehicle subsystems.
3 2.1. I.LI.5 The primary purpose of the oil pump in an engine lubrication system is to L2
Describe types of lubrication
A. filter contaminants from the engine oil.
systems, oil pumps and oil filters B. circulate the engine oil.
C. increase engine power.
D. regulate engine volumetric efficiency
4 I.1.2.LI.I The primary function of the clutch in a manual transmission vehicle is to L1
A. engage and disengage the drive from the engine.
Identify the components of B. change the vehicle’s speed and torque.
vehicle transmission system and C. transfer power to the wheels through the transmission.
explain their functions D. regulate the engine temperature.
193
5 3.1.2.LI.6 The expansion valve controls the performance of an automotive air L3
conditioning system by
Describe the basic operation of
the automotive HVAC system
and safe motoring. A. compressing the refrigerant to increase its pressure.
B. removing moisture and foreign particles from the refrigerant.
C. regulating the flow of refrigerant into the evaporator.
D. heating the refrigerant before it enters the compressor.
6 2.2.1.LI.2 The part of the drilling machine which holds and rotates the drill bit is the L1
Describe twist drills ,drilling and A. chuck.
grinding machines B. table.
C. base.
D. column.
7 2.2.1.LI.I The primary purpose of the annealing process in heat treatment is to L2
Describe various heat treatment
processes with engineering A. harden the metal
examples and explain B. relieve internal stresses.
equilibrium diagrams C. improve the metal's corrosion resistance .
D. increase the metal's thermal conductivity.
8 2.2.2.LI.3 An operation in sheet metal work by which the metal is cut straight in L1
length is
Perform basic cutting and
bending operations in sheet A. notching
metal fabrication B. embossing
C. perforating
D. slitting
194
9 1.4.1.LI.3 The main advantage of using non-ferrous metals in electrical applications L3
compared to ferrous metals is
Explain ferrous and non-ferrous
metals with engineering A. non-ferrous metals are less expensive and more readily available.
applications and state the uses of
B. non-ferrous metals are stronger and more durable than ferrous metals.
non-metallic materials.
C. non-ferrous metals are more easily weldable than ferrous metals.
D. non-ferrous metals have higher electrical conductivity than ferrous
metals.
10 3.2.1.LI.I The purpose of the G-code in Computer Numeric Control machining is to L2
Describe computing coding
A. specify the material type and hardness.
language used in Computer B. move and position cutting tools.
Numerical Control (CNC) C. measure the dimensions of the work piece.
machines D. cool down the cutting tool.
195
PAPER 2
Paper 2 contains two sections, A and B. Answer four questions in all, choosing 2 questions from each section
SECTION A
Automotive Technology
Answer two Questions from this Section
Answer question 1 and any other question
1 I.1.I.CS.I (a) (i) Illustrate the four-stroke cycle of a spark ignition engine.
(ii) Explain the processes involved in each stroke of the spark
Demonstrate the knowledge and L3
ignition engine illustrated in question 1a(i).
application of the working
principles of engines
(b) State three differences between spark ignition and compression L1
I.1.I.LI.2
ignition engines.
Explain the constructional and
operational differences between
petrol and diesel engines
2 2.1.2.CS.I (a) (i) With the aid of a sketch, describe the MacPherson strut of L2
independent front suspension.
Demonstrate knowledge and
(ii) State one reason for using MacPherson strut suspension on
understanding of vehicle steering
and suspension systems
modern vehicles.
2.1.2.LI.5
Describe an independent (b) State two advantages of independent front suspension over beam L2
axle suspension.
suspension system and its
working principles
196
SECTION B
Metal Technology
Answer two Questions from this Section
Answer question 1 and any other question
1 2.2.2.CS.I Figure 1 shows the sketch of a square duct made from aluminium sheet L4
metal required for an air-conditioning system. The shaded portions in the
Demonstrate knowledge and
figure indicate places where sheet metal work has to be done.
understanding of key processes,
tools and equipment for welding
(a) Explain each of the following sheet metal operations involved in
manufacturing the duct shown in Figure 1:
(i) bending; (ii) seaming;
2.2.2.LI.3 (ii) (iii) hemming; (iv) flanging
Perform basic cutting and
(b) Make a neat sketch of each of the following sheet metal operations; L3
bending operations in sheet
(i) seaming;
metal fabrication (ii) flanging.
Fig. 1
197
2.2.1.CS.I L4
2 Demonstrate understanding in (a) Identify the appropriate heat treatment process required for each of
the use of engineering tools, the following components:
materials and machine (i) Gears;
(ii) Pistons;
(iii) Crankshafts.
2.2.1.LI.I (b) Explain how each of the heat treatment processes stated in question
2(a) is applied.
Describe various heat treatment
processes with engineering
examples and explain
equilibrium diagrams
Paper 3 (Practical)
Consist of 2, Parts I and II.
PART I
AUTOMOTIVE TECHNOLOGY 3 HOURS
50 MARKS
3.1.2.CS.1 From the engine provided
Demonstrate and apply (a) Remove the high tension cables. Report to the examiner
knowledge in the working (b) Remove one spark plug. Report to the examiner
principles of fuel supply for both (c) Clean the spark plug. Report to the examiner
spark ignition (SI) and (d) Check and measure the spark plug gap. Report to the examiner
compression ignition (CI) (e) Refit the spark plug. Report to the examiner
1 engines as well as air intake and (f) Refit the high tension cables. Report to the examiner L4
(g) Answer two relevant questions from the examiner
exhaust systems
198
3.1.2.LI.1 From the vehicle provided
2 Describe batteries ignition and (a) Remove the oil filler cap. Report to the examiner L4
starting motor systems of the (b) Remove the sump drain plug. Report to the examiner
Vehicle (c) Remove the oil filter. Report to the examiner
(d) Refit the drain plug. Report to the examiner
(e) Replace the oil filter. Report to the examiner
(f) Refill the engine with fresh oil. Report to the examiner
2.1.1.LI.4
(g) Check the level of oil. Report to the examiner
Describe types of lubrication (h) Answer two relevant questions from the examiner
system, oil pumps, oil filters.
PART II
Metalwork Duration: 3 hours 50 Marks
1 3.2.2.LI.1 Study the situation and design brief and answer the questions that follow: L4
Explain and perform the stages Situation:
in design for manufacture
In a senior high school, students have difficulty accessing equipment for
watering their plants at the school garden. This has affected the growth of
their plants and punctuality to classes.
Design Brief
Design and manufacture equipment for watering plants in the school
garden.
1.Design a folio to cover the following:
i. Design situation
ii. Brief
iii. Analysis questions
iv. Investigation
v. Specification
vi. Possible design concepts
vii. Final solution
199
viii. Working drawing (orthographic projections, detail drawing,
assembly drawing, CAD drawing)
ix. Cutting list
x. Manufacturing process (practical procedures)
xi. Finishing/Finishes
xii. Testing and Evaluation.
2. Use the sheet metals and tools provided to manufacture the equipment
using the already prepared detailed working drawings.
200
APPLIED TECHNOLOGY III (ELECTRICAL/ELECTRONICS TECHNOLOGY)
1. INTRODUCTION
The applied technology curriculum provides a summative assessment guide in the learning area. It sets out the philosophy, vision and goals
of the examination for the learning areas which are Automotive and Metal, Building Construction and Wood, Electrical and Electronic
Technology.
It is designed to assess learner’s knowledge, skills and competence throughout the three -year period of studying the learning areas, using
Bloom’s Taxonomy Levels of Assessment. The curriculum, teacher manual and learner materials are the main documents used in the
preparation of the scheme of assessment.
2. PURPOSE
The primary purpose of the Applied Technology syllabus is to serve as a comprehensive guide for teachers, examiners and educational
stakeholders. Together, with this detailed syllabus, Examiners will use the documents as a primary reference when constructing test papers.
This will eventually ensure consistency in curriculum delivery, differentiation, inclusivity and assessment practices across different SHS in
the country.
The syllabus also spells out:
(i) the philosophy, vision and goals behind Applied Technology Curriculum;
(ii) the examination scheme, which details the structure and content of the papers used for external summative assessment;
(iii) a table showing clear alignment between learning outcomes and indicators.
3. PHILOSOPHY
The present and future generations of learners will apply technology to solve problems in their environment through creativity and
innovative application of concepts for the production of artefacts. This will be done through the support of skilled and innovative teachers
who are to prepare learners for life-long learning as well as introducing them to the world of work and adult life.
4. VISION
Equip the learners with 21st century skills: critical thinking, creativity, collaborations and innovation as well as good citizenship and
competencies to identify increasingly complex societal problems and use appropriate technological skills to solve them. Thus, it prepares
learners for life-long learning and introduces them to world of work and adult life.
201
5. GOAL
Goal of the Applied Technology curriculum is aimed at developing individuals to become creative, innovative, technologically inclined,
digital literates and problem solvers. They should have the ability to think critically and equipped to communicate with fluency in written
and spoken language, have both the confidence and competence to participate fully in Ghanaian society as responsible local and global
citizens.
6. STRUCTURE AND SCHEME OF THE EXAMINATION
The examination shall consist of three (3) papers all of which must be taken.
Paper 1 and 2 shall be taken at a sitting. Paper 3 shall be a practical paper.
Paper 1 (Objectives): shall consist of 40 Multiple Choice Questions for 40 marks and shall last for 1 hour.
The 40 Multiple Choice Questions shall consist of:
(a) 8 questions (2 each from Building Construction, Wood, Metal and Automotive Technology strands in Year 1) and;
(b) 32 Questions from Electrical and Electronic Technology.
Paper 2 (Essay) : shall consist of 2 Sections, A and B for 60 marks and shall have a duration of 2 hours.
Section A (Electrical Technology): shall be made up of 3 questions out of which candidates shall be required to answer 2 questions for 30
marks (15 marks each).
Section B (Electronics Technology): shall be made up of 3 questions out of which candidates shall be required to answer 2 questions for 30
marks (15 marks).
Paper 3 (Practical) : shall consist of two parts, I and II. Part I shall be a question on Electrical Technology carrying 50 marks, while Part II
shall be a question on Electronic Technology for 50 marks. The paper shall last 3 hours for a total of 100 marks.
For the practical work in Electrical and Electronics Technology, item lists for the practical work will be sent to students two weeks ahead of
the examinations. The items are then made readily available. On the day of the examination, the paper is released to the candidates and using
the items, they conduct the practical work within a duration 3 hours.
The raw scores for Papers 1, 2 and 3 make a total possible score of 200. This will be scaled down by a factor of 0.5 to give a score out of
100, as demonstrated in the table below:
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7. DETAILED SYLLABUS
STRAND LEARNING CONTENT LEARNING INDICATORS LEVELS OF ASSESSMENT
OUTCOMES STANDARDS
Electrical and
Electronic
Technology
Sub-strand I.3.I.LO.1 1.3.I.CS.1 I.3.I.LI.I I.3.I.AS.I
(Year one) Outline clearly, safety Demonstrate Discuss safety in the use of
1.Electrical systems principles to follow in the knowledge and electricity. Level 2 Skills of conceptual
design use of electricity; analyse understanding of power understanding
the key steps in power transmission and
transmission and link it to distribution and its
power distribution to other associated safety
substations, homes and
industries.
Electrical systems I.3.I.LI.2 I.3.I.AS.2
design Describe the process of
electrical Power Transmission Level 4 Extended critical
and distribution. thinking and reasoning
I.3.I.LI.3 I.3.I.AS.3
Apply the concept of
power transmission and Level 4 Extended critical
distribution in electricity thinking and reasoning
supply.
2.Electronic devices 1.3.2.LO.1 1.3.2.CS.1 I.3.2.LI.1 I.3.2.AS.1
and circuits Employ knowledge of the Demonstrate Explain the concept of :
construction and operation of understanding of Diodes electrical and electronic Level 2 Skills of conceptual
diodes to design and construct as electronic devices and understanding
apply them in designing circuits
electronic circuits.
electronic circuits.
203
I.3.2.LI.2 I.2.2.AS.2
Describe the principles and Level 3 Strategic reasoning
operation of the various
Diodes
I.3.2.LI.3 I.4.2.AS.3
Apply the principles of
Diodes in designing circuits Level 4 Extended critical thinking
and reasoning
Sub-strand 2.5.1.LO.1 2.5.1.CS.1 2.5.1.LI.1. 2.5.1.AS.1
(Year two) Apply appropriate tools Demonstrate Explain house wiring and Level 3 Strategic
Electrical systems and wiring systems to understanding of House provide reasons for doing good reasoning
design carry out key wiring Wiring wiring Level 4 Extended critical
processes. thinking and reasoning
2.5.1.LI.2 2.5.1.AS.2
Describe tools and equipment Level 3 Strategic
used for house wiring reasoning
Level 4 Extended critical
thinking and reasoning
2.5.1.LI.3 2.5.1.AS.3
Identify the various materials Level 3 Strategic
and accessories used for house reasoning
wiring Level 4 Extended critical
thinking and reasoning
2.5.1.LI.4 2.5.1.AS.4
Describe the sequence of
Level 3 Strategic reasoning
Supply-control equipment
Level 4 Extended critical thinking
and reasoning
2.5.1.L.I.5 2.5.1.AS.5
Level 3 Strategic reasoning
Describe how a circuit is
Level 4 Extended critical thinking
protected against Excess current and reasoning
2.5.1.L.I.6 2.5.1.AS.6
Describe the various methods of Level 3 Strategic reasoning
204
house wiring Level 4 Extended critical thinking
and reasoning
2.5.1.L.I.7 2.5.1.AS.7
Wire final circuits in accordance Level 3 Strategic reasoning
with IEE regulations Level 4 Extended critical thinking
and reasoning
2.5.1.L.I.8 2.5.1.AS.8
Apply knowledge of final Level 3 Strategic reasoning
circuits in a practical situations Level 4 Extended critical thinking
and reasoning
2.5.1.L.I.9 2.5.1.AS.9
Earth an installation work in Level 3 Strategic reasoning
accordance with rules and Level 4 Extended critical thinking
regulations and reasoning
2.5.1.L.I.10 2.5.1.AS.10
Conduct relevant tests on an Level 3 Strategic reasoning
installation work that has been Level 4 Extended critical thinking
complete and reasoning
2.5.1.L.I.11 2.5.1.AS.11
Apply the knowledge of house
wiring in practical situations. Level 3 Strategic reasoning
Level 4 Extended critical thinking
and reasoning
2.5.1.L.I.12 2.5.1.AS.12
Apply the knowledge of house Level 3 Strategic reasoning
wiring in practical situations Level 4 Extended critical thinking
and reasoning
205
Electronic devices 2.5.2.LO.1 2.5.2.CS.1 2.5.2.LI.1 2.5.2.AS. 1
and circuits Demonstrate
Demonstrate knowledge and understanding of Describe types resistor as Level 2 Skills of conceptual
understanding of electronic passive electronic components understanding
Transistors as
components and use them to Level 3 Strategic reasoning
electronic devices and
design and construct
apply them in
electronic circuits.
designing electronic
circuits.
2.2.2.LI.2 2.5.2.AS. 2
Describe types capacitor as
passive electronic components Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
2.5.2.LI.3 2.5.2.AS. 3
Describe types inductor or as Level 2 Skills of conceptual
passive electronic components understanding
Level 3 Strategic reasoning
2.5.2.LI.4 2.5.2.AS. 4
Describe the types of cells Level 2 Skills of conceptual
and their functions in understanding
circuits. Level 3 Strategic reasoning
Electronic devices 2.5.2.LO.1 2.5.2.CS.1 2.5.2.LI.5 2.5.2.AS.5
and circuits Demonstrate knowledge and D emonstrate Describe types of logic gates Level 2 Skills of conceptual
understanding of electronic knowledge and understanding
components and use them to understanding of Level 3 Strategic reasoning
design and construct electronic components Level 4 Extended critical
electronic circuits. and use them to design thinking and reasoning
and construct electronic
circuits.
206
2.5.2.LI.6 2.5.2.AS.6
Solve problems on Boolean Level 2 Skills of conceptual
Algebra understanding
Level 3 Strategic reasoning
2.5.2.LI.7 2.5.2.AS.7
Describe the truth table Level 2 Skills of conceptual
for the various logic gates understanding
Level 3 Strategic
and determine the output
reasoning
function of the various
gates.
2.5.2.LO.1 2.5.2.CS.1 2.5.2.LI.8 2.5.2.AS.8
Demonstrate knowledge and Demonstrate knowledge Describe the types of control Level 2 Skills of conceptual
understanding of electronic and understanding of systems and give practical understanding
components and use them to control system principles examples Level 3 Strategic
design and construct and how to use them reasoning
electronic circuits.
Digital Electronics 2.5.2.LO.1 2.5.2.CS.1 2.5.2.LI.9 2.5.2.AS. 9
D emonstrate knowledge and Demonstrate knowledge Solve problems on Binary Level 2 Skills of conceptual
understanding of electronic and understanding of operations understanding
components and use them to Digital Electronics Level 3 Strategic
design and construct reasoning
electronic circuits.
Electrical 2.5.2.LO.1 2.5.2.CS.1 2.5.2.LI.10 2.5.2.AS. 10
Measuring Demonstrate knowledge and
understanding of electronic D emonstrate knowledge Convert moving coil instrument Level 2 Skills of conceptual
Instruments
components and use them to and understanding of into voltmeter and ammeter understanding
design and construct electronic measuring Level 3 Strategic
electronic circuits. instrument and how to
reasoning
use them to take
measurements
Electronic devices 2.5.2.LI.11 2.5.2.AS. 11
and circuits Level 2 Skills of conceptual
Convert moving iron instrument
understanding
into voltmeter and ammeter
Level 3 Strategic
reasoning
207
2.5.2.CS.1 2.5.2.LI.12 2.5.2.AS. 12
Demonstrate Apply knowledge of electronic
knowledge and components in designing circuits Level 2 Skills of
understanding of conceptual
electronic measuring understanding
instrument and how to Level 3 Strategic
use them to take reasoning
measurements
Sub-strand 2.4.1.LO.1 2.4.I.CS.I 2.4.I.LI.I 2.4.I.AS.I
(Year three) Demonstrate knowledge and Apply knowledge and Describe the construction and
Electrical systems understanding of electrical understanding of principle of operation of AC Level 1 Recall
design Machines and appliances and electrical Machines motors. Level 2 Skills of conceptual
apply the knowledge in understanding
servicing electrical Level 3 Strategic reasoning
appliances and circuits
2.4.I.LI.2 2.4.I.AS.2
Describe the construction and Level 1 Recall
principle of operation of DC Level 2 Skills of conceptual
motors. understanding
Level 3 Strategic reasoning
2.4.I.LI.3 2.4.I.AS.3
Describe the construction and Level 1 Recall
principle of operation of AC Level 2 Skills of conceptual
Generators understanding
Level 3 Strategic reasoning
2.4.I.LI.4 2.4.I.AS.4
Describe the construction and Level 1 Recall
principle of operation of DC Level 2 Skills of conceptual
generators. understanding
Level 3 Strategic reasoning
2.4.1.LI.5 2.4.I.AS.5
Describe the construction and Level 2 Skills of conceptual
principle of operation of a understanding
transformer Level 3 Strategic reasoning
208
2.4.I.LI.6 2.4.I.AS.6
Explain losses that occur in a Level 1 Recall
transformer and how they affect Level 2 Skills of conceptual
the performance of the understanding
transformer Level 3 Strategic reasoning
Level 4 Extended
critical thinking
and reasoning
2.4.I.LI.7 2.4.I.AS.7
Describe the methods of cooling Level 1 Recall
transformers Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
2.4.I.LI.8 2.4.I.AS.8
Calculate voltage regulation Level 1 Recall
of transformers Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended
critical thinking and
reasoning
Electrical Systems 2.4.1.LO.1 2.4.I.CS.I 2.4.I.LI.9 2.4.I.AS.9
Design Demonstrate knowledge and Apply knowledge and Classify home appliances under Level 1 Recall
understanding of electrical understanding of resistive and inductive loads and Level 2 Skills of conceptual
Machines and appliances and electrical Machines outline faults associated with understanding
apply the knowledge in them Level 3 Strategic reasoning
servicing electrical Level 4 Extended
appliances and circuits critical thinking and
reasoning
2.4.I.LI10 2.4.I.AS.10
Describe the process of Level 1 Recall
servicing electrical Level 2 Skills of conceptual
appliances understanding
Level 3 Strategic reasoning
Level 4 Extended
209
critical thinking and
reasoning
2.4.I.LI11 2.4.I.AS.11
Describe the process of servicing Level 1 Recall
electrical wiring circuits Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended
critical thinking and
reasoning
2.4.I.LI12 2.4.I.AS.12
Detect fault in electrical Level 2 Skills of conceptual
machines understanding
Level 3 Strategic reasoning
Electronic 2.4.2.LO.1 2.5..2.CS.I 2.5.2.LI.I 2.5.2.AS.I
components and Demonstrate knowledge and Demonstrate knowledge Describe the features and Level 2 Skills of conceptual
circuits understanding of electronic and understanding of principles of operation of understanding
components and use them to electronic components Integrated Circuits Level 3 Strategic reasoning
design and construct and use them to design Level 4 Extended critical thinking
electronic circuits and construct electronic and reasoning
circuits
2.5.2.LI.2 2.5.2.AS.2
Apply the principle of operation Level 2 Skills of conceptual
of Timers in designing circuits understanding
Level 3 Strategic reasoning
Level 4 Extended critical thinking
and reasoning
2.5.2.LI.3 2.5.2.AS.3
Describe the features and Level 2 Skills of conceptual
principles of operation of understanding
Operational Amplifiers Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
2.52.LI.4 2.5.2.AS.4
Apply the principle of operation Level 2 Skills of conceptual
of operational amplifiers in understanding
designing circuits Level 3 Strategic reasoning
210
Digital Electronics 2.4.2.LO.1 2.5.2.CS.I 2.5.2.LI.5 3.4.2.AS.5
Demonstrate knowledge Demonstrate Describe types of logic gates Level 2 Skills of conceptual
and understanding of knowledge and understanding
electronic components and understanding of Level 3 Strategic reasoning
use them to design and electronic components Level 4 Extended
construct electronic and use them to design critical thinking
circuits. and construct electronic and reasoning
circuits.
2.5.2.LI.6 2.5.2.AS.6
Solve problems on Boolean Level 2 Skills of conceptual
Algebra understanding
Level 3 Strategic reasoning
2.5.2.LI.7 2.5.2.AS.7
Describe the truth table for Level 2 Skills of conceptual
the various logic gates and understanding
determine the output function Level 3 Strategic reasoning
of the various gates
2.5.2.LI.8 2.5.2.AS.8
Manipulate and simplify Level 2 Skills of conceptual
Boolean Algebra understanding
Level 3 Strategic reasoning
2.5.2.LI.9 3.4.2.AS.9
Apply principles of logic Level 2 Skills of conceptual
gates in designing electronic understanding
circuits Level 3 Strategic reasoning
Level 4 Extended
critical thinking
and reasoning
Electronic 2.5.2.LI10 2.5.2.AS.10
communication Describe the various type of Level 2 Skills of conceptual
modulation in communication understanding
Level 3 Strategic reasoning
2.5.2.LI.11 3.4.2.AS.11
Describe AM and FM Level 2 Skills of conceptual
transmitters in electronic understanding
communication Level 3 Strategic reasoning
211
2.5.2.LI.12 2.5.2.AS.12
Describe AM and FM receivers Level 2 Skills of conceptual
in electronic communication understanding
Level 3 Strategic reasoning
Level 4 Extended
critical thinking
and reasoning
212
ELECTRICAL TECHNOLOGY-SAMPLE QUESTION
PAPER 1
S/N CONTENT STANDARD/ LEARNING ITEM LEVEL
INDICATOR
1 2.5.1.L.I.9 According to IEE regulations, the size of cable connecting the L3
earthing terminal to the exposed metal part of an equipment is
Earth an installation work in accordance
with rules and regulations A. 1.5 mm2
B. 2.5 mm2
C. 4.0 mm2
D. 16.0 mm2
2 I.3.I. LI.3 A three-story senior high school building requires an electrical L2
supply after construction. Which of the following wiring systems is
Apply the concept of power generally preferred?
transmission and distribution in
electricity supply. A. Single phase two-wire system
B. Single phase three-wire system
C. Three-phase three-wire system
D. Three-phase four-wire system
3 2.5.2. LI.12 In the design of a half-wave rectifier utilizing a PN junction diode, L3
which of the following statements is true? The
Apply knowledge of electronic
A. cathode end of the diode is connected to the positive
components in designing circuits
terminal of the battery.
B. anode end of the diode is connected to the positive terminal
of the battery
C. direction of the current is from the cathode end to the anode
end.
D. anode end of the diode is connected to the battery's negative
terminal
213
4 2.5.1.L.I.7 Within a standard electrical installation system, the 2.5 mm2 PVC
cable is suitable for the wiring of
Wire final circuits in accordance with
IEE regulations A. lighting circuits.
B. power circuits.
C. cooker control circuits. L3
D. air conditioner circuits.
5 2.4.1. LI.5 Calculate the secondary current of a 4:1 turns ratio transformer with L3
a primary current of 20 A
Describe the construction and principle
of operation of a transformer A. 200 A
B. 40 A
C. 80 A
D. 5A
6 2.5. 2. LI.3 L1
In a radio system, an amplifier is driven into saturation, if
Describe the features and principles of
operation of Operational Amplifiers A. its input voltage is high.
B. its inputs are at the same potential.
C. it is operated in the open loop mode.
D. it is operated with positive feedback.
7 2.5.2. LI.1 A resistor of colour code yellow, violet, and black has a resistance L3
value of
Describe types of resistors as passive
electronic components A. 47.0 Ω
B. 470.0 Ω
C. 4.7 kΩ.
D. 47.0 kΩ.
214
8 2.5.2. LI.11 In TV and radio transmission, the main disadvantage of FM L2
modulation is that it
Describe AM and FM transmitters in
electronic communication A. has high static noise.
B. is limited to line-of-sight
C. has adjacent channel interference
D. has low resistance to signal amplitude variations
9 2.4. I.LI.3 The average value of an 18 V peak output sinusoidal waveform of L3
an a.c generator is
Describe the construction and principle
of operation of AC Generators A. 7.5 V
B. 9.0 V
C. 11.5 V
D. 18.0 V
10 2.5.2. LI..5
The type of two-input (A and B) logic gate that has an output of
Describe types of logic gates Y=AB is L2
A. an AND gate.
B. a NAND gate.
C. an OR gate.
D. a NOR gate
215
PAPER 2
ELECTRICAL TECHNOLOGY
Answer only two questions from this section.
1 2.5.1. LI.3 (a) Complete Table 1 by stating one commonly used L3
electrical material for each application listed.
Identify the various materials and
accessories used for house wiring Table 1
S/N APPLICATION MATERIAL
i Heater elements
ii Brushes
iii PN Junction diode
iv Core of a transformer
v Distribution lines
2.5.1.L.I.7 L4
(b) State the one effect of each of the following incorrect
Wire final circuits in accordance specifications and fault conditions on an electrical
with
installation
rules and regulations
i. Using a smaller cable size than the recommended one
on a final circuit;
ii. Overloading a final circuit;
iii. An earthing system with an earth path resistance of
100 ohms;
iv. Using a protective device with a lower current rating
than the recommended one;
v. Short circuit;
L2
216
2 2.5.1. L.I.8
Apply knowledge of final circuits (a) State the three major functions of a distribution board in
in practical situations using IEE an electrical installation in a domestic building.
regulations
(b)
2.4. I.LI.3
(i) Identify the law that controls the induced
Describe the construction and
principle of operation of AC electromagnetic field (emf) in a conductor rotating
Generators in a magnetic field.
L3
(ii) State the law corresponding to the statement in
question 2 b (i)
(iii) List four factors that affect on which the induced
electromagnetic field in the conductor
217
SECTION B
Answer only two questions from this section
1 2.5.2. LI.3
Describe the features and L4
principles of operation of
Operational Amplifiers
Figure 1
(a) Figure 1 is a circuit diagram of an inverting
operational amplifier. Calculate:
i. the gain of the amplifier
ii. the output voltage Vout
(b) Outline the nine steps to follow in carrying out general
repair works on a faulty electric iron of the headmaster of L3
your school.
(a) Define the term electronic oscillator.
2
(b) Differentiate between the two main categories of
oscillators
(c ) State the conditions on relevant oscillator parameters
218
2.4.I.LI10 necessary for oscillation to:
Describe the process of servicing i. start; L4
electrical appliances ii. continue.
2.5.2. LI.2 (d) A power supply consists of a transformer with a turn’s
ratio of 20:1 and supplies a load through a bridge
Apply the principle of operation of
rectifier. If the primary voltage of the transformer is
Timers in designing circuits
240 Vrms:
2.4.1. LI.5
i. Draw the power supply circuit;
Describe the construction and
principle of operation of a ii. Determine the rms secondary voltage of the
transformer L4
transformer.
219
PAPER 3
50 MARKS
Answer both questions Duration 3 hours
1 I.3.2. LI.1 To verify the relationship between current and L4
voltage at constant resistance.
Explain the concept of
electrical and electronic You are provided with the following apparatus:
circuits
one variac transformer (0 - 20 V) a.c;
one ammeter (0 - 1A) a.c.;
one voltmeter (0 - 15 V) a.c.;
four 10 Ω, 5 W resistors;
one 20 Ω, 5 W resistor;
1.5 mm2 PVC cables; length?
a set of hand tools
(a) Connect the circuit as shown in Figure 1.
(b) Ask the supervisor to check the circuit connection.
(c) You are provided with Table 1.
220
Table 1
Voltage (V) Current (I) Resistance (R) = 𝑉⁄𝐼
10
(d) Switch on the variac. (Close the switch S)
(e) Set the variac to 0 V. (Set the variac until the
voltmeter reads 0 V)
(f) Read and record the corresponding ammeter
reading (I) in Table 1.
(g) Switch off the variac.
(h) Repeat steps (d) to (g) for other voltage values in
Table 1
(i) Complete Table 1.
(j) Plot a graph of voltage (V) on the vertical axis
against current (I) on the horizontal axis.
(k) Determine the slope of the graph.
Comment on your results
221
PAPER 3
ELECTRONIC TECHNOLOGY
50 MARKS
2 2.5.2.CS.I To determine the effect of the Zener diode on
Demonstrate knowledge stabilization of half-wave rectifier output.
and understanding of
electronic components
and use them to design
You are provided with the following apparatus:
and construct electronic
circuits.
one stepdown 12 V transformer;
one zener diode 6 V (BZY 88) or its equivalent;
one (0 - 10 mA) milliammeter;
one (0 - 20 V) voltmeter;
two 100 μF, 25 V capacitor;
one IN 4001 diode or its equivalent;
three 1 kΩ, 1⁄4 W resistor;
one 2.2 kΩ, 1⁄4 W resistor;
one 3.3kΩ, 1⁄4 W resistor;
one 4.7 kΩ, 1⁄4 W resistor;
one 6.8 kΩ, 1⁄4 W resistor;
one 8.2 kΩ, 1⁄4 W resistor;
222
one 10 kΩ, 1⁄4 W resistor;
one toggle switch (sw);
one soldering iron with resin-cored solder;
Veroboard/ Breadboard
Connecting wires;
Long nose plier;
Side cutter.
Figure 2
(a) Connect the circuit diagram as shown in Figure 2.
(b) Ask the supervisor to check the circuit connection.
(c) You are provided with Table 2.
223
Table 2
RL (kΩ) V (V) I (mA)
1.0
2.2
3.3
4.7
6.8
8.2
10.0
(d) Close switch (SW).
(e) Read and record in Table 2, the voltage (V) and
current (I(mA)) readings.
(f) Open switch (SW)
(g) Repeat steps (d) to (f) for other values of RL in
Table 2
(h) Plot a graph of voltage (V) on the vertical axis
against current (I) on the horizontal axis.
(i) Comment on the nature of the graph
224
ARABIC
1. INTRODUCTION
The Arabic Detailed Syllabus is a comprehensive guide designed to align with the new standard-based curriculum for senior secondary
schools in Ghana. It provides Arabic teachers with a structured framework for assessing learners' knowledge, skills, and competencies over
the three-year SHS program. By incorporating Depth of Knowledge (DoK) levels, the syllabus ensures thorough assessment across various
proficiency areas in Arabic. Additionally, it integrates key resources, including the curriculum, teacher manual, and learner materials, to
support accurate and effective summative assessments.
2. PURPOSE
The purpose of the Arabic Detailed Syllabus is to ensure a seamless alignment between the various components of the Arabic curriculum -
Learning Outcomes (LO), Content Standards (CS) and Learning Indicators (LI) - and the examination scheme. This alignment enables
examiners to design assessments that accurately reflect and confirm the learning outcomes achieved by students upon completion of the
program. Furthermore, it provides a clear measure of students' gains in knowledge, skills, and competencies in the Arabic language, thereby
offering a comprehensive evaluation of their academic progress and proficiency.
3. PHILOSOPHY
Every learner of the Arabic language can develop the right communicative competencies, requisite knowledge, skills and values to realise their
potentials, achieve their academic and career development goals in life to participate meaningfully in national and global development
4. VISION
A well-equipped learner with foundational ability to communicate in Arabic, analyse critically the world around them and apply their knowledge, skills
and character positively on their lives and that of others.
5. GOALS
The goal of the syllabus is to test learners’ competencies in literature, communication, critical thinking, creativity and problem-solving so as
to become responsible with the ability to be useful global citizens and contribute to socio-economic development in the country.
Learners should be able to:
- demonstrate understanding and respond to basic spoken and written Arabic.
- demonstrate effective reading and writing skills in Arabic.
- acquire basic linguistic skills for lifelong learning of Arabic.
- appropriately translate given texts from Arabic to English and vice versa.
- apply basic rules of Arabic grammar and techniques of essay writing on a variety of topics.
225
6. STRUCTURE AND SCHEME OF THE EXAMINATION
The examination consists of three (3) papers: Paper 1 (multiple choice test), paper 2 (written essay), and paper 3 (Oral).
(1) PAPER 1: Multiple Choice Questions (MCQ)
The paper will consist of 50 Multiple Choice Objective Questions covering reading comprehension, grammar and translation. All of
these should be answered in one (1) hour 15 minutes for 50 marks. Candidates will be required to answer all questions.
(a) SECTION A: Reading Comprehension (10 Questions)
This section is designed to test candidates’ ability to read and understand reading documents in Arabic. Two reading
comprehension passages, with five multiple choice questions each, will be administered to candidates. Each of the reading
comprehension texts shall be about 100 words long.
(b) SECTION B: Grammar (15 Questions)
The section is designed to test candidates’ ability to identify and use appropriate grammatical functions in a specific
communicative context. Candidates will be expected to identify 15 grammatical items/functions in a passage and select the
appropriate options. The passage shall be about 100 words long.
(c) SECTION C: Translation (25 Questions)
This section is designed to test candidates’ ability to accurately translate lexical items between Arabic and English. Candidates will be
required to translate words or phrases from Arabic to English and vice versa. 25 multiple-choice questions will be administered to assess
candidates' translation skills and their understanding of Arabic language usage.
226
(2) PAPER 2 (Written Expression)
This paper will consist of two (2) sections which should be answered in 1 hour 45 minutes for 40 marks.
(a) SECTION A: Literature (20 marks)
This section consists of two (2) parts. Part I is a compulsory question on introduction aspects of Arabic Literature for all
candidates. In Part II, candidates will have to answer either Alternative A which comprises questions on a simple poem, or
Alternative B which comprises questions on prose.
PART I: INTRODUCTION TO ARABIC LITERATURE (10 marks)
Candidates are expected to respond to five (5) short answer questions on general information about Arabic literature.
PART II: POEM / PROSE (10 marks)
There will be two (2) questions in this part of the paper: one question on poem and one question on prose. Candidates are
expected to answer only one (1) question based on the literature book(s) they studied in their school. The answer should not
be more than 60 words.
(b) SECTION B: Essay (20 marks)
There are three (3) questions in this section. Candidates will be expected to answer one (1) question only. The essay questions
could be narrative, descriptive or argumentative and could take the form of a letter, an email, etc. The essay should be between
80 and 100 words long.
(3) PAPER 3 (Oral Expression)
This paper will consist of three (3) sections and will involve an interaction between the candidate and the examiner. An interaction
between each candidate and an Assistant Examiner will last up to 15 minutes for 50 marks.
(a) SECTION A: Self-Introduction (10 marks)
The candidate is expected to introduce himself/herself by giving at least five (5) items of information about himself/herself.
(b) SECTION B: Reading (10 marks)
The candidate is expected to pick a text at random from a pool of six (6) short reading texts, of equal demand, and read the text
aloud. The text should be a passage of about forty (40) words, testing pronunciation and fluency.
227
(c) SECTION C: Task based Scenario (30 marks)
The candidate will pick two (2) task-based scenarios from a pool of ten (10). These are real life scenarios. The candidate will
then be expected to engage the examiner in a conversation on only one of the two selected scenarios. There will be follow-up
questions for the candidate to answer.
NOTE:
1. Papers 1 and 2 are to be written together in one sitting (a period not exceeding three hours).
2. Paper 3 must be administered by an independent examiner.
228
DETAILED SYLLABUS FOR ARABIC
STRAND 1: LISTENING
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
1 PHONOLOGY 1.1.1.LO.1 1.1.1.CS.1 1.1.1.LI.1 1.1.1.AS.1
OF THE Describe the sound Demonstrate knowledge Identify the sound pattern of Level 1 Recall
ARABIC pattern of Arabic poetry, and ability to identify the Arabic poetry, focusing on the Level 2 Skills of conceptual
LANGUAGE (I) highlighting the rhythm, sound patterns of Arabic rhyming patterns. understanding
the stressed and poetry and prose
unstressed elements. 1.1.1.LI.2 1.1.1.AS.2
Identify the sound patterns of Level 1 Recall
1.1.1.LO.2 Arabic poetry focusing on the Level 2 Skills of conceptual
Identify the sound pattern rhythm, stress and unstressed understanding
of Arabic poetry, elements.
focusing on the rhythm
patterns. 1.1.1.LI.3 1.1.1.AS.3
Identify the sound pattern of Level 1 Recall
1.1.1.LO.3 Arabic prose, highlighting the Level 2 Skills of conceptual
Explain the sound pattern syllable and consonant understanding
of Arabic rhymed prose, cluster, the stressed and
with focus on the unstressed sounds.
phonemic arrangement
and sequence, the 1.1.1.LI.4 1.1.1.AS.4
stressed and unstressed Describe the sound pattern of Level 1 Recall
elements with their Arabic prose, and the levels of Level 2 Skills of conceptual
related mood or emotion. tones that relate to moods or understanding
emotions.
229
STRAND 1: LISTENING
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
2 PHONOLOGY 2.1.1.LO.1 2.1.1.CS.1 2.1.1.LI.1 2.1.1.AS.1
OF THE Describe the sound Demonstrate knowledge Identify the auditory Level 1 Recall
ARABIC pattern of Arabic literary and understanding of the similarities and differences of Level 2 Skills of conceptual
LANGUAGE (I) text, highlighting their key distinctive sound proverbs and Quranic reading. understanding
musical elements. features of spoken words. Level 3 Strategic reasoning
2.1.1.LO.2 2.1.1.LI.2 2.1.1.AS.2
Explain the use of figures Identify distinctive aural Level 1 Recall
of sound in Arabic prose differences in features Level 2 Skills of conceptual
with focus on alliteration, between poetry and rhyming understanding
assonance and prose. Level 3 Strategic reasoning
onomatopoeia.
2.1.1.LI.3 2.1.1.AS.3
Identify the consonantal Level 1 Recall
. alliteration in Arabic Level 2 Skills of conceptual
proverbs/wise sayings. understanding
Level 3 Strategic reasoning
2.1.1.LI.4 2.1.1.AS.4
Identify the vowel assonance Level 1 Recall
in Arabic proverbs/wise Level 2 Skills of conceptual
sayings. understanding
Level 3 Strategic reasoning
230
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
3 PHONOLOGY 3.1.1.LO.1 3.1.1.CS.1 3.1.1.LI.1 3.1.1.AS.1
OF THE Identify the famous Demonstrate knowledge Describe the recitation style Level 1 Recall
ARABIC authoritative Quranic and understanding of the characteristic of the authority Level 2 Skills of conceptual
LANGUAGE (I) recitation, types and their various traditional of Hafs An Aasim. understanding
phonological methods of recitation of
characteristics. religious and lyrical texts. 3.1.1.LI.2 3.1.1.AS.2
Describe the recitation style Level 1 Recall
3.1.1.LO.2 characteristic of the authority Level 2 Skills of conceptual
Identify the frequently of Warsh. understanding
used popular traditional
poetic meters and the 3.1.1.LI.3 3.1.1.AS.3
rhyming syllables of Identify the basic building Level 1 Recall
classical Arabic poems. block taf’ilah(foot) of the Level 2 Skills of conceptual
popular meters and their understanding
3.1.1.LO.3 phonological manifestation.
Identify the main reasons
for and against an 3.1.1.LI.4 3.1.1.AS.4
argument or idea in a Identify the basic building Level 1 Recall
discussion conducted in block (taf’ilah,foot) of the less Level 2 Skills of conceptual
clear Classical Arabic. known meters and their understanding
phonological manifestation.
231
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
3 PHONOLOGY 3.1.1.CS.2 3.1.1.LI.1 3.1.1.AS.1
OF THE Demonstrate knowledge Identify the main idea in a Level 2 Skills of conceptual
ARABIC and understanding of the discussion conducted in understanding
LANGUAGE (I) main reasons for and classical Arabic (Medieval
against an argument or Period)
idea in a discussion
conducted in classical 3.1.1.LI.2 3.1.1.AS.2
Arabic. Identify the main reasons for Level 2 Skills of conceptual
and against an argument understanding
conducted in clear classical
Arabic (Medieval Period)
232
STRAND: LISTENING
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
1 PHONOLOGY 1.1.2.LO.1 1.1.2.CS.1 1.1.2.LI.1 1.1.2.AS.1
OF THE Describe the Demonstrate knowledge Identify the peculiar
ARABIC phonological features of and understanding of the phonological features of Level 1 Recall
LANGUAGE modern standard Arabic. difference of Arabic types Modern Standard Arabic. Level 2 Skills of conceptual
(I1) and the various regional understanding
1.1.2.LO.2 Arabic dialects.
Level 4 Extended critical
Describe the
thinking and reasoning
phonological differences 1.1.2.LI.2
between Cairo and Saudi Identify the textual
1.1.2.AS.2
Arabic dialects. representations of sounds in
Level 1 Recall
words of the MSA and their
sequence. Level 2 Skills of conceptual
understanding
Level 4 Extended critical
thinking and reasoning
1.1.2.LI.3
Identify the distinct 1.1.1.AS.3
phonological features of Level 1 Recall
Arabic dialects of Cairo and Level 2 Skills of conceptual
that of Saudi Arabia understanding
Level 4 Extended critical
thinking and reasoning
1.1.1.LI.4
Identify the phonological 1.1.2.AS.4
features of Arabic dialect of Level 1 Recall
Saudi Arabia and imitate its
Level 2 Skills of conceptual
sound patterns.
understanding
Level 4: Extended critical
thinking and reasoning
233
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
2 LISTENING 2.1.2.LO.1 2.1.2.CS.1 2.1.2.LI.1 2.1.2.AS.1
COMPREHENSI Interpret and evaluate Demonstrate knowledge Interpret key words and Level 1 Recall
ON AND expressions regularly and understanding of the expressions that relate directly Level 3 Strategic reasoning
PARTICIPATION encountered in personal contextual meanings of to issues of the dialogue.
(I1) dialogues. words and expressions in
personal dialogues. 2.1.2.LI.2 2.1.2.AS.2
Decode and evaluate key Level 1 Recall
words and expressions that Level 3 Strategic reasoning
relate directly to the issues of
the dialogue.
2.1.2.LO.2 2.1.2.CS.2 2.1.2.LI.1 2.1.2.AS.1
Interpret and evaluate Demonstrate knowledge Interpret key words and Level 1 Recall
expressions regularly and understanding of the expressions that relate directly Level 3 Strategic reasoning
encountered in media. contextual meanings of to the themes of radio or
words and expressions television series.
from media.
2.1.2.LI.2 2.1.2.AS.2
Decode and evaluate key Level 1 Recall
words and expressions that Level 3 Strategic reasoning
relate directly to radio or
television series.
234
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
3 LISTENING 3.1.2.LO.1 3.1.2.CS.1 3.1.2.LI.1 3.1.2.AS.1
COMPREHENSI Identify concrete and Demonstrate knowledge Identify the concrete ideas Level 1 Recall
ON abstract ideas delivered and understanding of the delivered in classical Arabic Level 3 Strategic reasoning
in classical Arabic main ideas of discourse at a natural speed.
discourse at a natural propositionally and
speed. linguistically complex 3.1.2.LI.2 3.1.2.AS.2
discourse on both concrete Identify the abstract ideas Level 1 Recall
and abstract topics delivered in classical Arabic Level 3 Strategic reasoning
delivered in classical discourse at a natural speed.
Arabic. (B2)
3.1.2.LO.2 3.1.2.CS.2 3.1.2.LI.1 3.1.2.AS.1
Explain in your own Demonstrate knowledge Explain in your own words Level 1 Recall
words the salient points and understanding of live the salient points and main Level 3 Strategic reasoning
and main ideas related to broadcast or playback ideas related to social or
social or academic life programme on both academic life from the audio
from the audio/visual familiar and unfamiliar /visual materials.
material. topics in social or
academic life delivered in 3.1.2.LI.2 3.1.2.AS.2
modern standard Arabic. Explain in your own words Level 1 Recall
(B2) the salient points and main Level 3 Strategic reasoning
ideas related to News and
current affairs programmes
from the audio/visual
materials.
235
STRAND: LISTENING
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
1 LISTENING 1.1.3.LO.1 1.1.3.CS.1 1.1.3.LI.1 1.1.3.AS.1
COMPREHENSI Interpret information Demonstrate knowledge Explain the general idea of an Level 2 Skills of conceptual
ON AND from oral/audio source and understanding of the audio speech or reading from understanding
PARTICIPATION by deducing the meanings and purposes of an informational text and Level 3 Strategic reasoning
meanings of unknown the various non-fictional write down identifiable words
words from known ones. texts. from the audio.
1.1.3.LI.2 1.1.3.AS.2
Tell the meanings of words Level 2 Skills of conceptual
from media news using clues
understanding
from surrounding words and
context. Level 3 Strategic reasoning
236
STRAND 2: SPEAKING
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
1 EVERYDAY 1.2.1.LO.1 1.2.1.CS.1 1.2.1.LI.1 1.2.1.AS.1
ORAL Calculate in hundreds Demonstrate knowledge Count the number of students Level 2 Skills of conceptual
COMMUNICAT and thousands, the and application of in class, estimate the understanding
ION number of people in your arithmetic methods to congregation size at your Level 3 Strategic reasoning
immediate environment, calculate in hundreds and mosque or church.
and quantities of items thousands, quantities,
you use. distance and weight. 1.2.1.LI.2 1.2.1.AS.2
Tell how much you buy food, Level 2 Skills of conceptual
1.2.1.LO.2 clothes, learning materials,
understanding
Calculate the distance and electronics.
between places you Level 3 Strategic reasoning
know, your weight and 1.2.1.LI.3
those of items you use. Tell the distance between 1.2.1.AS.3
your house to the school, Level 2 Skills of conceptual
. market, shopping centre, or understanding
city centre. Level 3 Strategic reasoning
1.2.1.LI.4 1.2.1.AS.4
Tell your weight, that of Level 2 Skills of conceptual
people you know, or items understanding
you use. Level 3 Strategic reasoning
237
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
1 EVERYDAY 1.2.1.LO.3 1.2.1.CS.2 1.2.1.LI.1 1.2.1.AS.1
ORAL Identify appropriate Demonstrate knowledge Exemplify appropriate words Level 1 Recall
COMMUNICAT culturally specific and understanding of of condolences to a bereaved Level 2 Skills of conceptual
ION expressions for culturally specific family. understanding
misfortunes or losses in expressions on sad/happy
business or properties. moments. 1.2.1.LI.2 1.2.1.AS.2
Say words of consolation or Level 1 Recall
comfort to a person who loses Level 2 Skills of conceptual
a property or business. understanding
1.2.1.LI.3 1.2.1.AS.3
Say words of congratulation, Level 1 Recall
felicitation or well-wishing to Level 2 Skills of conceptual
a person in happy moment. understanding
1.2.1.LO.4 1.2.1.CS.3 1.2.1.LI.1
Employ various Demonstrate knowledge Apply questions as a strategy 1.2.1.AS.1
conversation strategies and application of to seek clarity of a statement. Level 1 Recall
such as interrogative effective communicative Level 2 Skills of conceptual
statement, surprise and strategies. understanding
wonder to advance an
argument. 1.2.1.LI.2 1.2.1.AS.2
Employ rhetorical question to Level 1 Recall
1.2.1.LO.5 show surprise or wonder Level 2 Skills of conceptual
Orally give a short about an opposing statement understanding
presentation about or view.
Ghanaian independence
celebration. 1.2.1.LI.3 1.2.1.AS.3
Give a two-sentence Level 1 Recall
introduction of the topic, six- Level 2 Skills of conceptual
. sentence main body, and two- understanding
sentence conclusion.
238
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
1 EVERYDAY 1.2.1.LO.6 1.2.1.CS.4 1.2.1.LI.1 1.2.1.AS.1
ORAL Give the denotative Demonstrate knowledge Tell the English equivalent Level 1 Recall
COMMUNICAT meanings of words in a and application of basic denotative meanings of words Level 2 Skills of conceptual
ION text from Arabic to translation/interpretation in an Arabic text. understanding
English or vice versa. rules and methods Level 3 Strategic reasoning
involving simple Arabic
and English texts from
1.2.1.LO.7 different fields and 1.2.1.LI.1. 1.2.1.AS.2
Give the connotative varying degrees of Give the Arabic equivalent Level 1 Recall
meanings of words in a difficulty. denotative meanings of words Level 2 Skills of conceptual
text from Arabic to in an English text. understanding
English or vice versa. Level 3 Strategic reasoning
1.2.1.LI.3 1.2.1.AS.3
. Give the English equivalent Level 1 Recall
connotative meanings of Level 2 Skills of conceptual
words in an Arabic text. understanding
Level 3 Strategic reasoning
1.2.1.LI.4 1.2.1.AS.4
Give the Arabic equivalent Level 1 Recall
connotative meanings of Level 2 Skills of conceptual
words in an English text. understanding
Level 3 Strategic reasoning
239
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
2 EVERYDAY 2.2.1.LO.1 2.2.1.CS.1 2.2.1.LI.1 2.2.1.AS.1
ORAL Describe locations of Demonstrate knowledge Describe the position of a Level 1 Recall
COMMUNICAT buildings or facilities by and understanding of building or a facility located Level 2 Skills of conceptual
ION giving directions or appropriate use of in far away or near distances. understanding
routes. expressions in giving Level 3 Strategic reasoning
directions on how to get
from one location to the 2.2.1.LI.2 2.2.1.AS.2
other. (A2) Give directions on how to get Level 1 Recall
to a building or facility from Level 2 Skills of conceptual
one location to the other. understanding
Level 3 Strategic reasoning
2.2.1.LO.2 2.2.1.CS.2 2.2.1.LI.1 2.2.1.AS.1
Apply the rules of Give clear, detailed Level 1 Recall
constructing clear, Demonstrate knowledge descriptions of step-by-step Level 2 Skills of conceptual
detailed description of and application of rules of preparations for a students’ understanding
how to organize a constructing clear, meeting.
meeting and a function. detailed description of
. how to carry out a 2.2.1.LI.2 2.2.1.AS.2
procedure. (B2) Give clear, detailed Level 1 Recall
descriptions of meeting Level 2 Skills of conceptual
processes and procedures. understanding
240
2 EVERYDAY 2.2.1.CS.3 2.2.1.LI.1 2.2.1.AS.1
ORAL Demonstrate knowledge Describe the type of data you Level 1 Recall
COMMUNICAT and application of need, either from textbooks, Level 2 Skills of conceptual
ION techniques in structuring newspapers, magazines, and understanding
and presenting good internet, as fact-based
arguments in a debate. evidence and unquestionable
logic to prove that your point
of view is correct.
2.2.1.AS.2
2.2.1.LI.2
Level 1 Recall
Explain your viewpoints and
Level 2 Skills of conceptual
perspective and the opposing
understanding
viewpoints and criticisms of
your claim, and present 3
evidence to refute the
opposing arguments.
.
2.2.1.LI.1
2.2.1.CS.4 2.2.1.AS.1
Describe real event and
Demonstrate knowledge Level 2 Skills of conceptual
personal experience which
and understanding of the understanding
leaves strong impression in
construction of clear
mind.
expression of feelings and
2.2.1.LI.2
reasons to explain those 2.2.1.AS.1
Give detailed accounts of
feelings. (B1) Level 2 Skills of conceptual
personal experiences,
understanding
describing feelings and
reactions.
241
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
2 EVERYDAY 2.2.1.CS.5 2.2.1.LI.1 2.2.1.AS.1
ORAL Demonstrate knowledge Give a word-to-word Level 1 Recall
COMMUNICAT and application of basic translation of selected Arabic Level 2 Skills of conceptual
ION translation/interpretation phrases into English. understanding
rules and methods Level 3 Strategic reasoning
involving Arabic and
English texts from 2.2.1.LI.2 2.2.1.AS.2
different fields and Give a word-to-word Level 1 Recall
varying degrees of translation of selected English Level 2 Skills of conceptual
difficulty. phrases into Arabic. understanding
. . Level 3 Strategic reasoning
2.2.1.LI.3 2.2.1.AS.3
Tell the connotative meanings Level 1 Recall
of selected Arabic words, Level 2 Skills of conceptual
phrases in an English text. understanding
Level 3 Strategic reasoning
2.2.1.LI.4 2.2.1.AS.4
Tell the connotative meanings Level 1 Recall
of selected English words, Level 2 Skills of conceptual
phrases in an Arabic text. understanding
Level 3 Strategic reasoning
242
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
3 EVERYDAY 3.2.1.LO.1 3.2.1.CS.1 3.2.1.LI.1 3.2.1.AS.1
ORAL Describe feelings about Demonstrate knowledge Describe real event and Level 1 Recall
COMMUNICAT experiences and give and understanding of the personal experience which Level 2 Skills of conceptual
ION reasons to explain those construction of clear leaves strong impression in understanding
feelings. expression of feelings and mind.
reasons to explain those
feelings. (B1) 3.2.1.LI.2 3.2.1.AS.2
Give detailed accounts of Level 1 Recall
personal experiences, Level 2 Skills of conceptual
describing feelings and understanding
reactions.
3.2.1.LO.2 3.2.1.CS.2 3.2.1.LI.1 3.2.1.AS.1
Explain a viewpoint on Demonstrate knowledge Describe social media and its Level 2 Skills of conceptual
the use of social media and understanding of significant impact on people’s understanding
giving the advantages viewpoints expressed in lives in today’s world. Level 3 Strategic reasoning
and disadvantages of media on a topical issue
various types. giving the advantages and 3.2.1.LI.2 3.2.1.AS.2
disadvantages of various Give a viewpoint on the use Level 2 Skills of conceptual
options. (A2) of social media giving its understanding
. advantages and Level 3 Strategic reasoning
disadvantages.
243
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
3 EVERYDAY 3.2.1.LO.3 3.2.1.CS.3 3.2.1.LI.1 3.2.1.AS.1
ORAL Construct a chain of Demonstrate knowledge Give 5-point reasoned Level 2 Skills of conceptual
COMMUNICAT reasoned argument about and understanding of argument about the dangers of understanding
ION the dangers of bad habits developing an argument a bad habit to the individual. Level 3 Strategic reasoning
to the individual and the systematically with
society. appropriate highlighting 3.2.1.LI.2 3.2.1.AS.2
of significant points, and Give 5-point reasoned Level 2 Skills of conceptual
relevant supporting detail. argument about the dangers of understanding
(B2) uncontrolled drug use to the Level 3 Strategic reasoning
society.
3.2.1.LO.4 3.2.1.CS.4 3.2.1.LI.1 3.2.1.AS.1
Give a word-to-word Demonstrate knowledge Give a word-to-word Level 1 Recall
translation of simple and application of basic translation of simple Arabic Level 2 Skills of conceptual
sentences in a text from translation/interpretation sentences into English. understanding
Arabic to English or vice rules and methods Level 3 Strategic reasoning
versa. involving Arabic and
English texts from 3.2.1.LI.2 3.2.1.AS.2
different fields and Give a word-to-word Level 2 Skills of conceptual
varying degrees of translation of simple English understanding
difficulty. sentences into Arabic.
3.2.1.LO.5
Give the connotative 3.2.1.LI.3 3.2.1.AS.3
meanings of words, Tell the connotative meanings Level 1 Recall
phrases and sentences in of Arabic phrases and Level 2 Skills of conceptual
a text from Arabic to sentences in an English text understanding
English or vice versa. .
3.2.1.LI4 3.2.1.AS.4
Tell the connotative meanings Level 1 Recall
of English phrases and Level 2 Skills of conceptual
sentences in an Arabic text. understanding
244
STRAND: SPEAKING
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
1 ORACY AND 1.2.2.LO.1 1.2.2.CS.1 1.2.2.LI.1 1.2.2.AS.1
AESTHETICS Recount a simplified Demonstrate knowledge Give a summary of a famous Level 1 Recall
version of a Ghanaian and literary creativity in Ghanaian story using words Level 2 Skills of conceptual
story from a literature narrating a known local from a literature book. understanding
book. story using simple literary
devices. 1.2.2.LI.2 1.2.2.AS.2
Narrate a summarized story Level 1 Recall
from a prescribed literature Level 2 Skills of conceptual
textbook adopting familiar understanding
names within your locality.
1.2.2..LI.3 1.2.2..AS.3
In not more than 100 words, Level 1 Recall
give an account of a real event Level 2 Skills of conceptual
in your own words, understanding
employing simple literary
devices like simile.
1.2.2.LI.4 1.2.2.AS.4
In not more than 100 words, Level 1 Recall
give an account of a real event Level 2 Skills of conceptual
in your own words, understanding
employing metaphor, and
imagery.
245
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
1.2.2.LO.2 1.2.2.CS.2 1.2.2.LI.1 1.2.2.AS.1
Narrate a simple real Demonstrate knowledge Recite a modern Arabic poem Level 1 Recall
story using simple and ability to recall and of 10 lines from memory, Level 2 Skills of conceptual
literary devices of your reproduce lines of modern with clear voice and understanding
choice. Arabic poetry with clear articulation at a natural pace.
voice and articulation.
1.2.2.LI.2 1.2.2.AS.2
1.2.2.LO.3 Recite a modern Arabic poem Level 1 Recall
Reproduce lines of of 10 lines from memory, Level 2 Skills of conceptual
modern poetry with clear with clear voice, and understanding
voice and articulation, articulation, recitation rhythm Level 3 Strategic reasoning
reasonable speed, rhythm and intonation.
intonation and proper
pronunciation. 1.2.2.LI.3 1.2.2.AS.3
Recite a modern Arabic prose Level 3 Strategic reasoning
1.2.2.LO.4 of 10 lines from memory,
Reproduce lines of with clear voice, and
modern prose with clear articulation, at a natural pace.
voice and articulation,
reasonable speed, 1.2.2.LI.4 1.2.2.AS.4
intonation and proper Recite a modern Arabic poem Level 1 Recall
pronunciation. of 10 lines from memory, Level 2 Skills of conceptual
with clear voice, and understanding
articulation, at a natural pace. Level 3 Strategic reasoning
246
STRAND: SPEAKING
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
2 Oracy and 2.2.2.LO.1 2.2.2.CS.1 2.2.2.LI.1 2.2.2.AS.1
Aesthetics Recount a simplified Demonstrate knowledge Give summaries of the short Level 1 Recall
version of an African and creativity in stories from the following Level 2 Skills of conceptual
story from a literature recounting known African book, using words from the understanding
book. stories in Arabic, applying book:
common artistic and االخط ااالستواء.
literary devices..
2.2.2.LI.2 2.2.2.AS.2
Give a summary on any of the Level 1 Recall
short stories from the Level 2 Skills of conceptual
2.2.2.LO.2 following book, using understanding
Adapt a short story from author’s words.
a prescribed literature رحلة البحث عن اإلنسان
book using your own
words and literary 2.2.2.CS.2 2.2.2.LI.1 2.2.2.AS.1
devices. Demonstrate Adapt the plot of a story from Level 1 Recall
understanding and the book (,) الخط االستواءcreate Level 2 Skills of conceptual
creativity storytelling, your character and few simple understanding.
using simple narrative events, using scenes from
structure. environment.
2.2.2.LO.3 .االخط ااالستواء
Compose a simplified
line of poetry of your 2.2.2.LI.2 2.2.2.AS.2
own, using a modelled Should be: Adapt any of the Level 1 Recall
structure and theme. stories from the following Level 2 Skills of conceptual
book, create your character understandin
and few simple events using
common literary elements.
رحلة البحث عن اإلنسان
247
2 Oracy and 2.2.2.LO.3 2.2.2.CS.3 2.2.2.LI.1 2.2.2.AS.1
Aesthetics Compose a simplified Demonstrate knowledge Recite a simple modern poem Level 1 Recall
line of poetry of your and creativity in of 10 lines from the following Level 3 Strategic reasoning
own, using a modelled composing simple lines of poem, at a reasonable speed.
structure and theme. poetry, using sampled حافظ إبراهيم- وتربية،اللغة العربية
structure. النساء
2.2.2.LI.2 2.2.2.AS.2
Recite a simple poem of 10 Level 1 Recall
lines of your creation, at Level 3 Strategic reasoning
normal and reasonable speed.
3 Oracy and 3.2.2.LO.1 3.2.2.CS.1 3.2.2.LI.1 3.2.2.AS.1
Aesthetics Narrate, in your own Demonstrate knowledge Give summaries of the short Level 1 Recall
words, a simple known and creativity in stories from the following Level 2 Skills of conceptual
African story, applying recounting known African book, using your own words: understanding
characterisation and plot. stories in Arabic, applying الخط ااالستواء.
common artistic and 3.2.2.LI.2 3.2.2.AS.2
literary devices. Give a summary of any of the Level 1 Recall
short stories from the Level 2 Skills of conceptual
following book, using your understanding
own words:
رحلة البحث عن اإلنسان
3.2.2.LO.2 3.2.2.CS.2 3.2.2.LI.1 3.2.2.AS.1
Create a short story of Demonstrate knowledge Adapt the plot of a story from Level 1 Recall
your own, using simple and creativity in the following book, create Level 2 Skills of conceptual
literary devices of your storytelling, your character and few understanding.
choice. using simple narrative simple events, using scenes
structure. from your environment.
الخط ااالستواء.
3.2.2.LI.2 3.2.2.AS.2
Adapt any of stories from the Level 1 Recall
248
following book, create your Level 2 Skills of conceptual
character and few simple understanding
events, using common
literary elements.
رحلة البحث عن اإلنسان
YEAR SUB-STRAND LEARNING CONTENT STANDARD LEARNING INDICATOR LEVELS OF
OUTCOME ASSESSMENT
3 Oracy and 3.2.2.LO.3 3.2.2.CS.3 3.2.2.LI.1 3.2.2.AS.1
Aesthetics Compose a simplified Demonstrate knowledge Recite a simple modern poem Level 1 Recall
line of poetry of your and creativity in of 20 lines from memory, at a Level 2 Skills of conceptual
own, using a modelled composing simple lines of reasonable speed. understanding
structure and theme. poetry, using sampled
structure. 3.2.2.LI.2
Recite a simple poem of 10 3.2.2.AS.2
lines of your own creation, at Level 1 Recall
normal and reasonable speed. Level 2 Skills of conceptual
understanding
249
STRAND: SPEAKING
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
1 Grammar 1.2.3.LO.1 1.2.3.CS.1 1.2.3.LI.1 1.2.3.AS.1
Explain the declensional Demonstrate knowledge Orally compose 5 nominal Level 1 Recall
endings of nouns and and understanding of parts sentences about personal Level 2 Skills of conceptual
tenses of verbs in of speech and their experiences and tell the understanding
syntactic structure of various characteristics. reason for starting with a Level 3 Strategic reasoning
Arabic sentences. Noun and its grammatical
function.
1.2.3.LI.2 1.2.3.AS.2
Apply the grammatical rule to Level 1 Recall
orally compose 5 verbal Level 2 Skills of conceptual
sentences about recent events understanding
in the community, and the Level 3 Strategic reasoning
reason for starting with the
verb and its morphological
changes.
1.2.3..LI.3 1.2.3.AS.3
Apply the grammatical rule to Level 1 Recall
orally compose 5 sentences Level 2 Skills of conceptual
that contain particles and their understanding
grammatical functions. Level 3 Strategic reasoning
250
STRAND: SPEAKING
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
2 Grammar 2.2.3.LO.1 2.2.3.CS.1 2.2.3.LI.1 2.2.3.AS.1
Analyse the grammatical Speaking Good Arabic: Analyse the grammatical Level 1 Recall
functions of the various Grammar Unit: Demonstrate functions of the various Level 2 Skills of conceptual
components of the syntactic knowledge and components of the Arabic understanding
structure of Arabic understanding of types of Nominal Sentence. Level 3 Strategic reasoning
Nominal or Verbal sentences and the
Sentence. grammatical functions of 2.2.3.LI.2 2.2.3.AS.2
their extended components. Analyse the grammatical Level 1 Recall
functions of the various
Level 2 Skills of conceptual
components of the syntactic
structure of Arabic Verbal understanding
Sentence. Level 3 Strategic reasoning
STRAND: SPEAKING
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
3 Grammar 3.2.3.LO.1 3.2.3.CS.1 3.2.3.LI.1 3.2.3.AS.1
Analyse the grammatical Demonstrate knowledge and Analyse the grammatical Level 1 Recall
functions of the various understanding of types of functions of the various Level 2 Skills of conceptual
components of the syntactic sentences and the components of the Arabic understanding
structure of Arabic grammatical functions of Nominal Sentence. Level 3 Strategic reasoning
Sentence. their extended components.
2.2.3.LI.2 3.2.3.AS.2
Analyse the grammatical Level 1 Recall
functions of the various
Level 2 Skills of conceptual
components of the syntactic
structure of Arabic Verbal understanding
Sentence. Level 3 Strategic reasoning
251
STRAND: READING
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
1 Phonological 1.3.1.LO.1 1.3.1.CS.1 1.3.1.LI.1 1.3.1..AS.1
awareness/ Oral Apply reading rules of Demonstrate knowledge Read semi-complex fully Level 1 Recall
reading fluency semi-complex fully and understanding and vowelized verses of the Quran Level 2 Skills of conceptual
vowelized verses of application of reading with clear voice, rhythm, understanding
poetry or the Quran at a techniques of a intonation, and proper Level 3 Strategic reasoning
reasonable speed. moderately complex pronunciation at a reasonable
authentic text at a speed.
reasonable speed.
1.3.1.LI.2 1.3.1.AS.2
1.3.1.LO.2 Read semi-complex fully Level 1 Recall
Apply reading rules of vowelized verses of poetry Level 2 Skills of conceptual
semi-complex fully with clear voice, rhythm, understanding
vowelized prose at a intonation, and proper Level 3 Strategic reasoning
reasonable speed. pronunciation at a reasonable
speed.
1.3.1.LI.3 1.3.1.AS.3
Read semi-complex fully Level 1 Recall
vowelized classic prose with Level 2 Skills of conceptual
clear voice, rhythm, understanding
intonation, and proper Level 3 Strategic reasoning
pronunciation at a reasonable
speed.
252
STRAND: READING
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
2 Phonological 2.3.1.LO.1 2.3.1.CS.1 2.3.1.LI.1 2.3.1..AS.1
Awareness / Oral Apply reading rules of Demonstrate understanding Read texts of semi-vowelized Level 1 Recall
Reading Fluency classical poetry with and application of reading nature consisting of complex Level 2 Skills of conceptual
precision and at a rules of classical literature at combination of metric lines, understanding
reasonable speed. a reasonable speed and verses, patterns, and rhythm,
precision. slowly, and at gradually
2.3.1.LO.2 increasing speed.
Apply reading rules of 2.3.1.AS.2
classical prose with 2.3.1.LI.2
Read texts of semi-vowelized Level 1 Recall
precision and at a
reasonable speed. nature consisting of free-flowing Level 2 Strategic reasoning
sentences, paragraphs, and
chapters, slowly, and at
2.3.1.LO.3 gradually increased speed
2.3.1.CS.2
Apply reading rules of Demonstrate understanding
modern poetry with 2.3.1.LI.1 2.3.2.AS.1
and application of reading Read texts of semi-vowelized
precision and at a rules of modern poetry at a Level 1 Recall
reasonable speed. nature consisting of complex Level 2 Skills of conceptual
reasonable speed and with combination of long words
clarity and precision. understanding
slowly, and at gradually
2.3.1.LO.4
increased speed
Apply reading rules of
modern prose with 2.3.1.AS.2
precision and at a 2.3.1.LI.2
Read texts of semi-vowelized Level 1 Recall
reasonable speed. Level 2 Strategic reasoning
nature consisting of complex
combination of long words
slowly, and at gradually
increased speed.
253
STRAND: READING
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
3 Phonological 3.3.1.LO.1 3.3.1.CS.1 3.3.1.LI.1 3.3.1.AS.1
awareness/Oral Apply reading rules of Demonstrate understanding Read texts of semi-vowelized Level 1 Recall
reading fluency classical poetry with and application of reading nature consisting of complex Level 2 Skills of conceptual
precision and at a rules of classical literature at combination of metric lines, understanding
reasonable speed. a reasonable speed and verses, patterns, and rhythm,
precision. slowly, and at gradually
3.3.1.LO.2 increasing speed.
Apply reading rules of 3.3.1.AS.2
classical prose with 3.3.1.LI.2
Read texts of semi-vowelized Level 1 Recall
precision and at a
reasonable speed. nature consisting of free-flowing Level 2 Skills of conceptual
sentences, paragraphs, and understanding
chapters, slowly, and at
3.3.1.LO.3 gradually increased speed
Apply reading rules of 3.3.1.CS.2
modern poetry with 3.3.1.LI.1 3.3.1.AS.1
Demonstrate understanding Read texts of semi-vowelized
precision and at a Level 1 Recall
and application of reading nature consisting of complex
reasonable speed. Level 2 Skills of conceptual
rules of modern poetry at a combination of long words
reasonable speed and with understanding
slowly, and at gradually
clarity and precision. increased speed
3.3.1.LO.4
Apply reading rules of
modern prose with 3.3.1.LI.2
Read texts of semi-vowelized 3.3.1.AS.2
precision and at a Level 1 Recall
reasonable speed. nature consisting of complex
combination of long words Level 2 Skills of conceptual
slowly, and at gradually understanding
increased speed. Level 3 Strategic reasoning
254
STRAND: READING COMPREHENSION
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
1 Reading 1.3.2.LO.1 1.3.2.CS.1 1.3.2.LI.1 1.3.2.AS.1
comprehension Describe your Demonstrate knowledge and Survey the text for clues related Level 1 Recall
understanding of the understanding of text content to its general idea, its relevance, Level 2 Skills of conceptual
author’s idea(s) by using reading strategies of and how the ideas connect to understanding
comparing and contrasting semi-complex text at a each other. Level 3 Strategic reasoning
with what you know reasonable speed. (B1,
already. CEFR) 1.3.2.LI.2 1.3.2.AS.2
Give possible meanings of Level 1 Recall
1.3.2.LO.2 unknown words in the passage,
Level 2 Skills of conceptual
Give the denotative and then confirm their meanings
meanings of words, phrases from the dictionary. understanding
and sentences in a text from Level 3 Strategic reasoning
Arabic to English or vice
versa.
1.3.2.CS.2 1.3.2.LI.1
1.3.2.LO.3 Provide the denotative meanings 1.3.2.AS.1
Demonstrate knowledge and
Give the connotative application of basic of Arabic words, phrases and Level 1 Recall
meanings of words, phrases translation/interpretation sentences in an English text. Level 2 Skills of conceptual
and sentences in a text from rules and methods involving understanding
Arabic to English or vice simple Arabic and English Level 3 Strategic reasoning
versa. texts from different fields
and varying degrees of 1.3.2.LI.2
difficulty. Provide the denotative meanings 1.3.2.AS.2
of Arabic words, phrases and Level 1 Recall
sentences in an Arabic text. Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
255
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
1 Reading 1.3.2.LO.3 1.3.2.LI.3 1.3.2.AS.3
comprehension Give the connotative Provide the connotative Level 1 Recall
meanings of words, phrases meanings of Arabic words, Level 2 Skills of conceptual
and sentences in a text from phrases and sentences in an understanding
Arabic to English or vice English text. Level 3 Strategic reasoning
versa.
1.3.2.LI.4 1.3.2.AS.4
Provide the connotative Level 1 Recall
meanings of Arabic words,
Level 2 Skills of conceptual
phrases and sentences in an
Arabic text. understanding
Level 3 Strategic reasoning
STRAND: READING COMPREHENSION
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
2 Reading 2.3.2.LO.1 2.3.2.CS.1 2.3.2.LI.1 2.3.2.AS.1
comprehension Explain the content of Demonstrate knowledge and Identify the possible meanings of Level 1 Recall
nonfictional texts using understanding of unknown words in the passage, Level 2 Skills of conceptual
clues that are embedded in straightforward nonfictional and then confirm their meanings understanding
them highlighting the texts using reading strategies from the dictionary. Level 3 Strategic reasoning
purpose and the of literary writings. (B1,
underpinning message. CEFR) 2.3.2.LI.2 2.3.2.AS.2
Draw on prior knowledge to Level 1 Recall
identify clues that are embedded
Level 2 Skills of conceptual
in the text for possible inferences
regarding the general meaning understanding
and purpose of a textbook Level 3 Strategic reasoning
passage, newspaper or magazine
article.
2.3.2.LO.2 2.3.2.CS.2 2.3.2.AS.1
2.3.2.LI.1
Identify clues that are Demonstrate knowledge and Identify the possible meanings of Level 1 Recall
embedded in the classical understanding of fictional unknown words in the passage, Level 2 Skills of conceptual
256
Arabic prose in order to texts, using appropriate and then confirm their meanings understanding
make inferences regarding reference tools, with a broad from the dictionary. Level 3 Strategic reasoning
the ideas and the meanings active reading vocabulary.
of the texts. (B1, CEFR) 2.3.2.LI.2 2.3.2.AS.2
Draw on prior knowledge to Level 1 Recall
identify clues that are embedded Level 2 Skills of conceptual
in the text for possible inferences understanding
regarding the general meaning
Level 3 Strategic reasoning
and purpose of the text.
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
2 Reading 2.3.2.LO.3 2.3.2.CS.2 2.3.2.LI.3 2.3.2.AS.3
comprehension Explain clues that are Demonstrate knowledge and Identify the theme(s) and the Level 1 Recall
embedded in the classical understanding of general idea of the poem and Level 2 Skills of conceptual
Arabic prose in order to straightforward nonfictional explain the general meaning of understanding
make inferences regarding texts using reading strategies the text. Level 3 Strategic reasoning
the ideas and the meanings of literary writings. (B1,
of the texts. CEFR) 2.3.2.LI.4 2.3.2.AS.4
Explain subsidiary ideas of the Level 1 Recall
text and explain the implicit as Level 2 Skills of conceptual
well as explicit meanings of the understanding
key words. Level 3 Strategic reasoning
2.3.2.CS.3
2.3.2.LO.4 Demonstrate knowledge and
Explain clues that are 2.3.2.LI.1 2.3.2.AS.1
understanding of modern
embedded in the Modern Identify the theme(s) and the Level 1 Recall
poetry, using appropriate
Arabic poetry in order to general idea of the poem and Level 2 Skills of conceptual
reference tools, with a broad
make inferences regarding explain the general meaning of
active reading vocabulary. understanding
the ideas and the meanings the text.
(B1, CEFR). Level 3 Strategic reasoning
of the texts.
257
STRAND: READING COMPREHENSION (SAME AS IN YEAR 2)
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
3 Reading 3.3.2.LO.1 3.3.2.CS.1 3.3.2.LI.1 3.3.2.AS.1
comprehension Explain the content of Demonstrate knowledge and Identify the possible meanings of Level 1 Recall
nonfictional texts using understanding of unknown words in the passage, Level 2 Skills of conceptual
clues that are embedded in straightforward nonfictional and then confirm their meanings understanding
them highlighting the texts using reading strategies from the dictionary. Level 3 Strategic reasoning
purpose and the of literary writings. (B1,
underpinning message. CEFR) 3.3.2.LI.2 3.3.2.AS.2
Draw on prior knowledge to Level 1 Recall
identify clues that are embedded
Level 2 Skills of conceptual
in the text for possible inferences
regarding the general meaning understanding
and purpose of a textbook Level 3 Strategic reasoning
passage, newspaper or magazine
article.
3.3.2.LO.2 3.3.2.CS.2 3.3.2.AS.1
3.3.2.LI.1
Identify clues that are Demonstrate knowledge and Identify the possible meanings of Level 1 Recall
embedded in the classical understanding of fictional unknown words in the passage, Level 2 Skills of conceptual
Arabic prose in order to texts, using appropriate and then confirm their meanings understanding
make inferences regarding reference tools, with a broad from the dictionary. Level 3 Strategic reasoning
the ideas and the meanings active reading vocabulary.
of the texts. (B1, CEFR) 3.3.2.LI.2 3.3.2.AS.2
Draw on prior knowledge to Level 1 Recall
identify clues that are embedded Level 2 Skills of conceptual
in the text for possible inferences
understanding
regarding the general meaning
and purpose of the text. Level 3 Strategic reasoning
258
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
3 Reading 3.3.2.LO.3 3.3.2.LI.3 3.3.2.AS.3
comprehension Explain clues that are Identify the theme(s) and the Level 1 Recall
embedded in the classical general idea of the poem and Level 2 Skills of conceptual
Arabic poetry in order to explain the general meaning of understanding
make inferences regarding the text. Level 3 Strategic reasoning
the ideas and the meanings
of the texts. 3.3.2.LI.4 3.3.2.AS.4
Explain subsidiary ideas of the Level 1 Recall
text and explain the implicit as
Level 2 Skills of conceptual
well as explicit meanings of the
key words. understanding
Level 3 Strategic reasoning
3.3.2.CS.3 3.3.2.LI.1
Demonstrate knowledge and Identify the theme(s) and the 3.3.2.AS.1
3.3.2.LO.4 Level 1 Recall
Explain clues that are understanding of modern general idea of the poem and
poetry, using appropriate explain the general meaning of Level 2 Skills of conceptual
embedded in the Modern
Arabic poetry in order to reference tools, with a broad the text. understanding
make inferences regarding active reading vocabulary. Level 3 Strategic reasoning
the ideas and the meanings (B1, CEFR).
of the texts.
259
STRAND: READING
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
1 Grammar 1.3.3.LO.1 1.3.3.CS.1 1.3.3.LI.1 1.3.3.AS.1
Identify Parts of Speech in Demonstrate knowledge and Identify nouns, verbs and Level 1 Recall
Arabic, their key features. understanding of parts of particles and state their Level 2 Skills of conceptual
speech and their identifiable features. understanding
grammatical functions. Level 3 Strategic reasoning
1.3.3.LI.2 2.3.2.AS.2
State the grammatical functions Level 1 Recall
of nouns, verbs, and particles in Level 2 Skills of conceptual
a given sentence.
understanding
Level 3 Strategic reasoning
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
2 Grammar 2.3.3.LO.1 2.3.3.CS.1 2.3.3.LI.1 2.3.3.AS.1
Identify the types of Demonstrate knowledge and Extract from the passage 10 Level 1 Recall
sentences in reading texts understanding of types of nominal sentences and identify Level 2 Skills of conceptual
of varied sentence sentences and reasons for the their grammatical functions and understanding
structures showing the declensional endings of the attached declensions. Level 3 Strategic reasoning
grammatical functions of nouns and the tenses of
each component. verbs in syntactic structure 2.3.3.LI.2 2.3.2.AS.2
of Arabic sentences. Extract from the passage 10 Level 1 Recall
verbal sentences and identify
Level 2 Skills of conceptual
their two major components with
their grammatical functions and understanding
the attached declensions. Level 3 Strategic reasoning
260
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
2 Grammar 2.3.3.LO.2 2.3.3.CS.1 2.3.3.LI.3 2.3.3.AS.3
Identify the declension of Demonstrate knowledge and Extract from the passage the Level 1 Recall
nouns: the three cases, with understanding of types of nominative case in nouns with Level 2 Skills of conceptual
the rules governing the sentences and reasons for the their changing morphological understanding
changing components of declensional endings of structures and the rules Level 3 Strategic reasoning
number, and gender. nouns and the tenses of governing their usage.
verbs in syntactic structure
2.3.3.AS.4
of Arabic sentences. 2.3.3.LI.4 Level 1 Recall
Extract from the passage the
Level 2 Skills of conceptual
accusative case in nouns with
their changing morphological understanding
structures and the rules Level 3 Strategic reasoning
governing their usage.
2.3.3.LI5 2.3.3.AS.5
Extract from the passage the Level 1 Recall
genitive case in nouns with their Level 2 Skills of conceptual
changing morphological understanding
structures and the rules Level 3 Strategic reasoning
governing their usage.
261
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
3 Grammar 3.3.3.LO.1 3.3.3.CS.1 3.3.3.LI.1 3.3.3.AS.1
Identify the types of Demonstrate knowledge and Extract from the passage all Level 1 Recall
sentences in reading texts understanding of types of nominal sentences and identify Level 2 Skills of conceptual
of varied sentence sentences and their their grammatical functions and understanding
structures showing the components: The subject and the attached declensions. Level 3 Strategic reasoning
grammatical functions of predicate (complement), The
each component. subject and the predicate 3.3.3.LI.2 3.3.2.AS.2
(object) Extract from the passage all Level 1 Recall
verbal sentences and identify
Level 2 Skills of conceptual
their two major components with
their grammatical functions and understanding
the attached declensions. Level 3 Strategic reasoning
Grammar 3.3.3.LO.2 3.3.3.CS.2 3.3.3.LI.1 3.3.1.AS.1
3 Identify the declension of Demonstrate knowledge and Extract from the passage the Level 1 Recall
nouns: the three cases, with understanding of the rules of nominative case in nouns with Level 2 Skills of conceptual
the rules governing the the declension of noun: the their changing morphological understanding
changing components of three cases, and their structures and the rules Level 3 Strategic reasoning
number, and gender. associates. governing their usage.
3.3.3.LI.2 3.3.2.AS.2
Extract from the passage the Level 1 Recall
accusative case in nouns with Level 2 Skills of conceptual
their changing morphological understanding
structures and the rules Level 3 Strategic reasoning
governing their usage.
3.3.3.LI.3 3.3.3.AS.3
Extract from the passage the Level 1 Recall
genitive case in nouns with their Level 2 Skills of conceptual
changing morphological understanding
structures and the rules Level 3 Strategic reasoning
governing their usage.
262
STRAND: READING
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
1 Critical reading 1.3.4.LO.1 1.3.4.CS.1 1.3.4.LI.1 2.3.2.AS.1
Explain the general Demonstrate knowledge and Give the general definition of Level 1 Recall
characteristics of Arabic understanding of Arabic literature and how it Level 2 Skills of conceptual
literature and its historical introduction of Arabic developed over time. understanding
development. Literature. Level 4: Extended Thinking
1.3.4.LI.2 1.3.4.AS.2
Identify the various types of Level 1 Recall
Arabic literature and their Level 2 Skills of conceptual
literary functions.
understanding
Level 4: Extended Thinking
1.3.4.LO.2 1.3.4.LI.3 1.3.4.AS.2
Explain the artistic and Identify the social and cultural
Level 4: Extended Thinking
literary devices employed elements in a given text (prose).
in literary works and their
effects.
1.3.4.LI.4
Identify the social and cultural 1.3.4.AS.4
elements in selected lines of Level 1 Recall
poetry. Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
263
STRAND: READING
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
2 Critical reading 2.3.4.LO.1 2.3.4.CS.1 2.3.4.LI.1 2.3.4.AS.1
Explain the narration, the Demonstrate understanding Identify as many broad themes Level 1 Recall
characters’ actions, and application of strategies as possible (a thematic concept), Level 2 Skills of conceptual
interactions, and of literary appreciation in as well as the specific theme (a understanding
motivations that reflect the order to enhance thematic statements) of a literary Level 4: Extended Thinking
story’s theme. understanding of creative text.
texts.
2.3.4.AS.2
2.3.4.LI.2 Level 1 Recall
Examine the role and evolution
Level 2 Skills of conceptual
of a character as they reflect the
theme of the story. understanding
Level 4: Extended Thinking
2.3.4.LO.2 2.3.4.LI.3
Trace the sequence of the major 2.3.4.AS.3
Explain the employment of Level 1 Recall
artistic and literary devices events in a narrative by
identifying the actual beginning, Level 2 Skills of conceptual
in weaving the storyline of
the middle, and the end. understanding
a fictional narrative.
Level 4: Extended Thinking
2.3.4.LI.4 2.3.4.AS.4
Analyse the story and present Level 1 Recall
your own viewpoints and Level 2 Skills of conceptual
judgements of the author’s ideas. understanding
2.3.4.LO.3 Level 4: Extended Thinking
Explain the historical
development of Arabic 2.3.4.LI.1
literature and factors Outline the Arabic Literary 2.3.4.AS.1
affecting this development. Periods from 500 AD – till Date, Level 1: Recall
2.3.4.CS.2
and list social and intellectual Level 2: Skills of conceptual
Demonstrate knowledge
factors that affected the understanding
2.3.4.LO.4 and understanding of the Level 4: Extended critical
history and evolution of development of Arabic
Explain the artistic and thinking and reasoning
Arabic Literature.
264
literary devices employed Literature.
in literary works and their
effects. 2.3.4.LI.2
Identify the various types of 2.3.4.AS.2
Arabic literature and their Level 1: Recall
literary functions. Level 4: Extended critical
thinking and reasoning
2.3.4.LI.3
2.3.4.AS.3
Identify the social and cultural
Level 1: Recall
elements in a given text (prose). Level 4: Extended critical
thinking and reasoning
2.3.4.LI.4
Identify the social and cultural 2.3.4.AS.4
elements in selected lines of Level 1: Recall
poetry. Level 4: Extended critical
thinking and reasoning
STRAND: READING
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
3 Critical reading 3.3.4.LO.1 3.3.4.CS.1 3.3.4.LI.1 3.3.4.AS.1
Explain the narration, the Demonstrate understanding Identify as many broad themes Level 1 Recall
characters’ actions, and application of strategies as possible (a thematic concept), Level 4: Extended Thinking
interactions, and of literary appreciation in as well as the specific theme (a
motivations that reflect the order to enhance thematic statements) of a literary
story’s theme. understanding of creative text.
texts. 3.3.4.LI.2 3.3.4.AS.2
Examine the role and evolution Level 1 Recall
of a character as they reflect the Level 4: Extended Thinking
theme of the story. 3.3.4.AS.3
3.3.4.LI.3 Level 1 Recall
Trace the sequence of the major Level 4: Extended Thinking
events in a narrative by
identifying the actual beginning,
the middle, and the end.
265
3.3.4.LO.2 3.3.4.AS.4
Explain the employment of 3..3.4.LI.4 Level 1 Recall
artistic and literary devices Analyse the story and present Level 4: Extended Thinking
in weaving the storyline of your own viewpoints and
a fictional narrative. judgements of the author’s ideas.
STRAND: WRITING
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
1 ARABIC 1.4.1.LO.1 1.4.1.CS.1 1.4.1.LI.1 1.4.1.AS.1
ORTHOGRAPH Apply the spelling rules Demonstrate Compose an essay using Level 1 Recall
Y in writing words whose understanding and words some of whose letters Level 2 Skills of conceptual
letters appear in Arabic knowledge the lose their audio manifestation, understanding
text but lose their audio orthography of Arabic and as well as those some of
manifestation (i.e., they the exceptions to the whose letters are pronounced
are not sounded). conventional spelling and yet do not have textual
system. representations. Use 10 of
such for each of the two
categories.
. 1.4.1.LI.2 1.4.1.AS.2
Level 1 Recall
List letters whose sounds are Level 2 Skills of conceptual
pronounced and yet do not understanding
have textual representations,
with examples.
266
STRAND: WRITING
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
2 ARABIC 2.4.1.LO.1 2.4.1.CS.1 2.4.1.LI.1 2.4.1.AS.1
ORTHOGRAPH Identify the exceptional Demonstrate knowledge Apply the spelling and reading Level 1 Recall
Y spelling and reading rules and understanding of rules on words whose word-final Level 2 Skills of conceptual
of words whose word- Modern Arabic is pronounced alif but written understanding
final is pronounced alif orthographic system with yaa.
but written yaa. the exceptions and
deviations from the 2.4.1.LI.2 2.4.1.AS.2
List letters whose sounds are Level 1 Recall
established spelling rules.
. pronounced and yet do not have Level 2 Skills of conceptual
textual representations, with understanding
examples.
267
STRAND: WRITING
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
3 ARABIC 3.4.1.LO.1 3.4.1.CS.1 3.4.1.LI.1 3.4.1.AS.1
ORTHOGRAPH Identify the exceptional Demonstrate knowledge Apply the spelling and reading Level 1 Recall
Y spelling and reading rules and understanding of rules on words whose word-final Level 2 Skills of conceptual
of words whose word- Modern Arabic is pronounced alif but written understanding
final is pronounced alif orthographic system with yaa.
but written yaa. the exceptions and
deviations from the 3.4.1.LI.2 3.4.1.AS.2
List letters whose sounds are Level 1 Recall
established spelling rules.
pronounced and yet do not have Level 2 Skills of conceptual
. textual representations, with understanding
examples.
STRAND: WRITING
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
1 COMPOSITION 1.4.2.LO.1 1.4.2.CS.1 1.4.2.LI.1 1.4.2.AS.1
Develop a writing style Demonstrate knowledge Write a simple composition Level 2 Skills of conceptual
in a simple composition and application of writing by planning, drafting, editing understanding
of formal/informal methods using special and revising your draft, using Level 4 Extended critical
essays. styles, diction and formal and informal thinking and reasoning
appropriate registers in expressions.
compositions.
1.4.2.LI.2 1.4.2.AS.2
1.4.2.LO.2 Differentiate between formal Level 2 Skills of conceptual
Give the denotative and informal texts by understanding
meanings of words in a identifying vocabularies and Level 4 Extended critical
text from Arabic to expressions peculiar to each. thinking and reasoning
English or vice versa. 1.4.2.AS.1
# Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
268
1.4.2.LO.3 1.4.2.CS.2 1.4.2.LI.1
Give the connotative Demonstrate knowledge Write the denotative meanings
meanings of words in a and application of basic of Arabic words in an English 1.4.2.AS2
text from Arabic to translation/interpretation text. Level 1 Recall
English or vice versa. rules and methods Level 2 Skills of conceptual
involving simple Arabic understanding
and English texts from Level 3 Strategic reasoning
. 1.4.2.LI.2
different fields and Write the denotative meanings
varying degrees of of English words in an Arabic 1.4.2.AS.3
difficulty. text. Level 1 Recall
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
1.4.2.LI.3 1.4.2.AS4
Write the connotative Level 1 Recall
meanings of Arabic words in Level 2 Skills of conceptual
an English text. understanding
Level 3 Strategic reasoning
1.4.2.LI.4
Write the connotative
meanings of English words in
an Arabic text.
269
STRAND: WRITING
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
2 COMPOSITION 2.4.2.LO.1 2.4.2.CS.1 2.4.2.LI.1 2.4.2.AS.1
Write an expository essay Demonstrate knowledge Brainstorm the subject, idea Level 2 Skills of conceptual
to give an eye-witness and application of and relevant facts and the understanding
account of events, and strategies of composing an basic framework of an Level 4 Extended critical
relevant trends that expository essay on a expository essay. thinking and reasoning
impacted the event and variety of subjects.
2.4.2.LI.2 2.4.2.AS.2
influenced perceptions of
Write a first draft of an Level 2 Skills of conceptual
it.
expository essay, with a understanding
holistic editing, to a second Level 4 Extended critical
draft, then to proofreading in thinking and reasoning
order to address all grammar,
syntax, or spelling issues.
2.4.2.CS.2 2.4.2.LI.1
2.4.2.LO.2 2.4.2.AS.1
Apply the standard Demonstrate knowledge Write a formal letter in well- Level 2 Skills of conceptual
pattern and formality of and understanding of the constructed language with understanding
writing formal letter with techniques of letter- appropriate positions of the Level 4 Extended critical
the typical layout and writing of formal type following: thinking and reasoning
appropriate style. using appropriate style -The senders address
and diction. -The address of the receiver
-The date
-Salutation
-The message
-Complimentary close
270
STRAND: WRITING
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
2 COMPOSITION 2.4.2.LO.3 2.4.2.CS.3 2.4.2.LI.1 2.4.2.AS.1
Demonstrate knowledge Write the denotative meanings Level 1 Recall
Give the denotative and application of basic of Arabic words in an English Level 2 Skills of conceptual
meanings of words, translation/interpretation text. understanding
phrases and sentences in rules and methods Level 3 Strategic reasoning
a text from Arabic to involving simple Arabic
English or vice versa. and English texts from 2.4.2.LI.2 2.4.2.AS.2
different fields and Write the denotative meanings Level 1 Recall
varying degrees of of English words in an Arabic Level 2 Skills of conceptual
difficulty. text. understanding
Level 3 Strategic reasoning
2.4.2.LO.4
Give the connotative
2.4.2.LI.3 2.4.2.AS.3
meanings of words,
Write the connotative Level 1 Recall
phrases and sentences in
meanings of Arabic words in Level 2 Skills of conceptual
a text from Arabic. to
an English text. understanding
English or vice versa.
Level 3 Strategic reasoning
2.4.2.LI.4
Write the connotative 2.4.2.AS.4
meanings of English words in Level 1 Recall
an Arabic text. Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
271
STRAND: WRITING
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
3 COMPOSITION 3.4.2.LO.1 3.4.2.CS.1 3.4.2.LI.1 3.4.2.AS.1
Write an expository essay Demonstrate knowledge Brainstorm the subject, idea Level 2 Skills of conceptual
to give an eye-witness and application of and relevant facts and the understanding
account of events, and strategies of composing an basic framework of an Level 4 Extended critical
relevant trends that expository essay on a expository essay. thinking and reasoning
impacted the event and variety of subjects.
3.4.2.LI.2 3.4.2.AS.2
influenced perceptions of
Write a first draft of an Level 2 Skills of conceptual
it.
expository essay, with a understanding
holistic editing, to a second Level 4 Extended critical
draft, then to proofreading in thinking and reasoning
order to address all grammar,
syntax, or spelling issues.
3.4.2.LO.2 3.4.2.LI.1
Apply the standard Write a formal letter in well-
pattern and formality of constructed language with 3.4.2.AS.1
writing formal letter with 3.4.2.CS.2 appropriate positions of the Level 2 Skills of conceptual
the typical layout and Demonstrate knowledge following: understanding
appropriate style. and understanding of the Level 4 Extended critical
techniques of letter- -The sender's address thinking and reasoning
writing of formal type -The address of the receiver
using appropriate style -The date
and diction. -Salutation
-The message
-Complimentary close
272
STRAND: WRITING
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
3 COMPOSITION 3.4.2.LO.3 3.4.2.CS.3 3.4.2.LI.1 3.4.2.AS.1
Demonstrate knowledge Write the denotative meanings Level 1 Recall
Give the denotative and application of basic of Arabic words in an English Level 2 Skills of conceptual
meanings of words, translation/interpretation text. understanding
phrases and sentences in rules and methods Level 3 Strategic reasoning
a text from Arabic to involving simple Arabic
English or vice versa. and English texts from 3.4.2.AS.2
3.4.2.LI.2
different fields and Write the denotative meanings Level 1 Recall
varying degrees of of English words in an Arabic Level 2 Skills of conceptual
difficulty. understanding
text.
Level 3 Strategic reasoning
3.4.2.LO.4
Give the connotative
meanings of words,
phrases and sentences in 3.4.2.AS.3
a text from Arabic. to 3.4.2.LI.3
Write the connotative Level 1 Recall
English or vice versa. Level 2 Skills of conceptual
meanings of Arabic words in
an English text. understanding
Level 3 Strategic reasoning
3.4.2.LI.4 2.4.2.AS.4
Write the connotative Level 1 Recall
meanings of English words in Level 2 Skills of conceptual
an Arabic text. understanding
Level 3 Strategic reasoning
273
STRAND: WRITING
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
1 COMPOSITION 1.4.3.LO.1 1.4.3.CS.1 1.4.3.LI.1 1.4.3.AS.1
Write a descriptive essay Demonstrate knowledge Compose an essay to describe Level 1 Recall
using language in an and application of someone close to you with Level 2 Skills of conceptual
original and creative way, strategies of composing whom you’ve shared an understanding
to convey a memorable straightforward experience in the past. Level 4 Extended critical
image of someone or descriptive essay on a thinking and reasoning
something. range of familiar subjects
within your field of 1.4.3.AS.2
1.4.3.LI.2
interest. Level 1 Recall
Compose an essay to describe Level 2 Skills of conceptual
something that has understanding
sentimental value for you. Level 4 Extended critical
thinking and reasoning
1.4.3.LO.2
1.4.3.CS.2 1.4.3.AS.1
Give account of a simple 1.4.3.LI.1
Demonstrate knowledge Level 1 Recall
real story, adopting Write about a real event using
and creativity in adopting Level 2 Skills of conceptual
famous quotations as a one of the famous quotes as
famous quotations as a understanding
specific theme and using the theme, employing simple
specific theme to recount Level 4 Extended critical
simple literary devices of literary devices like Simile.
real stories using simple thinking and reasoning
your choice.
narrative style.
1.4.3.LI.2 1.4.3.AS.2
Write an account of a real Level 1 Recall
event in not less than 20 lines Level 2 Skills of conceptual
with one of the famous quotes understanding
Level 4 Extended critical
as the theme, using metaphor,
thinking and reasoning
and imagery.
274
STRAND: WRITING
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
2 COMPOSITION 2.4.3.LO.1 2.4.3.CS.1 2.4.3.LI.1 2.4.3.AS.1
Write a story from Demonstrate knowledge Prepare a preliminary story Level 1 Recall
personal experiences and creativity in writing plan by formulating the issue Level 2 Skills of conceptual
using simple literary narrative fiction using real to address (an idea), the understanding
devices events and simple literary purpose, the plot, Level 4 Extended critical
devices. brainstorming, and the first thinking and reasoning
draft.
2.4.3.AS.2
2.4.3.LI.2 Level 1 Recall
Build upon the first draft to Level 2 Skills of conceptual
conduct a holistic editing, understanding
then proofreading to review Level 4 Extended critical
the style and the literary thinking and reasoning
devices.
2.4.3.LO.2
Compose, in your own 2.4.3.LI.1
2.4.3.CS.2 Write a story using one of the 2.4.3.AS.1
words and imagination, a
Demonstrate knowledge famous quotes as the theme, Level 1 Recall
simple story, applying
and creativity in adapting with a complete plot,
Level 2 Skills of conceptual
characterisation and plot.
famous quotations to characterisation and simple
understanding
compose stories using Level 4 Extended critical
language. thinking and reasoning
simple narrative structure.
2.4.3.LI.2 2.4.3.AS.2
Write a story using one of the Level 1 Recall
famous quotes as the theme, Level 2 Skills of conceptual
with a complete plot, understanding
characterisation and stylistic Level 4 Extended critical
devices. thinking and reasoning
275
STRAND: WRITING
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
3 Creative writing 3.4.3.LO.1 3.4.3.CS.1 3.4.3.LI.1 3.4.3.AS.1
Write a story from Demonstrate knowledge Prepare a preliminary story Level 1 Recall
personal experiences and creativity in writing plan by formulating the issue Level 2 Skills of conceptual
using simple literary narrative fiction using real to address (an idea), the understanding
devices. events and simple literary purpose, the plot, Level 4 Extended critical
devices. brainstorming, and the first thinking and reasoning
draft.
3.4.3.AS.2
3.4.3.LI.2 Level 1 Recall
Build upon the first draft to Level 2 Skills of conceptual
conduct a holistic editing, understanding
then proofreading to review Level 4 Extended critical
the style and the literary thinking and reasoning
devices.
3.4.3.LO.2
3.4.3.CS.2 3.4.3.LI.1
Compose, in your own 3.4.3.AS.1
Demonstrate knowledge Write a story using one of the
words and imagination, a Level 1 Recall
and creativity in adapting famous quotes as the theme,
simple story, applying Level 2 Skills of conceptual
famous quotations to with a complete plot,
characterization and plot. understanding
compose stories using characterization and simple Level 4 Extended critical
simple narrative structure. language. thinking and reasoning
3.4.3.LO.3
Write a story from
3.4.3.LI.2 3.4.3.AS.1
personal experiences
Write a story using one of the Level 4 Extended critical
using famous quotes.
famous quotes as the theme, thinking and reasoning
with a complete plot,
characterization and stylistic
devices.
276
STRAND: WRITING
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
1 GRAMMAR 1.4.4.LO.1 1.4.4.CS.1 1.4.4.LI.1 1.4.4.AS.1
Identify the types of Demonstrate knowledge Extract from the passage 10 Level 1 Recall
sentence in reading texts of types of sentences and nominal sentences and Level 2 Skills of conceptual
of various sentence their components: the identify their two major understanding
structures showing the Subject and predicate components with their Level 3 Strategic reasoning
grammatical functions of (complement), the Subject grammatical functions and the
each component. and predicate (object) attached declensions.
1.4.4.LI.2 1.4.4.AS.2
Extract from the passage 10 Level 1 Recall
verbal sentences and identify Level 2 Skills of conceptual
their two major components understanding
with their grammatical Level 3 Strategic reasoning
functions and the attached
declensions.
277
STRAND: WRITING
YEAR SUB-STRAND LEARNING CONTENT LEARNING INDICATOR LEVELS OF
OUTCOME STANDARD ASSESSMENT
2 GRAMMAR 2.4.4.LO.1 2.4.4.CS.1 2.4.4.LI.1 2.4.4.AS.1
Identify the types of Demonstrate knowledge Extract from the passage Level 1 Recall
sentences in reading texts and understanding of the members of the Nawasikh, Level 2 Skills of conceptual
of various sentence types of sentences and the and identify their major understanding
structures showing the reasons for the components. Level 3 Strategic reasoning
grammatical functions of declensional endings of
2.4.4.LI.2 2.4.4.AS.2
each component. nouns and tenses of verbs
Extract from the passage the Level 1 Recall
in syntactic structure of
Nawasikh, and identify their Level 2 Skills of conceptual
Arabic sentences.
grammatical functions and the understanding
attached declensions. Level 3 Strategic reasoning
278
SAMPLE QUESTION
)ARABIC PAPER 1 (MCQ
S/n Content **Item DoK Level
Standard/Indicator
ا ْق َرإ ال ِق ْ
ط َعةَ اآلتِيَةَ ِ
وأجبْ عن األ ْسئِلَ ِة التي ت َ ِليها
Read the following passage and answer the questions that follow:
س َق َ
ط س أنَّه إذا تَقَد ََّم خطوة ً أ ُ ْخرى َ الصحراء وأ َ َح َّ
ِ ش بأعرابي ٍّ في ط ُ ا ْشتَدَّ ال َع َ
وطلب الما َء ،فقدَّ َمت له فتاة ٌ كوبًا باردًا من َ ب منه وخ قَري ٍَّميِتًا ،فَات َّ َجهَ إلى ُك ٍّ
ظالح َ
الر ُج ُل الما َء دونَ أن يُ ِ ب َّ الجاف ،فَش َِر ََّ شب
ت عليه العُ َ ض َع ْالماء ولكنَّها و َ ِ
ت صا ،فقال ِطش ،ثم قا َل لهاَ :من يُقَ ِد ُم َخي ًْرا يَ ْجعَ ْلهُ نَ ِقيًّا خا ِل ً ذلك من ِشدَّةِ العَ َ
واحدة ً ت الما َء نَ ِقيًّا لَش َِر ْبتَهُ دَ ْف َعةً ِ الظ َمأ ،ولو َو َج ْد َظ ْمآنَ شَديدَ َّ (رأ َ ْيت ُ َك َ
الفتاةَُ :
ف. ص َر َ يرها وا ْن َ الر ُج ُل ذَ َكا َءها و ُحسْنَ ت َ ْدبِ ِ
ش َك َر لها َّ صاب بسوءٍّ ) ،فَ َ ُ فَت ُ
1. 2.3.2.LI.1 ما معنی "سقط ميتا" في النص؟ 1
Identify the possible
meanings of unknown أ .فَقَدَ َو ْع َيهُ.
words in the passage,
ُ
and then confirm their ي عليه. ب .أ ْغ ِم َ
meanings from the
dictionary. جـ .تُوفِّ َي.
غاب.
َ د-
279
2. 2.3.2.LI.2
... شرب الرجل الماء دون مالحظة ما فيه ألنه 2
Draw on prior
knowledge to identify ب . مقبوض في شدة السرعة- أ
clues that are embedded
in the text for possible
. يستحي من مضيفته-
inferences regarding the
general meaning and
د . احتاج إلى الماء لحد الهالك- جـ
purpose of the text. . ال يكاد يميز بين أحوال الماء-
:العبارات الم ُناسبَة/ا ْم ََل ال َف َرا َغات بالكَلمات
From the list of words/phrases lettered أto د,choose the word that correctly fill the
gap in the sentences.
3. 1.3.3.LI.2 َّ ما ًء ِل....... ُ الفَت َاة
.لر ُج ِل 1
State the grammatical
functions of nouns, أ – قَد َمتَا
verbs, and particles in a
given sentence. َ قَد َّْمن- ب
ْ قَ َّد َمت- جـ
د – قدموا
4 1.3.3.LI.2
ُ الما َء دُ ْف َعةً واحدة ً فت ُصا ِبينَ ب... ال
.سوءٍّ يا صديقتِـي 3
Extract from the
passage all verbal ْ ت َ ْش َرب- أ
sentences and identify
their two major تَش َْربي- ب
components with their
grammatical functions َ ت َ ْش َربْن- جـ
and the attached
280
declensions. بِ د – ت َ ْش َر
5 1.3.3.LI.1 على السبورة..... س ْاأل َ ْستَاذ ُ الدروس التيَ در
َّ 2
Identify nouns, verbs
and particles and state َ ُك ِت- أ
ب
their identifiable
features. َب – ُكتِبْن
ْ كُتبَت- جـ
ُكتِبَتَا- د
6 Extract from the ...في فصول المدرسة خمسمائة 3
passage the genitive
case in nouns with their
changing
طالب- أ
morphological
structures and the rules
طالبًا- ب
governing their usage.
طالب
ٌ -ج
ب
ٍّ طال- د
الترجمة من العربية إلى اإلنجليزية
Translation from Arabic into English
اختر من الكلمة اإلنجليزية المفردة أو المجموعة المتعددة من (أ) إلى (د) ما
هي أتم ترجمة للكلمة العربية المفردة أو المجموعة التي تحتها خط من كل
واحد من الجمل العربية اآلتية
From the list of English words or group of words lettered A to D below each of the
following Arabic sentences, choose the one that best translate the underlined Arabic
281
word or group of words.
َْ لتنَف َْذ َمشرو،يرةْ في الـ َحي
ْ...ْع شَقْ شَارعْ َجديد َ ش َج َرةْ َكب َ أ َ َرا َدتْ بَلَ َديَّةْ َحيْ ني َما بأَك َرا أَنْ ت َقت َل َْع
َّ ْطلَ َبت
ْالرئيسْ من الـم َهندس َ َ ف.ْش َج َرة
َّ َططْ لَهْ مع بقاء ال َّ شارعْ َك َما ه َْو مخ َّ علَى شَقْ ال َ ْفَ َوافَقَتْ ال َبلَديَّة
.ْل حين َّْ ش َج َرةْ َوح َمايَت َها ِلَنَّـ َها ت َؤتـي أكلَ َها ك َّ الـ َمسؤولْ بأَنْ يَهْت ََْم بـ َحيَاةْ ال
7 1.4.2.LI.2 يرة ً فِي َ ت َبلَدَيَّةُ َحي ِ نِي َما ِبأ َ ْك َرا أ َ ْن ت َ ْقت َ ِل َع
َ ش َج َرة ً َك ِب ْ َأ َ َراد 1
Write the denotative .ِ ْالـ َحي
meanings of English
words in an Arabic text. A) Nima neighborhood authority.
B) Nima district council.
C) Nima neighborhood municipality.
D) The local government of Nima.
8 2.4.2.LI.4
ٍّ ش َجرة ُ أ ُ ُكلَها ك َّل
.حين َ تُؤتي ال 2
Write the connotative
A) It symbolizes continuous benefits.
meanings of English
B) It refers to a tree that never stops growing.
words in an Arabic text.
C) It represents constant productivity and goodness.
D) It describes wealth that increases without effort.
.الترجمة من اإلنجليزية إلى العربية
Translation from English into Arabic
اختر من الكلمة اإلنجليزية المفردة أو المجموعة المتعددة من (أ) إلى (د) ما
هي أتم ترجمة للكلمة العربية المفردة أو المجموعة التي تحتها خط من كل
واحد من الجمل العربية اآلتية
From the list of Arabic words or group of words lettered أto دbelow each of the
following English sentences, choose the one that best translate the underlined English
282
word or group of words.
9 1.4.2.LI.1 She eats well every day. 1
Write the denotative
meanings of Arabic
words in an English َ ت َ ْه.أ
ض ُم
text.
تُـ ِعـد.ب
ْ َ ت.ج
ط َب ُخ
تَتَنَاو ُل.د
10 2.4.2.LI.3 ما هي العبارة األنسب للتعبير عن الجملة اإلنجليزية 2
Write the connotative "Call a spade a spade"؟
meanings of Arabic
words in an English .مرا
ًّ قل الحق ولو كان.أ
text.
. س ِّم األشيا َء بمسمياتها.ب
.عبر عن الحقيقة بال مجاملة ِ .ج
. واجه األمور كما هي.د
**Items should reflect the 21st Century Skills required by the learning outcomes/indicators
283
ARABIC PAPER 2 (Literature and Essay)
S/n Content Item** DoK Level
Standard/Indicator
Literature - األدب
:ا ْم ََل ال َف َرا َغات بالكَلمات أو العبارات الم ُناسبَة
From the list of words/phrases in brackets, choose the correct option to fill the gaps.
1. 1.3.4.LI.2 ________________ األدب النَثْ ِري يشم ُل 1
Identify the various
types of Arabic
literature and their )والروايات
ِ )األشعار
literary functions.
)ي والموسيقا
َّ (األغان
)ص
َ ص
َ ت وال ِق
ِ (ال َمقاال
)(المعلقات السبع
Poem -الشعر
: ُم َرك ًِّزا على المجاالت اآلتية،تَ َحد َّْث عن األ ْبيات اآلتيَة بما ال يَق ُّل عن ثالثين جملة
Discuss the following verses in no less than thirty sentences, focusing on items that follow:
ُ عزلَتي ِشفا ُء
شجوني ُ هي في َ # ط يَومي ُ نش
ِ ُ سيجارتي ت
َ قا َل
ِ هي أَشهى ِمنَ األَماني ال ِعذا
فَ ِلهذا َيهوى إلَيها َحنيني# ب َ
ض َّرة َ التَّدخين
ِ ِليَقيَنا ُم# َيرا َ و َجزى هللاُ ُك َّل َمن
ً قام خ
284
2 Identify the social and اشرحِ األبيات شر ًحا إجماليًّا.
َ
cultural elements in
selected lines of poetry.
3 1.3.4.LI.4 سبةُ التي ِقيلَ ِ
ت األبياتُ فيها؟ ما هي المنا َ 3
Identify the social and
cultural elements in
selected lines of poetry.
الشعرPoem -
تَ َحد َّْث عن النص اآلتي بما ال يَق ُّل عن ثالثين جملةُ ،م َرك ًِّزا على المجاالت التي تلي:
Discuss the following text in no less than thirty sentences, focusing on items that follow:
تسفَ َر ُه َما ،تَقَدَّ َم ْصلَ ِة َ
ف لموا َ َّارة َ في ْ
المو ِق ِ سي َ سا ِئ ُل والمسؤو ُل ال َّ "َ ...بي َن َما َي ْنت َ ِظ ُر ال َّ
ي ت ُنادِي على سلَّةُ ال ُخب ِْز َو ِه َع ْم ِرهَا – وعلى رأ ِسها َ ن َْح َو ُه َما َفتَاة ٌ – لم ت َ ْبلَ ْغ العا ِش َرة َ من ُ
اح َبةُ ال ُخب ِْز ،الخبزَ !ص ِ لت َ ص ْ عتِها ِبلُغَ ِة َم َح ِليَّ ِةَ "Paanowura no aba o" :أال َو َ ضا َِب َ
الخبزَ ! اِ ْشتروا منى ،ما أحلى هذا الرغيف!
فسأل السائلُ:
ْمك أيَّتُها ال َفتَاة؟
السائلَ :ما اس ِ
س ِيدي.
الفتاة :ال أدْري يا َ
السائل :كيف يُنادون َِك؟
ت ال ُح ُكو َم ِة.
الناس يَدْعونَني "ِ "Aban baب ْن َ
ُ الفتاة:
ينادونك؟
ِ السائل :أَأ َ ْن ِ
ت بنتُ الحكومة َكما
الفتاةَ :ن َع ْم يا سيدي،
285
بنت الحكوم ِة؟
َ ينادونك
ِ و ِل َم:السائل
،ًطة ْ وهو الذي،ف لي أبا ً وال أ ُ ًّما ِسوى َر ُج ًال
َ أخبَ َرني بِأ ِني كنتُ لَ ِقي ُ ِألنَّنِي ال أَع ِْر:الفتاة
جاو ْز
َ َ ولم َيت.شؤوني ُ َيتَ ِولَّى ْأمري ويُد ِب ُر،وأنَّه َو َجدَني في الزَ َبا ِل ِة وذهب بي إلى ب ْي ِت ِه
...وارعِ ِل َبيْعِ ال ُخب ِْز حتى اليوم
ِ ش َّ ت حتى ش ََر ْعتُ أتَ َج َّو ُل في الٍّ سنوا َ خمس
َ ع ْمري
ُ
3.3.4.LI.3 َّ َّاشرحِ الن
.ص شر ًحا إجماليًّا َ 3
Trace the sequence of
the major events in a
narrative by identifying
the actual beginning,
the middle, and the end.
3.3.4.LI.2 ص ِة؟
َّ ت ال ِق
ِ صيَّا ْ تحد
ِ َّث بإيجاز عن أدوار ش َْخ 3
Examine the role and
evolution of a character
as they reflect the
theme of the story.
3.3.4.LI.1 اكتُبْ عنوانًا مناسبًا للقصة؟ 2
Identify as many broad
themes as possible (a
thematic concept), as
well as the specific
theme (a thematic
statements) of a literary
text.
:اكتُبْ حوالي مائ َة كلم ٍّة عن أحد الموضوعات اآلتية
Write a composition of about 100 words on any of the following topics:
286
9 3.4.2.LI.2 4
Write a first draft of an : اكتُبْ عن الموضوع،أنتَ مطلوبٌ أن تقدِم نصيح ًة ِلزمالئك
expository essay, with a
"الص ِحيَّ ِة
ِ األسنان وفوائدِه
ِ "تنظيف
ِ
holistic editing, to a
second draft, then to
proofreading in order to
address all grammar,
syntax, or spelling
issues.
10 3.4.2.LI.1 4
Write a formal letter in .نجاحكَ في االمتحان
ِ ا ُ ْكتُبْ رسالةً إلى صديقك تُخ ِب ُره عن
well-constructed
language with
appropriate positions of
the following:
-The sender's address
-The address of the
receiver
-The date
-Salutation
-The message
-Complimentary close.
**Items should reflect the 21st Century Skills required by the learning outcomes/indicators
287
ARABIC PAPER 3: Orals
S/n Content **Item DoK Level
Standard/Indicator
SECTION A: Self-Introduction
1 2.2.1.LI.1 ابدأ بذكر اسمك الكامل ،وكيفية نطقه إذا كان غير مألوف. - 4
Describe real event and حدد عمرك ومكان والدتك أو إقامتك الحالية. -
personal experience اشرح وضعك الحالي ،مثل عملك أو دراستك. -
which leaves strong اذكر لغاتك التي تتحدثها أو تتعلمها ،ولماذا اخترت تعلم اللغة -
impression in mind. العربية.
كثيرا أو يميزك عن اآلخرين. ً
شارك هواية أو نشاطا تحبه ً -
SECTION B: Reading
2 2.3.1.LI.2 النص األول 3
Read texts of semi- ص َالةِ. َب ال ُم ْس ِل ُمونَ فِي غَانَا ِإلَى ال َمس ِْج ِد ِألَدَ ِ
اء ال َّ وم ال ُج ُم َع ِةَ ،ي ْذه ُ فِي َي ِ
vowelized nature الو ْقتُ ُم ِه ٌّم
ارَ .هذَا َ ت َواأل َ ْخبَ ِ
اس ِلتَبَادُ ِل الت َّ ِحيَّا ِ
ص َالةِ ،يَت َ َج َّم ُع النَّ ُ
بَ ْعدَ ال َّ
consisting of free- ْ َ ْ
ص ِل االجْ تِ َما ِعي ِ َوتَق ِويَ ِة ال َع َالقَا ِ
ت بَيْنَ أف َرا ِد ال ُمجْ ت َ َمعِ. ِللت َّ َوا ُ
flowing sentences,
paragraphs, and
النص الثاني
chapters, slowly, and at َ
gradually increased
اطئِ َها ال َج ِميلَ ِة َوأس َْواقِ َها ُ
اص َمة غَانَا .ت َ ْشت َ ِه ُر بِش ََو ِع ِِي ََمدِينَةُ أ َ ْك َرا ه َ
speed. اء
ق َو ِش َر ِ سو ِ اس َه ِذ ِه األ َ َماكِنَ ِللت َّ َ
ور النَّ ُ ق َكانِيشِي .يَ ُز ُ سو ِش ْع ِبيَّ ِة ِمثْ َل ُ
ال َّ
ارةِ.
ص ِة ال َح َّ ص ْل َ
الطعَ ِام ال َم َح ِلي ِ ِمثْ َل الفُوفُو َوال َّ ف اليَدَ ِويَّ ِة َو َّ
الح َر ِ ِ
النص الثالث
ع عةُ ِم ْن أَه َِم األ َ ْن ِش َ
ط ِة اال ْقتِ َ
صا ِديَّ ِة .يَ ْز َر ُ فِي غَانَا ،ت ُ ْعتَبَ ُر ِ
الز َرا َ
او ِإلَى
صد َُّر ال َكا َك ُ عالَ ِميًّا .يُ َ
ور َال َمزَ ِارعُونَ ال َكا َك َاوَ ،و ُه َو ُم ْنت َ ٌج َم ْش ُه ٌ
عة ُ ت ُ َ
سا ِه ُم ِفي والت َ ِةِ .
الز َرا َ ص ْنعِ الشو ُك َ يرةٍَّ ،ويُ ْست َْخدَ ُم ِفي ُ د َُو ٍّل َك ِث َ
ِين َحيَاةِ الس َّك ِ
ان ال َم َح ِليِينَ . تَحْ س ِ
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SECTION C: Task based Scenario
3 2.2.1.LI.1 سوق ال َم َحلِّ ِّي ارةُ ال ُّزيَ َ 4
Describe real event and اء الفَ َوا ِك ِه َوال ُخض َْر َواتِ.
ق مدينَتِك ِلش َِر ِ سو ِ َ
ت َ َخي َّْل أنَّكَ ذَ َهبْتَ ِإلَى ُ
personal experience ار َوال َك ِميَّ ِة الَّتِي تَحْ ت َا ُج َها.
ع ِن األ َ ْسعَ ِ ت َ َحد ْ
َّث َم َع البَائِعِ َ
which leaves strong
impression in mind.
عدَة في الشَّارع سا َب ُم َ َطلَ ُ
ق المـ َح َّ
ط ِة. ط ِري ِ ع ْن َصا َ ت َ َخي َّْل أَنَّكَ ِفي َمدِينَ ِة أ َ ْك َرا َوت ُ ِريدُ أ َ ْن تَسْأ َ َل ش َْخ ً
ط ٍّة.ت بَسِي َ
ق بِ َك ِل َما ٍّ ع ْن َّ
الط ِري ِ صَ ،واسْأ َ ْلهُ َ ش ْخ ِ ت َ َحد ْ
َّث َم َع ال َّ
حَجْ ُز ت َ ْذك َرة لرحْ َلة
سفَ ِر ِبال َحا ِفلَ ِة ِم ْن أ َ ْك َرا ِإلَى ت َا َما ِلي.
ت َ َخي َّْل أَنَّكَ ت ُ ِريدُ أ َ ْن تَحْ ِجزَ ت َ ْذ ِك َرة ً ِلل َّ
الرحْ لَ ِة.
ع ْن ال ِس ْع ِر َو َم ْو ِع ِد ِ فَ ،واسْأ َ ْلهُ َ ظ ِ َّث َم َع ال َم َو َّت َ َحد ْ
ارةُ َطبيب ز َي َ
ب، َّث َم َع َّ
الطبِي ِ ت َ َخي َّْل أَنَّكَ َم ِر ٌ
يض َوذَ َهبْتَ إِلَى ِعيَادَةٍّ ِطبِيَّةٍّ .ت َ َحد ْ
صدَاعٍَّ ،واسْأ َ ْلهُ َ
ع ِن ال ِع َالجِ. َوا ْش َرحْ لَهُ أَنَّكَ ت ُ َعانِي ِم ْن ُ
ب َطعَام في َم ْط َعم َطلَ ُ
ط َعا ًما ِمثْ َل األ َ ُر ِز
طلَبْتَ َ طعَ ٍّم َم َح ِلي ٍّ فِي مدينَتِكَ . ت َ َخي َّْل أَنَّكَ فِي َم ْ
َّث َم َع النَّا ِد ِلَ ،واسْأ َ ْل َ
ع ْن ال َم ْش ُروبَا ِ
ت ال ُمت َا َح ِة. َوالدَّ َجاجِ .ت َ َحد ْ
**Items should reflect the 21st Century Skills required by the learning outcomes/indicators
289
ART AND DESIGN (FOUNDATION)
1. INTRODUCTION
This document is a comprehensive guide for teachers on summative assessment in Art and Design Foundation (ADFoundation). It outlines
the philosophy, vision, goals, assessment objectives, and examination scheme for ADFoundation. It details how to assess learners'
knowledge, skills, and competence over three years using Depth of Knowledge (DoK) levels. The thematic areas for assessment include Art
Across Time, Design History, The World Around Us, Making Judgements, Design Thinking and Composition, Colour Theory and
Application, and Relation of Forms. This detailed syllabus and assessment scheme were prepared using the Art and Design Foundation
Curriculum, Teacher Manual, and Learner Materials.
2. PURPOSE
The Detailed Syllabus aims to align the Content Standards (CS), Learning Outcomes (LO), Learning Indicators (LIs), and various content
areas in the Art and Design Foundation curriculum with the assessment scheme. This ensures that assessment can accurately measure and
confirm learning outcomes at the end of the programme, determining the extent to which learners have acquired specific knowledge, skills,
and competence in Art and Design Foundation.
3. PHILOSOPHY
Learners of Art and Design Foundation would be empowered through visual literacy, critical design thinking, communication and
collaboration, and digital literacy to create design solutions in a learner-centred environment leading to creative local and global citizenship.
4. Vision
Learners equipped with critical design thinking skills, innovative ideas, thoughts and competencies to create 21st-century products and
solutions through applying Art and Design Foundation concepts, and practices for life-long learning and the world of work as responsible
citizens.
5. Goal
The study of Art and Design Foundation seeks to:
promote teaching and learning through art and design philosophies and theories.
equip learners with skills in applying the elements of art and principles of design, and the knowledge and skills associated with these
processes, their histories and their contemporary practices.
create environment that recognises and reward a number of different forms of intelligence, including emotional intelligence; it develops
personal qualities of expression and empathy.
develop the transversal 21st Century skills, such as creativity, collaboration, ability to question, risk- assessment, problem identification,
problem-solving and management needed for national development.
290
promote divergent thinking and develops the learner’s ability to interpret, make judgements and express opinions on a work. It also
promotes respect for work and the opinions of others.
provide the learners with a space within which it is safe to experiment, to fail and to learn. It allows learners to collaborate on ideas and
work.
enhance the learners’ ability to interpret, critique and decode visual messages. The capacity to engage in critical thinking in the art and
design studios.
open learners’ minds to the traditions and values of other cultures and influences (global citizenship) and the ability of learning through
historical artefacts and an understanding of the evolution of works of art, craft or design across the development of human society.
equip learners with the best know-hows on uses of traditional and contemporary technologies for both creative and operational purposes
as well as key to future learning in higher education, and in the world of work.
Develop positive attitudes that are sensitive to gender issues, equal opportunity and equity in art and design education
6. STRUCTURE /SCHEMES OF PAPERS
The subject will consist of three (3) papers.
- Paper 1: It will consist of forty (40) multiple choice questions to be answered within 50 minutes for 40 marks.
- Paper 2: It will consist of three essay-type questions and two test of practical questions. Candidates are to answer two out of the essay-
type questions and one out of the test of practical test. In all candidates will be required to answer three (3) questions out of five (5)
within 1 hour 30 minutes for 60 marks.
- Paper 3: It will comprise two sections (3A and 3B). 3A is on Drawing Composition and Relation of forms and 3B is on Computer
Aided Design (CAD). Candidates are expected to choose between the two. Each section will attract 100 marks and should be taken
within 3 hours. Instructions to Paper 3 would be sent to schools two weeks before the examination date.
291
7. STRUCTURE OF DETAILED SYLLABUS
YEAR ONE
STRAND SUB- LEARNING CONTENT LEARNING LEVELS OF
STRAND OUTCOMES STANDARDS INDICATORS ASSESSMENT
1. THE 1. ART 1.1.1.LO.1 1.1.1.CS.1 1.1.1.LI.1 1.1.1.AS.1
CREATIVE ACROSS Demonstrate Record and analyse the Level 1Recall
JOURNEY TIME Analyse indigenous understanding of major indigenous Ghanaian Level 2 Skills of
(FROM Ghanaian artworks in indigenous Ghanaian Art Art periods and artworks in conceptual
CAVES TO terms of materials and periods and artworks in terms of materials, methods understanding
21ST methods, and their terms of materials, of fabrication, uses, and
CENTURY) sociocultural contexts processes, uses, and socio-cultural relevance.
for creative expression in sociocultural relevance
art and design. from precolonial to the
21st century for creative
expression in art and
design
1.1.1.LI.2 1.1.1.AS.2
Describe the contributions Level 2 Skills of
of the major indigenous conceptual
Ghanaian Art periods and understanding
artworks to the Art history Level 4 Extended
of Ghana Critical Thinking
and Reasoning
1.1.1.LI.3 1.1.1.AS.3
Identify and explain the role Level 1Recall
of materials in the Level 2 skills of
environments as basic conceptual
media for creative understanding
expression in indigenous Level 4 Extended
Ghanaian Art. critical thinking
and reasoning
292
STRAND SUB- LEARNING OUTCOMES CONTENT LEARNING LEVELS OF
STRAND STANDARDS INDICATORS ASSESSMENT
1. THE 1. ART 1.1.1.LO.2 1.1.1.CS.2 1.1.1.LI.1 1.1.1.AS.1
CREATIVE ACROSS Apply knowledge in the Demonstrate Research and record Level 1Recall
JOURNEY TIME identification and analyses of understanding of the myths and legends in Level 2 Skills of
(FROM African art and culture in history of African art major indigenous conceptual
CAVES TO terms of materials and and Culture in terms African cultures and understanding
21ST methods, and their unique of materials, processes their artworks. Level 4 Extended
CENTURY) socio-cultural contexts for and institutions from critical thinking and
creative expression in Art precolonial to 21st reasoning.
century
1.1.1.LI.2 1.1.1.AS.2
Evaluate the impact of Level 1 Recall
indigenous art work Level 2 Skills of
on African cultures conceptual
understanding
Level 3 Strategic
reasoning
1.1.1.LI.3 1.1.1.AS.3
Analyse and explain Level 1 Recall
the contributions of Level 2 Skills of
indigenous African art conceptual
to Global art. understanding
Level 3 Strategic
reasoning
293
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
1. THE 1. ART ACROSS 1.1.1.LO.3 1.1.1.CS.3 1.1.1.LI.1 1.1.1.AS.1
CREATIVE TIME Analyse indigenous Demonstrate Describe the art of Level 1 Recall
JOURNEY ancient and classical understanding of the major ancient cultures Level 2 Skills of
(FROM artworks in terms of histories of Ancient with timelines. conceptual
CAVES TO materials and and Classical art in understanding
21ST methods, and their terms of form, and
CENTURY) sociocultural content from
contexts for creative Prehistory to 18th
expression in art and century.
design.
1.1.1.LI.2 1.1.1.AS.2
Analyse the impact of Level 1 Recall
artworks from ancient Level 2 Skills of
cultures on modern conceptual
global art. understanding
Level 3 Strategic
reasoning
1.1.1.LI.3 1.1.1.AS.3
Discuss the Level 1 Recall
contributions of Level 2 Skills of
ancient art to conceptual
emerging art understanding
traditions. Level 3 Strategic
reasoning
Level 4 Extended
critical thinking
294
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVEL OF
OUTCOMES STANDARD INDICATORS ASSESSMENT
1. THE 2. DESIGN 1.1.2.LO.1 1.1.2.CS.1 1.1.2.LI.1 1.1.2.AS.1
CREATIVE HISTORY Analyse design Demonstrate Explain design Level 1 Recall
JOURNEY histories in ancient understanding and concepts in ancient Level 2 Skills of
(FROM cultures, as well as knowledge of cultures. conceptual
CAVES TO human and material formative concepts understanding
21ST conditions that of design in human Level 3 Strategic
CENTURY) supported formative cultures. reasoning
designs. Level 4 Extended
critical thinking.
1.1.2.LI.2 1.1.2.AS.2
Categorise social Level 1 Recall
and material understanding
conditions that Level 3 Strategic
produced designs in reasoning
ancient cultures Level 4 Extended
critical thinking
2. AESTHETICS 1. THE WORLD 1.2.1.LO.1 1.2.1.CS.1 1.2.1.LI.1 1.2.1.AS.1
AND AROUND US Communicate how Demonstrate Explain various Level 1 Recall
CRITICISM sensory perceptions understanding of sensory Level 2 Skills of
translate into visual perception, visual perceptions. conceptual
literacy in response literacy as well as understanding
to the environment the structure of Level 3 Strategic
and cultural awareness and reasoning
products responses to
environment and
cultural products.
1.2.1.LI.2 1.2.1.AS.2
Differentiate Level 1 Recall
between sensory Level 2 Skills of
perception and conceptual
cultural awareness understanding
Level 3 Strategic
reasoning
Level 4 Extended
critical thinking and
295
reasoning
1.2.1.LI.3 1.2.1.AS.3
Analyse and Level 1 Recall
explain visuality, Level 2 Skills of
meaning-making, conceptual
and production in understanding
relation to art and Level 3 Strategic
design. reasoning
Level 4 Extended
critical thinking and
reasoning
296
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
2. AESTHETICS AND 1. THE WORLD 1.2.1.LO.2 1.2.1.CS.2 1.2.1.LI.1 1.2.1.AS.1
CRITICISM AROUND US Articulate and Demonstrate the Explain how design Level 2 Skills of
contextualise understanding of concepts influence conceptual
different world modern design the design understanding
views, modern cultures, in relation characteristics of Level 3 Strategic
design cultures and to the environment objects and the reasoning
objects in relation as a cultural design. Level 4 Extended
to the environment product. critical thinking
as a product of art and reasoning
and design
production.
1.2.1.LI.2 1.2.1.AS.2
Differentiate Level 1 Recall
between tradition, Level 2 Skills of
culture and conceptual
worldviews in understanding
terms of design. Level 3 Strategic
reasoning.
1.2.1.LI.3 1.2.1.AS.3
Explain and Level 2 Skills of
Analysis visuality, conceptual
meaning making, understanding
as well as design Level 3 Strategic
production in reasoning
relation to art and
design.
297
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
2. AESTHETICS 2. MAKING 1.2.2.LO.1 1.2.2.CS.1 1.2.2.LI.1
AND JUDGEMENTS Analyse artistic Construct meaning by Identify and 1.2.2.AS.1
CRITICISM forms and content systematically categorise elements Level 1 Recall
to conduct art evaluating artistic and constitutions of Level 2 Skills of
appreciation. form and content. artistic content and conceptual understanding
forms Level 3 Strategic
reasoning
Level 4 Extended critical
thinking and reasoning
1.2.2.LI.2 1.2.2.AS.2
Analyse the Level 1 Recall
combination of artistic Level 2 Skills of
form and content to conceptual understanding
make artistic Level 3 Strategic
decisions reasoning
Level 4 Extended critical
thinking and reasoning
298
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
3. DESIGN 2. COLOUR 1.3.2.LO.1 1.3.2.CS.1 1.3.2.LI.1 1.3.2.AS.1
FOR THEORY AND Use knowledge in Demonstrate Identify and explain Level 1Recall
LIFE APPLICATION colour schemes to understanding and colour schemes and Level 2 Skills of conceptual
interpret real life application of colour the mood they Level 3 Strategic reasoning.
situations in response to theory, colour schemes, express
societal problems. relationships and the
mood they express in
design.
1.3.2.LI.2 1.3.2.AS.2
Analyse pigment Level 1 Recall
colours and that of Level 2 Skills of conceptual
the spectrum understanding
Level 3 Strategic Reasoning.
1.3.2.LI.3 1.3.2.AS.3
Analyse and explain Level 1 Recall
the use of pigment Level 2 Skills of conceptual
colours, spectrum understanding
colours and Level 3 Strategic reasoning.
environmental ideas Level 4 Extended critical
in the creation of thinking and reasoning
artwork
299
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
3. DESIGN 1. DESIGN 1.3.1.LO.1 1.3.1.CS.1 1.3.1.LI.1 1.3.1.AS.1
FOR THINKING Apply elements and Demonstrate knowledge Identify and discuss Level 1 Recall
LIFE AND principles of art and and application of the key elements and Level 2 Skills of
COMPOSITION design and design elements and principles principles of art and conceptual understanding
thinking to generate of art and design thinking design Level 3 Strategic
ideas using natural in the real world reasoning
materials from the (environment). Level 4 Extended critical
immediate thinking and reasoning
environment to
solve societal
problem.
1.3.1.LI.2 1..3.1.AS.2
Describe how the Level 1 Recall
elements and Level 2 Skills of
principles of art and conceptual understanding
design are used to Level 3 Strategic
generate ideas for reasoning
artworks
1.3.1.LI.3 1. .3.1.AS.3
Identify and discuss Level 1 Recall
key elements and Level 2 Skills of
stages of design conceptual understanding
thinking process. Level 3 Strategic
reasoning.
Level 4 Extended critical
thinking and reasoning
300
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
3. DESIGN 3. RELATION 1.3.3.LO.1 1.3.3.CS.1 1.3.3.LI.2 1.3.3.AS.2
FOR LIFE OF FORMS Design and create Demonstrate Compose appropriate Level 1 Recall
art and design knowledge and skills tonal values and hues Level 2 Skills of
works by relating in relating forms and for forms in drawing conceptual understanding
basic contours and objective drawing by Level 3 Strategic
forms in the using available media reasoning.
environment using and techniques for
modern and digital creative expression
approaches.
301
YEAR TWO
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
1. THE 1. ART ACROSS 2.1.1.LO.1 2.1.1.CS.1 2.1.1.LI.1 Level 4 Extended critical
CREATIVE TIME Identify and analyse Demonstrate Identify and document thinking and reasoning
JOURNEY modern Ghanaian knowledge and Modern Ghanaian artists
(FROM artworks from the understanding of and their artworks from
CAVES TO 1920s to 1985 in modern Ghanaian the 1920s to 1985 in
21ST terms of materials, Artworks from the relation to materials,
CENTURY) methods, and uses. 1920s to 1985 in terms methods, and uses.
of materials, processes,
and uses as a basis for
making artworks that
reflect a wide range of
times.
2.1.1.LI.2 Level 4 Extended critical
Evaluate the thinking and reasoning
contributions of Modern
Ghanaian Artist and
their artworks to the
history of Ghana
302
STRAND SUB - LEARNING CONTENT LEARNING LEVELS OF
STRAND OUTCOMES STANDARDS INDICATORS ASSESSMENT
1. THE 1. ART 2.1.1.LO.2 2.1.1.CS.2 2.1.1.LI.1 2.1.1.AS.1
CREATIVE ACROSS Analyse Modern African art Demonstrate Classify Modern African Level 4 Extended critical
JOURNEY TIME and culture from 1900 to the knowledge and art and changes that thinking and reasoning
(FROM 21st Century in relation to understanding of occurred in art making
CAVES TO their peculiar socio-cultural Modern African art from 1900 to the 21st
21ST contexts and changes that from 1900 to the 21st Century in relation to
CENTURY occurred within the period Century in relation to materials, methods, and
artworks, materials, their socio-cultural
processes, and contexts.
changes 2.1.1.LI.2 2.1.1.AS.2
Analyse the impact of Level 4 Extended critical
modern African art and thinking and reasoning
design works on society.
2.1.1.LO.3 2.1.1.CS.3 2.1.1.LI.1 2.1.1.AS.1
Employ knowledge to show Demonstrate List and explain Modern Level 4 Extended critical
the relationships between knowledge and Art Movements thinking and reasoning
Western Modern Art from understanding of the (periods).
1850 to 1950 and Modern relationships
African art in terms of between Western
materials, imagery and Modern Art (from
meaning 1850 to 1950), and
Modern African art
in terms of materials,
imagery, meaning
and how they
influenced each
other.
303
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
1. THE 1. ART 2.1.1.LI.2 2.1.1.AS.2
CREATIVE ACROSS Analyse the impact of Level 3 Strategic
JOURNEY TIME Western modern art on reasoning
(FROM African art.
CAVES TO
21ST 2.1.1.LI.3 2.1.1.AS.3
CENTURY Discuss the relationship Level 3 strategic
between Western reasoning
Modern Art from 1850 to
1950 and modern
African art with
reference to materials,
imagery, and meanings.
2. DESIGN 2.1.2.LO.1 2.1.2.CS.1 2.1.2.LI.1 2.1.2.AS.1
HISTORY Articulate categories Demonstrate knowledge and Categorise and discuss Level 4 Extended critical
and origins of modern understanding of major modern major modern design thinking and reasoning
design concepts, designs, schools and concepts. concepts, theories, and
theories and schools.
movements.
2.1.2.LI.2 2.1.2.AS.2
Analyse social and Level 4 Extended critical
material conditions that thinking and reasoning
produced designs and
products.
304
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
1. AESTHETICS 1. THE 2.2.1.LO.2 2.2.1.CS.2 2.2.1.LI.1 2.2.1.AS.1
AND WORLD Analyse cultural Demonstrate knowledge Explain materials as Level 4 Extended critical
CRITICISM AROUND memory and the role and understanding of repository of cultural thinking and reasoning
US materials in the the constitution of art memory.
environment play in and design objects, 2.2.1.LI.2 2.2.1.AS.2
memory formation. scale and materials as Discuss regional Level 4 Extended critical
cultural identities. material as alternatives thinking and reasoning
to privileged material
and for art
2.2.1.LI.3 2.2.1.AS.3
Analyse art medium Level 4 Extended critical
and scale in art thinking and reasoning
production.
2.2.1.LO.3
Analyse cultural
identities in relation
to the constitution of
art and design
objects, scale and
materials
305
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
2. AESTHETICS 2. MAKING 2.2.2.LO.1 2.2.2.CS.1 2.2.2.LI.1 2.2.2.AS.1
AND JUDGEMENTS Apply aesthetic Demonstrate Discuss various Level 4 Extended critical
CRITICISM theories in the knowledge and aesthetic theories. thinking and reasoning
assessment of understanding of
cultural products. aesthetic theories as
underlying principles
for artistic expression.
2.2.2.LI.2 2.2.2.AS.2
Analyse aesthetic Level 3 Strategic reasoning
theories and their
contexts of
application.
2.2.2.LI.3 2.2.2.AS.3
Apply aesthetic Level 4 Extended critical
theories in art and thinking and reasoning
design works.
306
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
3. DESIGN 1. DESIGN 2.3.1.LO.1 2.3.1.CS.1 2.3.1.LI.1 2.3.1.AS.1
FOR LIFE THINKING Research and Demonstrate Design an info Level 4 Extended critical
AND document art and understanding and graphic to illustrate thinking and reasoning
COMPOSITI design processes to application of art and the art and design
ON generate ideas in design processes and processes.
response to social how it is applied to solve
problems societal problems.
2.3.1.LI.2 2.3.1.AS.2
Identify problems Level 4 Extended critical
in the environment thinking and reasoning
and design
strategies to
address them.
2.3.1.LI.3 2.3.1.AS.3
Design and execute Level 4 Extended critical
prototypes as thinking and reasoning
solutions to the
problems
identified.
307
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
3. DESIGN 2. COLOUR
3. 2.3.3.LO.1
2.3.2.LO.1 2.3.2.CS.1.
2.3.3.CS.1 2.3.2.LI.1
2.3.3.LI.1 2.3.2.AS.1
2.3.3.AS.1
FOR LIFE THEORY AND
APPLICATION Use knowledge of the Demonstrate knowledge, Identify and explain Level 4 Extended critical
colour relationship to understanding and colour relationships and thinking and reasoning
create art and design works application of advanced symbolism in the various
that incorporate and colour theory in design Ghanaian cultures.
interpret Ghanaian colour
symbolisms in response to
cultural engagements.
2.3.2.LI.2 2.3.2.AS 2
Create art and design Level 4 Extended critical
works using pigment thinking and reasoning
colours and Colours of
the spectrum to reflect
colour symbolisms in
Ghana
2.3.2.LI.3 2.3.2.AS 3
Prepare weaves from Level 4 Extended critical
natural sources and use thinking and reasoning
harmonious colours to
create art and design
works.
308
4. Create drawings of Demonstrate knowledge Create drawings of Level 4 Extended critical
RELATION OF figurative, non-figurative and understanding of figurative representations thinking and reasoning
3. DESIGN FORMS and abstract skills in various in the environment
FOR LIFE
representations in their figurative representations
immediate environment and associated treatments
using appropriate processes
and available materials.
2.3.3.LI.2 2.3.3.AS.2
Compose appropriate Level 4 Extended critical
treatments of constituent thinking and reasoning
parts for forms of
recognition and
abstraction.
2.3.3.LI.3 2.3.3.AS.3
Design and create works Level 4 Extended critical
with available modern thinking and reasoning
industrial material
with appropriate process.
309
YEAR THREE
STRAND SUB- LEARNING CONTENT LEARNING LEVELS OF
STRAND OUTCOMES STANDARDS INDICATORS ASSESSMENT
1. THE 1. ART 3.1.1.LO.1 3.1.1.CS.1 3.1.1.LI.1 3.1.1.AS.1
CREATIVE ACROSS Apply knowledge of the Demonstrate Reflect and document Level 4 Extended critical
JOURNEY TIME characteristics of understanding of contemporary Ghanaian art thinking and reasoning.
(FROM CAVES contemporary Ghanaian contemporary in terms of materials,
TO 21ST art and design works, Ghanaian artists and fabrication methods,
CENTURY) artists/designers, their works from 2001 to applications, and educational
exhibition strategies, the present, in terms of relevance.
and their effects on materials, processes, 3.1.1.LI.2 3.1.1.AS.1
global cultural and applications, as a Evaluate the contributions of Level 4 Extended critical
institutions and 21st- foundation for creating contemporary Ghanaian art thinking and reasoning
century Ghanaian artworks that reflect and artists to the Ghanaian
culture issues in contemporary art scene
Ghanaian society. 3.1.1.LI.3 3.1.1.AS.3
Analyse and explain the Level 4 Extended critical
impacts of contemporary thinking and reasoning
Ghanaian art on the
Artworld.
310
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
1. THE 1. ART 3.1.1.LO.2 3.1.1.CS.2 3.1.1.LI.1 3.1.1.AS.1
CREATIVE ACROSS Apply knowledge in the Use the history of Categorise and explain Level 4 Extended critical
JOURNEY TIME analyses of contemporary African art contemporary African thinking and reasoning
(FROM contemporary African with reference to art.
CAVES TO artists, artworks and materials, processes, and
21ST their exhibition contexts from 1980 to the
CENTURY) strategies, as well as present to interpret 21st-
impacts on global century African culture.
cultural institutions and
21st century African
cultural productions.
3.1.1.LI.2 3.1.1.AS.2
Discuss the Level 4 Extended critical
contributions of thinking and reasoning
African contemporary
art and artists to art
institutions in Africa
3.1.1.LI.3 3.1.1.AS.3
Analyse and explain
the impacts of Level 4 Extended critical
contemporary African thinking and reasoning
art on the Art world.
311
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
1. THE 1. ART ACROSS 3.1.1.LO.3 3.1.1.CS.3 3.1.1.LI.1 3.1.1.AS.1
CREATIVE TIME Apply knowledge in the Research, analyse and Identify and discuss the Level 1 Recall
JOURNEY identification and analyses participate in major milestones of Level 2 Skills of
(FROM of general characteristics contemporary art debates contemporary art. conceptual understanding
CAVES TO of contemporary artists, on inclusion and Level 3 Strategic reasoning
21ST artworks and exhibitions, exhibition making
CENTURY) and impacts on global
cultural institutions and
21st century Art.
3.1.1.LI.2 3.1.1.AS.2
Analyse and explain the Level 4 Extended critical
impacts of modern art thinking and reasoning
on African art
2. DESIGN 3.1.2.LO.1 3.1.2.CS.1 3.1.2.LI.1 3.1.2.AS.1
HISTORY Examine and participate in Demonstrate knowledge Analyse major design Level 4 Extended critical
debates on 21st-century and understanding of concepts in the 21st thinking and reasoning
design concepts and design concepts in the century.
applications. 21stcentury.
3.1.2.LI.2 3.1.2.AS.2
Appreciate and make Level 3 Strategic reasoning
judgements in debates
on 21st - Century Design
312
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
2. AESTHETICS 1. THE 3.2.1.LO.1 3.2.1.CS.1 3.2.1.LI.1 3.2.1.AS.1
AND WORLD Appreciate and contribute Reflect, analyse, and Categorise ethical issues Level 4 Extended
CRITICISM AROUND US to debates on material contribute to social associated with art and critical thinking and
usage responsibility, and inclusion and design. reasoning
emerging advocacy issues environmental issues in art.
in art
3.2.1.LI.2 3.2.1.AS.2
Discuss human-centred Level 4 Extended
ethical issues in art as critical thinking and
well as artistic reasoning
responsibilities
3.2.1.LI.3 3.2.1.AS.3
Reflect on material Level 1 Recall
responsibility, Level 2 Skills of
environment and conceptual
emerging advocacy understanding
issues Level 3 Strategic
reasoning
313
STRAND SUB-STRAND LEARNING CONTENT STANDARDS LEARNING LEVELS OF
OUTCOMES INDICATORS ASSESSMENT
2. AESTHETICS 1. THE 3.2.1.LO.2 3.2.1.CS.2 3.2.1.LI.1 3.2.1.AS.1
AND WORLD Ability to articulate Analyse and categorise Identify and explain Level 4 Extended critical
CRITICISM AROUND US technology as essential technology as indigenous to various technology- thinking and reasoning
to the making of art art and design in 20th - 21st based art and design
and design in the 20th - Centuries. works
21st Centuries
3.2.1.LI.2 3.2.1.AS.2
Differentiate between Level 4 Extended critical
3D, 4D, and 5D art thinking and reasoning
forms
3.2.1.LI.3 3.2.1.AS.3
Analyse and articulate Level 4 Extended critical
Crypto and Non- thinking and reasoning
Fungible Tokens
(NTFs) form of art
314
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
2. AESTHETICS 2. MAKING 3.2.2.LO.1 3.2.2.CS.1 3.2.2.LI.1 3.2.2.AS.1
AND JUDGEMENT Employ aesthetic Demonstrate Identify and explain Level 4 Extended critical
CRITICISM S questioning, formal, understanding of various aspects of art thinking and reasoning
historical and aesthetic questioning, criticism.
contextual analysis as formal, historical and
vocabulary in art contextual analysis as
criticism. vocabulary in art
3.2.2.LI.2 3.2.2.AS.2
Analyse and articulate Level 4 Extended critical
stages of art criticism. thinking and reasoning
Level 4
3.2.2.LI.3 3.2.2.AS.3
Apply criticism to their Level 4 Extended critical
own works and art and thinking and reasoning
design in general
315
STRAND SUB- LEARNING CONTENT LEARNING LEVELS OF
STRAND OUTCOMES STANDARDS INDICATORS ASSESSMENT
3. DESIGN 1. DESIGN 3.3.1.LO.1 3.3.1.CS.1 3.3.1.LI.1 3.3.1.AS.1
FOR THINKING Apply knowledge of Demonstrate knowledge Discuss the Level 4 Extended critical
LIFE AND Computer Aided Design and understanding of development of CAD thinking and reasoning
COMPOSITION (CAD) to design and Computer Aided and its impact on
execute projects in Design (CAD) and how product design.
response to solving to apply it to address
social problem societal problems.
3.3.1.LI.2 3.3.1.AS.2
Use two or more CAD Level 4 Extended critical
software to design an thinking and reasoning .
artwork to solve a
problem in the society
316
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
3. DESIGN FOR 2. COLOUR 3.3.2.LO.1 3.3.2.CS.1 3.3.2.LI.1 3.3.2.AS.1
LIFE THEORY AND Create artefacts using Demonstrate Identify and explain Level 4 Extended critical
APPLICATION knowledge in colour understanding and colour schemes and the thinking and reasoning
schemes to interpret application of colour mood they express in
real life situations in theory, colour relation to learners’
response to societal schemes, and the responses
problems. mood they express
in design.
3.3.2.LI.2 3.3.2.AS.2
Analyse pigment Level 4 Extended critical
colours and those of thinking and reasoning
the colour spectrum.
3.3.2.LI.3 3.3.2.AS.3
Create artworks from Level 4 Extended critical
ideas in the thinking and reasoning
environment using
pigment colours and
colours of the
spectrum
317
STRAND SUB- LEARNING CONTENT LEARNING LEVELS OF
STRAND OUTCOMES STANDARDS INDICATORS ASSESSMENT
3. DESIGN FOR 3. RELATION 3.3.3.LO.1 3.3.3.CS.1 3.3.3.LI.1 3.3.3. AS. 1
LIFE OF FORMS Design and create Demonstrate Organise and create Level 4 Extended critical
artworks by relating knowledge, drawings by relating thinking and reasoning
basic contours and understanding and basic contours and
forms in simple skills in relating forms forms in simple
objects in the in basic and object objects in the
environment using drawing with the environment using
modern and digital application of non-conventional
approaches. different/ non- materials
conventional media
and techniques for
creative expression
3.3.3.LI.2 3.3.3.AS.2
Compose appropriate Level 4 Extended critical
tonal values and hues thinking and reasoning
for forms of
resemblance.
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PAPER 1 (OBJECTIVE TEST)
SAMPLE QUESTIONS
SN CONTENT STANDARD / LEARNING ITEM LEVEL
INDICATOR
1. 1.3.2. LI.1
Study the diagrams below and match each one to its
Identify and explain colour schemes and the
corresponding colour scheme
mood they express
I II III 2
A. Diagram I: Complementary, Diagram II: Analogous,
Diagram III: Triadic
B. Diagram I: Analogous, Diagram II: Split
Complementary, Diagram III: Triadic
C. Diagram I: Split Complementary, Diagram II:
Triadic, Diagram III: Complementary
D. D. Diagram I: Succession, Diagram II: Split
Complementary, Diagram III: Complementary
2. 1.1.1. LI.1 Which of the materials listed is most used by the
indigenous Ghanaian artist to produce earthenware
Record and analyse the major indigenous
bowls?
Ghanaian Art periods and artworks in terms of
A. Limestone.
materials, methods of fabrication, uses, and B. Clay.
socio-cultural relevance. C. Gravel. 1
D. Charcoal.
319
3. 2.1.1. LI.1 Ghana’s renowned potter, James Amoah drew inspiration for 2
his works from
Identify and document Modern Ghanaian artists
A. the ancestors.
and their artworks from the 1920s to 1985 in
B. proverbial symbols.
relation to materials, methods, and uses.
C. his dreams.
D. his materials.
SN CONTENT STANDARD / LEARNING ITEM LEVEL
INDICATOR
4 1.1.1. LI.1 What is the main material used to create indigenous 1
Ghanaian sculptures?
Record and analyse the major indigenous
Ghanaian Art periods and artworks in terms of
A. Stone.
materials, methods of fabrication, uses, and B. Wood.
socio-cultural relevance. C. Clay.
D. Bone.
5 3.1.1. LI.2 2
Analyse how various factors have contributed to the growth
Evaluate the contributions of contemporary
of contemporary arts in Ghana. Which of the following
Ghanaian art and artists to the Ghanaian art
factors most effectively promote this growth through their
scene
impact on creativity and artistic expression?
I. Exhibition of artworks.
II. Methods and techniques for production.
III. Traditional beliefs.
IV. Adaptation of taboos.
A. I and II.
B. II, III, and IV
C. I, III, and IV.
D. III and IV.
320
6 1.1.2. LI.2 The primary purpose for building the pyramids in ancient 2
Egypt was for the
Categorise social and material conditions that
produced designs in ancient cultures
A. preservation of the bodies of the dead for
eternity.
B. preservation of the resting place of the dead.
C. protection of the body from predators.
D. protection of the body from bad weather
conditions.
Kofi wants to create an 'Abusua kuruwa' for his family.
7 1.1.1. LI.1 3
Select the correct steps to follow in creating this artefact.
Record and analyse the major indigenous I. hand-building.
Ghanaian Art periods and artworks in terms of II. blackening.
materials, methods of fabrication, uses, and III. Preparing clay body.
socio-cultural relevance. IV. firing.
A. I, II, III and IV.
B. I, III, II and IV.
C. III, I, IV and II.
D. II, I, III and IV.
8 3.2.2. LI.2 Your classmates are to critique a set of paintings. Suggest to 3
them the proper sequence to follow in
Analyse and articulate stages of art criticism
critiquing the paintings.
I interpretation.
II identification.
III judgement.
IV technicalities
321
A. I, II, III and IV.
B. II, IV, I and III.
C. IV, I, II and III.
D. IV, II, I and III.
9 1.1.1. LI.1 Myths and legends influence the making of artworks in 2
major Indigenous African cultures. Choose the myth or
Research and record myths and legends in
legend that relates to ibeji figure and the Akuaba.
major indigenous African cultures and their
artworks. A. Ananse story.
B. Agriculture.
C. Adze the Vampire.
D. Cycle of life.
10 2.1.1. LI.2 A community recently commissioned a modern African 3
sculpture for its town square. What would be the most
Analyse the impact of modern African art and
effective way to measure the artwork's societal impact?
design works on society.
A. Surveying locals about their views on the
sculpture.
B. Analysing changes in tourism and community
events.
C. Estimating the sculpture's market price globally.
D. Observing the number of photos taken with it.
322
ART AND DESIGN FOUNDATION
SAMPLE QUESTIONS
PAPER 2 (ESSAY)
SN CONTENT STANDARD / LEARNING ITEM LEVEL
INDICATOR
SECTION A (ESSAY)
1. 1.2.1. LI.1 Discuss five activities that will inform the design 3
decisions in your attempt to help your community rid
Explain how design concepts influence the design
itself of plastic waste.
characteristics of objects and the design.
2. 3.3.2. LI.2 (a) Outline four differences between the primary 3
colours of light and the primary colours of pigment.
Analyse pigment colours and those of the colour
spectrum. (b) Explain the term colour symbolism.
1.3.2. LI.1 (c) Discuss three distinct ways colour can be used
to convey emotions.
Identify and explain colour schemes and the
mood they express
SECTION B (TEST OF PRACTICAL)
3. 2.3.1. LI.2 Write a detailed report on the development of way- 4
finding signs you have created for a new health facility
Identify problems in the environment and design
located some distance from your community.
strategies to address them.
In your report, explain the steps taken to execute the
task, the materials and methods used, and the
challenges encountered. Include illustrations to support
your descriptions and highlight how the signs address
accessibility and visibility needs.
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ART AND DESIGN FOUNDATION
SAMPLE QUESTIONS
PAPER 3 (PRACTICAL TEST)
SN CONTENT STANDARD / LEARNING ITEM LEVEL
INDICATOR
Either
Drawing/Composition/Relation of Forms.
1. 2.3.1. LI.3 Your school has fewer dustbins that are spaced far apart. This 4
situation causes littering by students. The Art Department is
Design and execute prototypes as solutions to
organising an Art and Design Competition to select the best-
the problems identified.
designed prototype dustbins to complement the existing ones.
Design and produce a prototype to be presented as part of the
competition.
OR
Computer-Aided Design
2. 3.3.1. LI.2 Due to unsanitary conditions and poor waste disposal, 4
inhabitants in Agyeikurom are easily affected by water-borne
Use two or more CAD software to design an
diseases. Design appropriate communicative material to
artwork to solve a problem in the society.
educate the community on best hygienic practices.
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ART AND DESIGN STUDIO
1. INTRODUCTION
This document is a comprehensive guide for teachers on summative assessment in Art and Design Studio (ADStudio). It outlines the
philosophy, vision, goals, assessment objectives, and examination scheme for ADStudio. It details how to assess learners' knowledge, skills,
and competence over three years using the six levels of the Blooms Taxanomy. The thematic areas for assessment include Meaning, Scope
and Role of Art and Design, Material Classifications and Methods, Professional Practice and Ethics, Thinking Studio, Fabrication and
Construction, Artefact Production, and Portfolio Building. This detailed syllabus and assessment scheme were prepared using the Art and
Design Studio Curriculum, Teacher Manual, and Learner Materials.
2. PURPOSE
The Detailed Syllabus aims to align the Content Standards (CS), Learning Outcomes (LO), Learning Indicators (LIs), and various content
areas in the Art and Design Studio curriculum with the assessment scheme. This ensures that assessment can accurately measure and
confirm learning outcomes at the end of the programme, determining the extent to which learners have acquired specific knowledge, skills,
and competence in Art and Design Studio.
3. PHILOSOPHY
The Art and Design Studio curriculum offers a unique and powerful way for learners to express their ideas and understand the world. This
programme focuses on 2 and 3-dimensional art, preparing learners to be critical thinkers, digitally literate, collaborative, and communicate
effectively. Through hands-on activities, learners are prepared to use relevant methodologies and creative innovations as responsible global
citizens. The curriculum enables learners to explore cross-cutting abilities, empowering them to think imaginatively, and innovatively, with
flexibility and empathy, and with confidence to deal with opportunity and risk. The goal is to equip learners with 21st-century skills and
competencies to understand and apply creative thinking, express concepts and ideas, and work independently and collaboratively to create
solutions through Art and Design.
4. VISION
The Art and Design Studio curriculum is to prepare and equip learners with the 21st Century skills and competencies to understand and
apply creative thinking and innovative processes, express concepts and ideas and work independently and collaboratively to create solutions
through the application of Art and Design Studio principles for the world of work, adult life and further studies as responsible citizens.
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5. GOALS
The study of Art and Design Studio seeks to:
(i) engage learners to acquire creative and innovative, critical thinking and problem-solving skills, as well as collaborative and
communicative competencies needed to develop ideas for designing, making and responding to artistic concepts, ideas, processes and
products.
(ii) provide an enabling environment that fosters an individual’s confidence, curiosity, innovative spirit and lifelong enjoyment of art and
personal sense of social and cultural identity.
(iii) develop learners’ foundational knowledge and skills to make informed choices of career courses and vocations in the creative arts
industry.
(iv) embrace all domains of knowledge and life: intellectual, social, psychological, spiritual, artistic, aesthetic and physical.
(v) provide avenues for performing, producing, and self-expression in art and design.
(vi) develop the skills, ability and aptitudes to adapt positively to the rapidly changing local and global environment and transmit, promote
and preserve the Ghanaian culture.
(vii) prepare learners with technical, vocational and entrepreneurial skills needed for self-employment and the world of work in supporting
the nation’s economy and well-being.
(viii) facilitate the recognition and respect of all and value the culture of others; locally, nationally and globally through engaging with
artworks, art making and arts professions.
6. SCHEME OF EXAMINATION/ASSESSMENT
The Arts and Design Studio would comprise of three papers. Below is a detailed description of each paper:
(I) PAPER 1 (OBJECTIVE TEST)
It comprises forty Multiple-choice questions to be answered within 50 minutes for 40 marks.
(II) PAPER 2 (ESSAY TEST)
This will comprise eight questions and candidates would be expected to answer 4 questions, within 120 minutes for 60 marks. The
paper will be in three sections - that is A, B and C. A comprises Art and Design Theories and applications, B comprises Creative
Methodologies and C is Creative Projects. The candidates would be expected to answer one (1) question out of 2 from Section A,
two (2) questions out of 3 from Section B and two (2) questions out of 3
from Section C.
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(III) PAPER 3: PRACTICAL/ PROJECT WORK
The table below describes the structure of the project work:
Requirement Assessment
Paper 3: 2-D and 3-D Visual Responses
Compulsory 2-Dimensional Visual Response - 15 hours for 100 marks
Paper to be given two weeks before the commencement of the WAEC Examination. Three
project briefs (questions) will be issued. Candidates will be required to submit TWO responses to
one of the three project briefs (questions), with one response being in 2-dimensional form and the
other in 3-Dimensional form
Candidates are to include explorations of all preliminary studies (artists/artworks/cultural
relics/pop culture) relevant to the chosen theme/media in their examination portfolio.
The examination portfolio will comprise of:
o the 2-D finished artwork,
o a sketchbook (A3) containing no more than SIX sheets of preparatory sketches and
o referenced materials album (sources of inspiration) containing no more than FOUR
sheets.
3-D Visual Response - 15 hours for 100 marks
Candidates are to include explorations of all preliminary studies (artists/artworks/cultural
relics/pop culture) relevant to the chosen theme/media in their examination portfolio.
The examination portfolio will comprise of:
o the 3-D finished artwork or prototype model
o a sketchbook (A3) containing no more than SIX sheets of preparatory sketches and
o referenced materials album (sources of inspiration) containing no more than FOUR
sheets.
There is a Project Brief (question paper) for this component.
Candidates choose two starting points to develop into a personal response.
There are two parts to the project:
Supporting studies, created during the preparation period and
A final outcome (finished work), produced during a supervised test of 15 hours’ total duration.
Candidates are required to provide evidence of their ability to:
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document ideas and observations from direct investigations, including their own drawings and photos, as well as secondary
imagery and sources.
engage in the exploration and experimentation of various media, techniques, and processes.
conduct thorough research on artists, designers, and cultural influences to inform the development of ideas.
carefully select, review, and refine their work throughout the entire process to strategically plan and produce a personal and
cohesive outcome.
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7. DETAILED SYLLABUS
YEAR 1
Sub- Content Learning
Strand Learning Outcome Assessment
Strand Standard Indicator
1 1. 1.1.1.LO.1 1.1.1.CS.1 1.1.1.LI.1 1.1.1.AS.1
ART AND Meanings, Analyse the scope Demonstrate Document the components of Art and Level 4 Extended critical thinking
Scope and and role of Art and understanding of the Design Studio: Sculpture, Painting, and reasoning
DESIGN
THEORIES AND Role Of Art Design Studios in Scope and role of Art Graphic Design, Textiles, Ceramics,
APPLICATION And Design the Ghanaian and Design Studios in Jewellery, Leatherwork, Pliable Arts
Studio society. the Ghanaian society. (Basketry, Fibres and Fabrics, etc.),
Contemporary Art.
1.1.1.LI.2 1.1.1.AS.2
Document the roles of the various Level 4 Extended critical thinking
components of the Art and Design and reasoning
Studio
2 1.1.2.LO.1 1.1.2.CS.1 1.1.2.LI.1 1.1.2.AS.1
Material Examine art Demonstrate Discuss art materials according to Level 3 Strategic reasoning
Classificatio materials in the knowledge and nature, technique and purpose.
n and environment to their understanding of art
Methods nature, method, and and design material
use. classification and
1.1.2.LO.2 method. 1.1.2.LI.2 1.1.2.AS.2
Investigate basic Discuss the basic methods and Level 4 Extended critical
methods and techniques in creating 2-D and 3-D art thinking and reasoning
techniques for and design works.
creating 2-D and 3-
D art and design
works.
329
1 2 1.1.2.LO.3 1.1.2.LI.3 1.1.2.AS.3
ART AND Material Discuss the basic Discuss the basic methods for preparing Level 3 Strategic reasoning
DESIGN Classifica- methods for preparing and storing art media.
THEORIES AND tions And and storing art media.
APPLICATION Methods
(CONT’D) (CONT’D)
3 1.1.3.LO.1 1.1.3.CS.1 1.1.3.LI.1 1.1.3.AS.1
Professional Analyse the concept Demonstrate Explain the concept of professional Level 3 Strategic reasoning
Practice And of professional knowledge and practice in Art
Ethics Practices and Ethics understanding of 1.1.3.LI.2 1.1.3.AS.2
in Art. professional practices Analyze the concept of ethics in Art and Level 4 Extended critical
and ethics in Art. Design. thinking and reasoning
330
Strand
Sub-Strand Learning Outcome Content Standard Learning Indicator Assessment
2 1 1.1.2.LO.1 1.1.2.CS.1 1.1.2.LI.1 1.1.2.AS1
CREATIVE Thinking Studio Use art and design studios Demonstrate understanding Identify how art or design Level 4 Extended critical
thinking and reasoning
METHODO to create solutions for of art and design studio studio tasks can be used
LOGIES societal problems. ideation and proposal as an artistic intervention
presentations as studio tasks for social problems.
to solve societal problems. 1.1.2.LI.2 1.1.2.AS2
Determine possible Level 4 Extended critical
multiple forms of artworks thinking and reasoning
in Art and Design that can
be used to solve identified
problems in society.
1.1.2.LI.3 1.1.2.AS.3
Create multiple proposals Level 4 Extended critical
with accompanying notes thinking and reasoning
in 2D, 3D, or mixed-media
presentations for possible
art and design studio task.
2 1.2.2.LO.1 1.2.2.CS.1 1.2.2.LI.1 1.2.2.AS.1
Fabrication And Design and create 2-D art or Demonstrate understanding Examine the workability of Level 4 Extended critical
Construction design work using appropriate and application of studio conventional and non- thinking and reasoning
tools and materials and processes, relevant tools and conventional tools and
relevant studio processes materials to create 2 materials from the
through visual thinking and dimensional artworks through environment that can be
creative communication. visual thinking and creative used to create 2-D art or
communication. design works.
331
Strand Sub-Strand Learning Outcome Content Standard Learning Indicator Levels of Assessment
2 2 1.2.2.LI.2 1.2.2.AS.2
CREATIVE Fabrication And Design and create 2-D art Level 4 Extended critical
Construction
METHODO (CONT’D)
or design work using thinking and reasoning
LOGIES conventional and non-
(CONT’D) conventional materials,
tools, and relevant
processes to respond to
societal problems.
1.2.2.LO.2 1.2.2.CS.2 1.2.2.LI.1 1.2.2.AS.1
Design and create Demonstrate understanding Identify materials, tools, Level 4 Extended critical
3-D artwork using and application of studio and relevant processes thinking and reasoning
appropriate tools and processes, relevant tools and techniques used in
materials and relevant and materials to create 3 performing 3D studio
studio processes through dimensional artworks tasks
visual thinking and creative through visual thinking and 1.2.2.LI.2 1.2.2.AS.2
communication. creative communication. Design and create 3D Level 4 Extended critical
artworks using thinking and reasoning
conventional and non-
conventional materials,
tools, and relevant
processes in response to
societal problems.
3 1 1.3.1.LO.1 1.3.1.CS.1 1.3.1.LI.1 1.3.1.AS1
CREATIVE Artefact Use knowledge of creative Demonstrate understanding Use a visual medium to Level 3 Strategic
PROJECT Production processes and skills in and application of creative create art and design reasoning Level 4
artefact production to create processes in artefact projects with an emphasis
artworks with an emphasis production with emphasis on on protective and
on protective and decorative protective and decorative decorative processes.
processes. processes.
332
Sub- Content Learning
Strand Learning Outcome Assessment
Strand Standard Indicator
3 1 1.3.1.LI.2 1.3.1.AS.2
CREATIVE Artefact Apply suitable safety Level 4 Extended critical
thinking and reasoning
PROJECT Production measures when creating
(CONT’D) (CONT’D) art and design work with
special attention to
protective and decorative
processes used to create
artwork.
2 1.3.2.LO.1 1.3.2.CS.1 1.3.2.LI.1 1.3.2.AS.1
Portfolio Use the knowledge and Demonstrate understanding Develop artist statements Level 4 Extended critical
Building skills in portfolio-building and application of art and to reflect portfolio and thinking and reasoning
to generate artist statements, design portfolio building to exhibition.
develop portfolios and exhibit art and design 1.3.2.LI.2 1.3.2.AS.2
exhibit art or design work. works. Generate a manual and Level 4 Extended critical
digital portfolio as thinking and reasoning
evidence of art and design
practice.
1.3.2.LI.3 1.3.2.AS.3
Use appropriate strategies Level 4 Extended critical
to mount art and design thinking and reasoning
exhibition.
333
Strand Sub-Strand Learning Outcome Content Standard Learning Indicator Levels of Assessment
1 1 2.1.1.LO.1 2.1.1.CS.1 2.1.1. LI.1 2.1.1.AS.1
ART AND Meanings, Articulate and apply Demonstrate Examine etiquettes to be observed Level 3 Strategic reasoning
DESIGN Scope And art and design studio understanding of Art in Art and Design studio practices
THEORIES Role Of Art etiquettes in the and Design Studio and their implication in teaching
AND And Design learning etiquette. and learning the subject.
APPLICATION Studio environment and
real-world studio
practice.
2 2.1.2. LO.1 2.1.2. CS.1 2.1.2. LI.1 2.1.2. AS.1
Material Create art and Demonstrate an Discuss and apply analogue and Level 4 Extended critical
Classification design works with understanding of digital media in built environments thinking and reasoning
And Methods analogue and digital analogue and digital and how they are used as basic media
for the creation of art and design
media as tools. media as tools for
products and projects.
creating artworks and
2.1.2. LI.2 2.1.2. AS.2
designs. Analyse how selected analogue and Level 4 Extended critical
digital media in nature and the built thinking and reasoning
environment contribute to solving
societal problems through the
artworks they are used to create.
3 2.1.3. LO.1 2.1.3. CS.1 2.1.3. LI.1 2.1.3.AS.1
Professional Apply the concept Demonstrate Analyse the concept of Level 4 Extended critical
Practice And of professional knowledge and professional ethics in design. thinking and reasoning
Ethics ethics in design. understanding of 2.1.3. LI.2 2.1.3.AS.2
Professional Analyse the codes and regulations Level 1 Recall
Practice and Ethics in of art and design practices in Level 2 Skills of conceptual
Design. Ghana understanding
Level 3 Strategic reasoning
334
Strand Sub-Strand Learning Outcome Content Standard Learning Indicator Levels of Assessment
2 1 2.2.1. LO.1 2.2.1. CS.1 2.2.1. LI.1 2.2.1.AS.1
CREATIVE Thinking Use mixed media Demonstrate the Analyse antique artworks made in Level 4 Extended critical
METHODOLO- Studio ideations as studio knowledge and single materials and propose new thinking and reasoning
GIES interventions for understanding of ways of making such works as
21st-century antique mixed media mixed media representations.
cultural products. ideations in the studio
2.2.1. LI.2 2.2.1.AS.2
as a proposition for
Analyse multiple approaches, Level 4 Extended critical
21st-century
material combinations, and thinking and reasoning
interventions for
techniques for the work, as well as
antique cultural
the appropriate mode of
products and product
presentations.
design.
2.2.1.LI.3 2.2.1..AS.3
Create multiple annotated mixed Level 4 Extended critical
media presentations in preferred thinking and reasoning
artistic formats as studio thinking
for creating artworks.
2 2.2.2. LO.1 2.2.2. CS.1 2.2.2. LI.1 2.2.2.AS.1
Fabrication Create 2- Demonstrate Identify and document image- Level 4 Extended critical
And dimensional art or knowledge and making, and repetition processes thinking and reasoning
Construction design works with application of image and techniques used to create
image-making and making as well as selected 2-Dimensional art or
repetition processes repetition processes design works.
and techniques with and techniques with
local ideas and local ideas and
relevant studio relevant studio skills
skills. to create 2
Dimensional artwork
335
Strand Sub-Strand Learning Outcome Content Standard Learning Indicator Levels of Assessment
2 2 2.2.2. LI.2 2.2.2.AS.2
CREATIVE Fabrication Analyse how image-making and Level 1 Recall
METHODOLO- And repeat processes and techniques for Level 2 Skills of conceptual
GIES Construction creating 2-dimensional artworks understanding
(CONT’D) (CONT’D) can be undertaken with relevant Level 3 Strategic reasoning
tools and materials. Level 4 Extended critical
thinking and reasoning
2.2.2. LI.3 2.2.2.AS.3
Create 2-Dimensional art or design Level 4 Extended critical
works with tools and materials thinking and reasoning
with image making and repeat
processes and techniques.
2.2.2. LO.2 2.2.2. CS.2 2.2.2. LI.1 2.2.2.AS.1
Use knowledge of Demonstrate Identify materials and the Level 4 Extended critical
materials and knowledge and appropriate tools that can be used thinking and reasoning
subtractive application of in the subtractive processes of
processes and subtractive processes creating 3-Dimensional art forms
techniques to create and techniques for 2.2.2.LI.2 2.2.2.AS.2
artworks in 3- making 3- Review different types of Level 4 Extended critical
dimensional forms. Dimensional artwork subtractive processes and thinking and reasoning
with local materials techniques for performing
and relevant studio particular studio tasks and creation
skills. of artworks.
336
Strand Sub-Strand Learning Outcome Content Standard Learning Indicator Levels of Assessment
2 2 2.2.2.LI.3 2.2.2.AS.3
CREATIVE Fabrication Design and Create 3-dimensional Level 4 Extended critical
METHODOLOG And artwork with local materials and thinking and reasoning
IES Construction appropriate tools using subtractive
(CONT’D) (CONT’D) processes and techniques to solve a
societal problem
3 1 2.3.1.LO.1 2.3.1.CS.1 2.3.1.LI.1 2.3.1.AS.1
CREATIVE Artefact Apply knowledge Demonstrate Distinguish and record the Level 4 Extended critical
PROJECT Production and skills in art and knowledge and difference between protective thinking and reasoning
design studio theory understanding of art processes and decorative processes
and creative and design studio in artefact productions.
methodologies to theory and creative
create art and design methodologies for
works. artefact production 2.3.1.LI.2 2.3.1.AS.2
with an emphasis on Apply knowledge and skills in Level 3 Strategic reasoning
designing and safety, maintenance and
finishing. sustainability in environmental
protection and energy conservation
(Greening Education).
2.3.1.LI.3 2.3.1.AS.3
Apply designing and finishing Level 4 Extended critical
processes to create an artistic project thinking and reasoning
to solve a societal problem.
337
Strand Sub-Strand Learning Content Learning Levels of Assessment
Outcome Standard Indicator
3 2 2.3.2. LO.1 2.3.2.CS.1 2.3.2.LI.1 2.3.2.AS.1
CREATIVE Portfolio Apply knowledge Demonstrate Distinguish between portfolio Level 4 Extended critical
PROJECT Building in portfolio knowledge and building and exhibition. thinking and reasoning
building to understanding in
generate portfolio building 2.3.2.LI.2 2.3.2.AS.2
hardcopy/digital to mount an Mount hardcopy/digital as well Level 4 Extended critical
and online exhibition and as online exhibition of own thinking and reasoning
exhibitions of art generate an artist works and that of others.
and design works statement and
and generate an exhibition
artist statement brochure. 2.3.2.LI.3 2.3.2.AS.3
and exhibition Generate artist statements and Level 3 Strategic reasoning
brochure. exhibition brochure on own
works and that of others.
338
YEAR 3
Strand Sub- Learning Content Standard Learning Indicator Assessment
Strand Outcome
1 1 3.1.1.LO.1 3.1.1CS.1 3.1.1LI.1 3.1.1. AS.1
ART AND Meanings, Reflect and Demonstrate Learners acquaint themselves Level 2 Skills of
DESIGN Scope and familiarize knowledge and with the Copyright Act of Ghana, conceptual understanding
THEORIES Role of Art yourself with understanding of the 2005 (Act 690) Patent Act, 2003
AND and Design intellectual Creative Art (Act 657) Trademarks Act,
APPLICATION Studio property laws industry laws, and 2004(Act 664), Company Act,
in Ghana and ethics and their 2019(Act 992) and their
their implication on art implications on art and design
importance to and design studio studio practices.
art and design practices. 3.1.1.LI.2 3.1.1. AS.2
studio Investigate the art business Level 2 Skills of
practitioners. registration, its importance and conceptual understanding
implication on art studio practice.
3.1.1.LI.3 3.1.1.AS.3
Investigate how art laws and Level 3 Strategic
policies inform societal reasoning
development.
2 3.1.2. LO.1 3.1.2. CS.1 3.1.2. LI.1 3.1.2.AS.1
Material Explore natural Demonstrate Research into recipes for making Level 4 Extended critical
Classification and manmade knowledge and art media from natural and thinking and reasoning
and Methods materials for art understanding of art Artificial sources.
making. and design media
formulation and use
in creating art and
design.
339
Strand Sub-Strand Learning Content Standard Learning Indicator Levels of Assessment
Outcome
1 2 3.1.2.LI.2 3.1.2.AS.2
ART AND Material Use computer software Level 4 Extended critical
DESIGN Classification applications to simulate the thinking and reasoning
THEORIES AND and Methods effects of art media.
APPLICATION (CONT’D)
(CONT’D)
3 3.1.3. LO.1 3.1.3. CS.1 3.1.3. LI.1 3.1.3.AS.1
Professional Apply ethical Demonstrate Examine ethical considerations to Level 2 Skills of
Practice And considerations knowledge and be observed in art studio practice. conceptual understanding
Ethics to the artist’s understanding of
use of others’ ethical
3.1.3. LI.2 3.1.3.AS.2
art and design considerations in the
Discuss the essence of censoring Level 2 Skills of
work to create use of others’ art
artworks to meet societal ethics. conceptual understanding
art and design and design work to
works. create your art and
design works.
2 1 3.2.1. LO.1 3.2.1. CS.1 3.2.1. LI.1 3.2.1.AS.1
CREATIVE Thinking Analyse existing Demonstrate Discuss embedded sustainable Level 3 Strategic reasoning
METHODOLO Studio artworks and knowledge and development messages within
GIES designs, and understanding of 21st- selected artworks through the
create innovative century futuristic analysis of the actual meaning of the
and inventive propositions and image, reflection and reaction.
artworks and product design for 3.2.1. LI.2 3.2.1.AS.2
designs centred Sustainable Create innovative and inventive Level 4 Extended critical
on sustainable Development Goals artworks and designs centred on thinking and reasoning
development (SDGs). sustainable development using both
using both digital digital and other media ideations that
and other media can stimulate learners’
ideations. consciousness on the relevance of
sustainable living.
340
Strand Sub-Strand Learning Content Standard Learning Indicator Levels of Assessment
Outcome
2 1 3.2.1. LI.3 3.2.1.AS.3
CREATIVE Thinking Design and create artwork based Level 4 Extended critical
METHODOLO- Studio on the message of sustainability thinking and reasoning
GIES (CONT’D) using biodegradable and 80%
(CONT’D) recyclable waste materials.
2 3.2.2. LO.1 3.2.2. CS.1 3.2.2. LI.1 3.2.2.AS.1
Fabrication Use multiple Demonstrate Analyse multiple media processes Level 3 Strategic
And methods, such knowledge and skill and techniques used in creating 2- reasoning
Construction as analogue and in using analogue dimensional artworks in the Level 4 Extended critical
digital media and digital media environment. thinking and reasoning
processes and processes and
techniques, and techniques, together
materials in the with any other
environment to relevant skills and 3.2.2. LI.2 3.2.2.AS.2
create 2- materials in the Categorise tools, materials and Level 4 Extended critical
Dimensional environment to methods for analogue and digital thinking and reasoning
artwork in create 2- media in the environment, and
response to Dimensional their potential usage.
societal solutions for societal
problems. problems. 3.2.2. LI.3 3.2.2.AS.3
Create 2-Dimensional artwork Level 3 Strategic reasoning
using multiple methods, including
analogue and digital media
processes and techniques in
response to societal problems.
341
Strand Sub-Strand Learning Content Standard Learning Indicator Levels of Assessment
Outcome
2 2 3.2.2. LO.2 3.2.2. CS.2 3.2.2. LI.1 3.2.2.AS.1
CREATIVE Fabrication Use multiple Demonstrate Identify objects from various Level 2 Skills of
METHODOLO- And methods, knowledge and disciplines of study such as conceptual understanding
GIES Construction including application of education, engineering, health, etc
(CONT’D) (CONT’D) additive and additive and to record 3-Dimensional
subtractive subtractive representation and fabrication
processes and processes and methods.
techniques, and techniques for
3.2.2. LI.2 3.2.2.AS.2
materials in the making
environment to 3-dimensional Discuss materials and fabrication Level 4 Extended critical
create 3- artwork with local methods in relation to addictive thinking and reasoning
dimensional materials and and subtractive processes and
mix-media relevant studio techniques, together with any other
artwork as a skills. applicable methods for creating 3-
solution to a dimensional mix media artworks.
specific social 3.2.2. LI.3 3.2.2.AS.3
problem. Design and create 3-Dimensional Level 4 Extended critical
mixed media artworks using thinking and reasoning
materials, appropriate tools and
processes in response to challenges
within selected disciplines of study
such as education, engineering,
health, architecture, agriculture,
etc.
342
Strand Sub-Strand Learning Outcome Content Standard Learning Indicator Levels of Assessment
3 1 3.3.1. LO.1 3.3.1. CS.1 3.3.1. LI.1 3.3.1.AS.1
CREATIVE Artefact Use knowledge and Demonstrate knowledge Make a short video Level 4 Extended
PROJECT Production skills acquired in and understanding of presentation to critical thinking and
advanced Finishing advanced Finishing illustrate the reasoning
Techniques/Processes Techniques/Processes to characteristics of
to create an art or create art or design advanced finishing
design work for work for functional and techniques.
functional and aesthetic purposes.
aesthetic purposes. 3.3.1LI.2 3.3.1.AS2
Mount Level 4 Extended
hardcopy/digital as critical thinking and
well as online reasoning
exhibition that
reflects selected
advanced finishing
techniques.
3.3.1LI.3 3.3.1.AS.3
Present a short report Level 4 Extended
on the exhibition critical thinking and
mounted in relation reasoning
to advanced finishing
techniques.
343
Sub-
Strand Learning Outcome Content Standard Learning Indicator Levels of Assessment
Strand
3 2 3.3.2. LO.1 3.3.2 CS.1 3.3.2 LI.1 3.3.2.AS.1
CREATIVE Portfolio Brainstorm and Demonstrate Identify and analyse the Level 1 Recall
PROJECT Building organize a digital knowledge, challenges involved in Level 2 Skills of conceptual
portfolio understanding and organising digital understanding
application of current portfolios. Level 3 Strategic reasoning
trends in portfolio
building in the art 3.3.2.LI2 3.3.2.AS.2
world. Discuss the benefits of a Level 3 Strategic reasoning
digital portfolio.
3.3.2.LI3 3.3.2.AS3
Identify some Level 4 Extended critical
contemporary Ghanaian thinking and reasoning
artists who depend largely
on portfolio building in
their artistic practice.
344
ART AND DESIGN STUDIO
SAMPLE QUESTIONS - PAPER 1 (OBJECTIVE TEST)
SN CONTENT STANDARD / ITEM ASSESSMENT
LEARNING INDICATOR
LEVEL
1. 1.1.1.LI.2 Which of these art and design studio components is mostly used to 1
commemorate events in Ghana?
Document the roles of the various
components of the Art and Design A. Graphic design
Studio B. Multimedia art
C. Sculpture
D. Textiles
2. 1.1.2.LI.3 The Art Foundation of the Duase community seeks your advice on 3
properly storing its paper-based artwork collection for an upcoming
Discuss the basic methods for preparing
exhibition.
and storing art media.
Which storage method should the foundation use?
A. Place the artworks in boxes in a dry place.
B. Roll and keep the artworks securely in tubes.
C. Stack the artworks in piles on flat surfaces.
D. Store the artworks in plastic containers in a room.
3. 2.3.1.LI.3 The primary purpose of applying finishes to art and design objects is 1
to
Apply designing and finishing processes
to create an artistic project to solve a A. adjust their colour scheme.
social problem. B. alter their weight and texture.
C. enhance their visual appeal.
D. improve durability and appearance.
345
SN CONTENT STANDARD / ITEM ASSESSMENT
LEARNING INDICATOR
LEVEL
4. 3.1.3. LI.2 In using traditional African symbols from an indigenous community 2
in creating new artwork, the most responsible action an artist must
Discuss the essence of censoring take is to
artworks to meet societal ethics. A. acknowledge the cultural source of the symbols.
B. ignore the use of traditional symbols in new artworks.
C. modify the symbols until it no longer resembles the
original.
D. use the symbols without alteration to preserve tradition.
5. 2.3.1.LI.2 2
Apply knowledge and skills in safety, What is the environmental benefit of using found materials to create
maintenance and sustainability in artworks in the community?
environmental protection and energy
A. Enhances the durability of the finished artworks.
conservation (Greening Education).
B. Improves the visual appeal of the artworks created.
C. Makes the production of artworks more affordable.
D. Minimise waste and decrease carbon emissions.
6. 1.2.2.LI.1 2
Examine the workability of conventional
and non-conventional tools and materials An art teacher assigned the class to create a 2-dimensional artwork on
from the environment that can be used to the theme “Avoid littering the class.” Which statement best reflects
create 2-D art or design works. the teacher’s main goal in asking the class to keep a journal?
A. Brainstorming ideas for the artwork
B. Copying existing artworks
C. Exhibiting previous artwork
D. Testing the drawing skills of the class
346
SN CONTENT STANDARD / ITEM ASSESSMENT
LEARNING INDICATOR
LEVEL
7. 2.2.2. LI.2 An artist uses repeat processes such as layering and printing to create 2
a 2-dimensional artwork.
Analyse how image-making and repeat
processes and techniques for creating 2-
dimensional artworks can be Choose the most appropriate tool and materials that would effectively
undertaken with relevant tools and support the technique.
materials.
A. Stencil, acrylic paint, and paper
B. Stamp, charcoal, and white paper
C. Stamp, oil paints, and canvas
D. Stencil, watercolour paint and paper
8. 1.1.2.LI.2 Which of the following artworks created using multiple techniques, is 3
effective in addressing apathy in the community?
Determine possible multiple forms of
artworks in Art and Design that can be A. Installations on environmental degradation and its impact
used to solve identified problems in B. Multimedia projects and exhibitions on inclusivity.
society. C. Murals depicting unity and cultural diversity
D. Videos on environmental awareness and recycling actions
9. 2.3.1.LI.3 An artist is restoring a Ghanaian ceremonial stool adorned with 3
symbolic carvings representing power and divinity. The artist must
Apply designing and finishing processes
decide between traditional gold leafing and modern metallic paint to
to create an artistic project to solve a
preserve its glittering metallic finish.
social problem.
Choose the most appropriate factor the artist should consider in
making a decision.
A. Cost-effectiveness of the chosen material.
B. Ease of application to meet tight deadlines.
C. Resistance to wear and environmental damage.
D. Staying true to the culture and traditions.
347
SN CONTENT STANDARD / ITEM LEVEL
LEARNING INDICATOR
10. 3.3.2.LI2 The Head of the Art Department of your school has instructed learners 3
to maintain both manual and digital portfolios of their artworks.
Discuss the benefits of a digital
portfolio.
Identify from the options, the benefits that you would gain as a learner
by keeping these portfolios. It helps in
i. displaying a range of techniques, media and technical
abilities.
ii. organising and storing the artworks in a portable manner.
iii. protecting artworks from spill, smudge, tear and dirt.
iv. sharing of artworks with potential employers and
collectors.
A. II & IV only.
B. I, II & III only.
C. I, II & IV only
D. I, II, III & IV.
348
ART AND DESIGN STUDIO
SAMPLE QUESTIONS - PAPER 2 (ESSAY TEST)
This paper has three sections: A, B, and C. The candidates are required to answer only one (1) question out of two (2) questions from Section A,
two (2) questions out of three (3) from Section B, and two (2) questions out of three (3) from Section C. In all, candidates will be required to answer
five (5) questions out of eight (8) within two (2) hours for 60 marks.
S/N CONTENT STANDARD / ITEM DoK
LEARNING INDICATOR
LEVEL
SECTION A (ART AND DESIGN THEORIES AND APPLICATION)
1. 1.1.2.LI.2 a) State two uses of any two of the following art and design 4
materials:
Discuss the basic methods and techniques (i) wax;
in creating 2-D and 3-D art and design (ii) mahogany;
works. (iii) plaster of Paris;
(iv) fabric.
b) Describe how cane is used to create a chairback.
SECTION B (CREATIVE METHODOLOGIES)
2. 2.2.2. LI.3 The Painters’ Association of Ghana has 3000 members. As part of its 4
20th Anniversary Celebration, which is in two weeks, they intend to
Create 2-dimensional art or design works
have a multicoloured cloth for their members.
with tools and materials with image
making and repeat processes and a) Identify and explain the most suitable repetitive
techniques. process that can be adapted to produce the cloth.
b) Explain three design stages that can be employed
in designing the cloth using the repetitive process.
349
SN CONTENT STANDARD / ITEM DoK
LEARNING INDICATOR
LEVEL
SECTION C (CREATIVE PROJECTS)
3. 2.3.1.LI.3 The Ghana Museums and Monuments Board has contracted the Art 3
Apply designing and finishing processes Department of your school to restore some of their broken antiquities.
a) Outline two background information that will help
to create an artistic project to solve a in restoring the antiquities.
social problem.
b) Describe any four potential studio tasks that can
be employed to restore the antiquities.
350
ART AND DESIGN STUDIO
SAMPLE QUESTIONS - PAPER 3 (PRACTICAL TEST)
The paper 3 would consist of three project briefs (questions) and candidates will be required to submit two responses to one of the three briefs,
in 2-dimensional form and the other in 3-dimensional form, for 100 marks each.
S/N CONTENT STANDARD / ITEM DoK
LEARNING INDICATOR
LEVEL
1. 3.2.1. LI.2 Recent flooding in your community has destroyed life and property. 4
Create innovative and inventive artworks and Use an appropriate creative technique and medium to develop and
designs centred on sustainable development create 2-dimensional or 3-dimensional artwork to create awareness
using both digital and other media ideations
about environmental conservation and sustainable practices within
that can stimulate students’ consciousness on
the relevance of sustainable living. your local communities.
351
AVIATION AND AEROSPACE ENGINEERING
1. INTRODUCTION:
Aviation and Aerospace Engineering is a newly introduced STEM elective at the senior high school level. This elective seeks to equip learners
with theoretical and practical knowledge with regards to the science of flight and its related industries to prepare them for further learning, the
field of work and adult life. This document offers various forms of assessment which are hinged on assessing the depths-of-knowledge at
different levels, incorporating skill-based learning and core national values.
2. PURPOSE:
The purpose of this document is to give a brief summary of the Aviation and Aerospace Engineering curriculum to the STEM Secondary
Education examining body (WAEC). The Aviation and Aerospace Engineering curriculum has four strands with three sub-strands under each,
making up 12 sub-strands for all 3 years. This document highlights the learning outcomes and content standards for each of the sub-strands
along with their learning indicators and various levels of assessment.
3. PHILOSOPHY
Every learner can be trained in aviation and aerospace engineering given the right environment and qualified, skilled facilitators/teachers
4. VISION
A trained learner grounded in fundamental knowledge and hands-on aviation and aerospace engineering skill sets required to solve the industry’s
developmental challenges beyond 21st century needs.
5. GOALS
The syllabus is designed to assess candidates’:
(i) knowledge and understanding of core areas in aerospace engineering that is aerodynamics, avionics, propulsion, aerospace structures
and materials, stability and control.
(ii) ability to perform basic mathematical calculations using their knowledge in aerodynamics, avionics, propulsion, aerospace structures
and materials, stability and control.
(iii) knowledge and understanding of basic aviation operations, local and international regulatory standards and safety.
(iv) ability to apply knowledge to design, fabricate, test and operate (piloting, data acquisition, aerial photography, precision agriculture,
monitoring, policing and surveillance, inspection, delivery and entertainment) unmanned aerial vehicles.
6. SCHEME AND STRUCTURE OF THE EXAMINATION
There shall be three papers: Paper 1, 2 and 3 all of which must be taken. Papers 1 and 2 will be a composite paper taken at one sitting.
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Paper 1: This will consist of forty (40) multiple choice questions for forty (40) marks to be answered in 50 minutes.
Paper 2: This will consist of four (4) sections (Section A, Section B, Section C and Section D).
There shall be seven (7) questions in all. Section A consists of one compulsory question whereas Sections B, C and D consist of two (2)
questions each. Candidates will be expected to answer four (4) questions in all, one (1) from each section for 15 marks each during 1 hour
10 minutes.
Paper 3: This will be a project-based assessment for 100 marks.
Candidates will be expected to execute the project within 2 days (6 hours per day) under the supervision of itinerant examiners and assessed
by same in a laboratory setting.
The project will be an open-ended design problem involving designing, fabrication and testing a UAV or a UAV system.
Candidates will be required to design a UAV using appropriate mathematical and engineering principles, fabricate their design with
materials provided and test their UAV.
Prerequisites
Each school should:
- have a working laboratory;
- have a demarcated flight test zone approved by the GCAA;
- procure standard build material/equipment in advance.
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7. DETAILED SYLLABUS
STRAND LEARNING UTCOMES CONTENT STANDARDS LEARNING INDICATORS
1.0 1.1.1.LO.1 1.1.1.CS.1 1.1.1.LI.1
CORE CONCEPTS
Explain the key stages Demonstrate knowledge and Trace the evolution of flight prior to
IN AEROSPACE
characterising the evolution of flight understanding of the powered, controlled flight
ENGINEERING
from its inception to the advent of evolution of flight
1.1.1.LI.2
powered, controlled fligh
Describe the stages that led to the
1.1 1.1.1.LO.2
attainment of powered, controlled flight
Fundamentals of Examine the types of aerospace
1.1.1.LI.1
flight
vehicles (aircraft and spacecraft)
Differentiate the types of aerospace
and the interconnections between
vehicles
their parts
1.1.1.LI.2
1.1.1.LO.3 1.1.1.CS.2 Make freehand sketches of current and
Demonstrate understanding future aerospace vehicles, labelling their
Discuss recommended practices in
the aerospace laboratory of flight vehicle nomenclature major part
1.1.1.CS.3 1.1.1.LI.1
Show understanding of safety Explain safety precautions in the
regulations in the aerospace laboratory (Aerospace, Physics,
laboratory Electrical/Electronics)
1.1.1.LI.2 Discuss the advantages of
adhering to safety precautions in the
laboratory (Aerospace, Physics,
Electrical/Electronics)
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1.2 Aerodynamics 2.1.2.LO.1 2.1.2.CS.1 2.1.2.LI.1 2.1.2.AS.1
and Propulsion
Explain the importance of Demonstrate knowledge of the Identify and measure the elements of Level 3: Strategic
weather in flight properties of the international weather using the appropriate reasoning
standard atmosphere instruments Level 4:
Extended
critical thinking
2.1.2.LI.2 and reasoning
Explain the impact of the weather
elements on flight
2.1.2.AS.2
2.1.2.LI.3
Level 3:
Explain the impact of altitude on the Strategic
state of the atmosphere. reasoning
2..1.2.LI.1
Distinguish between the four major 2.1.2.AS.3
2.1.2.CS.2
forces (lift, drag, thrust and weight) that Level 2: Skills
Demonstrate knowledge and act on an aerospace vehicle in flight. of conceptual
2.1.2.LO.2
understanding of the balance of understanding
Identify the forces acting forces acting on an aerospace
on an aerospace vehicle in vehicle in flight. 2.1.2.LI.2
flight
Calculate the lift, drag and weight of an
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2.1.2.LI.1 2.1.2.AS.1
Explain the principles of operation of Level 3:
the different propulsion systems: Strategic
2.1.2.CS.3
rockets, jet engines, internal reasoning
Demonstrate understanding of combustion (spark) engines
the force required for
propulsion of an aerospace
2.1.2.LO.3 vehicle 2.1.2.LI.2
Compute the thrust Calculate the thrust generated from
generated by the different power sources, e.g., battery
propulsion system of an and internal combustion engines
aerospace vehicle (rocket, jet engine, internal piston
2.1.2.AS.2
engine)
Level 3:
Strategic
reasoning
2.1.2.AS.1
Level 2: Skills of
conceptual
understanding
Level 4:
Extended
critical thinking
and reasoning
2.1.2.AS.2
Level 2: Skills
of conceptual
understanding
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SAMPLE QUESTION
PAPER 1
S/n Content Standard/Indicator Item** DoK Level
1. CS: 1.1.1.CS.1 Who was the first aerospace engineer to develop 1
an aircraft configuration similar to the modern
Demonstrate knowledge and
aeroplane?
understanding of the evolution
of flight A. Felix Du Temple.
B. George Cayley.
C. William Samuel Henson.
LI: 1.1.1.LI.2 D. Wright Brothers.
Describe the stages that led to
the attainment of powered,
controlled flight
CS: 1.1.1.CS.3
2. Show understanding of safety 1
regulations in the aerospace
laboratory
Figure 1
LI: 1.1.1.LI.1
The laboratory safety sign in Figure 1 represents
Explain safety precautions in the
the risk of
laboratory
A. death.
B. explosion.
C. fire.
D. radiation.
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3. CS: 2.2.2.CS.1 Which of the following is not a gyroscopic flight 1
instrument?
Demonstrate knowledge of the
instruments used for airborne A. Airspeed indicator
and ground operations and their B. Attitude indicator
principles of operations C. Heading Indicator
D. Turn coordinator
LI: 2.2.2.LI.2
Explain the principles of
operation of the aircraft
instruments
4. CS: 2.1.2.CS.2 Deploying the flaps on approach increases drag. 2
This helps to
Demonstrate knowledge and
understanding of the balance of A. accelerate the aircraft.
forces acting on an aerospace B. decrease turbulence.
vehicle in flight C. increase speed.
D. reduce speed.
LI: 2.1.2.LI.1
Distinguish between the four
major forces (lift, drag, thrust
and weight) that act on an
aerospace vehicle in flight
5. CS: 2.2.2.CS.1 A UAV has been flying at an altitude of 120 m for 2
a minute with a velocity of 15 ms-1 where the
Demonstrate knowledge of the
temperature is 287 K. Given that the local speed
instruments used for airborne
of sound is 340 ms-1, determine its Mach number.
and ground operations and their
principles of operations A. 0.006
B. 0.044
LI: 2.2.2.LI.2
C. 1.700
Explain the principles of D. 2.267
operation of the aircraft
instruments
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6. CS: 2.1.2.CS.1 Which of the following factors causes lower wind 2
speeds than expected from the pressure gradient?
Demonstrate knowledge of the
properties of the international A. Control surface
standard atmosphere B. Surface area
C. Surface friction
LI: 2.1.2.LI.3
D. Surface tension
Explain the impact of altitude on
the state of the atmosphere
7. CS: 3.1.3.CS.2 A pilot intends to make a coordinated turn in a 2
fixed-wing aircraft. Which of the control surfaces
Demonstrate understanding of
must be engaged?
how an aerospace vehicle
(aircraft, spacecraft) is A. aileron and rudder.
controlled in flight B. elevator and rudder.
C. flaps and aileron.
LI: 3.1.3.LI.1
D. flaps and slats.
Describe the flight controls (and
control surfaces) of a fixed-wing
aircraft
8. CS: 3.1.3.CS.3 Which of the following statements best describes 3
aircraft stability? It is the
Demonstrate knowledge and
understanding of the factors that A. overall tendency of an aircraft to remain at
account for the stability of an a new altitude.
aerospace vehicle B. overall tendency of an aircraft to return to
its original altitude.
C. stability of the chemical bonds of the
LI: 3.1.3.LI.1 materials used in the aircraft’s
construction.
Apply the understanding of D. tendency of an aircraft to return to
moments in Physics to aircraft equilibrium if displaced.
movement to explain stability
configurations
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9. CS: 2.1.2.CS.2 An aircraft of mass 1800 kg cruises at a speed of 3
50 ms-1 and at an altitude of 110 m above sea level
Demonstrate knowledge and
where the air density is 1.2 kgm-3. It features a
understanding of the balance of
rectangular wing with a chord length of 1.5 m and
forces acting on an aerospace
a span of 10 m. Determine the lift coefficient in
vehicle in flight
cruise. [Take g = 10 ms-2]
A. 0.08
LI: 2.1.2.LI.2 B. 0.25
C. 0.40
Calculate the lift, drag and D. 0.80
weight of an aircraft
10. CS: 2.1.2.CS.1 Which of the following factors should be 3
considered before a fixed-wing aircraft takes off?
Demonstrate knowledge of the
properties of the international I. Altitude of the runway
standard atmosphere II. Length of runway
III. Time of day
IV. Height of surrounding structures
LI: 2.1.2. LI.2
Explain the impact of the
A. II and III
weather elements on flight
B. I, II and III
C. II, III and IV
D. I, II and IV
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AVIATION AND AEROSPACE ENGINEERING
SAMPLE QUESTIONS
PAPER 2
S/N Content standard/indicator Item DoK Level
1 CS: 1.1.1.CS.2 a) Differentiate between aeronautical and 2
astronautical engineering.
Demonstrate understanding of
flight vehicle nomenclature
LI: 1.1.1.LI.1
Differentiate the types of aerospace
vehicles
CS: 1.2.1.CS.2 b) State one use of radio systems installed on 1
aircraft.
Demonstrate knowledge of the vast
functions of avionics systems.
LI: 1.2.1.LI.1
Explain the functions of avionics
communication systems.
LI: 1.2.1.LI.2
Explain the functions of avionics
navigation systems
CS: 1.3.1.CS.2 c) State one role of a flight dispatcher in 1
contributing to safety in aviation.
Demonstrate knowledge of the
various operations in the aviation
industry.
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LI: 1.3.1.LI.1
Identify the roles of professionals
in the aviation industry.
CS: 1.4.1.CS.2 d) Explain one application of drones in the 3
field of agriculture.
Demonstrate knowledge of the
various uses of UAVs
LI: 1.4.1.LI.2
Describe civilian uses of
Unmanned Aerial Vehicles
CS: 2.4.2.CS.1 e) State two ways in which the Ghana Civil 3
Aviation Authority can ensure proper
Show understanding of safety acquisition and certification of drones and
regulations for building and UAV professionals to ensure ethical use in
operating UAVs. the country.
LI: 2.4.2.LI.2
Evaluate official regulations
relating to the possession and
operation of UAVs.
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2 CS: 2.2.2.CS.1 a) List any four of the basic flight instruments 1
used on an aircraft.
Demonstrate knowledge of the
instruments used for airborne and
ground operations and their
principles of operations
LI: 2.2.2.LI.1
Relate the physical variables that
are measured in aircraft
applications with the instruments
used to measure them
CS: 2.2.2.CS.1 b) Complete the table below 1
Parameter Measuring
Demonstrate knowledge of the
Instrument
instruments used for airborne and
ground operations and their Altitude
principles of operations
Airspeed
LI: 2.2.2.LI.1
Relate the physical variables that
are measured in aircraft
applications with the instruments
used to measure them
CS: 2.2.2.CS.1 c) With the aid of a diagram, explain the 3
principle of operation of the airspeed
Demonstrate knowledge of the indicator.
instruments used for airborne and
ground operations and their
principles of operations
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LI: 2.2.2.LI.2
Explain the principles of operation
of the aircraft instruments
CS: 2.2.2.CS.2 d) Outline any three parameters logged by an 1
aircraft’s flight data recorder.
Demonstrate an understanding of
flight data storage in aircraft
LI: 2.2.2.LI.2
Indicate the various aircraft
parameters that are recorded
a)
3 3
CS: 2.1.2.CS.3 b) A twin-engine business jet is cruising at an 3
altitude of 9500 m at a speed of 210 ms-1.
Demonstrate understanding of the Each engine has an intake diameter of 1.5 m
force required for propulsion of an and an exhaust diameter of 0.5 m. The air
aerospace vehicle density at this altitude is 0.018 kgm-3. The
exhaust velocity of each engine is 600 ms-1.
Calculate the total thrust force acting on the
LI: 2.1.2.LI.2 aircraft, if the mass of fuel that flows into
the engine is negligible.
Calculate the thrust generated from
different power sources, e.g.,
battery and internal combustion
engines (rocket, jet engine, internal
piston engine)
CS: 2.1.2.CS.2 c) An Aerospace engineer uses a symmetric 3
airfoil in the design of an aircraft's wing.
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Demonstrate knowledge and (i) Determine the maximum lift
understanding of the balance of coefficient of the airfoil if it stalls at
forces acting on an aerospace an angle of attack of 10 degrees,
vehicle in flight. knowing that its CL – α curve has a
slope of 2π per radian.
(ii) Calculate the lift generated by the
wing when the aircraft flies at its
LI: 2.1.2.LI.2
stall speed of 40 ms-1 if the wing has
Calculate the lift, drag and weight a surface area of 50 m2. Assume a
of an aircraft 10% reduction in the coefficient of
lift of the wing, compared to the
airfoil.
[Take 𝜌𝑎𝑖𝑟 = 1.225 𝑘𝑔𝑚−3]
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AVIATION AND AEROSPACE ENGINEERING
PAPER 3
S/N Content standard/indicator Item DoK level
1 CS 1: 3.4.3.CS.1 Your school is developing a field to cultivate rice to 4
augment feeding in the Dining Hall. You are to
Demonstrate knowledge of how to
design and construct a UAV that will apply
develop and evaluate conceptual
fertiliser to the crops and agrochemicals to control
designs of UAVs.
weeds on the field.
CS 2: 3.4.3.CS.2
Mission requirements
Demonstrate knowledge of how to
Field dimensions: 10 m x 10 m
undertake basic UAV design
calculations. Maximum Take-off Weight: 8 kg
Maximum Flight Time: 15 minutes
CS 3: 3.4.3.CS.3 Fertiliser / Agrochemicals density: 1200 kgm-3
Demonstrate knowledge and Application: 50 ml per sq. metre
understanding of how to fabricate
and test a selected design.
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BIOLOGY
INTRODUCTION
This document has been developed from the Senior High School (SHS) and Senior High and Technical School (SHTS) Elective Biology
Curriculum. It comprises the four strands of the Biology Curriculum: Exploring Biology in Society, Life in the Fundamental Unit, Diversity of
Living Things and their Environment and Systems of Life. These strands have been reproduced with their sub-strands, content standards, learning
outcomes and indicators for assessment by the examination body.
PURPOSE
The syllabus is reproduced to guide the Council in quality and standard assessment of learners in the SHS/SHTS Elective Biology Curriculum.
1. PHILOSOPHY
The next generation of biological scientists can be empowered through observation, curiosity, innovation and exposure to practically-related
concepts and opportunities that leverage hands-on activities in a learner-centered environment.
2. VISION (for the subject)
That the SHS Biology learner is equipped with the requisite knowledge, process, skills and attitudes necessary to understand nature-inspired
situations, conservation and sustenance of life and the environment, and contribute to the international body of knowledge and the field of
work.
3. GOALS (for the subject)
The syllabus is designed to assess candidates in the following areas:
(i) Understanding of the structure and functions of living organisms, as well as the appreciation of nature.
(ii) Acquisition of adequate laboratory and field skills in order to carry out and evaluate experiments and projects in Biology.
(iii) Acquisition of necessary scientific skills, examples which are observation, hypothesis, classification and interpretation of biological
data.
(iv) Acquisition of the basic relevant knowledge, skills and competences in Biology in order to progress and succeed in further studies, and
the world of work and responsible adult life.
(v) Acquisition of scientific attitudes for problem-solving, investigation and resolving problems in the community.
(vi) Ability to apply biological principles in everyday life in matters that affect personal, social, environmental and community health and
economic challenges.
(vii) Create awareness of the existence of interrelationships between Biology and other scientific disciplines.
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4. STRUCTURE OF THE EXAMINATION
Candidates will be assessed in three (3) papers: Papers 1, 2 and 3 comprising different areas of study of Biology as follows:
PAPER 1:
This will consist of fifty (50) multiple-choice objective questions to be answered within 50 minutes for 50 marks.
PAPER 2:
This will consist of two Sections: A and B to be answered within 1 hour 40 minutes for 70 marks.
Section A will consist of four (4) questions from which students will be expected to answer two (2): One (1) compulsory problem-
based question and one of three optional questions for 40 marks.
Section B will comprise ten (10) short, structured, compulsory essay questions, each carrying not more than four marks, of which
candidates will be expected to answer all for a total of 30 marks.
PAPER 3:
This Paper will consist of three (3) practical-oriented questions for school candidates, or Test of Practical work for Private Candidates. This
Paper will last for 2 hours, and will carry a total of 80 marks.
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5. STRUCTURE OF DETAILED SYLLABUS
Year Strand Sub-strand Learning Content Standards Learning Indicators Levels of Assessment
Outcomes
1 1. 1. Biology as the 1.1.1.LO.1 1.1.1.CS.1 1.1.1. LI.1 1.1.1. AS.1
EXPLORING science of life. Explain the Demonstrate Observe and discuss Level 1: Recall
BIOLOGY IN importance of knowledge the importance of Level 2: Skill of conceptual
SOCIETY Biology and its and understanding Biology, its various understanding
branches and of branches and their
relate this to Biology, the various applications in
everyday life. branches and fields everyday life.
of study, and their
benefits in everyday
life.
1.1.1.LO.2 1.1.1.CS.2 1.1.1. LI.1 1.1.1. AS.1
Solve everyday Understand and Explain how the Level 1: Recall
problems using apply the method scientific method is Level 2: Skill of conceptual
the scientific through which used to solve problems understanding
method. biologists work to in the immediate Level 3: Strategic reasoning
solve problems. environment. Level 4: Extended critical
thinking and reasoning
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1.1.1.LO.3 1.1.1.CS.3 1.1.1. LI.1 1.1.1. AS.1
Demonstrate Observe and Level 1: Recall
Apply knowledge
knowledge and identify the various Level 2: Skill of conceptual
of body symmetry,
understanding of orientation and understanding
orientation, and
symmetry, symmetries of Level 3: Strategic reasoning
sectioning of
orientation, different Level 4: Extended critical
various organisms,
sectioning, and organisms. thinking and reasoning
and make labelled
biological drawings
drawings of
of specimens.
specimens.
1.1.1.LO.4 1.1.1.CS.4 1.1.1. LI.1 1.1.1. AS.1
Explain the safe Demonstrate Identify the parts of Level 1: Recall
ways of using the knowledge, skill, the microscope and Level 2: Skill of conceptual
light microscope and safety in the use state their understanding
and the functions of of the microscope. functions. Level 3: Strategic reasoning
its parts.
1.1.1. AS.1
1.1.1.LI.2
Level 1: Recall
Demonstrate the Level 2: Skill of conceptual
safe usage of the understanding
microscope to Level 3: Strategic reasoning
observe specimens.
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2 2.1.1.LO.1 2.1.1.CS.1 2.1.1. LI.1 2.1.1. AS.1
Relate the Demonstrate Describe the Level 1: Recall
knowledge of the knowledge and distinctive Level 3: Strategic reasoning
characteristics and understanding of characteristics and
life processes of common simple life processes of
common simple living organisms some common
living organisms (Rhizopus, Moss and simple living
(Rhizopus, Moss Ferns) in the organisms
and Ferns) to their environment. (Rhizopus, Moss
economic and Ferns).
importance.
2.1.1. LI.2 2.1.1. AS.2
Describe the Level 1: Recall
economic Level 4: Extended critical
importance of some thinking and reasoning
common simple
living organisms
(Rhizopus, Moss
and Ferns).
1 2. Biology and 1.1.2.LO.1 1.1.2.CS.1 1.1.2. LI.1 1.1.2. AS.1
Entrepreneurship Apply the Demonstrate Identify the Level 1: Recall
knowledge of basic knowledge of the biological concepts Level 2: Skill of conceptual
concepts in application of that are used in the understanding
Biology to improve biological concepts nursery and grow- Level 3: Strategic reasoning
productivity in fish to improve fish out stages to Level 4: Extended critical
farming. production. improve fish thinking and reasoning
production.
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1.1.2. LI.2 1.1.2. AS.2
Explain the use of Level 3: Strategic
biological principles in reasoning
the harvesting and Level 4: Extended
processing of fish to critical thinking and
improve production. reasoning
1.1.2. LI.3 1.1.2. AS.3
Identify the biological Level 1: Recall
concepts and principles Level 2: Skill of
that are used in the conceptual
management and understanding
sustainable exploitation Level 3: Strategic
of wild stock to reasoning
improve fish
production.
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2 2.1.2.LO.1 2.1.2.CS.1 2.1.2. LI.1 2.1.2.AS.1
Apply the Demonstrate Identify some basic Level 1: Recall
knowledge of knowledge and concepts in Biology Level 2: Skill of
the basic understanding of and how these can be conceptual
concepts in some basic used to improve crop understanding
Biology to concepts in production. Level 3: Strategic
improve crop Biology and their reasoning
and animal application to Level 4: Extended
production. improve plant and critical thinking and
animal production reasoning
2.1.2. LI.2 2.1.2.AS.2
Explain some basic Level 1: Recall
concepts in Biology Level 2: Skill of
and how these can be conceptual
used to improve understanding
animal production Level 3: Strategic
reasoning
3 3.1.2.LO.1 3.1.2.CS.1 3.1.2. LI.1 3.1.2. AS.1
Apply Demonstrate Describe the Level 1: Recall
knowledge and knowledge and biological principles Level 2: Skill of
skills in skills of some basic behind the preparation conceptual
biotechnology concepts in of some local foods understanding
to enhance the biotechnology and and beverages (e.g. Level 3: Strategic
value of their application to pito and asana) reasoning
products that enhance the value
help improve of products that
human help improve
lives and the human lives and
environment the environment
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3.1.2. LI.2 3.1.2. AS.2
Describe the process Level 1: Recall
of tissue culture and Level 2: Skill of
its application in food conceptual
production understanding
Level 3: Strategic
reasoning
3.1.2. LI.3 3.1.2. AS.3
Describe how genetic Level 1: Recall
recombinant Level 2: Skill of
technology is applied conceptual
in biotechnology for understanding
the production of Level 3: Strategic
GMOs. reasoning
3.1.2. LI.4 3.1.2.AS.4
Describe the Level 1: Recall
application of Level 2: Skill of
biological concepts in conceptual
the treatment of water, understanding
extraction of minerals Level 3: Strategic
(e.g., gold), and reasoning
production of bio-oils.
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Strand: 2
Year Strand Sub-strand Learning Content Learning Indicators Levels of Assessment
Outcomes Standards
1 LIFE IN THE 1. Cell structure 1.2.2.LO.1 1.2.2.CS.1 1.2.2. LI.1 1.2.1.AS.1
FUNDAMEN and functions Explain the Demonstrate Describe how Level 1: Recall
TAL UNIT significance of understanding in substances move Level 2: Skill of
the various the processes by across the cell conceptual
processes which substances membrane understanding
involved in the move across the Level 3: Strategic
movement of cell membrane. reasoning
substances in Level 4: Extended
and out of the critical thinking and
cell and the reasoning
factors
affecting them.
1.2.2. LI.2 1.2.2. AS.2
Discuss the effect of Level 1: Recall
the movement of Level 2: Skill of
substances across the conceptual
cell membrane understanding
Level 3: Strategic
reasoning
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1.2.2. LI.3 1.2.2. AS.3
Discuss the factors Level 1: Recall
that affect the Level 2: Skill of
movement of conceptual
substances across the understanding
cell membrane. Level 3: Strategic
reasoning
2 2. Cell structure 2.2.1.LO.1 2.2.1.CS.1 2.2.1. LI.1 2.2.1.AS.1
and functions. Relate the Demonstrate Apply knowledge of Level 1: Recall
knowledge and knowledge and the cell theory and Level 2: Skill of
understanding understanding of structure to classify conceptual
of the cell cell structure and and describe the types understanding
theory and functions. of cells and relate Level 3: Strategic
structure to the their structures to their reasoning
different types functions. Level 4: Extended
of cells in all critical thinking and
life forms reasoning
2.2.1.LI.2
Apply knowledge of
2.2.1.AS.2
the cell structure and
functions to Level 1: Recall
movement of
Level 2: Skill of
substances in cells.
conceptual
understanding
Level 3: Strategic
reasoning
Level 4: Extended
critical thinking and
reasoning
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2 2.2.2.LO.1 2.2.2.CS.1 2.2.2. LI.1 2.2.2. AS.1
Explain the Demonstrate Describe in detail the Level 1: Recall
Watson-Crick knowledge and Watson-Crick Model Level 2: Skill of
model of understanding of of the DNA and state conceptual
Nucleic acids the molecular the significance of the understanding
(the DNA), structure of nucleic model in a eukaryotic Level 3: Strategic
and their roles acids and their cell. reasoning
in synthesizing importance in cell Level 4: Extended critical
proteins for division and thinking and reasoning
building the synthesis of protein
body of living in living things.
things.
2.2.2. LI.2 2.2.1. AS.2
Examine the processes Level 1: Recall
of DNA replication. Level 2: Skill of
conceptual
understanding
Level 3: Strategic
reasoning
Level 4: Extended critical
thinking and reasoning
2.2.2.1. LI.3 2.2.1. AS.3
Relate the structure of Level 1: Recall
DNA and RNA Level 2: Skill of
molecules to their conceptual
relevance in living understanding
things. Level 3: Strategic
reasoning
Level 4: Extended critical
thinking and reasoning
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2.2.2. LI.4 2.2.1. AS.4
Describe how Level 1: Recall
proteins are formed in Level 2: Skill of
the cell and explain conceptual
the importance of understanding
protein Level 3: Strategic
synthesis in living reasoning
things
3 3. Cell structure 3.2.2.LO.1 3.2.1.CS.1 3.2.1. LI.1 3.2.1. AS.1
and function Explain key Demonstrate Explain the Level 1: Recall
terms in understanding of application of the key Level 2: Skill of
Genetics (e.g. the concept of terminologies (e.g. conceptual
alleles, Genetics alleles, chromosomes, understanding
chromosomes, genotypes, mutations) Level 3: Strategic
genotypes, in the study of reasoning
mutation) and Genetics.
their
applications.
3.2.1.LO.2 3.2.1.CS.2 3.2.1. LI.1 3.2.1. AS.1
Relate Demonstrate Explain Mendel's Level 1: Recall
Mendel's laws knowledge and laws of inheritance. Level 2: Skill of
and concepts understanding of conceptual
of inheritance Mendel’s laws and understanding
to human concepts of Level 3: Strategic
blood groups inheritance, blood reasoning
and their groups and their Level 4: Extended
importance applications in life. critical thinking and
reasoning
378
3.2.1. LI.2 3.2.1. AS.2
Discuss why it is Level 1: Recall
necessary to know Level 2: Skill of
one’s blood group conceptual
and Rhesus factor understanding
classification. Level 3: Strategic
reasoning
Level 4: Extended
critical thinking and
reasoning
3.2.1.LO.3 3.2.1.CS.3 3.2.1. LI.1 3.2.1. AS.1
Explain the Demonstrate Discuss variation Level 1: Recall
concept of knowledge and and its causes, Level 2: Skill of
variation, its understanding of stating the processes conceptual
causes, the concept and and factors affecting understanding
processes, and consequences of each of the causes Level 3: Strategic
consequences variation and their reasoning
in life consequences in life. Level 4: Extended
critical thinking and
reasoning
3.2.1. LI.2 3.2.1. AS.2
Describe the Level 1: Recall
application of Level 2: Skill of
principles of conceptual
variation among understanding
humans to improve Level 3: Strategic
life. reasoning
379
3.2.1.LO.4 3.2.1.CS.4 3.2.1. LI.1 3.2.1. AS.1
Explain Demonstrate Describe various Level 1: Recall
evolution and knowledge and evidences of the Level 2: Skill of
the factors understanding of processes and conceptual
leading to its evolution and theories of evolution understanding
occurrence in factors (Darwin’s and Level 3: Strategic
nature. leading to its Lamarck’s theories) reasoning
occurrence in and the
nature. factors affecting
them.
3.2.1.LO.5 3.2.1.CS.5 3.2.1. LI.1 3.2.1. AS.1
Explain the Demonstrate Describe the cell Level 1: Recall
cell cycle, cell knowledge and cycle and relate it to Level 2: Skill of
division, and understanding of how mitosis and conceptual
their relevance the process of the meiosis understanding
in living things cell cycle and cell occur in a living cell. Level 3: Strategic
division in reasoning
eukaryotic cells Level 4: Extended
critical thinking and
reasoning
380
Strand: 3
Year Strand Sub-strand Learning Content Standards Learning Indicators Levels of Assessment
Outcomes
1 DIVERSITY 1. Living 1.3.1.LO.1 1.3.1.CS.1 1.3.1. LI.1 1.3.1. AS.1
OF LIVING organisms Apply the Demonstrate Identify living Level 1: Recall
THINGS AND knowledge of knowledge and organisms using Level 2: Skill of
THEIR biological keys understanding of numerical and conceptual
ENVIRONME to identify the use of dichotomous keys understanding
NT living things. biological keys in Level 3: Strategic
identifying living reasoning
organisms.
1.3.1.LO.2 1.3.1.CS.2 1.3.1. LI.2 1.3.1. AS.2
Apply the Demonstrate Explain how simple Level 1: Recall
principles of understanding of (lower) living Level 2: Skill of
classification the principles of organisms are conceptual
to group classification of classified into their understanding
simple (lower) organisms taxonomic groups. Level 3: Strategic
living things reasoning
(Amoeba,
Euglena and
Spirogyra).
381
1.3.1.LO.3 1.3.1.CS.3 1.3.1. LI.3 1.3.1. AS.3
Describe the Demonstrate Discuss the life Level 1: Recall
life processes knowledge and processes and Level 2: Skill of
and economic understanding of economic conceptual
importance of the life processes importance of lower understanding
simple (lower) of living things organisms (Amoeba, Level 3: Strategic
living Euglena and reasoning
organisms. Spirogyra)
2 2. Living 2.3.1.LO.1 2.3.1.CS.1 2.3.1. LI.1 2.3.1. AS.1
organisms Relate the Demonstrate Identify and describe Level 1: Recall
knowledge of knowledge and the distinctive Level 2: Skill of
the life understanding of features, life cycle conceptual
processes of the life processes and characteristics of understanding
grain weevil, of grain weevil, grain weevil, Level 3: Strategic
butterfly, butterfly, housefly butterfly, housefly reasoning
housefly and and honeybee as and honeybee.
honeybee to examples of higher
their economic living organisms in
importance. the environment.
2.3.1. LI.2 2.3.1. AS.2
Discuss the Level 1: Recall
economic Level 2: Skill of
importance of conceptual
selected vertebrates. understanding
Level 3: Strategic
reasoning
382
3 3. Living 3.3.1.LO.1 3.3.1.CS.1 3.3.1. LI.1 3.3.1. AS.1
organisms Relate the Demonstrate Describe the Level 1: Recall
knowledge of knowledge and characteristic Level 2: Skill of
the understanding of features and life conceptual
characteristic the characteristic processes of tilapia, understanding
features and features and life toad/frog, wall gecko Level 3: Strategic
life processes processes of and domestic fowl. reasoning
of tilapia, tilapia, toad/frog,
toad/frog, wall wall gecko and
gecko and domestic fowl and
domestic fowl their economic
to their importance.
economic
importance.
3.3.1. LI.2 3.3.1. AS.2
Discuss the Level 1: Recall
economic Level 2: Skill of
importance of conceptual
tilapia, toad/frog, understanding
wall gecko and Level 3: Strategic
domestic fowl. reasoning
Level 4: Extended
critical thinking and
reasoning
1 2. Ecology 1.3.2.LO.1 1.3.2.CS.1 1.3.2. LI.1 1.3.2. AS.1
Apply the Demonstrate Explain various Level 1: Recall
knowledge of knowledge and ecological terms. Level 2: Skill of
ecological understanding of conceptual
terms to ecological terms understanding
describe the and the
concept of significance of
ecology. ecological
concepts.
383
1.3.2. LI.2
Level 1: Recall
Describe the Level 2: Skill of
importance of conceptual
ecological concepts understanding
in named habitats. Level 3: Strategic
reasoning
1.3.2.LO.2 1.3.2.CS.2 1.3.2.LI.1 1.3.2. AS.1
Explain how Demonstrate Analyse the Level 1: Recall
the living and knowledge and interdependency of Level 2: Skill of
non-living understanding of living organisms in conceptual
components of how their named habitats. understanding
the the living and non- Level 3: Strategic
environment living components reasoning
interact to of the environment
ensure the interact to ensure
sustenance of the sustenance of
life. life
1.3.2. LI.2 1.3.2. AS.2
Explain the outcome Level 1: Recall
of the Level 2: Skill of
interdependency of conceptual
living organisms in understanding
their environment. Level 3: Strategic
reasoning
Level 4: Extended
critical thinking and
reasoning
384
1.3.2.LO.3 1.3.2.CS.3 1.3.2. LI.1 1.3.2. AS.1
Explain and Demonstrate Use the appropriate Level 1: Recall
show how knowledge and ecological tool to Level 2: Skill of
various simple understanding of estimate the conceptual
ecological the population of a given understanding
tools can be use of ecological species in a named Level 3: Strategic
used to devices and habitat. reasoning
estimate the methods Level 4: Extended
population of such as the quadrat, critical thinking and
species in a pitfall trap, pooter, reasoning
given habitat. and Lincoln’s
index to study
populations of
organisms
1.3.2.LO.4 1.3.2.CS.4 1.3.2. LI.1 1.3.2. AS.1
Explain the Demonstrate Compare direct Level 1: Recall
relevance of knowledge and counting, gut Level 2: Skill of
direct understanding of examination and conceptual
counting, gut methods of radioactive/tracer understanding
examination determining energy methods of Level 3: Strategic
and flow in an determining the flow reasoning
radioactive/tra ecosystem. of energy in an Level 4: Extended
cer methods of ecosystem. critical thinking and
determining reasoning
the flow of
energy in an
ecosystem
385
1.3.2. AS.1
1.3.2.LO.5 1.3.2.CS.5 1.3.2. LI.1 Level 1: Recall
Explain the Demonstrate Explore the methods Level 2: Skill of
methods of knowledge and of determining conceptual
determining understanding of pyramids of understanding
and comparing energy flow and numbers, biomass Level 3: Strategic
the efficiency efficiency in an and energy, and reasoning
of energy flow ecosystem with compare the Level 4: Extended
in pyramids of emphasis on efficiency of energy critical thinking and
numbers, ecological flow in them. reasoning
biomass and pyramids.
energy.
386
2 2.3.2.LO.1 2.3.2.CS.1 2.3.2. LI.1 2.3.2. AS.1
Explain the Demonstrate Describe the Level 1: Recall
features of knowledge and characteristic Level 2: Skill of
various understanding of features of a tropical conceptual
tropical major tropical rainforest, savannah, understanding
habitats and ecological habitats desert, lagoon, Level 3: Strategic
how living and how living estuary, seashore, reasoning
organisms are things are adapted river pond and lake.
adapted to to these habitats
these habitats.
2.3.2. LI.2 2.3.2. AS.2
Describe how Level 1: Recall
common tropical Level 2: Skill of
organisms are conceptual
adapted to their understanding
environment Level 3: Strategic
reasoning
Level 4: Extended critical
thinking and reasoning
3 3.3.2.LO.1 3.3.2.CS.1 3.3.2. LI.1 3.3.2. AS.1
Describe the Demonstrate Describe the Level 1: Recall
interdependenc knowledge and interdependency of Level 2: Skill of
ies of living understanding of living and non-living conceptual
things and the interaction components of the understanding
their between the living environment. Level 3: Strategic
environment and non-living reasoning
and indicate components of the Level 4: Extended critical
the ecological environment to thinking and reasoning
importance of ensure the
each sustenance of life
387
3.3.2. LI.2 3.3.2. AS.2
Explain the Level 1: Recall
interdependency of Level 2: Skill of conceptual
living things and its understanding
importance to life. Level 3: Strategic reasoning
Level 4: Extended critical
thinking and reasoning
3.3.2.LO.2 3.3.2.CS.2 3.3.2. LI.1 3.3.2. AS.1
Accurately Demonstrate Accurately collect and Level 1: Recall
collect and knowledge and analyse data on BMI Level 2: Skill of conceptual
analyse data, understanding of (body mass index) of the understanding
draw valid data collection, learners of a class and Level 3: Strategic reasoning
conclusions and analysis, plant density on the Level 4: Extended critical
inferences to interpretation and school compound. thinking and reasoning
address problems making valid
in the conclusions and
environment. inferences to
address problems
in the environment.
3.3.2. LI.2 3.3.2. AS.2
Draw valid conclusions Level 1: Recall
and inferences on Level 2: Skill of conceptual
analysed data. understanding
Level 3: Strategic reasoning
Level 4: Extended critical
thinking and reasoning
388
1 3. Diseases 1.3.3.LO.1 1.3.3.CS.1 1.3.3. LI.1 1.3.3. AS.1
and infections Apply the Demonstrate Discuss how common Level 1: Recall
knowledge of knowledge and diseases (e.g. malaria Level 2: Skill of
the life cycles of understanding of and tapeworm conceptual understanding
common the life cycles of infestation) are Level 3: Strategic reasoning
disease-causing common disease- transmitted within the Level 4: Extended critical
organisms, to causing environment, and the thinking and reasoning
stop or prevent organisms (e.g. causes, symptoms and
their effects on Plasmodium and control/preventive
humans and tapeworm) and measures taken to
other living their effects on check these diseases.
things. humans and the
environment.
2 3. Diseases 2.3.3.LO.1 2.3.3.CS.1 2.3.3. LI.1 2.3.3. AS.1
and infections Explain Demonstrate Distinguish between Level 1: Recall
immunization, knowledge and immunization, Level 2: Skill of
vaccination, and understanding of vaccination, and conceptual understanding
inoculation immunization, inoculation stating the Level 3: Strategic reasoning
stating their vaccination, and importance of each.
importance. inoculation and
their importance.
389
3 3. Diseases 3.3.3.LO.1 3.3.3.CS.1 3.3.3. LI.1 3.3.3. AS.1
and infections Examine and Explore some Discuss how emerging Level 1: Recall
explain emerging diseases human diseases Level 2: Skill of
emerging and infections and (SARS-COVID-19, conceptual understanding
diseases and show their Ebola, Buruli ulcer, Level 3: Strategic reasoning
infections and prevention Swine flu/H1N1 flu
suggest how methods. and Monkey pox) are
they can be transmitted and suggest
prevented steps to prevent their
spread.
3.3.3. LI.2 3.3.3. AS.2
Research on other Level 1: Recall
diseases of plants Level 2: Skill of
(Mosaic and Rust conceptual understanding
disease in cassava and Level 3: Strategic reasoning
maize) and animals Level 4: Extended critical
(Anthrax in ruminants thinking and reasoning
and Avian influenza in
chicken) and suggest
steps to prevent their
spread.
390
Strand: 4
Year Strand Sub-strand Learning Content Learning Indicators Levels of Assessment
Outcomes Standards
1 Systems of 1. Mammalian 1.4.1.LO.1 1.4.1.CS.1 1.4.1. LI.1 1.4.1. AS.1
Life System Describe the Demonstrate Relate the external and Level 1: Recall
morphology of knowledge and internal features of Level 2: Skill of conceptual
mammals and understanding of mammals to their understanding
relate the the morphology functions. Level 3: Strategic reasoning
structures to of mammals.
their functions.
1.4.1. LI.2 1.4.1. AS.2
Compare the digestive Level 1: Recall
systems and associated Level 2: Skill of conceptual
organs of different understanding
groups (herbivores, Level 3: Strategic reasoning
carnivores and Level 4: Extended critical
omnivores) of thinking and reasoning
mammals.
2 2.4.1.LO.1 2.4.1.CS.1 2.4.1. LI.1 2.4.1. AS.1
Explain how the Demonstrate Discuss the Level 1: Recall
cardiovascular knowledge and cardiovascular system Level 2: Skill of conceptual
and excretory understanding of of humans and relate understanding
systems of the cardio- the parts to their Level 3: Strategic reasoning
human’s vascular and functions.
function to excretory
ensure good systems in
health humans.
391
2.4.1. LI.2 2.4.1. AS.2
Discuss the excretory Level 1: Recall
systems of mammals Level 2: Skill of conceptual
and relate the parts to understanding
their functions and Level 3: Strategic reasoning
homeostasis Level 4: Extended critical
thinking and reasoning
3. 3.4.1.LO.1 3.4.1.CS.1 3.4.1. LI.1 3.4.1. AS.1
Explain how the Demonstrate Describe with labelled Level 1: Recall
mammalian knowledge and drawings, how the Level 2: Skill of conceptual
respiratory, understanding of respiratory system in understanding
reproductive, mammalian mammals functions and Level 3: Strategic reasoning
musculoskeletal, systems work with other
nervous and with specific systems to ensure
hormonal organ emphasis healthy living.
systems on human
are related in respiratory,
their functions reproductive,
to musculoskeletal,
ensure the nervous and
sustenance of hormonal
life systems and
how they
function to
ensure
sustenance of
human
life.
392
3.4.1. LI.2 3.4.1. AS.2
Describe with labelled Level 1: Recall
drawings, how the Level 2: Skill of conceptual
reproductive system in understanding
mammal’s functions Level 3: Strategic reasoning
and works together with Level 4: Extended critical
other systems to ensure thinking and reasoning
the survival of all
species
3.4.1. LI.3 3.4.1. AS.3
Describe with labelled Level 1: Recall
drawings how the Level 2: Skill of conceptual
musculoskeletal system understanding
in mammals functions Level 3: Strategic reasoning
and works together with Level 4: Extended critical
other systems to ensure thinking and reasoning
healthy living.
3.4.1. LI.4 3.4.1. AS.4
Describe how the Level 1: Recall
nervous and hormonal Level 2: Skill of conceptual
systems in mammals understanding
function and work Level 3: Strategic reasoning
together with other Level 4: Extended critical
systems to ensure thinking and reasoning
healthy living.
393
1 2. Plant 1.4.2.LO.1 1.4.2.CS.1 1.4.2. LI.1 1.4.2. AS.1
Systems Describe the Demonstrate Distinguish between the Level 1: Recall
morphology of knowledge and external and internal Level 2: Skill of conceptual
flowering plants understanding of features of understanding
and explain how the morphology, monocotyledonous and Level 3: Strategic reasoning
these are related growth and dicotyledonous plants Level 4: Extended critical
to their growth development of and relate plant thinking and reasoning
and flowering plants structures to their
development. functions.
1.4.2. LI.2 1.4.2. AS.2
Relate the tissues of the Level 1: Recall
leaf, stem and root of Level 2: Skill of conceptual
monocotyledonous and understanding
dicotyledonous plants Level 3: Strategic reasoning
to their functions. Level 4: Extended critical
thinking and reasoning
1.4.2. LI.3 1.4.2. AS.3
Explain the factors that Level 1: Recall
affect the growth and Level 2: Skill of conceptual
development of understanding
flowering plants. Level 3: Strategic reasoning
2
2.4.2.LO.1 2.4.2.CS.1 2.4.2. LI.1 2.4.2. AS.1
Explain the Demonstrate Describe how Level 1: Recall
processes of knowledge and substances are Level 2: Skill of conceptual
transportation understanding of transported in flowering understanding
and transport and plants and state the Level 3: Strategic reasoning
photosynthesis nutrition in factors affecting them.
in flowering flowering plants.
plants
394
2.4.2. LI.2 2.4.2. AS.2
Describe Level 1: Recall
photosynthesis and the Level 2: Skill of conceptual
factors affecting it. understanding
Level 3: Strategic reasoning
3 3.4.2.LO.1 3.4.2.CS.1 3.4.2. LI.1 3.4.2. AS.1
Describe Demonstrate Describe the methods Level 1: Recall
reproduction knowledge and of reproduction in Level 2: Skill of conceptual
and excretion understanding of flowering plants with understanding
and relate them excretion and emphasis on sexual Level 3: Strategic reasoning
to their reproduction in reproduction. Level 4: Extended critical
importance in flowering plants thinking and reasoning
flowering plants
3.4.2. LI.2 3.4.2. AS.2
Discuss the importance Level 1: Recall
of reproduction in Level 2: Skill of conceptual
flowering plants for the understanding
sustenance of life Level 3: Strategic reasoning
Level 4: Extended critical
thinking and reasoning
395
3.4.2. LI.3 3.4.2. AS.3
Discuss excretion in Level 1: Recall
flowering plants. Level 2: Skill of conceptual
understanding
Level 3: Strategic reasoning
396
BIOLOGY
SAMPLE QUESTIONS
PAPER 1 - OBJECTIVES
S/n Content Standard/Indicator Item DoK Level
1. 1.1.1. LI.1: Identify the parts of 1. The part of the microscope that controls the amount 1
the microscope and state their of light that enters the specimen is called the
functions. A. Eyepiece
B. Stage
C. Mirror
D. Diaphragm.
2. 1.1.1. LI.1: Observe and 2. Which of the following branches in Biology deals 1
discuss the importance of with the study of insects?
Biology, its various branches A. Nematology
and their applications in B. Parasitology
everyday life. C. Entomology
D. Cytology
3. 2.2.2. LI.4: Describe how 3. What name is given to the process of copying a 1
proteins are formed in the cell segment of a DNA into RNA?
and explain the importance of A. Polymerisation
protein synthesis in living B. Transcription
things. C. Mutation
D. Translation.
4. 3.3.1.LI.1: Describe the 4. Why do domestic fowls have flexible toes with 2
characteristic features and life claws? They use them to
processes of the Wall gecko, A. scratch for food and defend themselves
Tilapia, and Domestic fowl B. reduce their weight for flight
C. catch small preys
D. run faster to escape danger.
397
5. 2.3.1. LI.2: Discuss the 5. One main way by which butterflies are of economic 2
economic importance of importance to humans is? They
selected higher organisms A. are for production of honey
(grain weevil, butterfly, B. are for pollination of flowering plants
housefly and honeybee.) C. prey on other insect pests
D. serve as food for other animals.
6. 1.3.2. LI.1: Use the appropriate 6. Which of the following steps could best reduce the 3
ecological tool to estimate the population of pests permanently?
population of given species in A. Reducing the carrying capacity of the habitat of
a named habitat. the pest
B. Selectively destroying the reproductive adults
C. Selectively destroying young sterilizing
individuals
D. Introducing the natural predators of the pest.
7. 2.2.2.LI.2: Examine the 7. The base sequence on a template strand of a DNA 3
processes of DNA replication. is TACCGGATC.
Which of the following sequences would be formed
on the mRNA?
A. UTGGCCUTG
B. ATGGCCTAG
C. AUCCGGUAC
D. AUGGCCUAG.
8 2.4.1. LI.2: Discuss the 8. Which of these scenarios would most likely disrupt 4
excretory system of humans ion balance and require compensation by the
and relate the parts to their kidneys? When a person
functions in homeostasis. A. ingests a large amount of sodium chloride (table
salt)
B. experiences severe vomiting, resulting in
excessive loss of stomach acid (HCl)
C. develops an infection, leading to increased
production of lactic acid
D. is administered a medication that increases
urine production.
398
9 3.2.1.LI.1: Explain the 9. A geneticist crossed a red-petal flowered plant with 2
application of the key a white-petal flowered plant and realized that the
terminologies in the study of new plant produced flowers with both red and white
Genetics petals. Which of these phenomena explains the
results?
A. Partial dominance
B. Dominant genes
C. Co-dominance
D. Multiple allele effect.
2
10
2.3.2 .LI.1: Describe the 10. Which of the following combinations of
characteristic features of a characteristics are typical features of a tropical
tropical Rainforest, Savannah, rainforest?
Desert, Lagoon, Estuary, A. High temperatures, low rainfall and sparse
Seashore, River Pond and vegetation
Lake. B. High temperatures, high rainfall and dense
vegetation.
C. Low temperatures, high rainfall and sparse
vegetation
D. Low temperatures, low rainfall and dense
vegetation.
399
PAPER 2 - ESSAY QUESTIONS
S/n Content Standard/Indicator Item DoK Level
2.3.3.LI.1: Distinguish between 1. A team of health officials carried out a vaccination
immunisation, vaccination, and exercise at a village in northern Ghana to ensure that the
inoculation stating the local population developed immunity against an endemic
importance of each. disease present in their locality.
(a) Differentiate between:
(i) vaccination and immunization; 2
(ii) pandemic disease and endemic disease.
(b) Explain briefly how each of the following terms are
applied
in the Health Service delivery: 2
(i) vaccination;
(ii) inoculation.
2.4.2. LI.1: Explain how 3
substances are transported in
flowering plants and state the 2. (a) Explain how water moves from the soil through a 1
factors affecting them. flowering plant and into the atmosphere.
(b) (i) Name the transport system in flowering plants
where the ring experiment is conducted.
400
(ii) Give one reason for the answer stated in (i). 2
3.4.1. LI.3: Describe with labelled 3. A child plucking a mango fruit accidentally fell from the
drawings how the musculoskeletal mango tree and suffered a fracture of the upper arm. He
system in mammal’s functions
was made to stay in the early morning sunlight for about
and works together with other
systems to ensure healthy living. four hours each day.
(a) Create a labelled diagram of the affected bone 4
and muscles, using arrows to indicate the direction of
muscle contraction.
(b) Explain why the child was made to sit in the early
morning sun for about four hours each day after the 2
fracture.
401
PAPER 3 - PRACTICAL QUESTIONS
Specimens List
A - Freshly obtained Tilapia with opercula removed
B - Freshly obtained housefly
S/n Content Standard/Indicator Item DoK Level
1.3.1.CS.2: 1. (a)(i) State the Phylum and Class of specimen A. 2
Demonstrate
Understanding of the
principles of classification of (ii) Give two reasons each for your answer to (a) (i). 2
organisms.
3.3.1.LI.1: Describe the
characteristic features and life
processes of the Wall gecko,
Tilapia, and Domestic fowl
2.3.1.LI.1 Identify and describe
the distinctive features, life cycle (b) State two observable features each in which 2
and characteristics of grain specimen A is:
weevil, butterfly, housefly and
honeybee. (i)physically adapted to movement;
3.3.1.LI.1: Describe the
characteristic features and life (ii)Physiologically adapted to escape predation.
processes of the Wall gecko,
Tilapia, and Domestic fowl
3.3.1.LI.1: Describe the (c). Make a labelled drawing, 8cm to 10cm long, of the 3
characteristic features and life
402
processes of the Wall gecko, lateral view of the head of specimen A.
Tilapia, and Domestic fowl.
3.3.1.LI.1: Describe the (d). (i) Name two openings into the body of specimen A. 2
characteristic features and life
processes of the Wall gecko,
Tilapia, and Domestic fowl.
(ii) State one function for each of the openings named 2
2.3.1.LI.1 Identify and describe (e)(i) Name three observable structures of specimen B 2
the distinctive features, life cycle which could be involved in the spread of diseases.
and characteristics of grain
weevil, butterfly, housefly and
honeybee.
(ii) Explain how each named structure in (e)(i) increases
3
the likelihood of spread of diseases.
403
BIOMEDICAL SCIENCE
INTRODUCTION
This detailed Biomedical Science syllabus outlines the philosophy, vision and goals, and also explains the External Examination Structure for the
Biomedical Science subject. The syllabus spells out the learning indicators and content standards aimed at achieving the learning outcomes for each
strand. This detailed syllabus is a well structured summative assessment tool for assessing learner’s knowledge, understanding and skills based on
the Biomedical Science curriculum, Teacher Manual and Learner Materials. The detailed syllabus will serve as a guide for crafting test items to
assess learners' understanding of key concepts in Biomedical Science. The scheme of examination will comprise a variety of question formats
including multiple-choice, short answer, and essay. Learners are expected to demonstrate both theoretical knowledge and practical application of
biomedical science principles.
1. PURPOSE OF SYLLABUS
This syllabus is intended to specify the scope of the course for Biomedical Science examinations which consists of four main strands, namely;
Biomedical Science in Society, Human Body Systems, Biomedical Intervention and Biomedical Innovation. Furthermore, this syllabus is to provide
a detailed structure of assessing the Biomedical Science subject considering the following thematic areas; Biomedical Science in practice, biosafety,
anatomy and physiology, diseases and disorders, medical diagnostic devices, therapeutic devices and research and design in Biomedical Science.
Ultimately, this document aims to enable candidates;
a) develop the requisite knowledge, skills, and attitudes in biomedical science necessary to contribute to the local and global body of
knowledge and the field of work.
b) cultivate critical thinking and problem-solving skills.
c) develop a passion for lifelong learning and exploration within the ever-evolving field of biomedical science.
d) become responsible citizens who can critically evaluate health-related information.
2. PHILOSOPHY
The Philosophy underpinning the SHS curriculum is that every learner can develop their potential to the fullest if the right environment is created
and they are effectively supported by skilled teachers to benefit from the subjects offered at SHS. Every learner needs to be equipped with skills and
competencies of interest to further their education or proceed to the world of work.
3. VISION
The vision of the curriculum is to prepare SHS graduates equipped with relevant skills and competencies to progress and succeed in further studies,
the world of work and adult life. It aims to equip all learners with the 21st Century skills and competencies required to be responsible citizens and
life-long learners. When young people are prepared to become effective, engaging, and responsible citizens, they will contribute to the ongoing
growth and development of the nation’s economy and well-being.
4. GOALS
The goal of the Biomedical Science course is to equip learners with requisite knowledge and skills to excel in the pursuit of further studies and/or
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working life in the biomedical science domain through comprehension of foundational concepts, problem-based inquiry, experimentation, and
ethical development of clinically translatable solutions to healthcare delivery.
1. Acquisition of Knowledge and Understanding
Candidates should be able to demonstrate knowledge and understanding of the;
a) role and principle of biomedical science in society.
b) human body, including its structure, function, and interconnected systems.
c) fundamental principles of genetics and their influence on health and disease.
d) world of microorganisms and their impact on human health.
e) concepts of disease diagnosis, treatment modalities, and preventative measures
f) dynamic nature of biomedical science and its continuous advancements.
2. Critical Thinking and Problem-Solving Skills
Candidates should be able to;
a) analyse scientific data, synthesise information, and draw evidence-based conclusions (support them with logical evidence).
b) critically identify the key questions in a problem, develop possible paths to a solution aligning health issues locally and globally.
c) make informed health decisions based on scientific understanding with emphasis on the scientific progress and its role in promoting
human health and well-being.
d) formulate new ideas and innovations that are useful within the society through rigorous research work to address health issues.
3. Scientific Communication Skills, Literacy, and Ethical Awareness
Candidates should be able to;
a) effectively communicate scientific findings and concepts, both verbally and in writing (i.e. writing, presentations, and discussions)
b) demonstrate clear and concise presentation of scientific data for biomedical interventions and innovations.
c) demonstrate an understanding of ethical principles in research and patient care.
d) demonstrate familiarity with the scientific method: hypothesis formulation, experimental design, data collection, analysis, and
interpretation
e) present proper citation of sources and references for biomedical innovation.
4. Laboratory/Clinical Skills
Candidates should be able to;
a) demonstrate proficiency in laboratory techniques, safety protocols, and experimental design.
b) write clear and concise laboratory reports, including methods, results, and conclusions.
c) Precisely follow protocols and procedures.
d) demonstrate proper use of personal protective equipment (PPE) such as gloves, lab coats, and goggles.
e) demonstrate awareness of potential risks and precautions.
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5. SCHEME OF EXAMINATIONS
The structure of assessment includes Paper 1, 2 and 3. Both Paper 1 and 2 will be taken in one sitting while Paper 3 will be taken in a
separate sitting. Paper 1 consists of multiple-choice questions (MCQs) which aim at examining a broader scope of understanding covering
mostly Depth of Knowledge (DoK) levels 1(recall), 2 (conceptual understanding) and 3 (strategic reasoning). Paper 2 consists of two
sections; Section A and B. Section A will comprise short-answer questions (structured questions) and Section B three (3) essay questions.
Candidates are expected to answer all questions in Section A and any two out of three questions in Section B. Paper 2 will focus on
examining learners' conceptual understanding, strategic reasoning abilities and will require learners to apply their understanding of concepts
to real-life scenarios. Paper 3, will be a practical test for school candidates consisting of two compulsory questions.
PAPER 1: will consist of fifty (50) multiple choice questions for a duration of 1 hour with a score weight of 50 marks. 1 mark for each
item.
PAPER 2: will consist of two (2) sections; Sections A and B for a duration of 1 hour 30 minutes with a score weighting of 70 marks.
Section A – will consist of ten (10) compulsory short-answer questions (structured questions) for a total of 20 marks. Each
question will carry 2 marks.
Section B – will comprise three (3) essay questions out of which candidates will be required to answer any two (2) for 40
marks.
PAPER 3: will be a practical test for school candidates which will be taken in 2 hours, consisting of two (2) compulsory questions for a
total of 50 marks.
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Strand 1: Biomedical Science in Society
Sub-strand 1: Biomedical Science in Practice
Learning Outcomes Content Standards Learning Indicators Levels of Assessment
1.1.1.LO.1 1.1.1.CS.1 1.1.1.LI.1 1.1.1.AS.1
Describe what biomedical science Demonstrate an understanding Explain what biomedical science is Level 1 Recall
is and how scientific investigation of Biomedical Science. and what it is not.
is applied in biomedical science.
1.1.1.LI.2 1.1.1.AS.2
Identify problems in the society that Level 3 Strategic reasoning
can be solved by applying biomedical
science.
1.1.1.LI.3 1.1.1.AS.3
Explain how the scientific method can Level 2 conceptual
be applied to undertake investigations understanding
or address problems in biomedical
science.
2.1.1.L.O.1 2.1.1.CS.1 2.1.1.LI.1 2.1.1.AS.1
Describe various roles of Explore the various roles of Investigate and discuss a variety of Level 3 Strategic reasoning
biomedical scientists in society. biomedical scientists in society. biomedical science careers that relate
to the prevention, diagnosis, and
treatment of diseases.
2.1.1.LI.2 2.1.1.AS.2
Discuss and describe the role of Level 1 Recall
biomedical science professionals in
forensics.
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Learning Outcomes Content Standards Learning Indicators Levels of Assessment
2.1.1.LI.3 2.1.1.AS.3
Explore any two/three biomedical career Level 2 conceptual understanding
fields related to clinical or research
studies and describe these career fields.
3.1.1.L.O.1 3.1.1.CS.1 3.1.1.LI.1 3.1.1.AS.1
Explain actions that can constitute Demonstrate knowledge of Explain common practices that could Level 3 Strategic reasoning
malpractice, liability, and good professional practice as a result in malpractice, liability, and/or
negligence and how the biomedical biomedical scientist. negligence in the field of biomedical
scientist can guard against them. science.
3.1.1.LI.2 3.1.1.AS.2
Describe the purpose of Informed Level 2 conceptual understanding
Consent from the patient and
healthcare provider perspective.
3.1.1.LI.3 3.1.1.AS.3
Identify and explain personal and Level 2 conceptual understanding
long-term consequences of unethical
or illegal behaviour in the
workplace.
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Strand 1: Biomedical Science in Society
Sub-strand 2: Biosafety
Learning Outcomes Content Standards Learning Indicators Levels of Assessment
1.1.2.L.O.1 1.1.2.CS.1 1.1.2.LI.1 1.1.1.AS.1
Describe various biohazards and Demonstrate an understanding Discuss the various biohazards as well Level 1 Recall
critically analyse their routes of of biohazards and analyse their as the risk groups.
exposure. routes of exposure.
1.1.2.LI.2 1.1.1.AS.2
Explain the routes of exposure of Level 2 conceptual understanding
pathogens to humans.
1.1.2.LI.3 1.1.1.AS.3
Analyse Laboratory-acquired Level 3 Strategic reasoning
infections including some case studies.
2.1.2.L.O.1 2.1.2.CS.1 2.1.2.LI.1 2.1.2.AS.1
Explain the need for protection Demonstrate an understanding Describe features of the biosafety Level 2 conceptual understanding
from biohazard exposure. of the essence of protection from levels and proper practice.
biohazard exposure.
2.1.2.LI.2 2.1.1.AS.2
Demonstrate proper setup of biosafety Level 2 conceptual understanding
cabinet and its environment. and reasoning
2.1.2.LI.3 2.1.1.AS.3
Demonstrate proper methods for Level 2 conceptual understanding
donning and removal of personal
protective equipment (PPE) such as
gloves, lab coats, eye protection and
respiratory protection.
3.1.2.L.O.1 3.1.2.CS.1 3.1.2.LI.1 3.1.2.AS.1
Apply the principles of biosafety Demonstrate knowledge and Undertake proper planning of Level 1 Recall
to set up experiment. understanding of the principles experiments to avoid accidents.
of biosafety in setting up
experiments. 3.1.2.LI.2 3.1.2.AS.2
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Learning Outcomes Content Standards Learning Indicators Levels of Assessment
Identify the correct waste stream Level 2 conceptual
and demonstrate proper disposal of
hazardous waste in the laboratory.
3.1.2.LI.3 3.1.2.AS.3
Identify and describe the role of Level 2 conceptual understanding
biosafety professionals in
biomedical research laboratories.
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Strand 2: Human Body Systems
Sub-strand 1: Anatomy and Physiology
Learning Outcomes Content Standards Learning Indicators Levels of Assessment
1.2.1.L.O.1 1.2.1.CS.1 1.2.1.LI.1 1.2.1.AS.1
Identify the various human Demonstrate an understanding of the Explore the structure, functions, Level 1 Recall
body systems and establish the human body systems and how they are and parts of the major human body
interrelations between the interconnected. systems involved in
systems for life. communication, power,
movement, protection, and
homeostasis.
1.2.1.LI.2
Explain the interconnections 1.2.1.AS.2
between the human body systems Level 3 Strategic reasoning
and how these systems work
together to maintain health and
homeostasis
1.2.1.LI.3
Evaluate how the interconnections 1.2.1.AS.3
and interactions of multiple body Level 3 Strategic reasoning
systems are necessary for life.
2.2.1.L.O.1
Identify the various regions of 2.2.1.CS.1 2.2.1.LI.1 2.2.1.AS.1
the brain, and describe their Demonstrate an understanding of the Explain the role of the brain and Level 3 Strategic reasoning
functions and interconnectedness of some body brain mapping play in the
interconnectedness with some systems for communication. communication system of the
body systems for human body
communication.
2.2.1.LI.2 2.2.1.AS.2
Determine how communication Level 3 Strategic reasoning
works in the body and its effects.
2.2.1.LI.3 2.2.1.AS.3
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Learning Outcomes Content Standards Learning Indicators Levels of Assessment
Describe the importance of Level 1 Recall
technological tools in biomedical
sciences to measure parameters
associated with communication in
the human body.
3.2.1.L.O.1
Describe the role of enzymes in 3.2.1.CS.1 3.2.1.LI.1 3.2.1.AS.1
digestion and explain how food, Demonstrate an understanding of the Explain what enzymes are and Level 1 Recall
water, and oxygen are interconnectedness of the body systems their roles in the digestive system.
transported by the in energy generation and use (digestive,
cardiovascular and respiratory circulatory, and musculoskeletal 3.2.1.LI.2 3.2.1.AS.2
systems. systems). Explain the transport of oxygen, Level 2 conceptual understanding
food, and water to all cells in the
body through the connection
between the respiratory and
cardiovascular systems.
3.2.1.LI.3 3.2.1.AS.3
Describe how the Level 3 Strategic reasoning
interconnectedness of the body
systems aid in energy generation.
3.2.1.LI.4 3.2.1.AS.4
Demonstrate an understanding of
how joints and muscles use energy Level 3 Strategic reasoning
to contribute to the movement of
the human body.
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Strand 2: Human Body Systems
Sub-strand 2: Diseases and disorder
Learning Outcomes Content Standards Learning Indicators Levels of Assessment
1.2.2.L.O.1 1.2.2.CS.1 1.2.2.LI.1 1.2.2.AS.1
Explain what a disease is with Show an understanding of Explain what a disease is. Level 3 Strategic reasoning
examples, identify the symptoms common diseases and
of common diseases, and conditions that can disrupt 1.2.2.LI.2 1.2.2.AS.2
illustrate how the symptoms of the functioning of cells, Explore how initial symptoms of an Level 3 Strategic reasoning
diseases lead to diagnosis. tissues, and organs within illness that can be used for diagnosis
the body. and treatment.
1.2.2.LI.3 1.2.2.AS.3
Explore the symptoms and factors Level 3 Strategic reasoning
contributing to sickle cell disease and
its impact on humans.
2.2.2.LI.1 2.2.2.AS.1
Explain how serious nervous system Level 2 conceptual understanding
disorders impact the quality of life.
2.2.2.AS.2
2.2.2.L.O.1 2.2.2.CS.1 2.2.2.LI.2 Level 2 conceptual understanding
Describe how malfunctions in Apply knowledge of human Interpret the symptoms and physical
the nervous and endocrine body systems to indicate characteristics of a given patient to
systems affect other body how damage to one system determine an endocrine system 2.2.2.AS.3
systems and lifestyle. can impact function in malfunction (e.g., hyperthyroidism). Level 2 conceptual understanding
another system.
2.2.2.LI.3
Identify and discuss the causes,
symptoms, treatments, effects, and
impact of diabetes on the human body 2.2.2.AS.1
and human lifestyle. Level 1 Recall
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2.2.2.L.O.2 2.2.2.LI.1
Understand how the structure of Identify the structural differences
bacteria and virus dictates between bacteria and viruses.
treatment protocols, concept of
immune response and the impact 2.2.2.LI.2
of infections in the society. 2.2.2.CS.2 Explore the symptoms, prevalence,
Demonstrate knowledge of and treatment of bacterial and viral 2.2.2.AS.2
bacteria and viruses as infections considering infections of Level 3 Strategic reasoning
causative agents of the reproductive system.
infectious diseases.
2.2.2.LI.3
Explore the immune response in
relation to the introduction of
antigens. 2.2.2.AS.3
Level 2 conceptual understanding
2.2.2.LI.4
Analyse how antibiotics are used to
treat infections and explain how the
effectiveness depends on the causative 2.2.2.AS.4
bacteria. Level 2 Skills of conceptual
understanding
2.2.2.LI.5
Discuss the global and social impact
of an infectious disease that is caused
by bacteria or viruses. 2.2.2.AS.5
Level 1 Recall
3.2.2.LI.1
Describe the different types of lipid
molecules and their different physical
properties and functions. 3.2.2.AS.1
Level 3 Strategic reasoning
3.2.2.AS.2
Level 3 Strategic reasoning
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3.2.2.L.O.1 3.2.2.CS.1 3.2.2.LI.2 3.2.2.AS.3
Describe the different types of Demonstrate an Explain how cholesterol is transported Level 3 Strategic reasoning
lipids in the body, and explain understanding of the in the blood by high-density
how cholesterol-lipoprotein function of cholesterol in lipoprotein (HDL) and low-density
complexes affect the risk of the body and its role in lipoprotein (LDL) and the role each of
heart diseases and how the risk heart disease. them plays in the body. 3.2.2.AS.4
of heart diseases may be Level 3 Strategic reasoning
assessed. 3.2.2.LI.3
Describe how the concentrations of
these complexes (HDL and LDL)
affect a person’s risk of heart disease.
3.2.2.LI.4
Describe the function of an angiogram
in diagnosing blocked vessels and
discuss the risk factors for heart
disease.
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Strand 3: Biomedical Intervention
Sub-strand 1: Diagnostic device
Learning Outcomes Content Standards Learning Indicators Levels of Assessment
1.3.1.L.O.1 1.3.1.CS.1 1.3.1.LI.1 1.3.1.AS.1
Explain medical intervention. Explore medical interventions Explain medical intervention in Level 2 conceptual understanding
Identify and describe various and their relevance to diagnosis. relation to diagnosis, therapy, and
diagnostic medical interventions. prevention.
1.3.1.LI.2 1.3.1.AS.2
Compare and contrast primitive Level 2 conceptual understanding
diagnostic medical interventions and
modern diagnostic devices.
1.3.1.LI.3 1.3.1.AS.3
Explore the significance of the various Level 1 Recall
diagnostic devices used for medical
intervention.
2.3.1.L.O.1 2.3.1.CS.1 2.3.1.LI.1 2.3.1.AS.1
Describe the importance of Demonstrate an understanding Investigate the application of Level 2 conceptual understanding
technology in clinical diagnosis, of the concepts applied to build technology in the provision of
the composition of diagnostic diagnostic devices. healthcare.
medical devices and explain
basic principles relating to 2.3.1.LI.2 2.3.1.AS.2
diagnostic medical device Identify the components of a typical Level 1 Recall
design. diagnostic device and its functions.
2.3.1.LI.3 2.3.1.AS.3
Discuss the bio instrumentation Level 2 conceptual understanding
principles used in the construction of a
diagnostic device.
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Learning Outcomes Content Standards Learning Indicators Levels of Assessment
3.3.1.LO.1 3.3.1.CS.1 3.3.1.LI.1 3.3.1.AS.1
Design and construct some basic Demonstrate understanding of Evaluate the role of biomedical Level 3 Strategic reasoning
medical devices and pitch them the knowledge and skills engineers in the production,
to potential investors. required to design and construct acquisition and maintenance of
some basic medical devices. medical devices.
3.3.1.LI.2 3.3.1.AS.2
Design and construct a simple Level 4 Extended critical thinking
diagnostic device and assemble the and reasoning
units of a medical device.
3.3.1.LI.3 3.3.1.AS.3
Develop a marketing plan to pitch the Level 3 Strategic reasoning
designed device to potential investors. Level 4 Extended critical thinking
and reasoning
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Strand 3: Biomedical Intervention
Sub-strand 2: Therapeutic device
Learning Outcomes Content Standards Learning Indicators Levels of Assessment
1.3.2.L.O.1 1.3.2.CS.1 1.3.2.LI.1 1.3.2.AS.1
Identify the forms of therapy and Demonstrate an understanding Identify the various forms of
describe the roles of various of the use of therapeutic therapy. Level 2 conceptual understanding
therapists and the tools they use devices for medical
in healthcare delivery. intervention. 1.3.2.LI.2 1.3.2.AS.2
Investigate who a therapist is and Level 2 conceptual understanding
enumerate the various specialties
1.3.2.LI.3 1.3.2.AS.3
Identify the various therapeutic Level 1 Recall
devices used by the therapist.
2.3.2.L.O.1 2.3.2.CS.1 2.3.2.LI.1 2.3.2.AS.1
Describe some treatment and Explore how therapies are used Explain the use of prostheses and Level 2 Skills of conceptual
management strategies for cancer, in health facilities to address orthoses to manage, correct and understanding
disabilities, damaged tissues and health problems. treat disabilities.
organs.
2.3.2.LI.2 1.3.2.AS.2
Investigate the treatments and Level 3 Strategic reasoning
therapies available to treat cancer
and their physical, mental and
emotional effects.
2.3.2.LI.3 1.3.2.AS.3
Explore the future application of Level 3 Strategic reasoning
regenerative medicine for patients
with disabilities.
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Learning Outcomes Content Standards Learning Indicators Levels of Assessment
3.3.2.L.O.1 3.3.2.CS.1 3.3.2.LI.1 3.3.2.AS.1
Identify constituent components Demonstrate an understanding Disassemble and assemble Level 2 conceptual understanding
of a therapeutic device, develop of the interconnections among components of a therapeutic
an operating manual for a components of therapeutic device.
medical device and describe the devices and explain the medical
regulatory processes for medical device regulation process. 3.3.2.LI.2 3.3.2.AS.2
devices. Develop an operating manual for a Level 4 Extended critical thinking and
therapeutic device. reasoning
3.3.2.LI.3 3.3.2.AS.3
Discuss the role of regulatory Level 2 conceptual understanding
agencies in the production and
marketing of medical devices.
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Strand 4: Biomedical Innovations
Sub-strand: Research and Design in Biomedical Science
Learning Outcomes Content Standards Learning Indicators Levels of Assessment
1.4.1.LO.1 1.4.1.CS.1 1.4.1.LI.1 1.4.1.AS.1
Use credible online resources to Demonstrate knowledge of how to Analyse website content and assess Level 1 Recall
research and propose solutions to access and use information from overall credibility of the
healthcare problems credible sources information.
1.4.1.LI.2 1.4.1.AS.2
Use online search engines and Level 1 Recall
journal databases to locate reliable
scientific articles.
1.4.1.LI.3 1.4.1.AS.3
Use different approaches to Level 3 Strategic reasoning
propose solutions to healthcare
problems in the country
1.4.1.LI.4 1.4.1.AS.4
Make an effective presentation of Level 2 Conceptual understanding
scientific information on a
healthcare issue.
2.4.1.LO.1 2.4.1.CS.1 2.4.1.LI.1 2.4.1.AS.1
Use scientific literature and Demonstrate understanding and Critique and compare science and Level 1 Recall
statistics to design experiment and application of a variety of data presented in popular media
analyse results. biomedical experimental designs. and data presented in scientific
journals.
2.4.1.LI.2 2.4.1.AS.2
Apply knowledge of specified Level 1 Recall
statistical analysis methods to Level 3 Strategic reasoning
analyse the results of experimental
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studies.
3.4.1.LO.1 3.4.1.CS.1 3.4.1.LI.1 3.4.1.AS.1
Use scientific literature and Demonstrate understanding and Apply knowledge of specified Level 3 Strategic reasoning
statistics to design experiment and application of a variety of statistical analysis methods to
analyse results. biomedical experimental designs. analyse the results of experimental
studies.
3.4.1.LI.2 3.4.1.AS.2
Design, conduct and analyse an Level 4 Extended critical thinking
experimental study to answer a and reasoning
question relating to human health
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BIOMEDICAL SCIENCE
SAMPLE QUESTIONS
PAPER 1 - MULTIPLE CHOICE QUESTIONS
PAPER ONE
S/n Content Standard/Indicator Item** DoK Level
1. 1.1.1. CS1 Which of these arrangements is the correct order used in a 1
scientific investigation?
Demonstrate an understanding
of Biomedical Science. A. Observation, experimentation, questioning and
analysis
B. Observation, questioning, analysis and
1.1.1 LI.3 experimentation
C. Observation, questioning, experimentation and
Explain how the scientific analysis
method can be applied to D. Questioning, experimentation, observation and
undertake investigations or analysis
address problems in biomedical
science.
2 2.1.1.CS.1 A tooth sample has been collected from a crime scene. 1
Explore the various roles of Which of the following disciplines of forensic science is
biomedical scientists in society. essential in this investigation?
A. Anthropology
B. Odontology
LI.2 C. Pathology
Discuss and describe the role of D. Serology
biomedical science professionals
in forensics.
3 1.3.1. CS.1 What is the function of an otoscope? 1
Explore medical interventions A. Examining the eye
and their relevance to diagnosis. B. Examining the ear
C. Listening to body sounds
D. Visualising internal organs
LI.3
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Explore the significance of the
various diagnostic devices used
for medical intervention.
4. 3.1.2.CS.1 Questionable results were obtained while conducting an 2
experiment. Upon investigation, it was discovered that the
Demonstrate knowledge and reagents used had expired. After clearing the bench,
understanding of the principles where should the expired reagents be properly disposed?
of biosafety in setting up A. Brown plastic bags and bins
experiments. B. Red plastic bags and bins
C. Yellow plastic bags and bins
D. Yellow puncture-resistant bins
3.1.2 LI.2
Identify the correct waste stream
and demonstrate proper disposal
of hazardous waste in the
laboratory.
5. 2.2.1.CS.1 The integration of sensory information gives us the ability 2
to sense if two objects are touching the skin at the same
Demonstrate an understanding
time instead of one. Which lobe of the brain is
of the interconnectedness of
responsible for this?
some body systems for
communication. A. Frontal
B. Occipital
C. Parietal
2.2.1 LI.1 D. Temporal
Explain the role the brain and
brain mapping play in the
communication system of the
human body.
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6. 1.3.1.CS.1 2
Explore medical interventions
and their relevance to diagnosis.
LI.2
Compare and contrast primitive
diagnostic medical interventions
Figure 1
and modern diagnostic devices.
What is the modern diagnostic device alternative to the
primitive technique shown in Figure 1?
A. Pulse oximeter.
B. Sphygmomanometer.
C. Stethoscope.
D. Thermometer.
7. 2.4.1.CS.1 The following are the results of successful clinical trials 2
of a drug under the same conditions. Which of the
Demonstrate understanding and
results indicate the most successful trial?
application of a variety of
biomedical experimental A. 1 out of 30 people
designs. B. 3 out of 75 people
C. 6 out of 125 people
D. 7 out of 230 people
LI.2
Apply knowledge of specified
statistical analysis methods to
analyse the results of
experimental studies.
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8. 1.2.2.CS.1 The table below shows some genotypes and phenotypes 3
associated with forms of sickle cell anaemia.
Show an understanding of
common diseases and conditions Genotype Phenotype
that can disrupt the functioning
of cells, tissues and organs HbAHBA normal
within the body.
HbAHBS sickle-cell trait
HbSHBS acute sickle-cell anaemia
1.2.2 LI.3
Explore the symptoms and
factors contributing to sickle cell A man with sickle cell trait marries a woman with sickle
disease and its impact on huma cell trait. What is the probability that any child born to
them will have the sickle-cell trait as well?
A. 1 in 1
B. 1 in 2
C. 1 in 4
D. 3 in 4
9. 2.2.2.CS.1 3
Apply knowledge of human
body systems to indicate how
damage to one system can
impact function in another
system.
2.2.2. LI.2
Interpret the symptoms and
physical characteristics of a Figure 2
given patient to determine an
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endocrine system malfunction Which of the following medical conditions is most likely
(e.g., Hyperthyroidism). to occur if the part labelled III in Figure 2 becomes
enlarged?
A. Cushing syndrome
B. Diabetes
C. Gigantism
D. Hyperthyroidism
10. 3.4.1.CS.1 3
Demonstrate an understanding
and application of a variety of
biomedical experimental
designs.
3.4.1 LI.1
Apply knowledge of specified
statistical analysis methods to
analyse the result of
experimental studies.
Fig. 3
The graph in Figure 3 shows the results of a survey of
organ transplants in Ghana in 2023. Using the data in the
figure, calculate the percentage of individuals who
received a kidney transplant in 2023 relative to the total
number of individuals on the kidney transplant waiting
list at the start of the year.
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A. 39.28
B. 42.88
C. 57.14
D. 78.57
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BIOMEDICAL SCIENCE
SAMPLE QUESTIONS
PAPER 2 – ESSAY QUESTIONS
S/n Content Standard/Indicator Item DoK
Level
1. 2.2.2.CS.1: Apply knowledge State two differences between Type 1 and Type 2 diabetes. 2
of human body systems to
indicate how damage to one
system can impact function in
another system.
LI.3: Identify and discuss the
causes, symptoms, treatments,
effects and impact of diabetes
on the human body and human
lifestyle.
2. 1.1.1. CS.1: Demonstrate an Mention two misconceptions of what biomedical science is 1
understanding of Biomedical and state its corresponding facts.
Science.
LI.1: Explain what biomedical
science is and what it is not.
3. 2.3.1.CS.1: Demonstrate an Explain why a blood pressure reading of 90/140 mmHg is 3
understanding of the concepts incorrect.
applied to build diagnostic
devices.
LI.1: Investigate the
application of technology in
the provision of healthcare.
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4. 3.3.2. CS.1: Demonstrate an Explain two consequences of inadequate regulation in the 3
understanding of the production and marketing of medical devices.
interconnections among
components of therapeutic
devices and explain the
medical device regulation
process.
LI.3 Discuss the role of
regulatory agencies in the
production and marketing of
medical devices.
1. 3.2.2.CS.1: Demonstrate an a) Use the chart below to answer the Questions that
understanding of the function follow.
of cholesterol in the body and
its role in
heart disease.
LI.2: Explain how cholesterol
is transported in the blood by
high density lipoprotein (HDL)
and low-density lipoprotein
(LDL) and the role each of
them plays in the body.
i. Name the lipoproteins A and B. 2
ii. State which of the lipoproteins named in (i) is good for 1
the cardiovascular system.
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iii. Why is the lipoprotein stated in (ii) considered to be 2
good?
iv. Statins were prescribed to a 37-year-old man at his 3
initial health check. Two months later, the repeated test
results showed the same HDL levels. What could be the
reason for the observation?
2.2.2.CS.2 b) A patient visits the hospital with the following
Demonstrate knowledge of symptoms;
bacteria and viruses as a temperature of 42 oC,
causative agents of infectious
diseases. Cough and shortness of breath,
fatigue and diarrhoea,
LI.2 loss of taste and smell,
Explore the symptoms, sore throat and nasal congestion.
prevalence, and treatment of
bacterial and viral infections Based on the information given, answer the
such as infections of the following questions:
reproductive system. i. What is the possible condition? 2
LI.3 ii. State the causative agent of the condition; 1
Explore the immune response
in relation to the introduction
iii. State two modes of transmission; 1
of antigens.
iv. Explain how herd immunity will protect an 3
LI.5 unvaccinated individual against the condition.
Discuss the global and social
impact of an infectious disease v. As a member of the local health department, mention 2
that is caused by bacteria or any two steps that may be considered in creating
awareness of a possible outbreak of the condition.
430
viruses.
2.1.2.CS.1 c) i. Consider the list below: 2
Demonstrate an understanding Ebola, Sars-Cov-2, Salmonella typhi, Algae.
of the essence of protection
from biohazard exposure. Arrange them according to their biosafety levels
ii. In a biosafety level 3 laboratory what are the first
LI.1 five steps in doffing your PPE in chronological
Describe features of the order.
biosafety levels and proper iii. **Mention four diagnostic devices found at the
practice. Out Patient Department (OPD)
LI.3
Demonstrate proper methods
for donning and removal of
personal protective equipment
(PPE) such as gloves, lab
coats, eye protection and
respiratory protection.
** 1.3.1.CS.1
Explore medical interventions
and their relevance to diagnosis
LI.1
Explain medical intervention in
relation to diagnosis, therapy,
and prevention.
431
PAPER 3 – PRACTICAL QUESTIONS
Specimen List
A - Blood sample from a sickle patient
B - Blood sample from a non-sickle patient
C - Coloured distilled water (colour red)
D - Rapid diagnostic test kits for sickling tests.
E - Already prepared microscopic slides of sample in (a)
Materials to be supplied to candidates
1: Light microscope(s) is/are to be provided to students.
2: Three rapid diagnostic test kits
3: Latex gloves
4. Hair net
5. Nose masks
1. Answer the following questions using specimens A to E.
a)
i. 1.1.1.CS.1 LI.1 Label specimen D as I, II and III.
Put two drops each of specimen A, B, C on the specimen labelled I, II and III respectively.
ii. Write your observation(s) for the specimen labelled I, II and III. Level 1
I: ________________________________________________
II: ________________________________________________
III: ________________________________________________
iii. 1.3.1.CS.1 LI.3 Explain the reason(s) for the results obtained in I, II and III. Level 2
I: _______________________________________________________
II:_______________________________________________________
III: ______________________________________________________
iv. 1.3.1. CS.1 LI3 State two typical uses of Specimen D. Level 2
_______________________________________________________
432
v. 2.1.2.CS.1 LI.1 The activity in (a) can be classified under which biosafety level? Level 3
__________________________________________________________
vi. 2.1.2.CS.1 LI.1 Mention two precautions that must be taken under the biosafety level classified in (v). Level 2
_______________________________________________________________________________
b) 1.2.2.CS.1 LI. 3 Observe Specimen E under the light microscope and answer the following questions.
i. Make a 6 cm to 8 cm long drawing of your observation. Level 1
ii. What possible diagnosis can be inferred from your observation in (i)? Level 2
iii. Explain why a patient with the condition identified in (ii) is likely to suffer from stroke. Level 3
433
BUSINESS STUDIES (ACCOUNTING OPTION)
1. INTRODUCTION
The Business Studies curriculum for senior school learners integrates three interconnected subjects: Business Management, Financial
Accounting and Cost Accounting. In the first year, learners undertake comprehensive studies covering all the three disciplines. In the second
year, the curriculum offers two specialised options: Business Studies (Management Option), focusing exclusively on Business Management and
Business Studies (Accounting Option), which includes Financial Accounting and Cost Accounting. This curriculum is designed to equip
learners with essential competencies to excel in dynamic business environments. This document is a summary of the content standards, learning
outcomes, learning indicators and the levels of assessment.
2. PURPOSE
The purpose of this detailed examination syllabus is to provide the framework to guide the development of test items for Business Studies
(Accounting) examination for Senior High Schools in Ghana. It seeks to align the content standards, learning outcomes, learning indicators and
the various content areas in the Business studies curriculum to the scheme of assessment. This will enable examiners to set examination
questions that provide evidence of the attainment of learning outcomes upon completion of the programme. The outcome of the examinations
based on this syllabus will ascertain the extent to which learners have gained specific knowledge, skills and competence in Business Studies
(Accounting).
3. PHILOSOPHY
Every learner will be equipped with the skills and competencies to apply the basic processes and principles in accounting and business
management with emphasis on critical thinking, creative, innovative, managerial and digital literacy skills through experiential-based (hands-
on) learning to succeed in the world of work, adult life and for further studies.
4. VISION
A learner equipped with the skills applicable in the creation and management of modern-day businesses through analysis and interpretation of
financial information in accordance with best practices in the world of work and for further studies.
5. GOALS
The goal of this subject is to prepare learners to employ financial literacy, problem-solving, innovative, creative, collaborative and
communication skills as well as innovative technologies, to efficiently create and manage businesses to drive transformation and
industrialisation in the global economy. In addition, the subject will inculcate in learners such values as integrity, truthfulness, equity,
discipline, self-confidence, adaptability and resourcefulness, leadership and responsible citizenship.
6. STRUCTURE OF THE PAPER ACCOUNTING OPTION
The examination will consist of two papers: Papers 1 and 2, both of which must be taken for 100 marks.
434
PAPER 1: This will consist of 50 multiple-choice objective questions. All questions must be answered in 1 hour for 25 marks.
PAPER 2: This will consist of two sections (A and B) to be answered in 2 hours 30 minutes for 75 marks.
Section A: Learners will be required to answer two theory questions out of four questions for thirty (30) marks.
Section A will assess the following strands of the curriculum:
Financial Accounting – Conceptual frameworks
Cost Accounting – Controlling cost to improve organisational performance, Determining cost of operations for pricing and controlling,
Analysing information for control and decision making
Section B: Learners will be required to answer three out of six questions which will require them to apply their knowledge to given
scenarios for forty-five (45) marks.
Section B will assess the following strands of the curriculum:
Financial Accounting – Financial data analysis, financial reporting
Cost Accounting – Controlling cost to improve organisational performance, Determining cost of operations for pricing and controlling,
Analysing information for control and decision making
435
DETAILED SYLLABUS
YEAR ONE
STRAND ONE: BUSINESS MANAGEMENT
S/N SUB-STRAND LEARNING CONTENT LEARNING INDICATORSd LEVELS OF ASSESSMENT
OUTCOMES STANDARDS
1 THE NATURE OF 1.1.1.LO.1 1.1.1.CS1 1.1.1.LI.1 1.1.1.AS.1
BUSINESS AND Examine the concept of Demonstrate understanding Explain the concept of business Level 2 Skills of conceptual
MANAGING business entities, their of business and its various and its role in society. understanding
BUSINESSES features, benefits, and forms of ownership.
challenges. 1.1.1LI.2 1.1.1.AS.2
Outline the features of Sole Level 2 Skills of conceptual
Proprietorship and identify its understanding
benefits and challenges.
1.1.1.LI.3 1.1.1.AS.3
Examine the features of a Level 4 Extended critical
Partnership and identify its benefits thinking and reasoning
and challenges.
1.1.1.AS.4
1.1.1.LI.4 Level 3 Strategic reasoning
Elaborate on the features of a
company, and identify its types,
features, benefits and challenges. 1.1.1.AS.5
Level 4 Extended critical
1.1.1.LI.5 thinking and reasoning
Describe the features of State-
Owned Enterprises (SOEs) and 1.1.1.AS.6
examine their benefits and Level 2 Skills of conceptual
challenges. understanding
1.1.I.L16
Identify the various sources of
funds for businesses.
436
S/N SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
1.1.1.LO.2 1.1.1.CS2 1.1.1.LI.1 1.1.1.AS.1
Explain planning, Demonstrate Explain management in Level 2 Skills of
organising, leading, and knowledge and business. conceptual understanding
controlling and analyse understanding of
their interrelationships the basic functions 1.1.1.AS.2
within the organisational of management. 1.1.1.LI.2 Level 2 Skills of
structure. Explain planning, its tools, conceptual understanding
processes, benefits and
limitations.
1.1.1.AS.3
1.1.1.LI.3 Level 2 Skills of
Explain the concept of conceptual understanding
organising, its principles and
organisational structures.
1.1.1.LI.4 Differentiate L1.1.1.AS.4
between centralisation and Level 2 Skills of
decentralisation and examine conceptual understanding
their advantages and
disadvantages.
1.1.1.LI.5
Explain leadership, its
various forms, sources of 1.1.1.AS.5
power in leadership and the Level 2 Skills of
importance of effective conceptual understanding
leadership.
437
S/N SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
1.1.1.CS2 1.1.1.LI.6 1.1.1.AS.6
Demonstrate knowledge Explain controlling, its Level 2 Skills of conceptual
and understanding of the processes, tools and understanding
basic functions of importance.
management.
2 BUSINESS AND 1.1.2.LO.1 1.1.2.CS.1 1.1.2.LI.1 1.1.2.AS.1
SOCIETY Analyse the impact of the Demonstrate knowledge Analyse the internal and Level 4 Extended critical
internal and external factors and understanding of a external business thinking and reasoning
of a business environment. business environment. environment using SWOT
tools.
1.1.2.AS.2
1.1.2.LI.2 Level 2 Skills of conceptual
Explain Corporate Social understanding
Responsibility and discuss
its benefits and challenges.
3 INTERNATIONAL 1.1.3.LO.1 1.1.3.CS.1 1.1.3.LI.1 1.1.3.AS.1
BUSINESS Explain International Demonstrate knowledge Describe international Level 4 Extended critical
business and understanding of business and analyse its thinking and reasoning
In the curriculum the LO is international business. importance.
‘Describe globalisation and In the curriculum the CS 1.1.3.AS.1
assess its impact on the is ‘Demonstrate 1.1.3.LI.2 Level 2 Skills of conceptual
operations of multinational knowledge and Explain multinational understanding
businesses’ but it has been understanding of corporation and describe
captured as above in the globalisation and its features.
printed year one teacher multinational
manual corporations’ but it has
been captured as above
in the printed year one
teacher manual.
438
STRAND TWO: FINANCIAL ACCOUNTING
S/N SUB-STRAND LEARNING OUTCOMES CONTENT LEARNING LEVELS OF
STANDARDS INDICATORS ASSESSMENT
1 CONCEPTUAL 1.2.1.LO.1 1.2.1.CS. 1 1.2.1.LI.1 1.2.1.AS.1
FRAMEWORK Apply personal financial Explain the characteristics Explain Accounting as a Level 2 Skills of conceptual
activities to demonstrate an of accounting information system and its purposes in understanding
understanding of the daily life.
concepts, purposes and 1.2.1.AS.2
applications of accounting. 1.2.1.LI.2 Level 2 Skills of conceptual
Explain the major steps in understanding
processing accounting In the curriculum, this LI
information and its was to be assessed at Level
characteristics. 4 Extended critical thinking
and reasoning, but looking
at the demand of the LI, it
should be assessed at level
2
1.2.1.AS.3
Level 3 Strategic reasoning
1.2.1.LI.3
1.2.1.AS.4
Examine the information
Level 2 Skills of conceptual
needs of users of understanding
accounting information.
1.2.1.LI.4
Discuss the need for
accounting standards.
439
2 FINANCIAL 1.2.2.LO.1 1.2.2.CS.1 1.2.2.LI.1 1.2.2.AS.1
DATA ANALYSIS Analyse and record Demonstrate knowledge Compute the value of Level 3 Strategic reasoning
financial transactions in the and understanding of the assets, liabilities and
books of accounts using application of double- capital using the
double-entry principles and entry principles to record accounting equation.
extract a trial balance. financial transactions.
1.2.2.LI.2 1.2.2.AS.2
Analyse the effects of Level 3 Strategic reasoning
business transactions on
assets, capital and
liabilities.
S/N SUB-STRAND LEARNING OUTCOMES CONTENT LEARNING LEVELS OF
STANDARDS INDICATORS ASSESSMENT
2 FINANCIAL 1.2.2.LI.3 1.2.2.AS.3
DATA ANALYSIS Apply the double-entry Level 3 Strategic reasoning
principle or rule to record In the curriculum, this LI
financial transactions in was to be assessed at Level
the ledgers. 2 Skills of conceptual
understanding, the LI needs
strategic reasoning before
learners can record financial
transactions
1.2.2.AS.4
Level 3 Strategic reasoning
1.2.2.LI.4
Analyse and record
financial transactions in
the various daybooks, post
to the ledgers and extract a
trial balance
440
3 FINANCIAL 1.2.3.LO.1 1.2.3.CS1 Demonstrate 1.2.3.LI.1 1.2.3.AS.1
REPORTING Prepare financial statements knowledge and Prepare Financial Level 3 Strategic reasoning
of sole proprietorship. understanding of the Statement of Sole
preparation of financial Proprietorship (including
statements of Sole adjustments for accruals,
proprietorship. prepayments, depreciation
and allowance for
receivables).
STRAND THREE: COST ACCOUNTING
S/N SUB-STRAND LEARNING CONTENT STANDARDS LEARNING INDICATORS LEVELS OF
OUTCOMES ASSESSMENT
1 CONTROLLING 1.3.1.LO.1 1.3.1.CS1 Demonstrate 1.3.1.LI.1 1.3.1.AS.1
COST TO Explain the knowledge and Explain the purpose of and Level 2 Skills of
IMPROVE importance of understanding of the the basic terminologies used conceptual understanding
ORGANISATIONAL managing and purpose of cost accounting. in cost accounting.
PERFORMANCE controlling costs in 1.3.1.AS.2
organisations and 1.3.1.LI.2 Level 2 Skills of
everyday life. Classify costs according to conceptual understanding
their common characteristics.
This LI was treated in the
teacher manual but not as a 1.3.1.AS.3
separate indicator. Level 2 Skills of
conceptual understanding
1.3.1.LI.3
Explain the composition of
costs of products and
services.
2 DETERMINING 1.3.2.LO.1 1.3.2.CS1 Demonstrate an 1.3.2.LI.1 1.3.2.AS.1
COST OF Explain the different understanding of the Outline characteristics of Level 2 Skills of
OPERATIONS FOR methods used to methods of determining and Specific Order Costing conceptual understanding
PRICING AND determine the cost controlling cost of products including Job, Batch and
441
CONTROLLING of goods and and services. Contract.
services. 1.3.2.AS.2
1.3.2.LI.2 Level 2 Skills of
Identify processing conceptual understanding
organisations and explain the
nature of process operations. 1.3.2.AS.3
Level 2 Skills of
1.3.2.LI.3 conceptual understanding
Identify service organisations
and explain the nature of
services they provide.
3 ANALYSING 1.3.3.LO.1 1.3.3.CS.1 Demonstrate an 1.3.3.LI.1 1.3.3.AS.1
INFORMATION Explain the understanding of the Explain the concept of Level 2 Skills of
FOR CONTROL techniques for techniques for analysing marginal and absorption conceptual understanding
AND DECISION analysing cost for cost of operations. costing and their importance.
MAKING different purposes.
1.3.3.LI.2 1.3.3.AS.2
Explain the concept of break- Level 2 Skills of
even analysis, its importance, conceptual understanding
assumptions and limitations.
1.3.3.AS.3
1.3.3.LI.3 Level 2 Skills of
Explain budgetary control conceptual understanding
and its importance in
planning.
442
BUSINESS STUDIES- (ACCOUNTING OPTION)
YEAR TWO
STRAND ONE: FINANCIAL ACCOUNTING
S/N SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
2.2.1.LO.1 2.2.1.CS.1 2.2.1.LI.1 2.2.1.AS.1
1 CONCEPTUAL Discuss the uses of Demonstrate Explain the types of Level 2 Skills of
FRAMEWORK accounting concepts and understanding and accounting concepts and conceptual understanding
conventions in the application of accounting convention and
preparation of financial concepts and conventions Level 3 Strategic
statements of business in the preparation of reasoning
organisations. financial statements.
2.2.1.LI.2 2.2.1.AS.1
Discuss the purpose, Level 2 Skills of
advantages and limitations of conceptual understanding
the accounting concepts and and
conventions. Level 3 Strategic
reasoning
FINANCIAL 2.2.2.LO.1 2.2.2.CS.1 2.2.2.LI.1 2.2.2.AS.1
DATA Analyse and rectify Demonstrate an Identify the types of errors in Level 2 Skills of
2 ANALYSIS errors through journals understanding of errors accounting and their effects conceptual understanding
and ledgers. and their effects on the on the trial balance and and
trial balance. financial statement. Level 3 Strategic
reasoning
2.2.2.LI.2
Correct errors using journal 2.2.2.AS.2
and ledger entries. Level 3 Strategic
reasoning and
Level 4 Extended critical
thinking and reasoning
443
2.2.2.LO.2 2.2.2.CS. 2 2.2.2.LI.1 2.2.2.AS.1
Prepare updated cash Demonstrate knowledge Identify the causes of Level 2 Skills of
book and bank and understanding of the differences between the cash conceptual understanding
reconciliation statement. preparation of bank book and the bank statement
reconciliation statement. balances.
2.2.2.AS.2
2.2.2.LI.2 Level 3 Strategic
Prepare the updated cash reasoning and
book and bank reconciliation Level 4 Extended critical
statement. thinking and reasoning
2.2.2.AS.1
2.2.2.LO.3 Level 2 Skills of
Prepare receivables and 2.2.2.CS.3 2.2.3.LI.1 conceptual understanding
payables control Demonstrate knowledge Discuss the importance of Level 4 Extended critical
accounts and understanding of the control accounts thinking and reasoning
preparation of receivables
and payables control
accounts
2.2.2.AS.2
Level 3 Strategic
reasoning
2.2.3.LI.2
Prepare the receivables and
payables control accounts
444
S/N SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
3 FINANCIAL 2.2.3.LO.1 Prepare 2.2.3.CS.1 2.2.3.LI.1 2.2.3.AS.1
REPORTING financial statements for Demonstrate knowledge, Discuss the concept of not for Level 2 Skills of
not-for-profit making understanding, and skills profit making organisations, conceptual understanding
organisations. in the preparation and their purposes and features
presentation of financial
statements of not-for- 2.2.3.LI.2 2.2.3.AS.3
profit making Identify the differences Level 2 Skills of
organisations. between receipts and conceptual understanding
payments accounts and
income and expenditure
accounts
2.2.3.AS.3
2.2.3.LI.3 Level 4 Extended critical
Prepare financial thinking and reasoning
statement of a not-for profit
making
organisation 2.2.3.AS.1
Level 2 Skills of
2.2.3.LI.1 conceptual understanding
Explain why a business
would not keep a complete
set of accounting records and
the challenges associated 2.2.3.AS.1
2.2.3. CS.2 with incomplete records. Level 4 Extended critical
Demonstrate knowledge thinking and reasoning
2.2.3.LO.2 Prepare
and understanding of
Financial Statements and 2.2.3.LI.2
preparing financial
Report from Incomplete Prepare financial statements
statements from
Records. from incomplete records.
incomplete records
445
STRAND TWO: COST ACCOUNTING
S/N SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
1 CONTROLLING 2.3.1.LO.1 2.3.1.CS.1 Demonstrate 2.3.1.LI.1 2.3.1.AS.1
COST TO Explain how quality an understanding of the Identify the characteristics Level 2 Skills of
IMPROVE costing systems and need for good quality of good cost accounting conceptual
ORGANISATIONAL information improve cost accounting systems and information. understanding
PERFORMANCE decision making. information systems.
2.3.1.LI.2 2.3.1.AS.2
Explain inventory, Level 2 Skills of
inventory control and conceptual
compute inventory control understanding and Level
levels. 3 Strategic reasoning
2.3.1.AS.3
2.3.1.LI.3 Level 2 Skills of
Explain labour, its related conceptual
concepts and the understanding and Level
computation of labour 3 Strategic reasoning
remuneration
2.3.1.AS.4
Level 3 Strategic
2.3.1.LI.4 reasoning
Prepare Overhead Analysis
Sheet and compute
overhead absorption rates.
446
S/N SUB-STRAND LEARNING CONTENT LEARNING INDICATORS LEVELS OF
OUTCOMES STANDARDS ASSESSMENT
2 DETERMINING 2.3.2.LO.1 2.3.2.CS.1 2.3.2.LI.1 2.3.2.AS.1
COST OF Determine the cost of Demonstrate knowledge Prepare job cost sheets to Level 3 Strategic
OPERATIONS FOR goods and services and ability to determine determine the cost of specific reasoning
PRICING AND using an appropriate the cost of different job orders – Job and Batch
CONTROLLING costing method types of goods, services
and activities in society 2.3.2.LI.2
Prepare job cost sheets to 2.3.2.AS.2
determine the cost of specific Level 3 Strategic
job orders – contract reasoning
2.3.2.LI.3
Prepare service cost accounts 2.3.2.AS.3
to determine the cost of Level 3 Strategic
providing a Service reasoning
2.3.2.LI.4
Prepare process accounts to 2.3.2.AS.4
determine the cost of Level 3 Strategic
production at the end of each reasoning
process to make pricing
decisions.
3 ANALYSING 2.3.3.LO.1 2.3.3.CS.1 2.3.3.LI.1 2.3.3.AS.1
INFORMATION Application of Demonstrate Make computations in break- Level 3 Strategic
FOR costing techniques understanding of break- even analysis reasoning and
CONTROLLING for planning and even analysis and its Level 4 Extended critical
AND DECISION- decision-making in implications in decision thinking and reasoning
MAKING organisations and making.
daily activities. 2.3.3.LI.2 2.3.3.AS.2
Discuss the implications of Level 3 Strategic
break-even analysis in business reasoning
decisions
447
YEAR 3
STRAND ONE: FINANCIAL ACCOUNTING
S/N SUB-STRAND LEARNING CONTENT STANDARDS LEARNING LEVELS OF
OUTCOMES INDICATORS ASSESSMENT
1 CONCEPTUAL 3.2.1.LO.1 3.2.1.CS.1 Demonstrate an 3.2.1.LI.1 3.2.1.AS.1
FRAMEWORK Apply the ethical understanding of the Discuss the ethical Level 2 Skills of
principles in the application of ethical principles, its threats and conceptual
preparation of financial principles in the preparation implications in the understanding
statements. of financial statements. preparation of financial
statements.
2 FINANCIAL 3.2.2.LO.1 3.2.2.CS.1 Demonstrate an 3.2.2.LI.1 3.2.2.AS.1
DATA ANALYSIS Compute and interpret understanding and Explain the importance and Level 2 Skills of
simple financial ratios. knowledge of the limitations of ratios. conceptual
computation of financial understanding
ratios.
3.2.2.LI.2 3.3.3.AS.2
Compute profitability, Level 3 Strategic
liquidity and management reasoning
efficiency ratios and
interpret the results.
3 FINANCIAL 3.2.3.LO.1 3.2.3.CS.1 3.2.3.LI.1 3.3.3.AS.1
REPORTING Prepare financial Demonstrate knowledge Prepare appropriation Level 3 Strategic
statements of and understanding in the accounts, capital account, reasoning and Level 4
partnerships. preparation of financial current accounts and Extended critical
partnerships. statement of financial thinking and reasoning
position of partnerships.
3.3.3.AS.2
3.2.3.LI.2 Level 3 Strategic
Discuss the treatment of reasoning and
goodwill in Partnership. Level 4 Extended
critical thinking and
reasoning
3.2.3.LI.3 3.3.1.AS.3
Prepare accounting entries Level 4 Extended
on dissolution of critical thinking and
448
partnerships. reasoning
3.3.3.CS.2
3.3.3.LO.2 Demonstrate knowledge 3.3.3.LI.1 3.3.3.AS.1
Prepare financial and understanding in the Discuss the terminologies in Level 2 Skills of
statements of preparation of financial company accounts conceptual
companies. statements of companies. understanding
3.3.3.LI.2 Level 4 Extended
Prepare income statement critical thinking and
and statement of financial reasoning
position of companies.
STRAND TWO: COST ACCOUNTING
S/N SUB-STRAND LEARNING CONTENT STANDARDS LEARNING LEVELS OF
OUTCOMES INDICATORS ASSESSMENT
1 CONTROLLING 3.3.1.LO.1 3.3.1.CS.1 3.3.1.LI.1 3.3.1.AS.1
COST TO Determine the cost of Demonstrate an understanding Prepare inventory ledgers Level 4 Extended
IMPROVE materials, labour and of the methods of computing based on FIFO, LIFO, critical thinking and
ORGANISATIONAL overheads and the cost of materials, labour Weighted Average and reasoning
PERFORMANCE attribute them to and overheads in production. Simple Average.
production.
3.3.1.LI.2 3.3.1.AS.2
Prepare a payroll sheet to Level 3 Strategic
show gross wages, reasoning and
allowances, deductions, Level 4 Extended
and net wages. critical thinking and
reasoning
3.3.1.LI.3 3.3.1.AS.3
Apply Activity-Based Level 2 Skills of
Costing in overhead conceptual
absorption and explain its understanding
advantages and
limitations.
2 DETERMINING 3.3.2.LO.1 3.3.2.CS.1 Demonstrate 3.3.2.LI.1 3.3.2.AS.1
COST OF Compute the cost of knowledge and understanding Prepare functional budgets Level 4 Extended
449
OPERATIONS FOR operations to of the methods used to including cash budget. critical thinking and
PRICING AND determine the cost of determine the cost of reasoning
CONTROLLING services. operations and their
application in pricing 3.3.2.LI.2 3.3.1.AS.2
decisions. Discuss the concept of Level 2 Skills of
variance analysis, its conceptual
importance and compute understanding and
for material and labour Level 3 Strategic
variances. reasoning
S/N SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
3 ANALYSING 3.3.3.LO.1 3.3.3.CS.1 3.3.3.LI.1 3.3.3.AS.1
INFORMATION Application of costing Exhibit an Prepare income Level 3 Strategic reasoning
FOR techniques for planning understanding of the statements using
CONTROLLING and decision-making in techniques of analysing marginal costing
AND DECISION- organisations and daily cost and their approach
MAKING activities application in decision- 3.3.3.AS.2
making 3.3.3.LI.2 Level 3 Strategic reasoning
This learning outcomes Prepare income
fits better for the statements using
learning indicators than absorption costing
the one in the approach. 3.3.3.AS.3
curriculum Level 4 Extended critical
3.3.3.LI.3 thinking and reasoning
Compute relevant costs
to make decisions on
make or buy, special
order acceptance or
rejection and the
implications for 3.3.3.AS.4
producing additional Level 4 Extended critical
450
units. thinking and reasoning
3.3.3.LI.4
Analysing the
implications of “make or
buy”, special order
acceptance/rejection
decisions.
451
SAMPLE QUESTIONS
ACCOUNTING
Question Learning indicator Item Level of
number Assessment
1 Examine the major steps in Ensuring accuracy and objectivity in the 1
processing Accounting preparation of a financial statement improves
information and its characteristics its
A. relevance.
B. Reliability.
C. timelines.
1.1.1.1.1.2 D. understandability.
2 Discuss the implication of ethical To be ethically compliant, financial statements 1
principles in the preparation of should be prepared with
financial statements
A. speed, completeness and economy
B. due care and professional competence
C. timeliness and subjectivity
D. Simplicity and objectivity
3.1.1.1.1.2
3 Identify the types of error and The purchase of plant and machinery was 2
their effects on the trial balance entered in the plant repairs account.
and financial statements
What effect will the correction of this error
have on the trial balance?
A. Increase expenses and decrease assets
B. Increase expenses and increase assets
C. Increase assets and decrease expenses
D. Decrease assets and decrease expenses
2.1.2.1.1.1
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4 The incentive scheme which will motivate 1
workers to increase the quantity of goods
Explain labour, its related
produced is
concepts and computations of
labour remuneration A. overtime premium.
B. premium bonus.
C. guaranteed minimum wage.
2.2.1.1.1.3 D. differential piece rate.
5 Analyse the effects of business A business acquired a motor van on credit from 2
transactions on assets, capital and Drill Motors. The effect of this transaction on
liabilities the accounting equation is increase in assets
and
A. increase in liabilities
B. decrease in liabilities
C. increase in capital
D. decrease in capital
1.1.2,1,1,2
6 Explain inventory, inventory A business sets a maximum inventory level in 2
control and compute inventory response to
control levels
A. shortage of materials.
B. increase in demand.
C. reduction in production.
D. increase in storage cost.
2.2.1.1.1.2
7 Make computations in break-even A business incurs fixed cost of GHC 42,000, 3
analysis and plot a break-even variable cost per unit of GHC6 and selling
chart price of GHC9.
How many units of the product should be sold
in order to make a profit of GHC33,000?
A. 225,000 units
B. 126,000 units
453
C. 25,000 units
D. 14,000 units
3.2.3.1.1.1
8 Prepare Receivables and Payables Outstanding debtors of Adum Traders as at
control accounts January 1, 2024 was GHC3,400 and GHC5,900
3
on December 31, 2024.
Receipts from debtors during the year was
GHC46,000 and bad debts amounted to
GHC600
What was credit sales for the year?
2.1.2.1.1.2 A. GHC49,100
B. GHC45,400
C. GHC1.900
D. GHC1,300
9 Discuss the concept of variance A company projects to produce 250,000 units 3
analysis, its importance and of its product using 625,000kg of materials
compute material and labour costing GHC1,250,000.
variances,
What is the standard cost of materials?
3.2.2.1.1.2
A. GHC25.00
B. GHC5.00
C. GHC2.50
D. GHC2.00
10 Discuss the concept of not—for- Which of the following features does not apply 2
profit making organisations, their to not-for-profit making organisations?
purposes and features
A. Profit is shared according to capital
contribution
B. Members make regular contributions to
run the organisation.
C. Members do not share profits of the
organisation.
2.1.3.1.1.1 D. The organisation may operate
commercial activities.
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PAPER 2
LI Item DOK
2.2.1 LI3 1. (a) Explain the concept labour turnover. 2
Explain labour, its related concepts and (b) Identify two effects of high labour turnover on
computation of labour remuneration the performance of a business.
(c) Explain three measures that can be implemented
to reduce labour turnover.
2.1.2.LI.1 2. (a) State two errors that lead to disagreement in the 2
trial balance totals and explain one of their effects on a
Identify the types of errors in accounting
financial statement of a company.
and their effects on the trial balance and
financial statements
(b) A small-scale company in Ghana has not been
2.1.2.LI.2 performing regular bank reconciliations on its
cashbook for several months. As a result, the
Prepare updated cash book and Bank
reconciliation statement management is facing challenges with tracking its
actual cash balance, detecting errors, and making
timely payments.
3. Explain three effects this failure to reconcile the
bank statement regularly would have on the company’s
cashbook and its financial management.
455
2.2.1L.I.3 Toku Manufacturing Company Limited employs 200 3
workers who produce a total of 40,000 units of Product
TK in a 40-hour workweek, with each worker earning
Explain labour, its related concepts and GH¢1,600 per week. To meet increased demand, the
computation of labour remuneration company plans to raise production to 50,000 units per
week. To achieve this, the workers will be required to
work overtime, which will be paid at a rate of "time
and a quarter" (25% more than the regular hourly
wage).
Calculate:
(a) the number of overtime hours to allow per
worker for the month to meet the increased
demand;
(b) total labour cost of the company to produce
the 50,000 units.
456
BUSINESS STUDIES (BUSINESS MANAGEMENT) SYLLABUS
BUSINESS STUDIES (BUSINESS MANAGEMENT OPTION)
CURRICULUM FOR SECONDARY EDUCATION (SHS 1-3)
DETAILED SYLLABUS
1. INTRODUCTION
The Business Studies curriculum for senior school learners integrates three interconnected subjects: Business Management, Financial
Accounting and Cost Accounting. In the first year, learners undertake comprehensive studies covering all the three disciplines. In the second
year, the curriculum offers two specialised options: Business Studies (Management Option), focusing exclusively on Business Management and
Business Studies (Accounting Option), which includes Financial Accounting and Cost Accounting. This curriculum is designed to equip
learners with essential competencies to excel in dynamic business environments. This document is a summary of the content standards, learning
outcomes, learning indicators and the levels of assessment.
2. PURPOSE
The purpose of this detailed examination syllabus is to provide the framework to guide the development of test items for Business Studies
(Business Management) examination for Senior High Schools in Ghana. It seeks to align the content standards, learning outcomes, learning
indicators and the various content areas in the geography curriculum to the scheme of assessment. This will enable examiners to set examination
questions that provide evidence of the attainment of learning outcomes upon completion of the programme. The outcome of the examinations
based on this syllabus will ascertain the extent to which learners have gained specific knowledge, skills and competence in Business Studies
(Business Management).
3. PHILOSOPHY
Every learner will be equipped with the skills and competencies to apply the basic processes and principles in accounting and business
management with emphasis on, critical thinking, creative, innovative, managerial and digital literacy skills, through experiential-based (hands-
on) learning to succeed in the world of work, adult life and for further studies.
4. VISION
A learner equipped with the skills applicable in the creation and management of modern-day businesses through the analysis and interpretation
of financial information in accordance with best practices in the world of work and for further studies.
5. GOALS
The goal of this subject is to prepare learners to employ financial literacy, problem-solving, innovative, creative, collaborative and
communication skills as well as innovative technologies to efficiently create and manage businesses to drive transformation and industrialisation
in the global economy. In addition, the subject will inculcate in learners such values as integrity, truthfulness, equity, discipline, self-confidence,
adaptability, resourcefulness, leadership and responsible citizenship.
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6. STRUCTURE OF THE PAPER BUSINESS MANAGEMENT OPTION
The examination will consist of two papers: Papers 1 and 2, both of which must be taken for 100 marks.
PAPER 1: This will consist of 50 multiple-choice objective questions. All questions must be answered in 1 hour for 25 marks.
PAPER 2: This will consist of two sections (A and B) to be answered in 2 hours for 75 marks. Questions will be set
across the sub strands in the curriculum.
Section A: Learners will be required to answer a compulsory case study question for thirty (30) marks.
Section B: Learners will be required to answer three essay questions out of five questions for 45 marks. Each question will be worth 15 marks.
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DETAILED SYLLABUS
YEAR ONE
STRAND ONE : BUSINESS MANAGEMENT
S/N SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
1 THE NATURE OF 1.1.1.LO.1 1.1.1.CS1 1.1.1.LI.1 1.1.1.AS.1
BUSINESS AND Examine the concept Demonstrate Explain the concept of Level 2 Skills of
MANAGING of business entities, understanding and business and its role in conceptual
BUSINESSES their features, benefits, application of business society. understanding
and challenges. and its various forms of
ownership. 1.1.1LI.2 1.1.1.AS.2
Outline the features of Sole Level 2 Skills of
Proprietorship and identify conceptual
its benefits and challenges. understanding
1.1.1.LI.3
Examine the features of a 1.1.1.AS.3
Partnership and identify its Level 4 Extended
benefits and challenges. critical thinking and
1.1.1.LI.4 reasoning
Elaborate on the features of a
company, and identify its 1.1.1.AS.4
types, features, benefits and Level 3 Strategic
challenges. reasoning
1.1.1.LI.5
Describe the features of 1.1.1.AS.5
State-Owned Enterprises Level 4 Extended
(SOEs) and examine their critical thinking and
benefits and challenges. reasoning
1.1.I.L16 1.1.1.AS.6
Identify the various sources Level 2 Skills of
of funds for businesses. conceptual
understanding
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STRAND THREE: COST ACCOUNTING
S/N SUB-STRAND LEARNING CONTENT LEARNING INDICATORS LEVELS OF
OUTCOMES STANDARDS ASSESSMENT
1 CONTROLLING 1.3.1.LO.1 1.3.1.CS1 1.3.1.LI.1 1.3.1.AS.1
COST TO Explain the Demonstrate Explain the purpose of and the Level 2 Skills of
IMPROVE importance of knowledge and basic terminologies used in conceptual
ORGANISATIONAL managing and understanding of the cost accounting. understanding
PERFORMANCE controlling costs in purpose of cost
organisations and accounting. 1.3.1.LI.2 1.3.1.AS.2
everyday life. Classify costs according to Level 2 Skills of
their common characteristics. conceptual
This LI was treated in the understanding
teacher manual but not as a
separate indicator.
1.3.1.AS.3
Level 2 Skills of
1.3.1.LI.3 conceptual
Explain the composition of understanding
costs of products and services.
2 DETERMINING 1.3.2.LO.1 1.3.2.CS1 1.3.2.LI.1 1.3.2.AS.1
COST OF Explain the different Demonstrate an Outline characteristics of Level 2 Skills of
OPERATIONS FOR methods used to understanding of the Specific Job Order Costing conceptual
PRICING AND determine the cost methods of including Job, Batch and understanding
CONTROLLING of products and determining and Contract.
services. controlling cost of
products and 1.3.2.LI.2 1.3.2.AS.2
services. Identify processing Level 2 Skills of
organisations and explain the conceptual
nature of process operations. understanding
1.3.2.LI.3 1.3.2.AS.3
Identify service organisations Level 2 Skills of
and explain the nature of conceptual
services they provide. understanding
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3 ANALYSING 1.3.3.LO.1 1.3.3.CS.1 1.3.3.LI.1 1.3.3.AS.1
INFORMATION Explain the Demonstrate an Explain the concept of Level 2 Skills of
FOR CONTROL techniques for understanding of the marginal and absorption conceptual
AND DECISION analysing cost for techniques for costing and their importance. understanding
MAKING different purposes. analysing cost of
operations. 1.3.3.LI.2
Explain the concept of the 1.3.3.AS.2
break-even analysis, its Level 2 Skills of
importance and assumptions. conceptual
understanding
1.3.3.LI.3
Explain budgetary control and 1.3.3.AS.3
its importance in planning. Level 2 Skills of
conceptual
understanding
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YEAR TWO
SUBJECT : BUSINESS STUDIES (BUSINESS MANAGEMENT OPTION)
STRAND 1: MANAGING BUSINESSES AND LEGAL FRAMEWORK OF BUSINESSES
S/N SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
1 FUNCTIONAL 2.1.1.LO.1 2.1.1.CS.1 2.1.1.LI.1 2.1.1.AS.1
AREAS OF Explain decision- Demonstrate Explain decision- Level 2 Skills of
MANAGEMENT making, its processes, knowledge, making, its conceptual
and identify the levels understanding and importance, and understanding
of decision-making in application of decision- analyse the steps in the
organisations. making skills in decision making
organisations. process
2.1.1.LI.2 2.1.1.AS.2
Explain the types of Level 2 Skills of
decision making and conceptual
identify management understanding
levels and the
decisions they make.
2.1.1.LO.2 2.1.1.CS.2 2.1.1.LI.1 2.1.1.AS.1
Explain the principles Demonstrate Explain delegation and Level 2 Skills of
of delegation, its knowledge and outline its principles conceptual
challenges, and ways of understanding of and steps involved in understanding
making it effective in delegation. the process of
organisations. delegation.
2.1.1.LI.2 2.1.1.AS.2
Identify the benefits of Level 1 Recall
delegation, its
limitations, and ways
of making it effective.
2.1.1.LO.3 2.1.1.CS.3 2.1.1.LI.1 2.1.1.AS.1
Exhibit knowledge and Demonstrate Explain business Level 2 Skills of
skills in communicating understanding and communication, its conceptual
effectively in application of effective importance, processes, understanding
organisations communication skills in and forms/types.
organisations.
462
2.1.1.LI.2
Explain the channels 2.1.1.AS.2
of business Level 2 Skills of
communication, the conceptual
barriers and ways of understanding
making
communication
effective.
S/N SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
2 LEGAL 2.1.2.LO.1 2.1.2.CS.1 2.1.2.LI.1 2.1.2.AS.1
ENVIRONMENT Interpret and apply Demonstrate Explain a contract and Level 2 Skills of
OF BUSINESS AND concepts and theories in knowledge and its elements. conceptual
RISK the Law of Contract to understanding of the understanding
MANAGEMENT ensure the smooth Law of Contract. 2.1.2.LI.2
operation of businesses Explain types of
within the legal contract and how 2.1.2.AS.2
environment. contracts may be Level 2 Skills of
vitiated or discharged. conceptual
understanding
2.1.2.LO.2 2.1.2.CS.2 2.1.2.LI.1 2.1.2.AS.1
Analyse risk Demonstrate Explain business risk, Level 2 Skills of
management knowledge and identify the types of conceptual
understanding of business risks understanding
business risk and
insurance 2.1.2.LI.2
Explain insurance and
outline its principles,
policies and 2.1.2.AS.2
importance to Level 3 Strategic
businesses reasoning
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STRAND: GLOCAL BUSINESS
S/N SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
3 INTERNATIONAL 2.2.1.LO.1 2.2.1.CS.1 2.1.2.LI.1 2.1.2.AS.1
BUSINESS AND E- Explain the Demonstrate Explain the following Level 2 Skills of
BUSINESSES approaches to knowledge and approaches to conceptual
international understanding of international business: understanding
business. the approaches to franchising,
international joint ventures,
business. licensing,
wholly-owned
subsidiaries.
2.2.2 .LO.2 2.2.1.CS.2 3.1.2.LI.1
Assess the essence of Demonstrate Differentiate between Level 3 Strategic
international trade, its knowledge and domestic and international reasoning
bases, restrictions and understanding of trade and outline the basis
the documents used. Domestic and and documents used in
International Trade international trade.
3.1.2.LI.2
Analyse the various Level 4 Extended
restrictions in international critical thinking and
trade, the reasons for reasoning
restrictions and explain
the benefits and
challenges of international
trade.
464
STRAND: MANAGING BUSINESSES AND LEGAL FRAME WORK OF BUSINESSES
S/N SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
FUNCTIONAL 2.2.3.LO.1 2.2.3.CS.1 2.2.3.LI.1 2.2.3.AS.1
AREAS OF Explain the principles Demonstrate Explain human resource Level 2 Skills of
MANAGEMENT and practices of knowledge and management, its functions conceptual
Human Resource understanding of and describe the processes understanding
Management, human resource involved in recruitment
including its functions management. and selection.
and the processes
involved in 2.2.3.LI.2
recruitment and Explain the components of 2.2.3.AS.2
selection Performance Management Level 2 Skills of
and its importance. conceptual
understanding
2.2.3.LI.3
Explain Labour and
Industrial relations 2.2.3.AS.3
including Collective Level 2 Skills of
bargaining processes conceptual
understanding
465
YEAR THREE
SUBJECT : BUSINESS STUDIES (BUSINESS MANAGEMENT OPTION)
STRAND: MANAGING BUSINESSES AND LEGAL FRAME WORK OF BUSINESSES
S/N SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
1 FUNCTIONAL 3.1.1.LO.1 3.1.1.CS.1 3.1.1.LI.1 3.1.1.AS.1
AREAS OF Explain the functions Explain the functions of Level 4 Extended
MANAGEMENT and forms of Demonstrate Production Management critical thinking and
production/operation knowledge and and identify the main reasoning
management and understanding of forms of production.
describe the types of production /operations
production and steps in management 3.1.1.LI.2
production planning Describe the types of Level 3 Strategic
and control production and the steps reasoning
in production planning
and control.
3.1.1.LO.2. 3.1.1.CS.2 3.1.1.LI.1 3.1.1.AS.1
Explain procurement Explain Procurement Level 2 Skills of
management, its Demonstrate Management and discuss conceptual
importance, process, knowledge and its importance and understanding
legal and ethical understanding of process.
guidelines as well as Procurement
strategies organisations Management. 3.1.1.LI.2 3.1.1.AS.2
can adopt Explain the strategies in Level 2 Skills of
procurement, legal and conceptual
ethical guidelines understanding
governing procurement
and identify the
challenges in the
procurement
management.
466
STRAND: GLOCAL BUSINESS
S/N SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
2 INTERNATIONAL 3.2.1.LO.1 3.2.1.CS.1 3.2.1.LI.1 3.2.1.AS.1
BUSINESS AND E- Apply digital Demonstrate Explain marketing, Level 2 Skills of
BUSINESS marketing strategies to knowledge and evaluate its functions and conceptual
create, advertise and understanding of analyse the Extended understanding
sell products to digital marketing. Marketing Mix (7Ps)
customers.
3.2.1.LI.2 3.2.1.AS.2
Discuss the processes Level 3 Strategic
involved in new product reasoning
development and the
product life cycle
3.2.1.LI.3 3.2.1.AS.3
Explain e-business and Level 1 Recall
digital marketing, its
tools and assess the
benefits and challenges
in their applications in
business
467
STRAND: GLOCAL BUSINESS
S/N SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
3 BUSINESS 3.2.2.LO.1 3.2.2.CS.1 3.2.2.LI.1 3.2.2.AS.1
DEVELOPMENT Apply knowledge of Demonstrate Describe entrepreneurship Level 2 Skills of
entrepreneurship to knowledge and and outline the conceptual
generate business understanding of characteristics and roles of understanding
ideas. entrepreneurship and entrepreneurs. Level 3 Strategic
setting up businesses reasoning
3.2.2.AS.2
3.2.2.LI.2 Level 4 Extended
Identify ways of entering critical thinking and
into businesses and reasoning
describe the various
documents needed by
entrepreneurs
3.2.2.LI.3 3.2.2.AS.3
Level 4 Extended
Analyse the process of critical thinking and
setting up a business, reasoning
prepare a simple business
plan for the establishment
of business and outline the
reasons for business
successes and failures.
468
BUSINESS STUDIES- BUSINESS MANAGEMENT OPTION
MULTIPLE CHOICE QUESTIONS
SAMPLE QUESTIONS
S/N Learning Indicator Item Level of
Assessment
1. 3.1.1.LI.1 A business is experiencing frequent stock-outs which Level 3
is affecting its production and sales. What should the
Explain Procurement
company do to address the issue and meet customers’
Management and discuss its
demand?
importance and processes
A. Employ more skilled labour
B. Improve the quality of the product
C. Increase the maximum stock level
D. Invest more capital in inventory
2. 2.2.3.LI.1 The document the Human Resource Manager of Level 1
Makasa Limited would develop to spell out the
Explain human resource
requirements for a vacant position is job
management, its functions and
describe the processes involved A. Description
in recruitment and selection. B. Design
C. Evaluation.
D. Specification.
469
3 3.2.1.LI.2 Use the diagram below to answer questions 3 and 4. Level 3
:Discuss the processes
involved in new product
development and the product
life cycle
The diagram above illustrates the
A. processes involved in market segmentation.
B. processes involved in new product
development.
C stages in the product life cycle.
D stages in target marketing.
.
4 3.2.1.LI.2 Level 3
Discuss the processes involved A unique feature of the stage marked C which
in new product development differentiates it from the other stages is
and the product life cycle
A. low sales.
B. low profits.
C. increased profits
D increased sales.
470
5 2.1.2.LI.1 Akos offered to buy a piece of land from Nii. Nii Level 2
accepted the offer and Akos took over the land but
Explain a contract and its
failed to pay for it. What element of contract is missing
elements.
in this scenario?
A. Acceptance
B. Capacity
C. Consideration
D. Performance
6. 2.1.2.LI.2 Which insurance principle allows Mr. Brown to insure Level 2
the life of his debtor, Mrs. Siaw?
Explain insurance and outline
its principles, policies and A. Indemnity.
importance to businesses B. Insurable interest.
C. Proximate cause.
D. Utmost good faith
7. 1.1.2.LI.0 The objective of corporate social responsibility is to Level 1
Explain Corporate Social A. enhance business image.
Responsibility and discuss its B. improve community well-being
benefits and challenges. C. increase business sales.
D. reduce operational costs.
8 2.1.1.LI.2 The process of communication begins with Level 1
Explain the channels of A. encoding the message.
business B. generation of an idea.
C. identification of a recipient.
communication, the barriers D. selection of a channel.
and ways of making
communication effective.
471
9 3.2.2.LI.1 An entrepreneur as a factor of production has the Level 2
responsibility of
Describe entrepreneurship and
outline the characteristics and A. bearing risks.
roles of entrepreneurs. B. distributing profits.
C. earning wages.
D. managing businesses.
10 3.2.1.LI.1: Explain marketing, Dannon Company is experiencing low sales at Level 2
evaluate its functions and Ofosutown, a new market. Which marketing mix
analyse the Extended element should be used to address the problem?
Marketing Mix (7Ps)
A. Place
B. Price
C. Product
D. Promotion
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BUSINESS MANAGEMENT - ESSAY SAMPLEQUESTIONS
QUESTION One CASE STUDY
Content standards:
2.2.1.CS.1Demonstrate knowledge and understanding of the approaches to international business.
3.2.1.CS.1 Demonstrate knowledge and understanding of digital marketing.
Learning indicators:
2.1.2.LI.1 Explain the following approaches to international business: franchising, joint ventures, licensing, wholly-owned subsidiaries.
3.2.1.LI.1 Explain marketing, evaluate its functions and analyse the Extended Marketing Mix (7Ps)
3.2.1.LI.2 Discuss the processes involved in new product development and the product life cycle.
3.2.1.LI.3 Explain e-business and digital marketing, its tools and assess the benefits and challenges in their applications in business
Emiola Body and Organic Services
Emiola Body and Organic Services (EBOS) is a company that produces organic skincare products, including face creams, body lotions, and
essential body oils. The company has experienced steady operational success due to increased consumer demand for natural and sustainable
products, low prices, high product quality and regular promotion to reward customers for their patronage to the Company’s products as well as
excellent customer services and consistent product improvement to satisfy customer needs. Currently, EBOS sells its products directly through its
website and in selected organic stores. However, the Company’s Chief Executive Officer (CEO), Mr. Johnson Addo, believes that he could expand
the Company’s market share by adopting three initiatives.
The first initiative is to adopt digital marketing to enhance the availability of the Company’s products using different digital platforms. The
initiative was named EBOS DigiMarkets. The CEO intended to deploy the EBOS DigiMarkets by first tasking the Company’s market research unit
473
to conduct extensive research to gather information which would enable the Company to develop the digital content and at the same time identify
the most appropriate digital platforms to effectively market the Company’s products.
The CEO’s second initiative is intended to expand the Company’s operations internationally. The second initiative was named EBOS
Internationalisation. The CEO has the opinion that EBOS Internationalisation would be started by identifying methods which would enable the
Company to have access to the West African markets.
Mr. Addo’s third initiative to increase the Company’s market share would be internally driven. He named the initiative EBOS EmployeeFairness.
With this initiative, the CEO introduced varying measures to improve upon the performance of employees by ensuring that the Company’s
collective bargaining process would be fair to both employees and management, with the core objective of ensuring the Company’s profitability and
growth.
(a) Identify four factors which contributed to the successful operations of the Company. (Level 1)
(b) Draw the two distribution channels used by the Company. (Level 2)
(c ) (i) State three benefits the company would derive from the EBOS DigiMarkets initiatives. (Level 3)
(ii) State two challenges the Company would face from the EBOS DigiMarkets initiative. (Level 3)
(d) Explain five benefits the Company would derive from the EBOS Internationalisation initiative. (Level 4)
QUESTION Content Standard/ Item Level of
Learning Indicator Assessment
2 2.2.3.LI.1 The Human Resource Manager of ABC Limited has identified a 2
vacant position in the Marketing department of the Company.
Explain human resource Explain five steps he would take to fill the vacancy.
management, its
functions and describe
the processes involved
in recruitment and
selection.
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3 2.1.1.LI.1 (a) List three principles of delegation 3
Explain delegation and (b) State three benefits effective delegation would provide to an
outline its principles and organisation in preparing employees for leadership
steps involved in the positions?
process of delegation.
(c) The Chief Executive Officer (CEO) of Adom Limited has
2.1.1.LI.2 worked continuously for five years without taking any leave.
Identify the benefits of This is because there was no employee competent enough to
take on his responsibilities if he should take the leave.
delegation, its
Outline three measures the CEO could take to ensure that
limitations, and ways of there is a competent person ready to take over in his
making it effective. absence.
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CHEMISTRY
1. INTRODUCTION
The chemistry syllabus is designed to unlock a world of discovery and innovation through the lens of scientific inquiry and to create an
engaging environment in developing essential skills for further studies and future careers. This document contains the purpose, philosophy,
vision, goals, examination scheme and the structure of detailed syllabus.
2. PURPOSE
The purpose of this syllabus is to guide students in acquiring a strong foundation in chemistry, equipping them with practical skills and in-
depth knowledge essential for responsible citizenship and environmental stewardship. The syllabus ensures that there is alignment between
the content standard, learning outcome, learning indicators and the DoK levels of assessment as found in the Teacher Manual and the
Curriculum. Through structured assessments, including multiple-choice questions, written papers, and practical evaluations, students will
cultivate their scientific methods and communication skills while reinforcing their understanding of scientific principles. Ultimately, we
strive to inspire learners to become inquisitive, ethical, and competent individuals prepared to contribute to scientific advancements and
societal wellbeing.
This document also outlines the structure of the external assessments that candidates will take at the end of their third year. It gives details
about the number of marks available in each paper, the duration of each paper, what type of question can be expected in each paper and the
sub-strands across which the questions are chosen.
3. PHILOSOPHY
All learners can engage in an exciting and fascinating learning experience in chemistry, with inquiry and experimental skills and
competencies for transition to further studies, lifelong learning or the world of work.
4. VISION
Learners who exhibit competencies in the critical evaluation of scientific and technological development, capable of developing products,
processes in chemistry and related fields as well as further studies.
5. GOALS
The goal describes the purposes of a course based on this syllabus.
The goals are to enable students to:
(i) acquire knowledge and understanding and develop practical skills, including efficient, accurate and safe scientific practices.
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(ii) learn to apply the scientific method.
(iii) develop skills in data analysis, evaluation and drawing conclusions, cultivating attitudes relevant to science such as objectivity,
integrity, enquiry, initiative and inventiveness.
(iv) develop effective scientific communication skills, using appropriate terminology and scientific conventions.
(v) understand their responsibility to others/society and to care for the environment.
(vi) enjoy science and develop an informed interest in the subject that may lead to further study.
6. EXAMINATION SCHEME
There shall be three compulsory papers. Papers 1 and 2 shall be a composite paper to be taken at one sitting.
PAPER 1 (50 marks): Will consist of fifty multiple choice objective questions. Candidates will be required to answer all the questions in a
time of one hour. The questions will be drawn from all the sub-strands in the syllabus.
PAPER 2 (100 marks): Will be a two-hour written paper drawing from the entire syllabus. The paper will be in two sections, A and B.
Section A (25 marks):
Will consist of ten short, structured questions. Candidates will be required to answer all the questions for 25 marks.
This paper will include a greater proportion of DoK levels 1 and 2 questions compared to Section B.
Section B (75 marks):
Will consist of four questions, each broken down into sub-questions. Each question will cover material from all strands. This paper will
include a greater proportion of DoK levels 3 and 4 questions compared to Section A.
Candidates will be required to answer any three of the questions.
Each question shall carry a total of 25 marks.
PAPER 3 (50 marks): This shall be a two-hour practical assessment for school candidates or a 1 hour and 30 minute ‘alternative to
practical work’ test for private candidates. Each version of the paper shall contain three compulsory questions and carry a total of 50 marks.
The questions shall be on the following aspects of the syllabus:
(i) One question on quantitative analysis,
(ii) One question on qualitative analysis,
(iii) The third question shall test candidates’ familiarity with the practical activities in their teaching syllabus.
477
7. STRUCTURE OF DETAILED SYLLABUS
Strand 1 Learning Content Standards Learning Indicators Levels of Assessment
Outcomes
PHYSICAL
CHEMISTRY
Sub-strand 1: 1.1.1.LO.1: 1.1.1.CS.1: 1.1.1.LI.1: 1.1.1.AS.1:
Use the knowledge Demonstrate Describe chemical processes Level 2: Skills of conceptual
MATTER AND and understanding of understanding of the around us, and their applications understanding
ITS the scientific scientific practices in in everyday life.
PROPERTIES practices in chemistry using relevant 1.1.1.LI.2: 1.1.1.AS.2:
Chemistry to explain acquired skills to solve Discuss and explain safety rules Level 3: Strategic reasoning
the structure of the problems as well as and hazard symbols in the
atom as well as the explaining the structure laboratory.
stability of its of the atom and its
nucleus. stability. 1.1.1.LI.3: 1.1.1.AS.3:
Explain why chemicals should Level 3: Strategic reasoning
be stored by compatibility and
not alphabetically in the
laboratory
1.1.1.LI.4: 1.1.1.AS.4:
Investigate the scientific method Level 3: Strategic reasoning
of inquiry
1.1.1.LI.5: 1.1.1.AS.5:
Identify the main postulates of Level 3: Strategic reasoning
Dalton's atomic theory and
explain the weaknesses of the
theory
1.1.1.AS.6:
Level 2: Skills of conceptual
478
1.1.1.LI.6: understanding
Describe the cathode rays
experiment and alpha particles
scattering experiment and
identify the weaknesses of J. J.
Thompson and Rutherford's
models of the atom.
1.1.1.AS.7:
1.1.1.LI.7: Level 3: Strategic reasoning
State the main postulates of
Bohr's planetary theory and
explain the importance of the
quantum numbers to the electron
structure of the atom.
1.1.1.AS.1.8:
1.1.1.LI.8: Level 3: Strategic reasoning
Apply the Aufbau principle,
Pauli's exclusion principle and
Hund's rule of maximum
multiplicity to write electron
configuration of the first thirty
elements of the periodic table.
1.1.1.AS.9:
1.1.1.LI.9: Level 3: Strategic reasoning
Describe radioactivity, the
1.1.1.LO.2: properties of radiations and
Use the mole compare isotopes based on their
concept to determine 1.1.1.CS.2: stability as well as their
the amount and Demonstrate an applications in everyday life.
quantity of various understanding of the
substances involved mole concept and its
in chemical significance to the 1.1.1.AS.1:
reactions. quantitative analysis of 1.1.1.LI.1: Level 2: Skills of conceptual
chemical reaction. Explain relative atomic mass and understanding
1.1.1. LO.3: relative molecular mass.
Write mole ratios for 1.1.1.AS.2:
479
chemical equations 1.1.1.LI.2: Level 1: Recall
and apply it in Describe the atomic mass unit as
quantitative analysis. an average mass.
1.1.1.AS.3:
1.1.1.LI.3: Level 1: Recall
Describe the mole as a unit of
amount of substance.
1.1.1.AS.4:
Level 2: Skills of conceptual
1.1.1.LI.4: understanding
Calculate different physical
quantities (number of entities,
mass and volume) based on the
amount of substance. 1.1.1.AS.5:
level 4: Extended critical thinking
1.1.1.LI.5: and reasoning.
Explain the mole concept and
its relevance in preparation of
standard solutions. 1.1.1.AS.6:
Level 2: Skills of conceptual
1.1.1.LI.6: understanding
Use IUPAC nomenclature to
1.1.1. LO.4 name inorganic compounds,
Use the kinetic write the formulae of
theory of matter to compounds based on the laws of
explain the chemical combination and write
behaviour of solids, balanced chemical equations.
liquids and gases 1.1.1.AS.7:
under different 1.1.1.LI.7: Level 2: Skills of conceptual
conditions and Perform calculations involving understanding
describe the stoichiometric relationships.
laboratory 1.1.1.CS.3:
preparation of gases Demonstrate 1.1.1.AS.1:
as well as their uses understanding of the use 1.1.1.LI.1: Level 4: extended critical thinking
in everyday life. of the kinetic theory of Explain the kinetic theory of and reasoning
matter to explain the matter and apply it to distinguish
behaviour of solids, between the properties of solids,
480
liquids and gases under liquids and gases.
different conditions and 1.1.1.AS.2:
describe the laboratory 1.1.1.LI.2: Level 4: Extended critical thinking
preparation of gases as State and perform calculations and reasoning
well as their uses in involving various gas laws and
everyday life. analyse graphs based on the
laws.
1.1.1.AS.3:
1.1.1.LI.3: Level 4: Extended critical thinking
State Graham's law of and reasoning
diffusion/effusion and Dalton's
law of partial pressure and apply
them to perform calculations.
1.1.1.AS.4:
1.1.1.LI.4: Level 4: Extended critical thinking
Write the ideal gas equation and and reasoning
apply it in simple calculations
using the different numerical
values of R and units of pressure
and volume.
1.1.1.LI.5: 1.1.1.AS.5:
Explain why gases show Level 3: Strategic reasoning
deviation from ideal behaviour
and suggest how the ideal gas
equation could be modified to
2.1.1.LO.1: describe gas behaviour more
Describe the accurately.
different energy
changes that occur 1.1.1.LI.6: 1.1.1.AS.6:
as a result of Design and perform Level 4: Extended critical thinking
reorganization of experiments to prepare and test and reasoning
atoms. for gases (hydrogen, ammonia
and carbon (IV) oxide gases).
481
2.1.1.CS.1: 2.1.1.LI.1: 2.1.1.AS.1:
Demonstrate knowledge Explain the various standard Level 3: Strategic reasoning
and understanding that enthalpy changes that occur and
energy changes occur in carry out calculations to
2.1.1.LO.2: Use the chemical reactions as a determine them.
concept of chemical result of reorganization
kinetics to explain of atoms at different
that chemical rates
reactions proceed at 2.1.1.AS.2:
different rates 2.1.1.LI.2: Level 4: Extended critical thinking
depending on their Determine the various enthalpy and reasoning
conditions and changes as well as the calorific
design experiment to value of common foods and
investigate these fuels used in everyday life
conditions through calorimetry
2.1.1.AS.3:
2.1.1.LI.3: Level 4: Extended critical thinking
Explain Hess's law of constant and reasoning
heat summation and apply it to
construct energy cycle diagrams
as well as calculate relevant
enthalpy changes
2.1.1.AS.4:
2.1.1.LI.4: Level 4: Extended critical thinking
Explain bond energy and apply it and reasoning
to determine endothermic and
exothermic reactions.
482
2.1.1.LI.5: 2.1.1.AS.5:
Explain the term rate of reaction Level 3: Strategic reasoning
and describe the suitable
experimental procedures for
measuring rates of reactions.
2.1.1.LI.6:
Perform experiments to 2.1.1.AS.6:
investigate the factors that affect Level 4: Extended critical thinking
the rate of reaction and analyze and reasoning
the data from the rate
experiments.
2.1.1.LI.7:
Describe the collision theory and 2.1.1.AS.7:
use it to explain qualitatively, Level 3: Strategic reasoning
the effects of the factors that
affect the rate of reaction.
2.1.1.LI.8: 2.1.1.AS.8:
Construct rate equations from Level 4: Extended critical thinking
experimental data, analyze and reasoning
graphs to deduce the order of
reactions and solve problems
involving the rate expression.
483
Sub-strand 2:
EQUILIBRIA 1.1.2.LO.1: 1.1.2.CS.1: 1.1.2.LI.1: 1.1.2. AS.1:
Apply the Demonstrate knowledge Explain the term solubility and Level 3: Strategic reasoning
solubility rules to and application of describe the factors that affect
analyse and solubility and solubility solubility of substances.
predict the rules.
behaviour of 1.1.2.LI.2: 1.1.2.AS.2:
common ionic Determine the solubility of Level 3: Strategic reasoning
compounds in soluble and sparingly soluble
qualitative substances.
analysis.
1.1.1.LI.3 : 1.1.1.AS.3:
Perform tests on water-soluble Level 4: Extended critical thinking
compounds to identify ions and reasoning
based on the solubility rules
2.1.2.LI.1:
Explain the terms reversible and 2.1.2.AS.1:
2.1.2.LO.1: 2.1.2.CS.1: irreversible reactions and Level 3: Strategic reasoning
Explain that Demonstrate dynamic equilibrium.
dynamic understanding that a
equilibrium is balance of opposing 2.1.2.LI.2:
attained when the reactions occurs in State Le Chatelier’s Principle
rates of the chemical equilibrium and apply it to deduce 2.1.2.AS.2:
forward and systems to attain qualitatively, the effects of Level 4: Extended critical thinking
backward equilibrium and this various factors on the positions and reasoning
reactions are principle is applied in of equilibrium and on the value
equal and this chemical industrial of the equilibrium constant.
principle has processes.
industrial 2.1.2.LI.3:
applications. Apply the concepts of 2.1.2.AS.3:
equilibrium and rates to Level 4: Extended critical thinking
industrial processes (Haber and and reasoning
Contact Processes).
484
2.1.2.LI.4:
Deduce expressions for 2.1.2.AS.4:
equilibrium constants in terms of Level 3: Strategic reasoning
concentrations and partial
pressures and perform relevant
calculations from appropriate
data.
2.1.2.AS.1:
Level 3: Strategic reasoning
2.1.2.LI.1:
2.1.2.LO.2: 2.1.2.CS.2: Explain Arrhenius, Bronsted-
Apply your Demonstrate knowledge Lowry and Lewis concepts of 2.1.2.AS.2:
knowledge in and understanding of acids and bases. Level 2: Skills of conceptual
acids and bases to the concepts and understanding
classify and properties of acids and 2.1.2.LI.2:
describe bases to classify Describe the physical and
substances as substances as well as chemical properties of acids and 2.1.2.AS.3:
acids and bases as determine concentration bases. Level 2: Skills of conceptual
well as determine of analytes through understanding
the concentration titration 2.1.2.LI.3:
of analyte through Distinguish between strong and
titration weak acids, strong and weak
bases in terms of the extent of
dissociation, rate of reaction,
electrical conductivity, pH value
in aqueous solution and enthalpy
change of neutralization value.
2.1.2.AS.4:
2.1.2.LI.4: Level 3: Strategic reasoning
Explain the meaning of salt and
classify salts
485
2.1.2.AS.5:
2.1.2.LI.5: Level 4: Extended critical thinking
Determine the quantity of and reasoning.
analyte in a solution using acid-
base titration.
3.1.2.AS.1:
3.1.2.LI.1: Level 3: Strategic reasoning
3.1.2.CS.1: Explain and undertake
Demonstrate knowledge calculations on the concepts of
3.1.2.LO.1: and understanding of pH, and pOH and describe their
Use the the pH scale in significance in everyday life
knowledge in pH determining the acidity
to distinguish and alkalinity of strong 3.1.2.AS.2:
between solutions and weak acids, bases 3.1.2.LI.2: Level 3: Strategic reasoning
that are acidic, and aqueous solutions. Explain the incomplete or partial
neutral or basic. ionization o weak acids and
weak bases and calculate 𝑝𝐾𝑎
and 𝑝𝐾𝑏 .
3.1.2.AS.3:
3.1.2.LI.3: Level 4: Extended critical thinking
Explain buffer solution, buffer and reasoning
action and their applications in
everyday life.
3.1.2.LO.2: 3.1.2.AS.1:
Use your 3.1.2.LI.1: Level 2: Skills of conceptual
knowledge and 3.1.2.CS.2: Explain hydration and hydrolysis understanding
understanding of Demonstrate knowledge of salts and predict the acidity or
concepts in and understanding of alkalinity of aqueous salt
hydration and concepts of hydration solutions.
hydrolysis to and hydrolysis of salts.
determine the
types of salts.
486
3.1.2.LO.3:
Use the 3.1.2.CS.3: 3.1.2.LI.1: 3.1.2.AS.1:
understanding of Demonstrate Explain acid-base indicator, Level 3: Strategic reasoning
hydrolysis of salts understanding of determine a suitable indicator for
to decide on concepts of hydrolysis a titration and draw graphs to
suitable indicator of salts in the choice of represent titration.
as well as plot and indicators based on
interpret titration titration curves.
curves.
3.1.2.LI.1: 3.1.2.AS.1:
3.1.2.LO.4: 3.1.2.CS.4: Explain oxidation and reduction Level 3: Strategic reasoning
Describe Demonstrate knowledge reactions and illustrate reactivity
oxidation and and understanding of of metals experimentally
reduction redox and apply its
reactions and principles to 3.1.2.LI.2:
apply their electrochemical cells as Explain the terms oxidizing 3.1.2.AS.2:
principles to well as their importance agent, reducing agent, redox half Level 4: Extended critical thinking
electrochemical in everyday life. equations and apply the and reasoning
cells as well as principles in redox titrations
their importance
in everyday life. 3.1.2.LI.3:
Explain how redox reactions are 3.1.2.AS.3:
used to produce electricity in Level 4: Extended critical thinking
storage and fuel cells. and reasoning
3.1.2.LI.4:
Explain qualitatively and 3.1.2.AS.4:
quantitatively the operations of Level 4: Extended critical thinking
electrolytic cells as well as their and reasoning.
applications in everyday life.
3.1.2.LI.5: 3.1.2.AS.5:
Explain the concept of corrosion Level 4: Extended critical thinking
of metals and its application in and reasoning
everyday life
487
Strand 2 LEARNING CONTENT LEARNING INDICATORS LEVELS OF ASSESSMENT
OUTCOMES STANDARDS
SYSTEMATIC
CHEMISTRY OF
THE ELEMENTS
Sub-strand 1: 1.2.1.LO.1: 1.2.1.CS.1: 1.2.1.LI.1: 1.2.1.AS.1:
PERIODICITY Describe and Demonstrate knowledge Use the electron configuration Level 2: Skills of conceptual
explain the trends and understanding of of elements to determine their understanding
of periodic how periodic properties position on the periodic table.
properties on the change with atomic
periodic table. number and principal 1.2.1.LI.2: 1.2.1.AS.2:
quantum number. Explain how periodic properties Level 2: Skills of conceptual
change with atomic number and understanding
principal quantum number.
2.2.1.LO.1: 2.2.1.CS.1: 2.2.1.LI.1: 2.2.1.AS.1:
Predict and Demonstrate Describe the patterns in physical Level 2: Skills of conceptual
describe the understanding of the and chemical properties of the understanding
trends of chemical regular patterns of period 3 elements
and physical chemical and physical
properties of properties of elements 2.2.1.LI.2: 2.2.1.AS.2:
elements and their and their compounds in Describe the patterns in physical Level 3: Strategic reasoning
compounds in the the periodic table. and chemical properties of
periodic table. compounds (hydrides, oxides,
hydroxides and chlorides) of
period 3 elements
488
2.2.1.LO.2: 2.2.1.CS.2: 2.2.1.LI.1: 2.2.1.AS.1:
Predict and Demonstrate knowledge Explain the physical and Level 3: Strategic reasoning
describe the and understanding of chemical properties of the
physical and the pattern of the halogens (Group 17 elements).
chemical physical and chemical
properties of the properties of the
halogens as well halogens as well as their 2.2.1.LI.2: 2.2.1.AS.2:
Describe the reaction of halide Level 2: Skills of conceptual
as their uses in uses.
salts and explain the differences understanding
everyday life.
in acid strength of the hydrogen
halides as well as the uses of the
halogens.
3.2.1.AS.1:
3.2.1.LI.1: Level 3: Strategic reasoning
3.2.1.LO.1: 3.2.1.CS.1:
State and describe properties of
Predict and Demonstrate knowledge
transition elements and perform
describe the and understanding of an experiment to investigate
physical and the pattern of physical some properties of transition
chemical and chemical properties elements.
properties of the of the transition
3.2.1.AS.3:
transition elements as well as their 3.2.1.LI.2: Outline the Level 3: Strategic reasoning
elements as well uses. Recognize the similarities and differences
as their uses in colour production, between transition metals and
everyday life. catalytic properties and main group metals and everyday
many applications of uses of transition metals.
transition elements.
489
Sub-strand 2: 1.2.2.LO.1: 1.2.2.CS.1: 1.2.2.LI.1: 1.2.2.AS.1:
BONDING Predict and Demonstrate knowledge Explain ionic bonding, its Level 2: Skills of conceptual
explain ionic, and understanding of formation and state the understanding
covalent and the formation and properties of ionic compounds
metallic bonding properties of inter-
as well as their atomic bonding. 1.2.2.LI.2: 1.2.2.AS.2:
characteristic Explain covalent bonding, its Level 3: Strategic reasoning
properties. formation and state the
properties of covalent
compounds.
1.2.2.LI.3:
Explain metallic bonding, its 1.2.2.AS.3:
formation, factors that affect its Level 3: Strategic reasoning
formation and properties of
metals
1.2.2.LO.2: 1.2.2.CS.2: 1.2.2.LI.1: 1.2.2.AS.1:
Predict and Demonstrate knowledge Describe the types of Level 3: Strategic reasoning
describe the type and understanding that, intermolecular forces and
explain how they arise from the
of intermolecular the type of chemical
structural features of molecules.
bonds that will be bond in a compound
formed between a determines the physical 1.2.2.LI..2:
group of and chemical properties Explain how intermolecular 1.2.2.AS.2:
compounds of that compound forces affect physical properties Level 3: Strategic reasoning
of compounds
490
2.2.2.LO.1: 2.2.2.CS.1: 2.2.2.LI.1: 2.2.2.AS.1:
Describe the Demonstrate knowledge Predict the shape and bond Level 2: Skills of conceptual
structure, and understanding of angles for species and understanding
chemical bonding the role of modelling, distinguish between sigma and
and properties of evidence and theory in pi bonds.
molecular explaining the structure,
compounds. bonding as well as 2.2.2.LI.2: Explain 2.2.2.AS.2:
hybridization and relate it to Level 3: Strategic reasoning
properties of molecular
various structures.
compounds.
491
Strand 3 LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
CHEMISTRY OF
CARBON
COMPOUNDS
Sub-strand 1: 1.3.1.LO.1: 1.3.1.CS.1: 1.3.1.LI.1: 1.3.1.AS.1:
Apply the Demonstrate Describe qualitative Level 3: Strategic reasoning
CHARACTERIZATION knowledge and knowledge and and quantitative
OF ORGANIC understanding in understanding of the elemental analysis of
COMPOUNDS science to describe general processes organic compounds.
qualitative and involved in qualitative
quantitative and quantitative 1.3.1.LI.2: 1.3.1.AS.2:
elemental analysis elemental analysis of Design and perform Level 4: Extended critical
of organic organic compounds. experiment to test for thinking and reasoning.
compounds. the presence and mass
composition of carbon,
hydrogen, sulphur,
nitrogen and halogens
in organic compounds.
2.3.1.LO.1: 2.3.1.LI.1: 2.3.1.AS.1: :
Describe sigma 2.3.1.CS.1: Apply the concept of Level 4: Extended critical
and pi bonds of Demonstrate hybridization to explain thinking and reasoning
carbon compounds knowledge and sigma and pi bond of
and explain their understanding of organic compounds and
structure and multiple bonds and use explain their structure
bonding. it to account for the and bonding.
structure of
compounds.
492
Sub-strand 2: 1.3.2.LO.1: 1.3.2.CS.1: 1.3.2.LI.1: 1.3.2.AS.1:
Predict and Demonstrate Distinguish between Level 2: Skills of conceptual
ORGANIC classify organic knowledge and organic and inorganic understanding
FUNCTIONAL compounds understanding of compounds and classify
GROUPS organic chemistry to organic compounds.
classify organic
compounds 1.3.2.LI.2:
Explain homologous 1.3.2.AS.2:
series and state their Level 3: Strategic reasoning
properties
2.3.2.LI.1:
Explain the 2.3.2.AS.1:
2.3.2.LO.1: 2.3.2.CS.1: nomenclature, Level 3: Strategic reasoning
Explain the source, Demonstrate structure, properties
structure, knowledge and and everyday uses of
nomenclature, understanding of alkanes.
properties, uses of source, structure,
the various classes nomenclature, 2.3.2.LI.2: 2.3.2.AS.2: :
of organic properties and uses of Explain the Level 3: Strategic reasoning
compounds and the organic compounds as nomenclature,
tests for their well as the structure, properties of
functional groups characteristic tests for alkenes and alkynes.
their functional groups.
2.3.2.LI.3: 2.3.2.AS.3:
Describe the structure, Level 2: Skills of conceptual
bonding, properties of understanding
benzene and its uses in
everyday life.
2.3.2.LI.4: 2.3.2.AS.4:
Explain the structure, Level 4: Extended critical
nomenclature, thinking and reasoning.
preparation, properties
and uses of alkanols as
well as their
characteristic tests.
493
2.3.2.LI.5: 2.3.2.AS.5:
Explain the structure, Level 4: Extended critical
nomenclature, thinking and reasoning
preparation, properties
and uses of alkanoic
acids as well as their
characteristic tests.
3.3.2.LI.1: 3.3.2.AS.1:
Explain the structure, Level 3: Strategic reasoning
preparation and
properties of alkanoic
3.3.2.LO.1: acid derivatives and
Explain structure, their uses in everyday
preparation, 3.3.2.CS.1: life.
properties of Demonstrate 3.3.2.AS.2:
alkanoic acid knowledge and 3.3.2.LI.2: Level 3: Strategic reasoning
derivatives and understanding of the Explain structure,
lipids as well as concepts of organic properties and uses of
their uses in chemistry to describe fats and oils in
everyday life. the structure and everyday life.
properties of alkanoic 3.3.2.AS.1:
acid derivatives and 3.3.2.LI.1: Level 3: Strategic reasoning
lipids. Explain polymers and
describe proteins and
3.3.2.LO.2: carbohydrates as
Explain the natural polymers of
structure, amino acid and glucose
preparation, respectively. 3.2.2.AS.2:
properties of 3.3.2.CS.2: Level 3: Strategic reasoning
polymers and their Demonstrate 3.3.2.LI.2:
uses in everyday knowledge and Explain the formation,
life understanding of the properties and uses of
concepts of organic synthetic polymers as
chemistry to describe well as their
the structure and environmental impact
properties of polymers.
494
SAMPLE QUESTIONS
PAPER 1 - MULTIPLE CHOICE QUESTION
S/n Content Standard/Indicator Item** DoK Level
1.2.1.LI.1: 1. An element has the electron
configuration 1𝑠 2 2𝑠 2 2𝑝6 3𝑠 2 3𝑝1 . Which group and
Use the electron configuration of period of the periodic table does this element L2
elements to determine their position belong to?
on the periodic table. A. Period 3 and group 1
B. Period 3 and group 2
C. Period 2 and group 3
D. Period 3 and group 3
1.2.1.LI.2: 2. Why is the first ionisation energy of oxygen less L3
than that of nitrogen?
Explain how periodic properties A. The nitrogen atom has its outer electron in a
change with atomic number and different subshell.
principal quantum number. B. The nuclear charge on the oxygen atom is
greater than that on the nitrogen atom.
C. Nitrogen has half-filled p - orbitals that provide
extra stability, giving a higher ionisation energy.
D. There is more shielding in the oxygen atom.
1.1.1.LI.8:
Apply the Aufbau principle, Pauli's
exclusion principle and Hund's rule
of maximum multiplicity to write
electron configuration of the first
thirty elements of the periodic
table.
495
1.2.2.CS.1: Demonstrate 3. Chemical bonding where the bond pair of electrons L1
knowledge and understanding of are provided by only one of the atoms is known as
the formation and properties of A. metallic bonding.
inter-atomic bonding. B. ionic bonding.
C. covalent bonding.
D. co-ordinate bonding.
1.2.2.LI.2:
Explain covalent bonding, its
formation and state the properties
of covalent compounds.
1.1.1.LI.8: 4. Which of the following electron configuration is L3
correct for Cr3+?
Apply the Aufbau principle, Pauli's
exclusion principle and Hund's rule A. 1s2 2s2 2p6 3s2 3p6 4s2 3d4
of maximum multiplicity to write B. 1s2 2s2 2p6 3s2 3p6 3d3
electron configuration of the first C. 1s2 2s2 2p6 3s2 3p6 4s2 3d1
D.
thirty elements of the periodic 1s2 2s2 2p6 3s2 3p6 4s1 3d
table.
3.1.2.LI.1: 5. Cl2(g) reacted with water to form ClO- ion and HCl. L3
Determine the change in oxidation number of
Explain oxidation and reduction chlorine in ClO- ion.
reactions and illustrate reactivity of
metals experimentally
A. -1
B. 0
C. +1
3.1.2.LI.2:
D. +2
Explain the terms oxidizing agent,
reducing agent, redox half
equations and apply the principles
in redox titrations.
496
2.1.1.LI.7: 6. Which of the following functions of catalysts is L2
correct?
Describe the collision theory and
use it to explain qualitatively, the
effects of the A. They change the reaction pathway to one with a
higher activation energy.
factors that affect the rate of B. They increase the rate of reaction by lowering
reaction. the enthalpy change of the reaction.
C. They provide an alternative pathway with a
shorter activation energy.
D. They increase the rate of reaction by increasing
the enthalpy change of the reaction.
1.1.1.LI.6: 7. If one mole of copper reacted with excess L4
concentrated trioxonitrate(v) acid to produce 1 mole
Use IUPAC nomenclature to name of copper (II) nitrate, 2 mols of water and a
inorganic compounds, write the
substance, Q, with no other product being formed.
formulae of compounds based on
What is substance Q?
the laws of chemical combination
and write balanced chemical
equations. A. N2
B. N2O
C. NO
1.1.1.LI.7 D. NO2
Perform calculations involving
stoichiometric relationships.
3.3.2.LI.1: 8. A carbonyl compound, Y, does not react with L3
Fehling’s reagent but reacts with HCN in the
Explain polymers and describe presence of NaCN to form a compound with Mr 85.
proteins and carbohydrates as What is compound Y?
natural polymers of amino acid and A. Butanal
glucose respectively. B. Butanone
C. Propanal
D. Propanone
497
1.1.1.LI.6:
Use IUPAC nomenclature to name
inorganic compounds, write the
formulae of compounds based on
the laws of chemical combination
and write balanced chemical
equations.
1.1.1.LI.6: 9. Consider the chemical equation: 𝑥𝑁2 + 𝑦𝐻2 → L3
𝑧𝑁𝐻3 What values of x, y and z respectively would
Use IUPAC nomenclature to name make the equation balanced?
inorganic compounds, write the
formulae of compounds based on
A. 1, 3 and 2
the laws of chemical combination
B. 1, 2 and 3
and write balanced chemical
C. 2, 3 and 1
equations.
D. 3, 2 and 1
2.1.2.LI.1: 10. Which of the following conditions must be fulfilled L1
for a chemical equilibrium to be established? The
Explain the terms reversible and rate of the
irreversible reactions and dynamic
equilibrium. A. forward reaction should be equal to the
backward reaction.
B. backward reaction must be faster than the
forward reaction.
C. forward and backward reaction should be zero.
D. forward reaction must be faster than the
backward reaction.
498
PAPER 2 - ESSAY QUESTIONS
S/n Content Standard/Indicator Item** DoK
3.1.2.LI.1: 1. (a) Determine the oxidation state of: L3
Explain oxidation and reduction (i) Mn in 𝐾𝑀𝑛𝑂4 ;
reactions and illustrate reactivity of (ii) Cl in 𝐻𝐶𝑙𝑂3.
metals experimentally.
Changes in oxidation number
1.1.1.LI.9: (b) Give two pieces of information that could be L1
Describe radioactivity, the derived from the mass spectrum of an element.
properties of radiations and
compare isotopes based on their
stability as well as their
applications in everyday life.
Identify peaks on a simple mass
spectrum and use them to calculate
the relative abundance and
masses of isotopes.
2.2.2.LI.2: Explain hybridization (c) Define hybridization L1
and relate it to various structures.
499
1.1.1.LI.1: 2. Ethanedioic acid, has a relative molecular mass of L2
Explain relative atomic mass and 90.0.
relative molecular mass. (a) (i) Explain the term relative molecular mass.
1.1.1.LI.6: (ii) Determine the empirical formula of L3
Use IUPAC nomenclature to name ethanedioic acid.
inorganic compounds, write the
formulae of compounds based on
the laws of chemical combination
and write balanced chemical
equations.
Calculate the empirical and
molecular formulae of various
inorganic compounds.
1.1.1.LI.4: (iii) How many atoms of carbon are present L3
Calculate different physical in 0.18g of ethanedioic acid.
quantities (number of entities, mass (NA = 6.02 x 1023 mol-1)
and volume) based on the amount
of substance.
1.1.1.LI.6: (b) When CaC2O4 precipitate is heated, calcium L3
Use IUPAC nomenclature to name oxide, carbon (IV) oxide and carbon (II) oxide is
inorganic compounds, write the
produced.
formulae of compounds based on
the laws of chemical combination (i) Write an equation to represent the
and write balanced chemical
reaction indicating the state of the reactants
equations.
and the products.
500
1.1.1.LI.6: (ii) Name the type of reaction that occurs L1
Use IUPAC nomenclature to name when CaC2O4 is heated.
inorganic compounds, write the
formulae of compounds based on
the laws of chemical combination
and write balanced chemical
equations.
1.1.1.LI.6: (iii) State one other compound of calcium L1
Use IUPAC nomenclature to name which could also produce carbon (IV)
inorganic compounds, write the
oxide and calcium oxide when heated.
formulae of compounds based on
the laws of chemical combination
and write balanced chemical
equations.
1.2.2.LI.1: L3
Describe the types of (c) Draw a diagram to illustrate the hydrogen bond
intermolecular forces and explain
formed when methanol dissolves in water.
how they arise from the structural
features of molecules.
501
3. Aqueous bromine reacts with methanoic acid according
to the reaction equation:
𝐵𝑟2 (𝑎𝑞) + 𝐻𝐶𝑂𝑂𝐻 (𝑎𝑞) → 2𝐻𝐵𝑟(𝑎𝑞) + 𝐶𝑂2(𝑔)
The table below shows the oxidation numbers of bromine and
carbon in the species involved in this reaction .
𝐵𝑟 𝑖𝑛 𝐵𝑟2 𝐶 𝑖𝑛 𝐻𝐶𝑂2 𝐻 𝐵𝑟 𝑖𝑛 𝐻𝐵𝑟 𝐶 𝑖𝑛 𝐶𝑂2
Oxidation 0 +2 -1 +4
number
3.1.2.LI.2: (a) Identify the oxidising agent in this reaction. L3
Explain the terms oxidizing agent,
reducing agent, redox half
equations and apply the principles
in redox titrations
3.1.2.LI.2: (b) Explain the answer given in (i). L2
Explain the terms oxidizing agent,
reducing agent, redox half
equations and apply the principles
in redox titrations
2.2.1.LI.1: (c) Suggest one change that would be observed, ignoring L4
temperature changes, when bromine reacts with
Explain the physical and chemical methanoic acid.
properties of the halogens (Group
17 elements).
502
(d) The progress of the reaction could be monitored by
measuring the concentration of bromine at regular
intervals. The graph below shows the concentration of
bromine against time in a reaction carried out at 20℃.
2.1.1.LI.8 (i) Use the graph to calculate the average rate of reaction L5
during the first 600 s and state the units.
Construct rate equations from
experimental data, analyze graphs
to deduce the
order of reactions and solve
problems involving the rate
expression.
2.1.1.LI.8 (ii) Use the graph to calculate the instantaneous rate of L4
reaction when the reaction has consumed 60% of the
Construct rate equations from
initial Bromine.
experimental data, analyze graphs
to deduce the
503
order of reactions and solve
problems involving the rate
expression.
504
PAPER 3 – PRACTICAL QUESTIONS
S/n Content Standard/Indicator Item** DoK Level
2.1.2.LI.5: A is trioxonitrate (V) acid prepared by dissolving a L6
Determine the quantity of analyte volume, V, of nitrogen (IV) oxide in 1.0 𝑑𝑚3 of
in a solution using acid-base solution at s.t.p.
titration.
B is a solution containing 2.50g of 𝐾𝐻𝐶𝑂3 in 250
𝑐𝑚3 of solution.
(a) Put A into the burette and titrate against 25 𝑐𝑚3
1.1.1.LI.7 portion of B using methyl orange as an
indicator. Repeat the titration to obtain
Perform calculations involving concordant titre values. Tabulate your results
stoichiometric relationships. and calculate the average volume of A used.
The equation for the reaction is;
𝐾𝐻𝐶𝑂3(𝑎𝑞) + 𝐻𝑁𝑂3(𝑎𝑞) → 𝐾𝑁𝑂3(𝑎𝑞) + 𝐻2 𝑂(𝑙) + 𝐶𝑂2(𝑔)
(b) From your results and the information provided,
1.1.1.LI.4: calculate the
Calculate different physical (i) Concentration of B in mol 𝑑𝑚−3 ;
quantities (number of entities, mass
(ii) Concentration of A in mol 𝑑𝑚−3 ;
and volume) based on the amount
of substance.
(iii) Concentration of A in g 𝑑𝑚−3;
(iv) Volume, V, of nitrogen (IV) oxide gas
dissolved in 1𝑑𝑚3 of solution.
[H = 1.0, C = 12.0, O = 16.0, K = 39.0, Cl = 35.5,
Vm = 22.4 𝑑𝑚3 ]
505
COMPUTING
1. INTRODUCTION
The Computing syllabus has been developed to provide a standardized framework for evaluating the proficiency and competency of learners
in the Computing subject at the SHS/SHTS. Teachers are encouraged to use the Computing Curriculum for Secondary Education provided
by the National Council for Curriculum and Assessment (NaCCA) of the Ministry of Education, along with the Computing Teachers Manual
for instructions.
2. PURPOSE
This document aims to align the Computing assessment syllabus with the Computing curriculum, Computing Teacher Manual and learning
materials for teaching the Computing subject at the SHS/SHTS. It ensures that the strands, sub-strands, and content standards are well
aligned across all the documents. Additionally, it shows the learning indicators with the appropriate DOK assessment levels. However, the
content could be assessed with a higher or lower level of challenge and cognitive engagement.
3. PHILOSOPHY AND VISION
This syllabus has been developed for assessment purposes only. Teachers must refer to use the Computing Curriculum for Secondary
ovided by National Council for Curriculum and Assessment (NaCCA) of Ministry of Education and the Computing Teaching Manual to
teach in the schools.
The study of Computing is to develop the next generation of ethical creators and developers of technology who can be empowered through
observation, curiosity, exposure to related computing concepts and opportunities that leverage hands-on activities in a learner-centred
environment leading to local and global relevance.
4. GOALS
The goals of the syllabus are to:
(1) equip candidates with the principles, methods and practices in designing computer-based programs.
(2) prepare candidates for lifelong learning and active citizenship in a rapidly changing and interconnected world.
(3) appreciate computers and their components to enable candidates to find solutions in hardware and networking environment.
(4) develop candidates’ computational thinking skills and digital literacy in a way that respects diversity, equity and inclusion.
(5) demonstrate candidates’ ability to apply socio-emotional learning acquired in solving problems through analysis and synthesis of
computing systems.
(6) develop candidates’ critical thinking and skills by engaging them in analysing and evaluating real-world computing problems,
solutions, and ethical dilemmas to foster a deeper understanding of the societal impact of technology.
506
5. SCHEME AND STRUCTURE OF ASSESSMENT
The examination will consist of three papers, 1, 2 and 3. Papers 1 and 2 will be a composite paper to be taken at one sitting and it will last
for two hours-thirty minutes. Paper 3 will be taken at different practical session, and will last for 2 hours thirty minutes.
Paper 1: This will consist of 50 compulsory multiple-choice questions for one hour. Each question will carry 1 mark to give a total
of 50 marks.
Paper 2: This will consist of six essay questions out of which candidates will be required to answer any three in one hour thirty
minutes. Each question will carry 20 marks to give a total of 60 marks.
Paper 3: This will be a two-hour thirty-minute paper consisting of three compulsory practical questions designed to test the
practical skills of candidates. Each question will carry equal marks to give a total of 60 marks. Each candidate must have
access to a computer system with a high-level (textual) programming language (Python), a database application or software
and software that can create, edit and run HTML, CSS and JavaScript.
507
6. DETAILED SYLLABUS
STRAND SUB- LEARNING CONTENT LEARNING INDICATORS LEVELS OF
STRAND OUTCOMES STANDARDS ASSESSMENT
1.1.1.LO.1 1.1.1.CS.1 1.1.1.LI.1 1.1.1.AS.1
Apply Computer Demonstrate knowledge Describe data as bit patterns. Level 1: Recall
Architecture concepts and understanding of
COMPUTER ARCHITECTURE AND ORGANISATION
related to the design of data representation and 1.1.1.LI.2 1.1.1.AS.2
DATA STORAGE AND MANIPULATION modern processors, Data Manipulation Apply knowledge of cache Level 4: Extended
memories, Input and memory to solve runtime issues. strategic thinking
Output to manipulate (e.g., opening browsers).
data.
1.1.1.LI.3 1.1.1.AS.3
Sub-Strand 1
Discuss at least four major Level 2:
STRAND 1
functions and the parts of the Skills/Concepts
CPU; Arithmetic and
Logic Unit (ALU), Control Unit
(CU) and registers.
1.1.1.LI.4 1.1.1.AS.4
Understand and explain the Level 2: Skills/
control bus, address bus, data Concepts.
bus and the internal clock,
Machine Cycle, Fetch–Decode–
Execute-Store Cycle, instruction
set for a CPU and embedded
systems.
508
SUB- LEARNING CONTENT LEARNING INDICATORS LEVELS OF
STRAND OUTCOMES STANDARDS ASSESSMENT
STRAND
2.1.1.LO.1 2.1.1.CS.1 2.1.1.LI.1 2.1.1.AS.1
Develop knowledge Demonstrate knowledge Determine critical points of Level 2: Skills/
DATA STORAGE AND MANIPULATION
and skills in and understanding of Logic Operations and apply Concepts.
COMPUTER ARCHITECTURE AND
implementing and Program Execution and them to solve problems
applying program Logic Instructions efficiently.
execution and logic
ORGANISATION
instructions
Sub-Strand 1
effectively. 2.1.1.LI.2 2.1.1.AS.2
STRAND 1
Apply the Concepts of Boolean Level 2: Skills/
Expressions to simplify complex Concepts.
circuits.
2.1.1.LI.3 2.1.1.AS.3
Discuss three major Arithmetic Level 2: Skills/
Operations and apply them Concepts.
taking into consideration their
various functions.
509
STRAND SUB- LEARNING CONTENT LEARNING INDICATORS LEVELS OF
STRAND OUTCOMES STANDARDS ASSESSMENT
3.1.1.LO.1 3.1.1.CS.1 3.1.1.LI.1 3.1.1.AS.1
Apply acquired Demonstrate knowledge Determine and apply critical Level 2: Skills/
DATA STORAGE AND MANIPULATION
knowledge and skills and understanding of points of Logic Operations to Concepts.
of program execution, Program Execution and solve a problem.
logic instructions, and Logic Instruction.
COMPUTER ARCHITECTURE AND ORGANISATION
arithmetic operations 3.1.1.LI.2 3.1.1.AS.2
in the CPU to solve Describe the arithmetic Level 2: Skills/
Sub-Strand 1
real-life problems. operations in the CPU, Concepts.
specifically Rotation and Shift
Operations, and explain their
real-life applications.
3.1.1.LI.3 3.1.1.AS.3
STRAND 1
Discuss three major Arithmetic Level 2: Skills/
Operations and apply them Concepts.
taking into consideration their
various functions.
1.1.2.LO.1 1.1.2.CS.1 1.1.2.LI.1 1.1.2.AS.1
COMPUTER HARDWARE AND
Explain the Demonstrate knowledge Explain the features of the Level 2: Skills/
relationships between and understanding of hardware components of a Concepts.
the components of a components of Computer computer (input hardware,
Sub-Strand 2
SOFTWARE
computer and how Hardware and types of processing hardware, output
data are transferred Software hardware, storage hardware and
among the communication hardware).
components. Explain
types of Software and 1.1.2.LI.2 1.1.2.AS.2
their functions. Describe the categories of Level 2: Skills/
Computer Hardware. Concepts.
510
STRAND SUB- LEARNING CONTENT LEARNING INDICATORS LEVELS OF
STRAND OUTCOMES STANDARDS ASSESSMENT
2.1.2.LO.1 2.1.2.CS.1 2.1.2.LI.1 2.1.2.AS.1
COMPUTER ARCHITECTURE AND Apply acquired skills Demonstrate knowledge Demonstrate the creation and Level 2: Skills/
COMPUTER HARDWARE AND
and knowledge to and understanding of utilisation of barcodes and QR Concepts.
explain the components of Computer codes using various input and
functioning of input Hardware and types of output devices, such as
ORGANISATION
and output devices in Software. monitors, system unit,
Sub-Strand 2
SOFTWARE
STRAND 1
relation to barcodes processors, motherboards, hard
and QR codes, as well disks, clock, mice, power unit
as the functionality of and network interface cards for
an Operating System. control and monitoring.
2.1.2.LI.2 2.1.2.AS.2
Explain the types of Software Level 1: Recall
and their functions.
511
3.1.2.LO.1 3.1.2.CS.1 3.1.2.LI.1 3.1.2.AS.1
Explain the roles of Demonstrate knowledge Demonstrate the roles of Level 2: Skills/
Operating Systems and understanding of Operating Systems and Utility Concepts.
and Utility Software components of Computer Software as components of
as components of Hardware and types of System Software.
System Software, Software.
demonstrating an
understanding of their 3.1.2.AS.2
functions. 3.1.2.LI.2 Level 2: Skills/
Demonstrate the process of Concepts.
3.1.2.LO.2 installing and managing an
Perform the operating system.
installation and
management of an
operating system,
showcasing
proficiency in the
process.
512
STRAND SUB- LEARNING CONTENT LEARNING LEVELS OF
STRAND OUTCOMES STANDARDS INDICATORS ASSESSMENT
1.1.3.LO.1 1.1.3.CS.1 1.1.3.LI.1 1.1.3.AS.1
Use skills and knowledge Demonstrate knowledge Explain Computer Level 2: Skills/ Concepts.
to identify and and understanding of Networks and how they
differentiate between the network design. work.
different types of Network
Systems.
COMPUTER ARCHITECTURE AND ORGANISATION
1.1.3.LI.2 1.1.3.AS.2
DATA COMMUNICATION AND NETWORK SYSTEMS
Identify at least three Level 1: Recall
Types of Network Systems.
1.1.3.LI.3 1.1.3.AS.3
Differentiate among any Level 2: Skills/ Concepts.
three Types of Network
Systems.
Sub-Strand 1
2.1.3.LO.1 2.1.3.CS.1 2.1.3.LI.1 2.1.3.AS.1
STRAND 1
Apply skills and Demonstrate knowledge Design and explain two Level 3: Strategic
knowledge to design and and understanding of Network Systems. Thinking
demonstrate Network Components of a
Topologies. Network. 2.1.3.LI.2 2.1.3.AS.2
Demonstrate how the Level 3: Strategic thinking
system can connect to the
Internet.
2.1.3.LI.3 2.1.3.AS.3
Discuss and compare at Level 3: Strategic thinking
least three network
topologies.
513
STRAND SUB- LEARNING CONTENT LEARNING LEVELS OF
STRAND OUTCOMES STANDARDS INDICATORS ASSESSMENT
3.1.3.LO.1 3.1.3.CS.1 3.1.3.LI.1 3.1.3.AS.1
Utilise knowledge of Demonstrate knowledge Design and explain two Level 4: Extended
networking topologies to and understanding of network systems, strategic thinking
COMPUTER ARCHITECTURE AND ORGANISATION
design and configure components of a considering factors such as
network systems to meet computer network as topology, scalability,
specific requirements. well as understanding security (password, internet
their functions and uses. safety, malware awareness,
DATA COMMUNICATION AND
data backups, securing
personal devices and good
NETWORK SYSTEMS
security practices),
transmission media and
Sub-Strand 1
STRAND 1
bandwidth.
3.1.3.LI.2 3.1.3.AS.2
Demonstrate how network Level 2: Skills/ Concepts.
systems can connect to the
Internet.
3.1.3.LI.3 3.1.3.AS.3
Discuss and compare the Level 3: Strategic thinking
characteristics and
advantages of at least three
network topologies.
514
STRAND SUB- LEARNING CONTENT LEARNING LEVELS OF
STRAND OUTCOMES STANDARDS INDICATORS ASSESSMENT
1.2.1.LO.1 1.2.1.CS.1 1.2.1.LI.1 1.2.1.AS.1
Apply knowledge of data Demonstrate knowledge Explain in detail the concept Level 3: Strategic thinking
COMPUTATIONAL THINKING (PROGRAMMING
structures to explain their and understanding of of Data Structures and their
real-life applications Data Structures importance and use in
ALGORITHM AND DATA STRUCTURE effectively. organising and manipulating
data efficiently.
1.2.1.LI.2 1.2.1.AS.2
Sub-Strand 1
Differentiate between the Level 2: Skills/Concepts
STRAND 2
LOGIC)
types of Data Structures.
2.2.1.LO.1 2.2.1.CS.1 2.2.1.LI.1 2.2.1.AS.1
Apply skills in data Demonstrate knowledge State and describe the Level 2: Skills/Concepts
storage processes to and understanding of functions of the main
effectively manage and Data Storage. memory and central
utilise data. processing unit.
2.2.1.LI.2 2.2.1.AS.2
Explain real-life applications Level 2: Skills/Concepts
of Data Structures.
515
STRAND SUB- LEARNING CONTENT LEARNING LEVELS OF
STRAND OUTCOMES STANDARDS INDICATORS ASSESSMENT
Sub-Strand 1 3.2.1.LO.1 3.2.1.CS.1 3.2.1.LI .1 3.2.1.AS.1
ALGORITHM Develop knowledge and Demonstrate knowledge Identify, classify and discuss Level 3: Strategic
AND DATA skills in data storage and understanding of three Mass Storage media. thinking
COMPUTATIONAL THINKING (PROGRAMMING LOGIC)
STRUCTURE technologies and their Data Storage.
applications.
1.2.2.LO.1 1.2.2.CS.1 1.2.2.LI.1 1.2.2.AS.1
Apply Algorithms in Demonstrate knowledge Identify the stages in the Level 3: Strategic
various real-life and and understanding of program development cycle: thinking
programming situations Computational Thinking Analysis, design, coding,
or problems. (Algorithms and testing.
Programs)
Explain and use Algorithms
STRAND 2
APP DEVELOPMENT
to solve a real-life problem.
Sub-Strand 2
1.2.2.AS.2
1.2.2.LI.2 Level 4: Extended
Implement Algorithms into strategic thinking
program with the use of
flowcharts, pseudocode and
programming languages
such as Python and HTML.
Explain the steps in planning
a program putting actions in
the right order.
516
STRAND SUB- LEARNING CONTENT LEARNING INDICATORS LEVELS OF
STRAND OUTCOMES STANDARDS ASSESSMENT
2.2.2.LO.1 2.2.2.CS.1 2.2.2.LI.1 2.2.2.AS.1
Demonstrate an Demonstrate knowledge Utilise a programming language Level 4: Extended
COMPUTATIONAL THINKING understanding of and understanding of to develop a program, such as a strategic thinking.
(PROGRAMMING LOGIC) fundamental concepts in Computational Thinking simple calculator.
APP DEVELOPMENT
text-based programming (Programming).
Sub-Strand 2
and the programming
STRAND 2
process, and apply
acquired skills to create
new functions. 2.2.2.LI.2 2.2.2.AS.2
Utilise simulation tools in Level 4: Extended
Machine Learning to train a strategic thinking.
computer to perform specific
actions or sets of actions.
517
STRAND SUB- LEARNING CONTENT LEARNING INDICATORS LEVELS OF
STRAND OUTCOMES STANDARDS ASSESSMENT
3.2.2.LO.1 3.2.2.CS.1 3.2.2.LI.1 3.2.2.AS.1
Explain the concept of Demonstrate knowledge Describe the fundamental Level 2: Skills /
Artificial Intelligence and understanding of principles and components of Concepts
COMPUTATIONAL THINKING (PROGRAMMING LOGIC)
and its applications and Computational Thinking Artificial Intelligence, such as
use the knowledge (Artificial Intelligence) machine learning, neural
acquired to distinguish networks, and natural language
between conventional processing.
systems and intelligent
systems.
3.2.2.LI.2 3.2.2.AS.2
APP DEVELOPMENT
Discuss real-world applications Level 3: Strategic
Sub-Strand 2
of Artificial Intelligence, such Thinking
STRAND 2
as image recognition, language
translation, and virtual
assistants.
3.2.3.LI.3 3.2.2.AS.3
Analyse and compare the Level 4: Extended
advantages and limitations of Strategic Thinking
conventional systems and
intelligent systems, considering
factors such as problem-
solving capabilities,
adaptability, and learning
capacity.
518
STRAND SUB- LEARNING CONTENT LEARNING INDICATORS LEVELS OF
STRAND OUTCOMES STANDARDS ASSESSMENT
1.2.3.LO.1 1.2.3.CS.1 1.2.3.LI.1 1.2.3.AS.1
COMPUTATIONAL THINKING
Explain the basic Demonstrate knowledge Identify and describe the key Level 2: Skills/
principles of web design and understanding of components of a Web page, Concepts
WEB TECHNOLOGIES
and identify the modern Web Development. including headings, menus,
PROGRAMMING)
(PROCEDURAL
technologies used in web links, text, images, and other
Sub-Strand 3
design. relevant elements.
Strand 2
1.2.3.LI.2 1.2.3.AS.2
Draw and explain two Web Level 4: Extended
Outline plans showing the strategic thinking.
wireframes
519
STRAND SUB- LEARNING CONTENT LEARNING INDICATORS LEVELS OF
STRAND OUTCOMES STANDARDS ASSESSMENT
2.2.3.LO.1 2.2.3.CS.1 2.2.3.LI.1 2.2.3.AS.1
Apply acquired skills and Demonstrate knowledge Demonstrate the use of web Level 3: Strategic
knowledge to design and and understanding of page editors and design Thinking
WEB TECHNOLOGIES AND DATABASES
develop simple web Web Development and elements, including sections,
COMPUTATIONAL THINKING
pages. Databases text, images, GUI/UI/UX, and
(PROGRAMMING LOGIC)
multimedia integration.
Sub-Strand 3
STRAND 2
2.2.3.LI.2 2.2.3.AS.2
Design an e-commerce web Level 4: Extended
page for a selected company or strategic thinking.
organisation.
2.2.3.LI.3 2.2.3.AS.3
Create a relational database Level 4: Extended
model of a database. strategic thinking.
520
STRAND SUB- LEARNING CONTENT LEARNING INDICATORS LEVELS OF
STRAND OUTCOMES STANDARDS ASSESSMENT
3.2.3.LO.1 3.2.3.CS.1 3.2.3.LI.1 3.2.3.AS.1
Use skills and knowledge Demonstrate knowledge Utilise web page editors and Level 4: Extended
acquired to design simple and understanding of design principles to create strategic thinking.
web pages. Web development. visually appealing and user
friendly web pages,
incorporating sections, text,
images, and Graphical User
Interface (GUI) elements.
WEB TECHNOLOGIES
3.2.3.LI.2 3.2.3.AS.2
Design an e-commerce web Level 4: Extended
Sub-Strand 3
page for a selected company or strategic thinking.
organisation:
(1) Requirements to setup
e-commerce
(2) E-commerce models
(3) Security of models
(4) Payment systems
(5) Product branding
3.2.3.LI.3 3.2.3.AS.3
Understand and apply basic Level 2:
cybersecurity best practices Skills/Concepts
521
SAMPLE QUESTIONS
PAPER 1
S/n Content Standard/Indicator Item** DoK
Level
1. [2.2.3.CS.1] You have been tasked to develop an online form to capture 1
patients’ information. What is the primary reason for using
Demonstrate knowledge and
a GUI?
understanding of Web
Development and Databases. A. Concurrent data entry.
B. Ease of access.
C. Ease of data entry.
[2.2.3. LI.1] D. Importation of multimedia files.
Demonstrate the use of web page
editors and design elements,
including sections, text, images,
GUI/UI/UX, and multimedia
integration.
2. [3.2.3.CS.1] Which of these recommended methods are most effective in 2
protecting computers against malware?
Demonstrate knowledge and
understanding of Web I. Do not open anonymous email attachments.
development. II. Do not store backup copies of your files on
your computer.
III. Do not download pirated copies of computer
[3.2.3.LI.3] software.
Understand and apply basic A. I, II and III
cybersecurity best practices B. I and II only
C. I and III only
D. D. II and III only
3. [3.1.3.CS.1] 3
A school plans to establish two networks: one for students to
Demonstrate knowledge and access educational resources and another for staff to perform
understanding of components of a
522
computer network as well as administrative tasks and securely store sensitive data. Which
understanding their functions and of the following designs best fulfils these requirements?
uses.
A. Use ring topology with wired Ethernet and no
security features for the student network. Use mesh
[3.1.3. LI.1] topology with fibre-optic cables, password protection
and data backup for the staff network.
Design and explain two network
B. Use star topology with wireless access points and
systems, considering factors such
as topology, scalability, security basic security features for the student network. Use
(password, internet safety, malware hybrid topology with wired ethernet, encryption,
awareness, data backups, securing firewalls and malware scans for the staff network.
personal devices and good security C. Use bus topology with coaxial cables and password-
practices), transmission media and protected internet access for the student network. Use
bandwidth. ring topology with wireless access and no additional
security measures for the staff network.
D. Use a fully wireless peer-to-peer network with
minimal security for the student network. Use star
topology with copper cables and monthly malware
scans for the staff network.
4. [1.2.2.CS.1] Which of the following activities is essential in the initial 1
stages of developing a computer program?
Demonstrate knowledge and
understanding of Computational
Thinking (Algorithms and
A. Identifying project goals
Programs)
B. Identifying user requirements
[1.2.2. LI.1] C. Planning program testing
D. Writing program code
Explain and use Algorithms to
solve a real-life problem. Identify
the stages in the program
development cycle: Analysis,
design, coding, testing.
523
5. [1.1.1.CS.1] A company designs a mobile application to process staff 2
records. In each record, 10 bits are used to store staff
Demonstrate knowledge and
numbers, and 12 bits are used to store names. How many
understanding of data
unique staff records can the mobile application support?
representation and Data
Manipulation
A. 22
B. 120
[1.1.1. LI.1] C. 4096
Describe data as patterns. D. 4194304
6. [3.2.2.CS.1] What is the primary goal of Natural Language Processing in 2
Artificial Intelligence?
Demonstrate knowledge and
understanding of Computational
Thinking (Artificial Intelligence)
A. Translate programming code into machine
language
B. Enable machines to process human language
[3.2.2. LI.1] C. Create languages for human communication
Describe the fundamental D. Make high-level languages easier to understand
principles and components of
Artificial Intelligence, such as
machine learning, neural networks,
and natural language processing.
7. [1.2.2.CS.1] The flowchart in Figure 1 represents a program that 3
calculates the sum of two integers, A and B and displays the
Demonstrate knowledge and
result.
understanding of Computational
Thinking (Algorithms and
Programs)
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[1.2.2. LI.2]
Implement Algorithms into
program with the use of flowcharts,
pseudocode and programming
languages such as Python, HTML,
etc. Explain the steps in planning a
program putting actions in the right
order.
Fig. 1
Which of the following steps will complete the program?
I. Input B
II. Validate that A and B are integers
III. Find the absolute of A and B
IV. Convert the sum to an integer value
A. I only
B. I and II only
C. I and III only
D. II and IV only
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8. [3.1.2.CS.1] Which of the following is not a function of an operating 2
system?
Demonstrate knowledge and
understanding of components of
Computer Hardware and types of
A. Acts as an intermediary between hardware and
Software.
software resources.
B. Controls internet speed and functionality.
[3.1.2. LI.1] C. Schedules tasks and processes to efficiently use the
CPU.
Demonstrate the roles of Operating
Systems and Utility Software as D. Handles the creation, execution, and termination of
components of System Software. processes.
9. [2.2.3.CS.1] Which of the following terminologies is not used in the 1
relational database model?
Demonstrate knowledge and
understanding of Web A. Fields
Development and Databases B. Memory
C. Normalisation
D. Tables
[2.2.3. LI.3]
Create a relational database model
of a database.
10. [3.2.3.CS.1] When setting up an e-commerce website, which of the 3
following features is essential for ensuring smooth chechout
Demonstrate knowledge and
processing?
understanding of Web
development. A. Adding multiple secured payment gateway
options
B. Uploading high-quality product descriptions and
customer reviews.
C. Integrating AI chatbots for customer service.
D. Providing options for social advertising.
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[3.2.3.LI.2]
Design an e-commerce web page
for a selected company or
organisation.
(1) Requirements to setup
e-commerce
(2) E-commerce models
(3) Security of models
(4) Payment systems
(5) Product branding
**Items should reflect the 21st Century Skills required by the learning outcomes/indicators
527
PAPER 2
S/n Content Standard/Indicator Item** DoK
Level
1. [1.1.1.CS.1] [1.1.1. LI.1] (a) Convert the binary number 11010 into its decimal 1
representation. [2 marks]
[1.1.1.CS.1] [1.1.1. LI.1] (b) Given the binary inputs A = 1010 and B = 1100, what is 2
the result of A OR B operation?
[1.1.1.CS.1] [1.1.1. LI.2] (c) If a computer has 8GB of RAM and a program requires 2
8000 MB of memory to run, can the program run
efficiently? Explain your reason.
[1.1.1.CS.1] [1.1.1. LI.4] (d) Consider two central processing units (CPUs) connected 3
to the same memory, each running different programs.
One of the processors needs to add 1 to a memory cell
while the other needs to subtract 1 from the same cell,
both happening at nearly the same time.
i. Describe a sequence of actions by the processors
that would result in the memory cell ending up
with a value one less than its starting value.
ii. Describe a sequence of actions by the processors
that would result in the memory cell ending up
with a value one greater than its starting value.
2. [3.1.2.CS.1] [3.1.2. LI.1] (a) State two functions of an operating system? 1
[2.1.3.CS.1] [2.1.3. LI.1] (b) Using a network diagram, design a network system for a 3
medium-sized business, considering factors such as
topology, scalability, security transmission media and
bandwidth. Provide a brief explanation of your design.
[2.1.3.CS.1] [2.1.3. LI.1] (c) Discuss and compare the advantages and 3
disadvantages of three different network topologies.
Justify which topology would be most suitable for a
small office network and explain your reasoning.
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[3.1.3. LI.3] [DOK Level 4] (d) Design a network system layout for a small 4
office/home office (SOHO) environment. Include the
placement of devices (Router, switch, Laptops and
Printer) and the connectivity options you would use
to ensure scalability and secure access.
3. [2.2.1.CS.1] [2.2.1.LI.2] (a) Explain how stack data structures are used in 2
computing and provide one real-world example of how
they are applied.
[1.2.1.CS.1] [1.2.1. LI.1] (b) Compare and contrast the use of arrays, linked lists and 3
stacks in managing data. Also explain how each data
structure is implemented.
[1.2.2.CS.1] [1.2.2. LI.2] (c) Design and implement an algorithm to sort a large dataset 4
using a specific data structure. Represent your solution
with a pseudocode or flowchart and justify your choice of
data structure based on its efficiency and suitability for
the task.
[3.2.3.CS.1] [3.2.3.LI.1] (d) EcoTech Solutions is a business that sells eco-friendly 4
products, such as reusable water bottles, office supplies
and energy-saving gadgets to end-users.
i. Describe the best e-commerce model for
EcoTech Solutions and explain why it is the best
choice
ii. List two requirements you would need to set up
the e-commerce website
iii. Explain how you would make sure that customer
information is protected on the website
1.
st
**Items should reflect the 21 Century Skills required by the learning
529
PAPER 3
S/n Content Standard/Indicator Item** DoK
Level
1. [3.2.3.CS.1] [3.2.3. LI.2] You are to design and develop (create) a basic
[2.2.3.CS.1] [2.2.3.LI.3] electronic Point of Sale (POS) application for a small
shop. Your design should include both the front-end
user interface and the database structure.
Requirements:
I. Front-End Interface
o Develop the user interface. This should include:
A form or page for entering product
4
details (e.g., product ID, name, price,
quantity).
A sales transaction page where items can
be added to the cart and total prices
calculated.
A checkout page to finalize sales and
issue receipts.
o Describe the key features and functionalities of
each page or form, including how users interact
with the interface. 2
II. Database Structure
o Create an Entity-Relationship Diagram (ERD)
that includes the following tables:
Products (with attributes such as Product
ID, Name, Price, Quantity) 4
Sales (with attributes such as Sale ID,
Date, Total Amount)
Sale Items (with attributes such as Sale
ID, Product ID, Quantity)
o Specify the relationships between the tables and 3
the type of data each table will store.
**Items should reflect the 21st Century Skills required by the learning
530
DESIGN AND COMMUNICATION TECHNOLOGY
1. INTRODUCTION
The Design and Communication Technology syllabus seeks to provide a standardized framework for evaluating the proficiency and
competency of learners in the subject. It will test learners’ ability to apply technology to solve problems in their environment through creativity
and innovative application of concepts for the production of artefacts. It will also assess learners’ knowledge and competencies in the
fundamentals of Design and Communication Technology to pursue the subject at higher education and in the world of work.
2. PURPOSE
This document aims to align the Design and Communication Technology learning outcomes, content standards, and learning indicators to
the scheme of assessment. This will enable examiners to set examination questions that provide evidence and confirmation of learning
outcomes upon completion of the programme and to ascertain the extent to which learners have gained specific knowledge, skills and
competencies in studying Design and Communication Technology.
3. PHILOSOPHY
The present and future generations of learners will apply technology to solve problems in their environment through creativity and
innovative application of concepts for the production of artefacts. This will be done through the support of skilled and innovative teachers
who are to prepare learners for life-long learning as well as introducing them to the world of work and adult life.
4. VISION
Design and Communication Technology equips the learners with 21st century skills: critical thinking, creativity, collaborations and
innovation as well as good citizenship and competencies to identify increasingly complex societal problems and use appropriate
technological skills to solve them. Thus, it prepares learners for life-long learning and introduces them to world of work and adult life.
5. GOALS
The syllabus is designed to assess candidates’ ability to:
i. think innovatively, critically and practically;
ii. demonstrate particular skills and abilities;
iii. solve problems through the use of the design process;
iv. demonstrate a good basic knowledge of drawing and reading of working drawings.
v. demonstrate a good basic knowledge of the use of technological tools in drawing and creating designs;
vi. translate an idea into a project design.
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6. STRUCTURE AND SCHEME OF THE EXAMINATION
The examination shall consist of three (3) Papers all of which must be taken at separate times.
I. Paper 1: This Paper shall consist of 40 Multiple Choice Questions for 40 marks and will last for 1 hour.
The questions will be taken from across the conceptual drawing and geometry strands.
II. Paper 2 This Paper shall consist of 2 Sections; Section A and B; which will last for 2½ hours for 60 marks.
Candidates will be required to answer three questions in tota
Section A (Freehand Sketching) will be drawn from Conceptual Drawing and Fractal Geometry. There will be a total of three
questions out of which candidates will be required to answer only one question for 25 marks.
Section B will involve questions from the Geometry Strand and will be in two Parts; Part I and Part II.
Part I will carry 20 marks and will consist of one compulsory question from Sub-Strand Plane Geometry of the Geometry
Strand.
Part II will be made up of two questions from Solid Geometry from which candidates will be required to answer one
question. Each question will be worth 15 marks.
III. Paper 3 This Paper shall be a Practical Paper and will consist of three Options;
Option I - Building Drawing,
Option II - Mechanical Drawing
Option III - Garment Design Technology.
Candidates are required to answer the questions from only one Option (their area of study).
Questions in this paper could either be answered using computers (CAD) and the final work printed out for submission or
manually using the drawing instruments.
The Paper will last for 3 hours and will carry 100 marks.
DETAILED SYLLABUS
The table below summarises the curriculum document.
The levels of assessment column gives an example of the level that each learning indicator could be assessed at. The assessment levels are given using
Webb’s Depth of Knowledge (DoK) framework. More information about this framework can be found in the curriculum document.
532
The assessment levels given in this syllabus illustrate where the learning indicator could be assessed, but it can be assessed with a higher or lower level
of challenge and cognitive engagement.
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
1.1.1.LO.1 1.1.1.CS.1 1.1.1.LI.1 1.1.1.AS1
Apply knowledge and Apply the Explain concept sketches Level 2 Skills of
skills of the concept understanding and and their applications in conceptual
sketches to generate techniques of designing. understanding
CONCEPT and create designs concept sketches in 1.1.1.LI.2 1.1.1.AS.3 Level 2
SKETCHES using freehand designing. Use basic shapes, forms and Skills of conceptual
drawing through the rendering techniques in understanding
principles of designing.
perspective drawing 1.1.1.LI.3 1.1.1.AS.3
and proportions. Use the principles of
perspective drawing and Level 3 Strategic
proportion in designing. reasoning
1.1.2.LO.1 1.1.2.CS.1 1.1.2.LI.1 1.1.2.AS.1
CONCEPTUAL Analyse and record the
DRAWING Analyse and Demonstrate concept of object Level 3 Strategic
demonstrate skills in understanding and manipulation and reasoning
how various objects skills in object manipulation techniques.
can be manipulated manipulation in 1.1.2.LI.2 1.1.2.AS.2
by freehand drawing drawing with Experiment with various
in line with the various tools and tools and techniques in Level 3 Strategic
OBJECT
concepts, symbols, techniques based on drawing to manipulate reasoning
MANIPULATION
metaphors and conceptual, organic and inorganic
IN DRAWING
narratives associated symbols, metaphors shapes, forms and objects.
with objects and narratives 1.1.2.LI.3 1.1.2.AS.3
associated with Use available media and
objects. techniques to manipulate Level 4 Extended
objects based on conceptual, critical thinking and
symbols, metaphors and reasoning
narratives associated with
objects.
533
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
1.1.3.LO.1 1.1.3.CS.1 1.1.3.LI.1 1.1.3.AS.1
Apply the Demonstrate Analyse the sources and use Level 3 Strategic
understanding and knowledge and skill of templates and patterns in reasoning
skills of creating in using freehand the community.
templates and drawing techniques
patterns to develop to create 2-
freehand-drawn dimensional
templates and templates and 1.1.3.LI.2 1.1.3.AS.2
patterns as solutions patterns for concepts Investigate the designing and Level 3 Strategic
PATTERN in the community. and designs. creation processes of reasoning
DESIGN templates and patterns.
1.1.3.LI.3 1.1.3.AS.3
Use appropriate materials, Level 4 Extended
CONCEPTUAL tools and freehand drawing critical thinking
DRAWING techniques to design and and reasoning
create 2-dimensional
templates and patterns as
interventions for challenges
in the community.
1.1.4.LO.1 1.1.4.CS.1 1.1.4.LI.1 1.1.4.AS.1
Demonstrate Apply the concept of Describe the processes in Level 3 Strategic
understanding of the designing processes designing. reasoning
designing process, in solving problems.
write a situation to 1.1.4.LI.2 1.1.4.AS.2
DESIGN AND identify a problem in Write a brief to an identified Level 3 Strategic
REALISATION the home. problem. reasoning
1.1.4.LI.3 1.1.4.AS.3
Generate solutions to solve Level 3 Strategic
identified problems. reasoning
534
STRAND SUB-STRAND LEARNING CONTENT LEARNING INDICATORS LEVELS OF
OUTCOMES STANDARDS ASSESSMENT
1.2.1.LO.1 1.2.1.CS.1 1.2.1.LI.1 1.2.1.AS.1
Use the knowledge Apply the Explain types of plane Level 2 Skills of
of plane geometry concept of geometrical figures and give conceptual
to draw plane plane geometry examples. understanding
geometrical shapes in designing 1.2.1.LI.2 1.2.1. AS.2
and design different Use ratio to enlarge, reduce or Level 3 Strategic
artefact based on divide plane geometrical figures. reasoning
plane geometrical
PLANE figures. 1.2.1.LI.3 1.2.1.AS.3
GEOMETRY Blend circles and lines with arcs. Level 4 Extended critical
thinking and reasoning
1.2.1.LI.4 1.2.1.AS.4
Construct an ellipse as a plane Level 3 Strategic
geometrical figure. reasoning
1.2.1.LI.5 1.2.1.AS.5
GEOMETRY Construct an Archimedean spiral Level 4 Extended critical
as a locus. thinking and reasoning
1.2.2.LO.1 1.2.2.CS.1 1.2.2.LI.1 1.2.2.AS.1
Use the Apply the Explain types of solid geometrical Level 3 Strategic
understanding of concept of figures and give examples. reasoning
solid geometry to solid geometry
draw three- in designing. 1.2.2.LI.2 1.2.2.AS.2
dimensional objects Construct objects in isometric, Level 3 Strategic
in isometric, oblique and perspective. reasoning
SOLID oblique,
GEOMETRY perspective and 1.2.2.LI 3 1.2.2.AS.3
design artefact base Draw the surface development of Level 3 Strategic
on solid prisms. reasoning
geometrical figures
1.2.2.LI.4 1.2.2.AS.4
Draw the surface development of Level 4 Extended critical
truncated prisms. thinking and reasoning
535
STRAND SUB-STRAND LEARNING CONTENT LEARNING INDICATORS LEVELS OF
OUTCOMES STANDARDS ASSESSMENT
1.2.3.LO.1 1.2.3.CS.1 1.2.3.LI.1 1.2.3.AS.1
Use the Demonstrate Explain the basic concept of Level 3 Strategic
understanding of knowledge and fractal geometry. reasoning
FRACTAL plane and solid understanding in
GEOMETRY geometry to create fractal geometry in
fractal designs. creating fractal
designs.
GEOMETRY
1.2.3.LI.2 1.2.3.AS.2
Use the concept of fractal Level 3 Strategic
geometry in fractal designs. reasoning
536
YEAR TWO
STRAND SUB-STRAND LEARNING CONTENT LEARNING INDICATORS LEVELS OF
OUTCOMES STANDARDS ASSESSMENT
2.1.1.LO.1 2.1.1.CS.1 2.1.1.LI.1 2.1.1.AS.1
Demonstrate basic Apply the Analyse various basic shapes Level 4 Extended
knowledge in understanding of and rendering techniques used critical thinking
concept sketches concept sketches to create complex forms in and reasoning:
by creating and the techniques freehand drawing.
designs through of rendering in 2.1.1.LI.2 2.1.1.AS.2
the use of basic designing objects Experiment with freehand Level 4 Extended
shapes, rendering in the environment sketches to create designs in critical thinking
CONCEPT techniques, 2- point perspective with and reasoning
SKETCHES perspective and emphasis on proportions using
proportions. basic shapes and rendering
techniques.
2.1.1.LI.3 2.1.1.AS.3
Use the idea of concept Level 4 Extended
sketches to create complex critical thinking
designs with graphite pencil and reasoning
CONCEPTUAL and coloured pencil sketches
DRAWING in freehand drawing.
2.1.2.LO.1 2.1.2.CS.1 2.1.2.LI.1 2.1.2.AS.1
Apply the Demonstrate Investigate how simple and Level 4 Extended
understanding and understanding and complex objects can be critical thinking
skills in how skills in object modified through object and reasoning:
simple and manipulation with manipulation techniques
complex objects various tools and 2.1.2.LI.2 2.1.2.AS.2
OBJECT can be techniques. Experiment with how objects Level 3 Strategic
MANIPULATION manipulated by can be manipulated through reasoning
IN DRAWING drawing with drawing to achieve new forms
concepts, symbols 2.1.2.LI.3 2.1.2.AS.3
and narratives Generate simple forms in line Level 4 Extended
associated with with the concepts and critical thinking
objects. narratives associated with and reasoning
objects and designs
537
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
2.1.3.LO.1 2.1.3.CS.1 2.1.3.LI.1 2.1.3.AS.1
Apply the Demonstrate Select appropriate drawing Level 4 Extended
understanding and knowledge and materials and tools that can critical thinking
skills of creating skill in using be used to create 2- and reasoning
templates and freehand drawing dimensional free hand-drawn
patterns to develop techniques to templates and patterns.
freehand-drawn 2- create 2- 2.1.3.LI.2 2.1.3.AS.2
dimensional dimensional Develop appropriate drawing Level 4 Extended
PATTERN templates and templates and framework and necessary critical thinking
DESIGN patterns for new patterns for elements to create 2- and reasoning
concepts and concepts and dimensional templates and
designs. designs patterns.
2.1.3.LI.3 2.1.3.AS.3
CONCEPTUAL Finalise the 2-dimensional Level 4 Extended
DRAWING template and pattern design. critical thinking
and reasoning
2.1.4.LO.1 2.1.4.CS.1 2.1.4.LI.1 2.1.4.AS.1
With the idea of a Apply the concept Draw exploded views of Level 4 Extended
developed solution of designing final solutions. critical thinking
in mind, explain processes in and reasoning:
the exploded view, solving problems
DESIGN AND draw the exploded
2.1.4.LI.2 2.1.4.AS.2
REALISATION view of the
Make a neat working Level 4 Extended
artefact, prepare a
drawing critical thinking
working drawing
and reasoning
and cutting list for
the construction of
an artefact.
538
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
2.2.1.LO.1 2.2.1.CS.1 2.2.1.LI.1 2.2.1.AS.1
Use the knowledge of Apply the concept of Draw orthographic Level 3 Strategic
plane geometry to plane geometry in projections of given reasoning
draw plane designing objects.
geometrical shapes 2.2.1.LI.2 2.2.1.AS.2
and design different Explain the Level 4 Extended
PLANE artefact based on principles underlying critical thinking and
GEOMETRY plane geometrical the working of Loci reasoning
figures. and construct loci.
2.2.1.LI.3 2.2.1.AS.3
Design artefact using Level 4 Extended
the principle of loci. critical thinking and
reasoning
GEOMETRY 2.2.2.LO.1 2.2.1.CS.1 2.2.2.LI.1 2.2.2.AS.1
Based on the Apply the concept of Construct the Level 3 Strategic
understanding gained plane geometry in development reasoning
from the study of the designing pyramids.
concepts of solid
geometry, construct 2.2.2.LI.2 2.2.2.AS.2
complex solid Draw the curve of Level 4 Extended
SOLID geometrical objects intersections of critical thinking and
GEOMETRY objects meeting at reasoning
right angles.
2.2.2.LI.3 2.2.2.AS.3
Design artefact using Level 4 Extended
the concept of solid critical thinking and
geometry. reasoning
539
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
2.2.2.LO.2 2.2.2.CS.2 2.2.2.LI.1 2.2.2.AS.2
Use the knowledge of Use the knowledge of Demonstrate the use of Level 4 Extended
AutoCAD to draw AutoCAD to draw basic concepts of CAD critical thinking
simple plane figures simple plane figures in developing drawings and reasoning
SOLID
GEOMETRY 2.2.2.LI.2 2.2.2.AS.2
Manipulate drawings Level 4 Extended
CAD tools through critical thinking
editing and plotting and reasoning
techniques.
2.2.3.LO.1 2.2.3.CS.1 2.2.3.LI.1 2.2.3.AS.1
FRACTAL Use the understanding Demonstrate knowledge Select various Level 3 Strategic
GEOMETRY of plane and solid and understanding of geometric shapes used reasoning
GEOMETRY geometry to create fractal geometry in to create fractal designs.
fractal designs. creating fractal designs.
2.2.3.LI.2 2.2.3.AS.2
Experiment with the Level 4 Extended
creation of various critical thinking
fractal designs using and reasoning
geometric shapes.
2.2.3.LI.3 2.2.3.AS.3
Draw orthographic Level 4 Extended
views of given objects critical thinking
and reasoning
2.2.3.LI.4 2.2.3.AS.4
Design artefact with Level 4 Extended
loci critical thinking
and reasoning
540
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
2.3.1.LO.1 2.3.1.CS.1 2.3.1.LI.1 2.3.1.AS.1
Employ the Understand the Explain building Level 2 Skills of
understanding of concept of building elevations in relation to conceptual
floor plans with the drawing. building plans. understanding
use of building
codes, standards and 2.3.1.LI.2 2.3.1.AS.2
symbols, make the Make freehand sketches Level 3 Strategic
sketches of of elevations of simple reasoning
elevations of domestic buildings in
buildings and use relation to their plans.
the drawing
instrument to draw 2.3.1.LI.3 2.3.1.AS.3
some of them. Draw elevations of Level 4 Extended
simple buildings in critical thinking and
EXTENDED BUILDING
relation to their plans reasoning
DRAWING DRAWING
using appropriate
drawing instruments.
2.3.1.LO.2 2.3.1.CS.2 2.3.1.LI.1 2.3.1.AS.1
Use your Understand the Distinguish between Level 3 Strategic
understanding on principles of electrical circuit and reasoning
the principles of Electrical drawings electronic circuit.
electrical circuit and (Understand the
circuit diagrams to application of the 2.3.1.LI.2 2.3.1.AS.2
explain electrical principles of Use electronic symbols Level 4 Extended
circuit and circuit Electrical to draw simple electronic critical thinking and
diagrams. drawings). circuit diagrams. reasoning
541
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
2.3.2.LO.1 2.3.2.CS.1 2.3.2.LI.1 2.3.2.AS.1
Make accurate Understand the Explain the principles Level 2 Skills of
sectional drawings of concept of of sectional drawing. conceptual
machine parts or mechanical drawing, understanding
components, adhering
to the principles of 2.3.2.LI.2 2.3.2.AS.2
sectioning in Sketch the sectional Level 3 Strategic
engineering views of machine parts reasoning
and components in
freehand.
2.3.2.LI.3 2.3.2.AS.3
Draw the sectional Level 4 Extended
views of machine parts critical thinking
and components with and reasoning
EXTENDED MECHANICAL drawing instruments.
DRAWING DRAWING
2.3.2.LO.2 2.3.2.CS.2 2.3.2.LI.1 2.3.2.AS.1
Use your Understand the Distinguish between Level 4 Extended
understanding on the principles of electrical circuit and critical thinking
principles of Electrical drawings electronic circuit. and reasoning
electrical circuit and (Understand the
circuit diagrams to application of the 2.3.2.LI.2 2.3.2.AS.2
explain electrical principles of Use electronic symbols Level 4 Extended
circuit and circuit Electrical drawings). to draw simple critical thinking
diagrams electronic circuit and reasoning
diagrams.
542
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
2.3.3.LO.1 2.3.3.CS.1 2.3.3.LI.1 2.3.3.AS.1
Use the principles Demonstrate Assess the tools used in Level 3 Strategic
and skills of understanding and garment design, and reasoning
concept sketches, techniques in their applications.
object conceptual and
manipulation and geometrical 2.3.3.LI.2 2.3.3.AS.2
geometrical drawings in Take accurate body Level 2 Skills of
drawings to design designing garments. measurement to conceptual understanding
garments for prepare a bodice block
GARMENT different vocations
EXTENDED
DESIGN
DRAWING 2.3.3.LI.3 2.3.3.AS.3
TECHNOLOGY
Draft garment patterns Level 4 Extended critical
using bodice block, thinking and reasoning
skirt block and sleeve
block.
2.3.3.LI.4 2.3.3.AS.4
Cut out the patterns to Level 4 Extended critical
be used for the garment thinking and reasoning
543
YEAR THREE
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
3.1.1.LO.1 3.1.1.CS.1 3.1.1.LI.1 3.1.1.3.AS.1
Demonstrate basic Apply the Experiment with freehand Level 2 Skills of
knowledge in understanding of sketches to create designs in conceptual
concept sketches by concept sketches 3- point perspective with understanding
creating designs and the emphasis on proportions
through the use of techniques of using basic shapes and
basic rendering in rendering techniques.
CONCEPT shapes, rendering designing objects
SKETCHES techniques, in their
perspective and environment 3.1.1.LI.2 3.1.1.AS.2
proportions Use the idea of concept Level 3 Strategic
sketches to create complex reasoning
designs with graphite pencil
and coloured pencil sketches
CONCEPTUAL in freehand drawing
DRAWING
3.1.2.LO.1 3.1.2.CS.1 3.1.2.LI.1 3.1.2.AS.1
Demonstrate Use techniques in object
OBJECT Apply skills in understanding manipulation to generate Level 4 Extended
MANIPULATION object manipulation and skills in the simple designs from natural critical thinking
to create simple and use of object objects. and reasoning
complex designs as manipulation
interventions for techniques to
societal problems create simple and 3.1.2.LI.2 3.1.2.AS.2
using free-hand complex designs Use object manipulation Level 4 Extended
drawing as interventions techniques to create simple critical thinking
for societal and complex designs as and reasoning
problems. interventions for societal
problems.
544
STRAND SUB- LEARNING CONTENT LEARNING INDICATORS LEVELS OF
STRAND OUTCOMES STANDARDS ASSESSMENT
3.1.3.LO.1 3.1.3.CS.1 3.1.3.LI.1 3.1.3.AS.1
Apply the Demonstrate Select appropriate drawing materials
understanding knowledge and and tools that can be used to create Level 3 Strategic
and skills of skill in using 3-dimensional free hand-drawn reasoning
creating freehand templates and patterns.
templates and drawing 3.1.3.LI.2 3.1.3.AS.2
CONCEPTUAL PATTERN patterns to techniques to Develop appropriate drawing Level 4 Extended
DRAWING DESIGN develop create 3- framework and necessary elements critical thinking
freehand-drawn dimensional to create 3-dimensional templates and reasoning.
3-dimensional templates and and patterns
templates and patterns for 3.1.3.LI.3 3.1.3.AS.3
patterns for objects and Finalise the 3-dimensional template Level 4 Extended
objects and concepts. and pattern design. critical thinking
concepts. and reasoning
3.2.1.LO.1 3.2.1.CS.1 3.2.1.LI.1 3.2.1.AS.1
Use the concepts Apply the Explain the concept of auxiliary Level 2 Skills of
of plane concept of plane projection. conceptual
geometry to geometry in understanding
construct applied 3.2.1.LI.2 3.2.1.AS.2
complex plane technology. Draw auxiliary elevation and plan Level 3 Strategic
geometrical (primary) of given objects. reasoning
shapes and 3.2.1.LI.3 3.2.1.AS.3
design different Construct the types of arch and Level 4 Extended
PLANE complex artefact their applications in real life critical thinking
GEOMETRY
GEOMETRY based on plane situation. and reasoning
geometrical
3.2.1.LI.4 3.2.1.AS.4
figures
Explain the principles of forces Level 2 Skills of
acting on beams and trusses. conceptual
understanding
3.2.1.LI.5 3.2.1.AS.5
Find the magnitude of reaction Level 4 Extended
forces keeping beams and trusses in critical thinking
equilibrium and reasoning
545
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
3.2.2.LO.1 3.2.2.CS.1 3.2.2.LI.1 3.2.2.AS.1
Use the concept of Apply the concept Draw the curve of Level 3 Strategic
intersection to draw of solid geometry intersections of solids of reasoning
and design artefact. in designing. the same sides meeting
at different angles
3.2.2.LI.2 3.2.2.AS.2
Draw the curve of Level 3 Strategic
SOLID intersections of solids of reasoning
GEOMETRY different sides and
meeting at different
angles.
3.2.2.LI.3 3.2.2.AS.3
GOEMETRY Design artefact using the Level 4 Extended
concept of curve of critical thinking and
intersection. reasoning
FRACTAL 3.2.3.LO.1 3.2.3.CS.1 3.2.3.LI.1 3.2.3.AS.1
GEOMETRY Demonstrate Demonstrate Select various geometric Level 3 Strategic
knowledge and knowledge and shapes used to create reasoning
understanding of understanding of complex fractal designs.
fractal geometry in fractal geometry in
creating fractal creating fractal 3.2.3.LI.2 3.2.3.AS.2
designs designs. Use the idea of fractal Level 4 Extended
geometry to create critical thinking and
complex fractal designs. reasoning
546
STRAND SUB-STRAND LEARNING CONTENT LEARNING INDICATORS LEVELS OF
OUTCOMES STANDARDS ASSESSMENT
3.3.1.LO.1 3.3.1.CS.1 3.3.1.LI.1 3.3.1.AS.1
Employ the Understanding Explain floor plan in relation Level 3 Strategic
understanding of the concept of to building codes, standards reasoning
floor plan and building and symbols.
sectioning with drawing 3.3.1.LI.2 3.3.1.AS.2
the use of Make freehand sketches of Level 2 Skills of
building codes, floor plan of simple domestic conceptual understanding
standards and buildings.
symbols
3.3.1.LI.3 3.3.1.AS.3
Draw floor plan of simple Level 3 Strategic
BUILDING buildings using appropriate reasoning
DRAWING drawing Instruments or CAD
3.3.1.LI.4 3.3.1.AS.4
Explain sectioning in relation Level 2 Skills of
to building codes, standards conceptual understanding
EXTENDED and symbols
DRAWING 3.3.1.LI.5 3.3.1.AS.5
Draw the sectioning of simple Level 4 Extended critical
buildings using appropriate thinking and reasoning
drawing Instruments or CAD
3.3.2.LO.1 3.3.2.CS.1 3.3.2.LI.1 3.3.2.AS.1
Apply the concept Understand the Explain the principles of Level 2 Skills of
of assembly and concept of assembling component Parts. conceptual understanding
working drawings Mechanical
in applied drawing. 3.3.2.LI.2 3.3.2.AS.2
technology. Prepare assembly drawing Level 4 Extended critical
MECHANICAL
from component parts. thinking and reasoning
DRAWING
3.3.2.LI.3 3.3.2.AS.3
Prepare detailed working Level 4 Extended critical
drawings to scale using thinking and reasoning
appropriate drawing
instrument or CAD
547
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
3.3.3.LO.1 3.3.3.CS.1 3.3.3.LI.1 3.3.3.AS.1
Use the principles Demonstrate Grade patterns to Level 2 Skills of
and skills of understanding and different sizes conceptual understanding
concept sketches, techniques in
object conceptual and 3.3.3.LI.2 3.3.3.AS.2
manipulation and geometrical Examine garment Level 3 Strategic
geometrical drawings in designs to break reasoning
drawings to design designing garments.
patterns down into
GARMENT garments for
EXTENDED different components
DESIGN different vocations
DRAWING 3.3.3.LI.3 3.3.3.AS.3
TECHNOLOGY Manipulate patterns to Level 4 Extended critical
make adaptations of thinking and reasoning
different garment
designs
3.3.3.LI.4 3.3.3.AS.4
Make Pattern Level 3 Strategic
adjustments and reasoning
alterations
548
DESIGN AND COMMUNICATION TECHNOLOGY
SAMPLE QUESTIONS
S/N LEARNING ITEM LEVEL
OUTCOME/
LEARNING
INDICATOR
1.2.1. LI.1 3
Explain types of
plane geometrical
figures and give
examples.
Figure 1
1 In Figure 1, the number of triangles, rhombuses, and trapeziums available is
A. 5 triangles, 3 rhombuses and 3 trapeziums.
B. 5 triangles, 2 rhombuses and 1 trapezium.
C. 4 triangles, 3 rhombuses and 2 trapeziums.
D. 4 triangles, 2 rhombuses and 1 trapezium
2 1.1.1. LI.3 Which of the following drawings allows designers and engineers to create a more realistic and L2
accurate representation of an object?
Use the principles
of perspective A. Isometric
drawing and B. Auxiliary
proportion in C. Perspective
designing. D. Oblique
549
3 1.2.2. LI.2 L1
Construct objects
in isometric,
oblique and
perspective.
Fig. 2
The circles shown in Figure 2 are drawn in
A. oblique.
B. isometric.
C. perspective.
D. cabinet.
4 1.2.2. LI.4 The hopper of a corn mill is to be made from a sheet of metal. As a student of Design and L2
Communication Technology, which of the following principles should be used to guide the
Draw the surface
manufacturer?
development of
truncated prisms. A. Development of a truncated triangular prism
B. Development of truncated cylinder
C. Development of truncated cone
D. Development of truncated triangular pyramid.
5 3.2.1. LI.4 Two opposing forces that squeeze an object are referred to as L1
Explain the A. tension force.
principles of B. torsion force.
forces acting on C. compression force
beams and D. shear force.
trusses.
550
2.2.1. LI.1 L1
Draw orthographic
projections of
given objects.
Fig. 3
The drawing symbol shown in Figure 3 represents
A. an auxiliary plan.
B. an auxiliary elevation.
6 C. a first angle projection.
D. a third angle projection
2.2.2. LI.1 L1
Demonstrate the
use of basic
concepts of CAD
in developing
drawings Fig. 4
Fig 4 shows some basic commands used in computer-aided design. The command labelled P is
used for
A. copying objects.
B. erasing objects.
7 C. moving objects
D. enlarging objects
551
8 2.2.2. LI.2 Which of the following operations can be used to create a rectangle of horizontal dimension of L3
200mm in length and 100mm in width in CAD without starting from the origin? Pick rectangle
Manipulate
drawings CAD A. + 100,200
tools through B. + @200,100
editing and C. @200,100
plotting
D. @+100,200
techniques.
9 2.2.1. LI.3 The shape of the satellite dish is a practical application of which of the following conic L2
sections?
Design artefact
using the principle A. Parabola
of loci B. Hyperbola
C. Ellipse
D. Circle
1.2.2.LI 3 L.2
Draw the surface
development of
prisms.
Fig. 5
The method of surface development best used to draw the developed surface in Figure 5 is the
10 A. triangulation method.
B. parallel method.
C. radial method.
D. approximate method
552
PAPER 2
(60 MARKS) Duration: 2½ hours
This Paper consist of 2 Sections; Section A and B.
Section A is Freehand Sketching and candidates are required to answer one question only
from this section. Section B is in two Parts; Part I and Part II. Answer all questions from Part I
and any other one from Part II.
Candidates are required to answer three questions in total on the drawing sheet provided.
SECTION A
[Freehand Sketching - 25 Marks]
Answer one question only from this section.
3.1.1.LI.1 Figure 1 shows three (3) views of a block drawn in First Angle Orthographic projection
Experiment with
freehand sketches L4
to create designs in
1
3- point
perspective with
emphasis on
proportions using
basic shapes and
rendering
techniques
2.2.3.LI.2 Make a freehand full-size sketch of the isometric view of the block making P the lowest point.
2
Experiment with 2. A school wants a cloth for its 5th anniversary celebrations. Using two geometric shapes,
the creation of
create a pattern for the cloth.
various fractal
designs using
geometric shapes
553
L4
SECTION B
PART I 20 Marks]
Answer all questions in this part
1 3.2.1.LI.5 L4
Find the
magnitude of
reaction forces
keeping beams and
trusses in
equilibrium
Figure 2 shows a simply supported loaded beam of span 300 cm carrying three vertical
cylindrical tanks weighing 40kg, 80kg and 50kg, placed on it at different points as illustrated.
Figure 2
(a) Determine graphically with Bow’s notation the magnitude of the reactions at R1
and R2.
(b) Indicate the point P of the resultant force or the equilibrant on the beam if the
beam is to be given one support.
(c) Measure and state the distance between the position of the resultant force or the
equilibrant and reaction R2.
NOTE: Use
(i) a scale of 1 mm:2 cm for the space diagram.
(ii) a scale of 4 mm:10 kg for the force diagram or load line
(iii) polar distance of 40 mm from the load line.
554
2 L4
PART II – [15 Marks]
Answer one question only from this part.
Figure 3 shows two views of an equilateral triangular pyramid drawn in First Angle
Orthogragphic Projection and cut along plane Y-Y
2.2.1.LI.1
Draw orthographic
projections of (a) Draw the given views.
given objects. (b) Draw the:
(i) end view in the direction of arrow F;
(ii) complete plan;
(iii) true shape of the cut surface.
555
Figure 3 shows a sketch of two unequal round pipes to be welded at an angle of
60o for a bicycle frame by a bicycle manufacturing industry.
3 L4
Fig.3
(a) Draw full size
(i) the given front view
(ii) the complete plan
(iii) the shape of the joint to be used as a guide for the welding.
(iv) measure and state the length of the S-S on the front view.
556
PAPER 3
3.2.2.LI.2 [100 Marks]
Draw the curve of Duration: 3 hours
intersections of
solids of different This Paper consists of three Options; Option I - Building Drawing, Option II - Mechanical
sides and meeting Drawing and Option III - Garment Construction Technology. Candidates are required to
at different angles. answer the questions from only one option (their area of study).
Candidates are to answer the questions using computers (CAD) and the final work printed out
for submission or manually using the drawing instruments.
All questions carry equal marks.
OPTION I – BUILDING DRAWING
Figure 1 shows the plan of a three-bedroom bungalow. Study the given specifications and
1 answer the questions that follow.
L4
Fig. 1
557
SPECIFICATION
Foundation: 675 x 225 concrete strip at 700 below ground level.
Walls: all walls are 225 sandcrete, hollow blocks with 13 mortar rendering on both
sides.
Floor: 300 hardcore; 150 concrete slab; 25 mortar screed; finished floor to ceiling
3000.
Doors: DD 2100 x 1800 x 38 panel wooden in 100 x 50 hardwood timber frame;
D – 2100 x 900 x 38 flush wooden in 100 x 50 hardwood timber frame;
D1 – 2100 x900 x 38 fabricated metal in 100 x 50 metal frame;
Windows: all windows are glazed louvre in 100 x 50 hardwood timber frame;
W1 750 x 600;
W2 1200 x 1200.
Lintel: 225 x 225 reinforced concrete.
Verandah: metal balustrade; 1100 high.
2.3.1.LI.3 Roof: gable roof with corrugated aluminium sheets;
Draw elevations of pitch angle 18o;
simple buildings in
relation to their eaves projection 600;
plans using timber rafter 150 x 50 at 1200 centre-centre;
appropriate
drawing purlins 75 x 50 at 900 centre-centre;
instruments.
ceiling joist 50 x 50 at 600 centre-centre.
wall plate 100 x 75
(Assume suitable dimension where necessary)
558
(a) Draw to a scale of 1:100, the
(i) plan of the building;
(ii) front elevation.
(b) (Draw to a scale of 1: 50 the detailed section on plane J-J the sectional view J-J. and
(c) indicate the following parts on the section:
(i) porch;
(ii) wallplate;
(iii) ceiling joist;
(iv) floor finish;
(v) foundation footing.
OPTION II – MECHANICAL DRAWING
Figure 2 shows three views of a machine part drawn in First Angle Orthographic Projection. L4
2 Draw full size in First Angle Orthographic projection the
(a) Sectional front elevation on plane P-P
(b) Sectional end elevation on plane K-K
(c) Plan
559
Fig. 2
OPTION III – GARMENT DESIGN TECHNOLOGY
The Table 1 shows a standard size chart for females.
L4
Using this chart, choose one of the size measurements provided to draft the garment design
drawn i Figure 3 beginning from style, line, analysis and pattern breakdown.
560
3
Front view Back view
Fig. 3
2.3.2.LI.3
Draw the (i)
sectional (i) Analyse the garment design
views of (ii)
machine (ii) Breakdown the various sections of the garment design
parts and(iii) (iii) Prepare a basic block using your chosen size measurements from the Table provided.
(iv) with
components (iv) Manipulate your basic block to adopt the garment design in Front and Back views.
drawing (v) (iv) Present final patterns for the garment design above showing all necessary pattern marking
instruments ssymbols.
3.3.3.LI.2
Examine garment
designs to break
patterns down into
different
components
561
ECONOMICS
1. PHILOSOPHY AND VISION
This curriculum is designed to assess candidates’ effective analytical, research and societal problem-solving skills relating to individuals,
businesses, government and society. Such knowledge will equip learners with 21st-century skills, make them rational decision-makers and
economic policy analysts. This will help candidates understand that Economics is both theoretical and practical for everyday life.
2. GOALS
The curriculum is designed to help candidates:
(i) take ownership of the learning process to become critical thinkers.
(ii) obtain local resources to create automated solutions, targeted at the current industrial revolution.
(iii) appreciate the basis for certain rational economic decisions.
(iv) understand basic economic principles, concepts and tools for economic analysis.
(v) gain the skills required to relate the domestic economy to the global world.
3. RUBRICS OF THE PAPER (SCHEME AND STRUCTURE)
The West African Examinations Council (WAEC)’s Economics examination is designed to assess students' knowledge and understanding of
economic concepts, principles, and their application to real-world scenarios. The exam will be divided into two papers: Paper 1 (Objective)
and Paper 2 (Theory). The Economics Paper 2 will be taken first and immediately after the two hours candidates will start work on
Economics Paper 1 which will take only an hour.
A. Structure of the Economics Examination
Paper 1: Objective Test (Multiple Choice Test)
Format: This paper will consist of 50 multiple-choice test questions which will be real life applications. There will be four
options/responses (A-D) for the candidate to choose the one correct answer.
Duration: One (1) hour.
Marks: Each question will carry equal marks. The total marks for Paper 1 will be 50 marks.
Content: The objective test questions will cover all the four strands from the Economics curriculum.
562
Paper 2: Essay (Theory)
Format: Paper 2 will be divided into two sections: Section A (Data Response) and Section B (Essay).
Duration: Two (2) hours.
Marks: Paper 2 will be marked out of 80, with marks allocated between Sections A and B as follows:
- Section A (Data Response): This section will be worth 20 marks.
- Section B (Essay): This section will be worth 60 marks.
Section A: Data Response
Format: The section will present data in various forms (e.g., tables, charts, graphs) which will require analysis
and interpretation..
Questions: This section will include two data-response questions with real-life scenarios, requiring the application
of economic concepts to interpret the information. Candidates will be required to answer only one of them for 20
marks by providing short answers.
Content: The data response questions in Section A of Paper 2 will cover sub-strands from the Economics
curriculum that involve the interpretation of economic data, trends, and relationships analysis. These are:
o demand for goods and services,
o consumer behaviour,
o production of goods and services,
o supply of goods and services,
o market analysis and price
o equilibrium analysis.
Section B: Essay
Format: Section B will consist of six structured questions, each of which will have real-life scenarios in the sub-
questions. Candidates will be required to answer any three questions for 20 marks each by providing short
answers.
Questions: The Section B questions will take the form of the application of economic concepts in real life, which
will require candidate to demonstrate their understanding of economic concepts and their ability to apply them to
real-world scenarios.
Content: The essay questions in the section B of Paper 2 will focus on specific Learning Outcomes from the
Economic curriculum. Questions will be drawn from all the 38 learning outcomes but will vary on year to year
basis.
563
B. Rubrics and Marking Scheme
Paper 1: Objective Test (Multiple Choice Test)
Marking Criteria: Each correct answer will earn one mark. The total score will simply be the number of correct
answers. There will be no penalty for incorrect answers.
Total Marks: The total score for this paper will be 50 marks. Computer will be used to mark the Economics
Paper 1.
Paper 2: Essay (Theory)
Section A: Data Response
Marking Criteria: The data response section will be marked based on the accuracy of the answers and the ability
to interpret and analyse the data effectively. Marks will be awarded for:
Correct identification of key economic variables.
Accurate interpretation of data.
Application of relevant economic theories or concepts to explain the data.
Clarity and precision in responses.
Total Marks: This section will be marked out of 20 marks. Economics Paper 2 will be marked by markers
carefully selected by WAEC.
Section B: Essay
Marking Criteria: The essay questions will be marked based on the following criteria:
Knowledge and Understanding (30%): Demonstrating a clear understanding of economic concepts,
definitions, and theories.
Application (30%): Applying economic concepts to real-world scenarios or theoretical problems, with
relevant examples or case studies.
Analysis (20%): Providing logical and coherent analysis, explaining economic relationships, and
evaluating the impact of economic decisions or policies.
Structure and Presentation (20%): Organising the essay logically, with a clear introduction, body, and
conclusion. Proper use of economic terms and clarity in writing are also considered.
564
Total Marks: Each essay will be marked out of 20 marks. Candidates will be required to answer three questions,
for a total of 60 marks.
C. Weighting and Aggregation of Marks
Paper 1: The objective paper (50 marks) will contribute 40% to the final score.
Paper 2: The essay paper (80 marks) will contribute 60% to the final score.
Final Score: The final score for the Economics exam is calculated by aggregating the weighted scores from Paper 1 and Paper 2.
565
4. STRUCTURE OF DETAILED SYLLABUS
STRAND 1: CONSUMERS’ RATIONAL DECISION MAKING.
YEAR SUB- LEARNING CONTENT LEARNING Method of
LEVELS OF
STRAND OUTCOMES STANDARDS(CS) INDICATORS(LI) Assessment
ASSESSMENT(AS)
(LO)
1 1.1.1 1.1.1.LO.1 1.1.1.CS. 1 1.1.1.LI.1 1.1.1.AS.1 MCQ
Introduction to Use relevant Demonstrate Use learners’ Level 3: Strategic
the subject information knowledge and everyday life reasoning
Economics. gathered from understanding of experiences in
learners’ home, fundamental concepts defining Economics
school and tools used in and stimulate their
and community Economics. interests.
through observation 1.1.1.AS.2
to carefully define 1.1.1.LI.2 Level 2: Skills of
Economics and Identify various conceptual MCQ
stimulate interest in career prospects in understanding
the subject. Economics.
1.1.1.LI.3 1.1.1.AS.3
Describe the Level 2: Skills of
1.1.1.LO.2 various tools used conceptual MCQ
Use relevant in Economic understanding
information from analysis.
learners’
environment to 1.1.1.LI.4 1.1.1.AS.4
MCQ
relate fundamental Relate the Level 3: Strategic
Economic concepts fundamental reasoning
and tools to concepts of
everyday life. Economics to
everyday life and
societal challenges.
566
YEAR SUB- LEARNING CONTENT LEARNING LEVELS OF
2 STRAND OUTCOMES(LO) STANDARDS(CS) INDICATORS(LI) ASSESSMENT(AS)
2.1.1 2.1.1.LO.1 2.1.1.CS.1 2.1.1. LI.1 2.1.1.AS.1
Written
Introduction Use the Apply knowledge Apply words Level 4: Extended critical Exam
to the appropriate and understanding (economese) in thinking and reasoning
Subject economic tools to of the tools used in explaining peculiar
Economics. explain everyday Economics. economic issues.
economic issues.
2.1.1. LI. 2 2.1.1.AS.2
Apply infographics in Level 4: Extended critical Written
explaining peculiar thinking and reasoning Exam
economic issues.
2.1.1. LI. 3 2.1.1.AS.3 Written
Apply algebra in Level 4: Extended critical Exam
explaining peculiar thinking and reasoning
economic issues.
567
YEAR SUB- LEARNING CONTENT LEARNING LEVELS OF Method of
STRAND OUTCOMES(LO) STANDARDS(CS) INDICATORS(LI) ASSESSMENT(AS) Assessment
1 1.1.2 1.1.2.LO.1 1.1.2.CS. 1 1.1.2.LI.1 1.1.2.AS.1 MCQ
Demand Use concepts of Demonstrate Relate the concepts of Level 3: Strategic
for goods demand to solve knowledge and demand to everyday reasoning
and everyday life and understanding of life and societal
services. societal challenges. concepts of challenges.
demand.
1.1.2.LI.2
1.1.2.AS.2
Describe the demand
Level 2: Skills of MCQ
for goods and
conceptual
services.
understanding
1.1.2.LI.3 Both MCQ
1.1.2.AS.3
State the law of & Written
Level 1: Recall
demand and they Exam
Level 2: Skills of
types of demand.
conceptual
understanding
Level 3: Strategic
reasoning
568
YEAR SUB- LEARNING CONTENT LEARNING LEVELS OF Method of
STRAND OUTCOMES(LO) STANDARDS(CS) INDICATORS(LI) ASSESSMENT(AS) Assessment
2 2.1.2 2.1.2.LO.1 2.1.2.CS.1 2.1.2. LI.1 2.1.2.AS.1
Demand Use the Apply knowledge Determine the factors Level 4: Extended
Written
for goods appropriate factors of the concept of that affect demand for critical thinking and
Exam
and of demand to demand to a commodity. reasoning
services. explain the distinguish between
differences change in quantity
between change in demanded and
quantity demanded change in demand.
and change in
demand.
2.1.2. LI. 2
2.1.2.AS.2
Differentiate between
change in quantity Level 4: Extended Written
demanded and change critical thinking and Exam
in demand. reasoning
569
Method of
LEVELS OF Assessment
YEAR SUB- LEARNING CONTENT LEARNING ASSESSMENT(AS)
STRAND OUTCOMES(LO) STANDARDS(CS) INDICATORS(LI)
3 3.1.2 3.1.2.LO.1 3.1.2.CS.1 3.1.2. LI.1 3.1.2.AS.1
Both MCQ
Demand Interpret elasticity Demonstrate Calculate elasticity Level 3: Strategic & Written
for goods of demand. knowledge and of demand for goods reasoning Exam
and understanding of and services. Level 4: Extended
services. elasticity of critical thinking and
demand for goods reasoning
and services.
3.1.2. LI. 2 3.1.2.AS.2
Evaluate factors Level 3: Strategic
affecting elasticity of reasoning Both MCQ
demand. & Written
Exam
570
Method of
LEVELS OF Assessment
SUB- LEARNING CONTENT LEARNING ASSESSMENT(AS)
YEAR STRAND OUTCOMES(LO) STANDARDS(CS) INDICATORS(LI)
1 1.1.3 1.1.3.LO.1 1.1.3.CS. 1 1.1.3.LI.1 1.1.3.AS.1 MCQ
Consumer Use relevant Employ knowledge Apply utility Level 4: Extended critical
behaviour information of the concepts of concepts to thinking and reasoning
gathered from utility in everyday everyday life.
home, school and life as a rational
community through consumer.
observation to 1.1.3.LI. 2 1.1.3.AS.2
carefully explain Apply the law of Level 3: Strategic MCQ
the concept of diminishing reasoning
utility and the law marginal utility to
of diminishing everyday life.
marginal utility.
571
YEAR SUB- LEARNING CONTENT LEARNING LEVELS OF Method of
STRAND OUTCOMES(LO) STANDARDS(CS) INDICATORS(LI) ASSESSMENT(AS) Assessment
2 2.1.3 2.1.3.LO.1 2.1.3.CS.1 2.1.3. LI.1 2.1.3.AS.1
Consumer Exhibit rational Apply knowledge Use the concept of Level 3: Strategic Written
behaviour behaviour in in utility concepts utility to determine the reasoning Exam
determining the as a rational equilibrium of a
equilibrium in consumer. consumer.
consumption of
goods and services
through practical 2.1.3. LI. 2 2.1.3.AS.2
experiences. Sketch the utility Level 4: Extended Written
curves(Total, Marginal critical thinking and Exam
and Average) reasoning
3 3.1.3 3.1.3.LO.1 3.1.3.CS.1 3.1.3. LI.1 3.1.3.AS.1 Both MCQ &
Written
Consumer Use information Demonstrate Explain substitution and Level 3: Strategic Exam
behaviour from the knowledge and income effects in utility. reasoning
environment to understanding of
explain income and substitution and
substitution effects. income effects.
3.1.3. LI. 2 3.1.3.AS.2
Graphically represent Level 4: Extended Written
Exam
the substitution and critical thinking and
income effects. reasoning
572
STRAND 2: FIRM’S INNOVATIVE DECISION-MAKING
YEAR SUB- LEARNING CONTENT LEARNING LEVELS OF Method of
STRAND OUTCOMES(LO) STANDARDS(CS) INDICATORS(LI) ASSESSMENT(AS) Assessment
1 1.2.1 1.2.1.LO.1 1.2.1.CS. 1 1.2.1.LI.1 1.2.1.AS.1 MCQ
Production Evaluate the Demonstrate Explain the Level 3: Strategic
of goods relevance of the knowledge and meaning of factors reasoning
and factors of understanding of of production.
services. production. factors of
production. 1.2.1.LI. 2 1.2.1.AS.2
Identify the factors Level 2: Skills of MCQ
of production and conceptual understanding
their rewards.
1.2.1.LO.2 1.2.1.CS.2
Evaluate the Demonstrate 1.2.1.LI.1
relevance of the understanding of Relate the concepts 1.2.1.AS.1
concepts of the production of of production to Level 3: Strategic MCQ
production, goods. productivity. reasoning
location and
localisation of 1.2.1.LI.2
industries, division Investigate location
of labour and and localisation of 1.2.1.AS.1
specialisation in industries. Level 1: Recall MCQ
production.
1.2.1.LI.3
Justify division of 1.2.1.AS.3
Both MCQ &
labour and Level 3: Strategic
Written Exam
specialisation in reasoning
production.
573
Method of
LEVELS OF Assessment
YEAR SUB- LEARNING CONTENT LEARNING ASSESSMENT(AS)
STRAND OUTCOMES(LO) STANDARDS(CS) INDICATORS(LI)
2 2.2.1 2.2.1.LO.1 2.2.1.CS.1 2.2.1. LI.1 2.2.1.AS.1
Production Use information Apply knowledge Identify the time Level 3: Strategic
Both MCQ &
of goods gathered from the and understanding periods in reasoning
Written Exam
and environment to of production to production.
services. determine the time pricing of goods.
periods, TP, AP, 2.2.1.LI.2
MP, labour and Apply the concept 2.2.1.AS.2
capital-intensive of production to Level 4: Extended critical
methods and the calculate Total thinking and reasoning
cost of production. Product (TP),
Marginal Product
(MP and Average
Product (AP)
2.2.1.L1.3 2.2.1.AS.3
Differentiate Level 4: Extended critical
Written Exam
between labour- thinking and reasoning
intensive and
capital-intensive
methods of
production.
2.2.1.LI.4 2.2.1.AS.4
Apply the concept Level 4: Extended critical
of cost to calculate thinking and reasoning
Written Exam
average, total and
marginal costs.
574
2.2.1.LO.2 2.2.1.CS.2 2.2.1. LI. 1 2.2.1.AS.1 Written Exam
Establish the Demonstrate Determine Level 3: Strategic reasoning
relationships understanding Total, Level 4: Extended critical thinking and
among Total of revenue Average and reasoning
revenue concepts. Marginal
(TR), Revenues.
Average 2.2.1.AS.2
Level 4: Extended critical thinking and
Revenue 2.2.1. LI. 2 Written exam
reasoning
(AR) and Sketch Total,
Marginal Average and
Revenue Marginal
(MR). Revenue
curves.
Methods of
Assessment
YEAR SUB- LEARNING CONTENT LEARNING LEVELS OF
STRAND OUTCOMES(LO) STANDARDS(CS) INDICATORS(LI) ASSESSMENT(AS)
3 3.2.1 3.2.1.LO.1 3.2.1.CS.1 3.2.1. LI.1 3.2.1.AS.1 Written Exam
Production Describe Demonstrate Describe economies Level 3: Strategic
of goods economies of scale knowledge and of scale and reasoning
and and diseconomies understanding of diseconomies of
services. of scale. economies and scale.
diseconomies of
scale.
3.2.1. LI. 2 3.2.1.AS.2
Compare Level 4: Extended
economies of scale critical thinking and Written Exam
to diseconomies of reasoning
scale.
575
3.2.1.LO.2 3.2.1.CS.2 3.2.1. LI.1 3.2.1.AS.1
Compare Demonstrate Determine the Level 4: Extended Written Exam
economies of scale knowledge and equilibrium critical thinking and
to diseconomies of understanding of situation in a firm reasoning
scale. the equilibrium of and an industry
firms in an industry
and how prices are 3.2.1. LI. 2 3.2.1.AS.2
discriminated. Explain the Level 4: Extended Both MCQ &
objectives of the critical thinking and Written Exam
firms in an industry. reasoning
3.2.1. LI. 3 3.2.1.AS.3
Identify price Level 4: Extended
discrimination in critical thinking and Both MCQ &
the market. reasoning Written Exam
Method of
YEAR SUB- LEARNING CONTENT LEARNING LEVELS OF Assessment
STRAND OUTCOMES(LO) STANDARDS(CS) INDICATORS(LI) ASSESSMENT(AS)
1 1.2.2. 1.2.2.LO.1 1.2.2. CS.1 1.2.2.LI.1 1.2.2.AS.1 MCQ
Supply of Use relevant Demonstrate Describe supply and Level 2: Skills of
goods and information from understanding of identify types of conceptual
services. the environment to basic supply supply. understanding
explain the concepts.
Level 4: Extended
meaning, types of
critical thinking and
supply and the law
reasoning
of supply.
Both MCQ & Written
Exam
576
1.2.2.LI.2 1.2.2.AS.2
State the law of Level 3: Strategic
supply. reasoning
Level 4: Extended
critical thinking and
reasoning
2 2.2.2 2.2.2.LO.1 2.2.2.CS.1 2.2.2.LI.1 2.2.2.AS.1 Both MCQ & Written
Use the factors of Demonstrate Determine the Level 4: Extended Exam
Supply of supply to explain knowledge of factors that affect critical thinking and
goods and the difference supply of goods and supply of a reasoning
services. between change in services. commodity.
quantity supplied
and change in 2.2.2.LI.2 2.2.2.AS.2
Written Exam
supply. Differentiate Level 3: Strategic
between change in reasoning
quantity supplied
Level 4: Extended
and change in
critical thinking and
supply.
reasoning
577
Methods of
SUB- LEARNING CONTENT LEARNING LEVELS OF
YEAR Assessment
STRAND OUTCOMES(LO) STANDARDS(CS) INDICATORS(LI) ASSESSMENT(AS)
3 3.2.2 3.2.2. LO.1 3.2.2.CS.1 3.2.2.LI.1 3.2.2.AS.1 Written Exam
Supply of Explain elasticity Demonstrate Calculate elasticity Level 2: Skills of
goods and and its importance. knowledge of of supply. conceptual
services elasticity of supply. understanding
Level 3: Strategic
reasoning
Level 4: Extended
critical thinking and
reasoning
Both MCQ & Written
Exam
3.2.2.LI.2 3.2.2.AS.2
Explain the Level 3: Strategic
importance of reasoning
elasticity of supply.
578
Methods of
YEAR SUB- LEARNING CONTENT LEARNING LEVELS OF Assessment
STRAND OUTCOMES(LO) STANDARDS(CS) INDICATORS(LI) ASSESSMENT(AS)
1 1.2.3 1.2.3. LO.1 1.2.3.CS.1 1.2.3.LI.1 1.2.3.AS.1
Market Use relevant Develop the needed Explain the concept Level 3: Strategic MCQ
analysis. information from skills in market of market. reasoning
the environment to analysis.
examine the
concept of market
and its types.
1.2.3.LI.2 1.2.3.AS.2
Identify the types of Level 4: Extended MCQ
markets. critical thinking and
reasoning
2 2.2.3 2.2.3.LO.1 2.2.3.CS.1 2.2.3. LI.1 2.2.3.AS.1
Market Analyse the various Demonstrate Explain market Level 2: Skills of Both MCQ & Written
Analysis. markets and understanding of structures and the conceptual Exam
determine the types market structures. types of market understanding
of profits. structures.
Level 3: Strategic
reasoning
2.2.3.AS.2 Both MCQ & Written
2.2.3. LI. 2 Level 4: Extended Exam
Determine the types critical thinking and
of profits reasoning
(supernormal,
normal and
subnormal)
579
YEAR SUB- LEARNING CONTENT LEARNING LEVELS OF Methods of
STRAND OUTCOMES(LO) STANDARDS(CS) INDICATORS(LI) ASSESSMENT(AS) Assessment
3 3.2.3 3.2.3.LO.1 3.2.3.CS.1 3.2.3. LI.1 3.2.3.AS.1 Both MCQ & Written
Market Explain the Demonstrate Identify the Level 2: Skills of Exam
Analysis. methods, agencies, understanding in methods, agencies conceptual
problems and distribution in the and channels of understanding
solutions of market system. distribution. Level 3: Strategic
distribution. reasoning
3.2.3.LI.2 3.2.3.AS.2 Both MCQ & Written
Examine the Level 4: Extended Exam
problems and critical thinking and
solutions of reasoning
distribution.
580
STRAND 3: PRICE ANALYSIS AND PREDICTIONS IN THE MODERN ECONOMY
YEAR SUB- LEARNING CONTENT LEARNING LEVELS OF Methods of
STRAND OUTCOMES(LO) STANDARDS(CS) INDICATORS(LI) ASSESSMENT(AS) Assessment
1 1.3.1 1.3.1.LO.1 1.3.1.CS. 1 1.3.1.LI.1 1.3.1.AS.1 MCQ
Price and Use relevant Demonstrate Describe price in the Level 3: Strategic
equilibrium information from knowledge and economy. reasoning
analysis. the environment to understanding of the
discuss pricing. prices of goods and
services in the 1.3.1.LI. 2 1.3.1.AS.2
economy. Discuss the factors Level 2: Skills of MCQ
that affect pricing in conceptual
the economy. understanding
Level 3: Strategic
reasoning
2 2.3.1 2.3.1.LO.1 2.3.1.CS. 1 2.3.1.LI.1 2.3.1.AS.1 Both MCQ &
Price and Use the concepts of Apply quantitative Explain equilibrium Level 3: Strategic Written Exam
equilibrium demand and supply skills in determining situation in the reasoning
analysis. to determine the equilibrium. market. Level 4: Extended
equilibrium in the critical thinking and
market. reasoning
2.3.1.LI. 2
Determine the 2.3.1.AS.2
equilibrium output Level 4: Extended Written Exam
and price in the critical thinking and
market. reasoning
581
Methods of
LEVELS OF Assessment
YEAR SUB- LEARNING CONTENT LEARNING ASSESSMENT(AS)
STRAND OUTCOMES(LO) STANDARDS(CS) INDICATORS(LI)
3 3.3.1 3.3.1.LO.1 3.3.1.CS. 1 3.3.1.LI.1 3.3.1.AS.1 Both MCQ &
Price and Distinguish Demonstrate Explain minimum Level 4: Extended Written Exam
equilibrium between minimum understanding in (price floor) and critical thinking and
analysis. (price floor) and price control. maximum (price reasoning
maximum (price ceiling) price
ceiling) price controls.
controls.
3.3.1.LI. 2 3.3.1.AS.2 Written Exam
Examine the Level 3: Strategic
problems and effects reasoning
of minimum (price
floor) and maximum
(price ceiling) price
controls.
582
STRAND 4: GOVERNMENT ECONOMIC POLICY AND TRADE
Methods of
Assessment
YEAR SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES(LO) STANDARDS(CS INDICATORS(LI) ASSESSMENT(AS)
)
1 1.4.1 1.4.1.LO.1 1.4.1.CS.1 1.4.1.LI 1 1.4.1.AS.1 MCQ
Macroeconomic Examine the Demonstrate Determine the types Level 3: Strategic
variables meaning and type knowledge and of ownership and reasoning
(G.D.P, of ownership and understanding of control of resources Level 4: Extended
Inflation, control of resources ownership and in the local and critical thinking and
Unemployment and fundamental control of global economy. reasoning
and Exchange macroeconomic resources and
rate). variables in the fundamental
local and global macroeconomic
economy. variables.
1.4.1.LI.2 1.4.1.AS.2 Both MCQ &
Explain the Level 2: Skills of Written Exam
meaning of the conceptual
fundamental understanding
macroeconomic Level 3: Strategic
variables. reasoning
Level 4: Extended
critical thinking and
reasoning
583
YEAR SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF Methods of
OUTCOMES(LO) STANDARDS(CS) INDICATORS(LI) ASSESSMENT(AS) Assessment
2 2.4.1 2.4.1.LO.1 2.4.1.CS.1 2.4.1. LI.1 2.4.1.AS.1 Both MCQ &
Macroeconomic Determine the Demonstrate Identify the effects Level 4: Extended Written Exam
variables (GDP, effects of changes knowledge of the of changes in critical thinking and
Inflation, in the fundamental fundamental fundamental reasoning
Unemployment, macroeconomic macroeconomic macroeconomic
Exchange rate). variables on the variables. variables on the
economy and their economy.
control policies.
2.4.1. LI. 2 2.4.1.AS.2
Suggest control Level 4: Extended Both MCQ &
policies to mitigate critical thinking and Written Exam
the effect of the reasoning
changes of the
fundamental
macroeconomic
variables.
2.4.1.LO.2 2.4.1.CS.2 2.4.1 LI. 1 2.4.1.AS.1 Written Exam
Use the existing Demonstrate Calculate National Level 4: Extended
relevant understanding of Income by using critical thinking and
approaches the measurements, any of the three reasoning
(expenditure, uses and approaches.
product and income importance of
approach) to National Income.
analyse the
National Income. 2.4.1.LI.2 2.4.1.AS.2
Explain the uses Level 3: Strategic Both MCQ &
and importance of reasoning Written Exam
National Income
(e.g. standard of
living)
584
Methods of
LEVELS OF Assessment
YEAR SUB-STRAND LEARNING CONTENT LEARNING ASSESSMENT(AS)
OUTCOMES(LO) STANDARDS(CS) INDICATORS(LI)
3 3.4.1 3.4.1.LO.1 3.4.1.CS.1 3.4.1. LI.1 3.4.1.AS.1 Written Exam
Macroeconomic Distinguish the Demonstrate Analyse the Level 3: Strategic
variables (GDP, linkages and knowledge and connection reasoning
Inflation, connections understanding of (Linkage) between
Unemployment, between the the inter the fundamental
Exchange rate). fundamental relationship macroeconomic
macroeconomic between the variables.
variables. fundamental
macroeconomic
variables.
3.4.1. LI. 2 3.4.1.AS.1
Investigate Level 3: Strategic Written Exam
relationship among reasoning
macroeconomic
variables.
3.4.1.LO.2 3.4.1.CS.2 3.4.1. LI.1 3.4.1.AS.1
Employ relevant Demonstrate Describe Level 2: Skills of Both MCQ &
approaches to knowledge and aggregate conceptual Written Exam
analyse aggregate understanding in expenditure understanding
expenditure and aggregate
multiplier. expenditure and the
multiplier.
3.4.1. LI. 2 3.4.1.AS.2
Calculate the Level 4: Extended
multiplier. critical thinking and
reasoning
585
YEAR SUB- LEARNING CONTENT Methods of
LEARNING LEVELS OF
STRAND OUTCOMES(LO) STANDARDS Assessment
INDICATORS(LI) ASSESSMENT(AS)
(CS)
1 1.4.2. 1.4.2.LO.1 1.4.2.CS. 1 1.4.2.LI.1 1.4.2..AS.1 MCQ
Concept of Use relevant Demonstrate Explain the concept Level 3: Strategic
money, information from the knowledge and of money in an reasoning
financial environment to understanding economy. Level 4: Extended
institutions discuss the concept of the concept critical thinking and
and Public of money and of money and reasoning
Finance. financial institutions financial 1.4.2.LI.2
in an economy. institutions in Describe the types of 1.4.2.AS.1 MCQ
an economy. financial institutions. Level 4: Extended
critical thinking and
reasoning
2 2.4.2 2.4.2.LO.1 2.4.2CS.1 2.4.2. LI.1 2.4.2.AS.1 Both MCQ &
Concept of Employ relevant Demonstrate Describe the reasons Level 3: Strategic Written Exam
money, information in the knowledge and for holding money. reasoning
Financial environment to understanding
Institutions examine the reasons of the concept 2.4.2.LI.2
and Public for holding money, of money and Describe the role of 2.4.2.AS.2 Both MCQ &
Finance. role of financial financial financial institutions Level 4: Extended Written Exam
institutions and institutions in in an economy. critical thinking and
taxation in an an economy. reasoning
economy. 2.4.2.LI.3
Identify the 2.4.2.AS.3
principles, types and Level 3: Strategic
classification of reasoning Both MCQ &
taxation. Level 4: Extended Written Exam
critical thinking and
reasoning
Written Exam
586
2.4.2.LI.4 2.4.2.AS.4
Examine the Level 4: Extended
advantages and critical thinking and
disadvantages of reasoning
taxation.
587
YEAR SUB- LEARNING CONTENT LEARNING LEVELS OF Methods of
STRAND OUTCOMES(LO) STANDARDS(CS) INDICATORS(LI) ASSESSMENT(AS) Assessment
3 3.4.2 3.4.2.LO.1 3.4.2.CS.1 3.4.2. LI.1 3.4.2.AS.1 Both MCQ &
Concept of Employ relevant Analyse national Describe the types Level 2: Skills of Written Exam
money, information in the budget and national of government conceptual
Financial country to examine debt. expenditure and understanding
Institutions the national budget sources of revenue.
and Public and debt.
Finance.
3.4.2. LI. 2 3.4.2.AS.2 Both MCQ &
Analyse the Level 4: Extended Written Exam
national debt and critical thinking and
make meaning out reasoning
of it.
3.4.2. LI.3 3.4.2.AS.3
Calculate the Level 4: Extended Written Exam
incidence of critical thinking and
taxation for the reasoning
producer and the
consumer.
588
Methods of
LEVELS OF Assessment
YEAR SUB-STRAND LEARNING CONTENT LEARNING ASSESSMENT(AS)
OUTCOMES(LO) STANDARDS(CS) INDICATORS(LI)
1 1.4.3 1.4.3.LO.1 1.4.3.CS.1 1.4.3. LI.1 1.4.3.AS.1
Level 3: Strategic Both MCQ &
Agriculture, Employ relevant Demonstrate Describe the reasoning Written Exam
industrialisation information in the understanding of importance of
and Trade environment to the role of agriculture to the
examine the agriculture and Ghanaian economy.
agricultural industry.
activities and their
importance.
1.4.3. LI.2
Describe the 1.4.3.AS.2
importance of Level 4: Extended Both MCQ &
industry to the critical thinking and Written Exam
Ghanaian economy. reasoning
1.4.3. LI.1 1.4.3.AS.1
1.4.3.LO.2 1.4.3.CS. 2 Identify features of Level 3: Strategic
reasoning
Demonstrate domestic trade.
Use relevant Both MCQ &
information in the knowledge in the Written Exam
environment to domestic trade.
discuss domestic 1.4.3. LI.2
trade. 1.4.3.AS.2
Cite examples of
Level 2: Skills of
domestic trade. Both MCQ &
conceptual
Written Exam
understanding
589
Methods of
LEVELS OF Assessment
YEAR SUB-STRAND LEARNING CONTENT LEARNING ASSESSMENT(AS)
OUTCOMES(LO) STANDARDS(CS) INDICATORS(LI)
2 2.4.3 2.4.3.LO.1 2.4.3.CS.1 2.4.3. LI.1 2.4.3.AS.1 Both MCQ &
Level 3: Strategic Written Exam
Agriculture, Use relevant Demonstrate Identify the
reasoning
Industrialisation information in the understanding of challenges and
and Trade. environment to the challenges of solutions to
examine the the agricultural,d agricultural sector.
challenges in the industrial and
agricultural, service sectors.
industrial and 2.4.3. LI.2 2.4.3.AS.2 Both MCQ &
service sectors.
Identify the Level 4: Extended Written Exam
challenges and critical thinking and
solutions to the reasoning
industriale sector.
2.4.3. LI.3
2.4.3.AS.3
Identify the Level 3: Strategic Both MCQ &
meaning, reasoning Written Exam
importance, Level 4: Extended
challenges and critical thinking and
solutions to the reasoning
service sector of
Ghana.
2.4.3.LO.2 2.4.3.CS.2
Demonstrate 2.4.3. LI.1
Analyse domestic Both MCQ &
and international knowledge and Explain the concept 2.4.3.AS.1
Written Exam
understanding of of international Level 3: Strategic
trade.
International Trade. trade. reasoning
590
3.4.3.LO.1
3.4.3.CS.1
Use relevant 2.4.3. LI.2 Written Exam
2.4.3.AS.2
information in the Demonstrate
Compare domestic Level 4: Extended
environment to knowledge and
trade to critical thinking and
examine the understanding in
international trade reasoning
connection linkages between
between agriculture agriculture and Written Exam
and industry. industry. 3.4.3. LI.1
3.4.3.AS.1
Analyse the link Level 3: Strategic
between agriculture reasoning
and industry.
3.4.3. LI.2 3.4.3.AS.2 Written Exam
3.4.3.LO.2 3.4.3.CS.2
3 Level 3: Strategic
3.4.3 Compare and Demonstrate Identify the reasoning
contrast free and knowledge and challenges and
Agriculture, external trade and understanding in solutions of
Industrialisation analyse the free and external industrialisation.
and Trade exchange rate trade and exchange
rate.
Both MCQ &
3.4.3. LI.1 3.4.3.AS.1
Written Exam
Level 3: Strategic
Describe free and reasoning
external trade.
3.4.3. LI.2 Written Exam
3.4.3.AS.2
Calculate exchange Level 3: Strategic
rate for major reasoning
trading currencies
591
SAMPLE QUESTIONS
ECONOMICS
PAPER 1
DoK
Level
Learning Indicator Item**
1 Which one of the following is an economic career prospect that 1
involves working on strategies and public issues?
1.1.1. LI.2 Identify various career A. Entrepreneur
prospects in Economics. B. Innovation Economist
C. Resource Economist
D. Social Policy Analyst
2 1.1.1. LI.3 Describe the various tools Which one of the following is a tool used by Economists to 1
used in Economic analysis. study the concept of supply?
A. Pie Chart
B. Bar Graph
C. Line Graph
D. Scatter Graph
3 1.1.1. LI.4 Which of the following economic systems are controlled by the 1
state?
Relate the fundamental concepts of A. Capitalist
Economics to everyday life and B. Mixed Economy
societal challenges C. Socialist
D. Barter
4 3.1.3. LI.3 When the price of a normal good decreases, how do the 2
substitution and income effects typically impact a consumer's
purchasing behavior?
Explain substitution and income A. Both the substitution effect and income effect cause the
effects in utility. consumer to buy less of the goods.
B. The substitution effect causes the consumer to buy less
of the goods, while the income effect leads to buying
more of it.
C. The substitution effect causes the consumer to buy more
592
of the goods, and the income effect also leads to buying
more of it.
D. The substitution effect causes the consumer to buy more
of the goods, while the income effect leads to buying
less of it.
5 2.2.2. LI.1 Which of the following is most likely to cause an increase in 2
the supply of a commodity?
Determine the factors that affect
supply of a commodity. A. A decrease in the cost of production for the commodity
B. A reduction in consumer income
C. A rise in the prices of substitute goods
D. A decrease in the market demand for the commodity
6 2.2.2. LI.1 A company that produces solar panels is evaluating its supply 3
decisions after new government regulations impose stricter
Determine the factors that affect
environmental standards on production processes. Which of the
supply of a commodity.
following scenarios best describes how the company's supply of
solar panels might be affected by these regulations?
A. The supply of solar panels may decrease due to higher
production costs associated with complying with stricter
environmental regulations.
B. The supply of solar panels will increase because stricter
regulations will attract more competitors to the market.
C. The supply of solar panels will increase because the
company can pass the higher costs onto consumers through
higher prices.
D. The supply of solar panels will remain unchanged, as
the regulations do not impact production directly.
7 2.2.3. LI. 2 A firm operates in a perfectly competitive market. At its current 3
level of output, the firm's average total cost is GH¢10.00 and its
Determine the types of profits
price per unit is GH¢12.00 What type of profit is the firm
(supernormal, normal, and subnormal)
earning, and how is this determined?
A. Normal profit because the firm's total revenue equals its
total cost.
B. Subnormal profit because the firm's average total cost is
593
greater than the price per unit.
C. Supernormal profit because the price per unit is greater
than the average total cost.
D. Supernormal profit because the firm's marginal cost
equals its average total cost.
8 3.1.2. LI.1 If the price of a product increases from GH¢10.00 to GH¢12.00 3
and as a result, the quantity demanded decreases from 100 units
to 80 units, what is the price elasticity of demand for this
Calculate elasticity of demand for product using the midpoint formula?
goods and services. A. 0.50
B. 0.75
C. -1.25
D. -2.00
9 Which of the following factors is most likely to increase the 2
price elasticity of demand for a product?
3.1.2. LI. 2 A. The product has very few close substitutes available.
Evaluate factors affecting elasticity of B. The product is a necessity with no alternatives.
demand. C. The product is a complement.
D. The product represents a sizeable portion of a
consumer's budget.
10 2.1.3. LI.1 How can a consumer achieve equilibrium using the concept of 3
utility when deciding how to allocate their budget between two
goods, X and Y?
Use the concept of utility to determine A. By allocating their budget so that the price of good X is
the equilibrium of a consumer. equal to the price of good Y.
B. By dividing their budget equally between good X and
good Y
C. By purchasing goods in such a way that the marginal
utility per cedi spent on good X equals the marginal
utility per cedis spent on good Y.
D. By purchasing only the good that provides the highest
total utility
594
ECONOMICS
PAPER 2
Section A :Data Response Questions (Answer Any One Question)
The table below shows the demand for a particular product at different price levels in a given market:
Price (in ¢) Quantity Demanded (in units)
10 50
20 40
30 30
40 20
50 10
1. (a) Identify the relationship between price and quantity demanded from the table. 1.1.2. LI.3 Level 1
(b) Calculate the price elasticity of demand between the price points of ¢20 and ¢30.
Is demand elastic or inelastic in this range?
(Use the formula: Price Elasticity of Demand = % Change in Quantity Demanded / % Change in Price) 3.1.2. LI.1 Level 2
(c ) Discuss how a change in consumer income might impact the demand for this product. Include in your
discussion whether the product is likely a normal good or an inferior good, and how income elasticity
might play a role in this situation. Level
595
The table below shows the production output and total costs for a small manufacturing firm that produces gadgets:
Quantity Produced (units) Total Cost (in ¢) Average Cost per Unit (in $)
100 1,200 12
200 2,000 10
300 2,700 9
400 3,600 9
500 4,500 9
2. (a) Identify the trend in average cost per unit as the quantity produced increases. 2.2.1. LI.3 Level 1
(b) Calculate the marginal cost of producing the 300th unit and explain what this
figure represents in terms of production.
(Use the formula: Marginal Cost = Change in Total Cost / Change in Quantity Produced) 2.2.1. LI.3 Level 2
(c ) Discuss how economies of scale might be affecting the firm’s production costs.
What could the firm do to further lower its average costs as production increases,
and what challenges might it face in achieving this? 3.2.1. LI.1 Level 3
Section B: Six Questions (Answer any three questions)
1. Explain how a consumer reaches equilibrium by maximizing utility under a budget constraint.
Use an example involving two goods to illustrate your answer. 2.1.3. LI.1 Level 3
2. Discuss the factors that influence the price elasticity of supply (PES) and analyse how these
factors affect the responsiveness of quantity supplied to changes in price.
Use real-world examples to illustrate your points. 3.2.2. LI.1 Level 2
596
3. (a) Explain the reasons why governments implement price floors and price ceilings.
(b) Provide examples of price floors and price ceilings and discuss their potential impact on markets.
(c ) Provide examples of price floors and price ceilings and discuss their potential impact on markets.
3.3.1. LI.1 Level 2
4. (a) Define aggregate expenditure.
(b) Identify and define the key components of aggregate expenditure.
(c ) Explain the role of each component in the calculation of aggregate expenditure. 3.4.1. LI.1 Level 1
5. Identify and describe the main reasons why individuals and businesses hold money 2.4.2. LI.1 Level 1
6. (a) Identify and explain two key challenges associated with industrialization in Ghana.
(b) Propose and explain possible solutions to address the challenges identified.
(c ) Discuss the potential impact of these solutions on society and the economy of Ghana. 3.4.3. AS.2 Level 2
597
ENGINEERING
1. INTRODUCTION
The document provides a comprehensive summative assessment guide in the subject area of Engineering. It sets out the philosophy, goals,
scheme, and structure of the examination for Engineering. It is a design of how to assess learners’ knowledge, skills, and competence
throughout the three years of studying Engineering using the depth of knowledge (DoK) levels. Thematic areas for the assessment include
Engineering in Society, Health and Safety in Engineering Practice, Circuit and Machines, Renewable Energy Systems, Energy Efficiency
and Conservation, Engineering Design, Rapid Prototyping, Automation Technologies, and Embedded Systems. The Curriculum, Teacher
Manual, and Learner Materials were the main documents used in the preparation of the detailed syllabus.
2. PURPOSE
The purpose of this document is to give a brief summary of the Engineering curriculum to the STEM Secondary Education Examination
body (WAEC). The Engineering curriculum has four strands with 10 sub-strands for three years. This document highlights the learning
outcomes and content standards for each of the sub-strands along with their learning indicators and various levels of assessment.
This document also contains the scheme of examination which outlines the structure of the assessments to be taken at the end of the third
year of study. This includes details of the number of marks available in each paper, the duration of the papers and the strands from which the
questions are chosen.
3. PHILOSOPHY
The next generation of creators and technology developers can be empowered through observation, curiosity, exposure to related
engineering concepts, and opportunities that leverage practical activities in a learner-centred environment, leading to global and local
(“glocal”) relevance.
4. VISION
A skilled learner armed with 21st century skills and competencies in critical thinking, designing, and development of engineering-based
solutions for increasingly complex societal problems.
5. GOALS
The syllabus is designed to:
i. assess candidates' proficiency in problem-solving within engineering contexts.
ii. evaluate candidates' comprehension of fundamental engineering principles.
iii. assess candidates' capability to solve problems by applying engineering design principles.
598
iv. evaluate candidates' adherence to professional practice, ethical standards, and environmental considerations in engineering design and
problem-solving.
6. SCHEME AND STRUCTURE OF THE EXAMINATION
There shall be three papers: Paper 1, 2 and 3 all of which must be taken. Papers 1 and 2 will be a composite paper taken at one sitting.
Paper 1 (Objective): This will consist of forty (40) multiple choice questions for forty (40) marks to be answered in 50 minutes. The
questions will be taken from all sub-strands.
Paper 2 (Essay): This will consist of two sections (Section A and Section B) for sixty (60) marks to be answered in 1 hour 30 minutes.
Section A will comprise one (1) compulsory essay question for 20 marks. This compulsory question will be from the following sub-strands:
Engineering in Society;
Health and Safety in Engineering Practice and;
Ethics and Professional Practice.
Section B will comprise five (5) essay questions. Candidates will be expected to answer four (4) questions for 10 marks each. These
questions will be from the following strands/sub-strands:
Circuits;
Machines;
Renewable Energy System/Energy Efficiency and Conservation;
Systems Design and Prototyping;
Automation and Embedded Systems.
Paper 3: This will be a practical paper for 100 marks. Candidates will be given a real-world problem to provide engineering solutions within
4 hours using the components/materials supplied. The task will be carried out under the supervision of itinerant examiners, who will evaluate
the processes and solutions provided by the candidates through; observation and interactions with them during the examination, an
assessment of the way in which they have recorded their processes and an assessment of the quality of their final piece. Candidates will be
required to make a test piece for a design situation and a brief will be provided.
A design situation and brief will be prepared and sent to the participating schools, two weeks before the day of the practical examination.
Candidates shall be required to prepare a design folio based on the design situation and brief provided.
The practical activities would require the use of the following;
Common hand tools;
Portable power tools;
599
Electrical and Electronic components;
Arduino kit;
Circuit Simulation Software; and
CAD tools.
600
7. DETAILED SYLLABUS
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
1.0 ENGINEERING PRACTICE
1.1 Engineering in 1.1.1.LO.1 1.1.1.CS.1 1.1.1.LI.1 1.1.1.1.AS.1
Society Identify engineering Demonstrate an Classify the various Level 1: Recall
footprints in learners’ understanding of the engineering occupational Level 2: Skills of conceptual
communities place of engineering in disciplines. understanding
Level 3: Strategic reasoning
societal development
1.1.1.LO.2 1.1.1.LI.2 1.1.1.AS.2
Explain the role of Outline the contributions of Level 2: Skills of conceptual
professionals in the each engineering discipline understanding
engineering disciplines. in solving societal problems. Level 3: Strategic reasoning
1.1.1.LI.3 1.1.1.AS.3
Establishing the Level 3: Strategic reasoning
interdependencies across the
engineering disciplines.
1.1.1.LI.4 1.1.1.AS.4
Outline the common skill Level 1: Recall
set required by the Level 3: Strategic reasoning
respective engineering
disciplines.
1.1.1.LI.5 1.1.1.AS.5
Explain the unique Level 1: Recall
knowledge requirement of Level 2: Skills of conceptual
the disciplines – careers. understanding
2.1.1.LO.1 2.1.1.CS.1 2.1.1.LI.1 Level 2: Skills of conceptual
Use systematic Demonstrate Explain systematic understanding
601
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
investigation to identify understanding of investigation and its
and provide solutions to systematic investigation relevance in engineering
problems. and model construction professional practice
2.1.1.LI.2 2.1.1.AS.2
Explain the processes for Level 3: Strategic reasoning
systematic investigation.
3.1.1.LO.1 3.1.1.CS.1 3.1.1.LI.1 3.1.1.AS.1
Demonstrate an Engineering in Society Define the sustainable Level 1: Recall
understanding of the role development goals Level 2: Skills of conceptual
of engineering in the understanding
Level 3: Strategic reasoning
attainment of sustainable
development goals.
3.1.1.LO.2 3.1.1.LI.2 3.1.1.AS.2
Propose solutions to Explain the role of the Level 2: Skills of conceptual
engineering-related SDGs in societal understanding
SDGs. development.
3.1.1.LI.3 3.1.1.AS.3
Describing engineering Level 1: Recall
solutions for attaining Level 2: Skills of conceptual
specific SDGs understanding
Level 3: Strategic reasoning
3.1.1.LI.4 3.1.1.AS.4
Designing and developing Level 4: Extended critical
innovative solutions towards thinking and reasoning
the attainment of SDGs.
602
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
1.2 Health and 1.1.2.LO.1 1.1.2.CS.1 1.1.2.LI.1 1.1.2.AS.1
Safety in Examine the causes, Demonstrate an Identify accidents that occur Level 1: Recall
Engineering effects, and prevention of understanding of health in engineering practice. Level 2: Skills of conceptual
Practice accidents in engineering and safety risks in understanding
practice. engineering practice
1.1.2.LO.2 1.1.2.LI.2 1.1.2.AS.2
Handle and operate Identify the causes of Level 1: Recall
workshop machinery and accidents in engineering Level 2: Skills of conceptual
tools based on safety practice and explain their understanding
standards. effects.
1.1.2.LI.3 1.1.2.AS.3
Explain the health and Level 2: Skills of conceptual
safety protocols associated understanding
with basic workshop
tools/machinery.
1.1.2.LI.4 1.1.2.AS.4
Demonstrate the use of both Level 2: Skills of conceptual
hand and power tools understanding
according to proper health
and safety protocols.
2.1.2.LO.1 2.1.2.CS.1 2.1.2.LI.1 2.1.2.AS.1
Explain risk assessment Demonstrate Describe risk assessment Level 2: Skills of conceptual
understanding of risk and outline its relevance. understanding
assessment Level 3: Strategic reasoning
2.1.2.LO.2 2.1.2.LI.2 2.1.2.AS.2
Perform risk assessment Explain the types of risk Level 1: Recall
assessment Level 2: Skills of conceptual
understanding
Level 3: Strategic reasoning
603
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
2.1.2.LI.3 2.1.2.AS.3
Explain the procedure for Level 2: Skills of conceptual
risk assessment understanding
Level 3: Strategic reasoning
2.1.2.LI.4 2.1.2.AS.4
Explain control measures Level 1: Recall
for various hazards. Level 3: Strategic reasoning
2.1.2.LI.5 2.1.2.AS.5
Apply the risk assessment Level 1: Recall
matrix to a given risk Level 2: Skills of conceptual
scenario. understanding
Level 3: Strategic reasoning
2.1.2.LI.6 2.1.2.LI.6
Perform risk assessment L3: Strategic reasoning
through the use of case
studies
3.1.2.LO.1 3.1.2.CS.1 3.1.2.LI.1 3.1.2.AS.1
Implement good Demonstrate Explain the need for good Level 2: Skills of conceptual
housekeeping measures. understanding of housekeeping. understanding
workplace safety and 3.1.2.LI.2 3.1.2.AS.2
welfare. Explain the consequences of Level 2: Skills of conceptual
poor housekeeping understanding
3.1.2.LO.2 3.1.2.LI.3 3.1.2.AS.3
Administering Outline housekeeping rules Level 2: Skills of conceptual
appropriate first aid for at construction sites, understanding
various workplace manufacturing/production
accidents. areas, and offices.
3.1.2.LI.4 3.1.2.AS.4
604
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
Administer first aid to Level 1: Recall
victims of common Level 3: Strategic reasoning
workplace accidents Level 4: Extended critical
thinking and reasoning
1.3 Ethics and 1.1.3.LO.1 1.1.3.CS.1 1.1.3.LI.1 1.1.3.AS.1
Professional Explain the importance Demonstrate knowledge Explain ethical and Level 1: Recall
Practice of ethical behaviour in and appreciation of ethics unethical behaviour in the Level 2: Skills of conceptual
engineering practice. in engineering practice. field of engineering understanding
1.1.3.LO.2 1.1.3.LI.2 1.1.3.AS.2
Outline key ethical Explain the relevance of Level 2: Skills of conceptual
behaviours in ethics in engineering understanding
engineering practice practice.
1.1.3.LI.3 1.1.1.AS.3
Distinguish between ethical Level 1: Recall
and unethical behaviours in Level 2: Skills of conceptual
engineering practice. understanding
Level 3: Strategic reasoning
1.1.3.LI.4 1.1.3.AS.4
Demonstrate ethical Level 3: Strategic reasoning
behaviour in the field of
engineering
605
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
2.1.3.LO.1 2.1.3.CS.1 2.1.3.LI.1 2.1.3.AS.1
Explain the need for Demonstrate Explain professionalism in Level 2: Skills of conceptual
professionalism in understanding of engineering practice understanding
engineering practice. professionalism and
unprofessionalism in
engineering practice
2.1.3.LO.2 2.1.3.LI.2 2.1.3.AS.2
Identify professional Explain professional Level 2: Skills of conceptual
behaviour in engineering behaviour. understanding
practice
2.1.3.LI.3 2.1.3.AS.3
Spell out the benefits of Level 2: Skills of conceptual
professional behaviour understanding
2.1.3.LI.4 2.1.3.AS.4
Explain the characteristics Level 2: Skills of conceptual
of an ethical and understanding
professional workplace Level 3: Strategic reasoning
2.1.3.LI.5 2.1.3.AS.5
Outline the desired Level 1: Recall
attributes of an engineer and Level 2: Skills of conceptual
explain how those attributes understanding
could be developed.
2.1.3.LI.6 2.1.3.AS.6
Describe the consequences Level 1: Recall
of unprofessional behaviour. Level 2: Skills of conceptual
understanding
Level 3: Strategic reasoning
606
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
3.1.3.LO.1 3.1.3.CS.1 3.1.3.LI.1 3.1.3.AS.1
Demonstrate an Ethics and Professional Describe the nature, Level 1: Recall
understanding of Practice. relevance, and mandate of Level 2: Skills of conceptual
professional codes of professional bodies. understanding
ethics. Level 3: Strategic reasoning
3.1.3.LI.2 3.1.3.AS.2
Explain the importance and Level 2: Skills of conceptual
nature of professional codes understanding
of ethics.
3.1.3.LI.3 3.1.3.AS.3
Determine whether or not a Level 3: Strategic reasoning
conduct violates a code of
ethics.
2.0 ENERGY SYSTEMS
2.1 Circuit and 1.2.1.LO.1 1.2.1.CS.1 1.2.1.LI.1 1.2.1.AS.1
machines Identify and explain the Demonstrate knowledge Identify and determine Level 1: Recall
functions of the elements of simple electric circuits values of basic elements of Level 2: Skills of conceptual
of dc and ac circuits. based on first principles DC and AC electric circuits understanding
and through simulation (resistors, inductors,
tools. capacitors, diodes,
transistors, transformers, dc
and ac sources) using
instruments, colour codes
and datasheets.
1.2.1.LI.2 1.2.1.AS.2
Sketch the circuit symbols L1: Recall
of DC and AC circuit
elements.
607
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
1.2.1.LO.2 1.2.1.LI.3 1.2.1.AS.3
Analyse simple dc and Classify circuit elements Level 1: Recall
single-phase ac circuits into passive and active Level 4: Extended critical
elements. thinking and reasoning
1.2.1.LI.4 1.2.1.AS.4
Explain Ohm’s and Level 3: Strategic reasoning
Kirchhoff's laws.
1.2.1.LI.5 1.2.1.AS.5
Use Ohm’s and Kirchhoff's Level 3: Strategic reasoning
laws to find current and
voltage in DC circuits.
1.2.1.LI.6 1.2.1.AS.6
Compute power in DC and Level 3: Strategic reasoning
single-phase AC circuits.
1.2.1.LI.7 1.2.1.AS.7
Use a software tool to Level 3: Strategic reasoning
simulate simple circuits to
derive current, voltage, and
power in DC and AC
circuits.
2.2.1.LO.1 2.2.1.CS.1 2.2.1.LI.1 2.2.1.AS.1
Explain the use of basic Develop an Identify basic components Level 1: Recall
analogue electronic understanding of the of analogue electronic Level 2: Skills of conceptual
circuit components. design and construction circuits (resistors, inductors, understanding
processes for basic capacitors, diodes,
analogue electronic transistors, transformers and
circuits. op-amps)
608
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
2.2.1.LO.2 2.2.1.LI.2 2.2.1.AS.2
Apply the design process Explain the functions of the Level 2: Skills of conceptual
for simple basic components of understanding
electronic circuits analogue electronic circuits Level 3: Strategic reasoning
2.2.1.LI.3 2.2.1.AS.3
Use CAD tools for the Level 3: Strategic reasoning
design and analysis of
simple analogue electronic
circuits.
3.2.1.LO.1 3.2.1.CS.1 3.2.1.LI.1 3.2.1.AS.1
Explain the types and Demonstrate Identify various electrical Level 1: Recall
uses of various electrical understanding of the machines. Level 2: Skills of conceptual
machines application of electrical understanding
machines.
3.2.1.LO.2 3.2.1.LI.2 3.2.1.AS.2
Demonstrate how to Explain the uses of Level 1: Recall
operate various electrical transformers, DC & AC Level 2: Skills of conceptual
machines motors, DC and AC understanding
generators, and special Level 3: Strategic reasoning
electrical machines (i.e.,
stepper motors, servo
motors, etc.)
3.2.1.LI.3 3.2.1.AS.3
Explain the safety measures Level 2: Skills of conceptual
associated with the use of understanding
the various electrical
machines.
609
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
3.2.1.LI.4 3.2.1.AS.4
Operate (connect, control, Level 2: Skills of conceptual
and disconnect) electrical understanding
machines.
2.2 Renewable 1.2.2.LO.1 1.2.2.CS.1 1.2.2.LI.1 1.2.2.AS.1
energy systems Discuss the benefits of Demonstrate an Identify the sources of L1:Recall
renewable energy. understanding of the renewable energy.
sources of renewable
1.2.2.LO.2 energy. 1.2.2.LI.2 1.2.2.AS.2
Explain the electricity Explain how renewable Level 2: Skills of conceptual
production processes for energy sources benefit understanding
the various renewable humanity and contribute
energy sources. towards the attainment of
the SDGs.
1.2.2.LI.3 1.2.2.AS.3
Explain how electricity is Level 1: Recall
generated from water, wind,
solar, biomass, and biogas
energy sources.
1.2.2.LI.4 1.2.2.AS.4
Compare electricity Level 3: Strategic reasoning
generation from the various
renewable energy sources
610
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
2.2.2.LO.1 2.2.2.CS.1 2.2.2.LI.I 2.2.2.AS.1
Apply operating Demonstrate Identify the basic Level 1: Recall
principles of photovoltaic understanding of basic components of photovoltaic Level 3: Strategic reasoning
and solar thermal concepts in photovoltaic and solar thermal systems.
systems. and solar thermal
systems.
2.2.2.LO.2 2.2.2.LI.2 2.2.2.AS.2
Design a simple Explain the functions of the Level 2: Skills of conceptual
photovoltaic and solar basic components of understanding
thermal energy system. photovoltaic and solar Level 3: Strategic reasoning
thermal systems.
2.2.2.LI.3 2.2.2.AS.3
Design and install simple Level 3: Strategic reasoning
photovoltaic and solar
thermal systems.
2.2.2.LI.4 2.2.2.AS.4
Operate and maintain Level 1: Recall
simple photovoltaic and Level 2: Skills of conceptual
solar thermal energy understanding
Level 3: Strategic reasoning
systems.
3.2.2.LO.1 3.2.2.CS.1 3.2.2.LI.1 3.2.2.AS.1
Explain wind and Demonstrate Identify the basic Level 1: Recall
bioenergy systems. understanding of basic components of wind and Level 2: Skills of conceptual
wind and bioenergy bioenergy systems. understanding
systems.
611
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
3.2.2.LO.2 3.2.2.LI.2 3.2.2.AS.2
Explain the architecture Explain the functions of the Level 2: Skills of conceptual
of wind and bioenergy basic components of wind understanding
systems. and bioenergy systems. Level 3: Strategic reasoning
3.2.2.LI.3 3.2.2.AS.3
Design and install simple Level 1: Recall
wind and bioenergy Level 2: Skills of conceptual
systems. understanding
Level 3: Strategic reasoning
3.2.2.LI.4 3.2.2.AS.4
Operate and maintain Level 4: Extended critical
simple wind and bioenergy thinking and reasoning
systems.
2.3 Energy efficiency 1.2.3.LO.1 1.2.3.CS.1 1.2.3.LI.1 1.2.3.AS.1
and conservation Use various instruments Develop the skill to Identify instruments used Level 1: Recall
to measure electrical and measure, estimate, and for measuring electrical and Level 2: Skills of conceptual
non-electrical quantities analyse energy non-electrical quantities in understanding
Level 3: Strategic reasoning
in renewable energy production and renewable energy systems.
systems. consumption in
1.2.3.LO.2 renewable energy 1.2.3.LI.2 1.2.3.AS.2
Estimate and interpret systems. Use various instruments to Level 3: Strategic reasoning
energy consumption of accurately measure
electrical and mechanical electrical and non-electrical
equipment. quantities.
1.2.3.LI.3 1.2.3.AS.3
Extract data from Level 1: Recall
nameplates of equipment Level 2: Skills of conceptual
understanding
612
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
1.2.3.LI.4 1.2.3.AS.4
Compute and interpret Level 2: Skills of conceptual
energy consumption from understanding
nameplates. Level 3: Strategic reasoning
2.2.3.LO.1 2.2.3.CS.1 2.2.3.LI.1 2.2.3.AS.1
Design energy Demonstrate an Develop energy Level 2: Skills of conceptual
management plan and understanding of energy management plans. understanding
basic energy audit plan. management principles.
2.2.3.LO.2 2.2.3.LI.2 2.2.3.AS.2
Explain energy-saving Perform a walk-through Level 2: Skills of conceptual
methods for electrical energy audit of a facility understanding
and thermal systems. and identify sources of Level 3: Strategic reasoning
energy wastage.
2.2.3.LI.3 2.2.3.AS.3
Identify energy-saving tips Level 2: Skills of conceptual
for electrical equipment. understanding
Level 3: Strategic reasoning
2.2.3.LI.4 2.2.3.AS.4
Identify appropriate energy- Level 2: Skills of conceptual
saving tips for thermal understanding
equipment. Level 3: Strategic reasoning
3.2.3.LO.1 3.2.3.CS.1 3.2.3.LI.1 3.2.3.AS.1
Demonstrate Develop the skills to Describe devices used for Level 1: Recall
understanding of devices design and construct energy conservation. Level 2: Skills of conceptual
for energy conservation. devices for Energy understanding
Level 3: Strategic reasoning
Conservation.
613
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
3.2.3.LO.2 3.2.3.LI.2 3.2.3.AS.2
Design simple solutions Explain the application Level 2: Skills of conceptual
for energy conservation areas for the various devices understanding
in the use of lighting and used for energy
consumer appliances. conservation.
3.2.3.LI.3 3.2.3.AS.3
Explain the methodology Level 2: Skills of conceptual
for designing devices for understanding
energy conservation.
3.2.3.LI.4 3.2.3.AS.3
Design and construct energy Level 4: Extended critical
management systems thinking and reasoning
solutions for lighting and
consumer appliances.
3.0 SYSTEMS DESIGN AND PROTOTYPING
3.1 Engineering 1.3.1.LO.1 1.3.1.CS.1 1.3.1.LI.1 1.3.1.AS.1
Design Outline the various Demonstrate an Identify the various Level 1: Recall
stages in the Engineering understanding of the elements within the Level 2: Skills of conceptual
Design Process and their Engineering Design engineering design process. understanding
roles in providing Process.
sustainable solutions to
problems.
1.3.1.LO.2 1.3.1.LI.2 1.3.1.AS.2
Conduct research to Document solution Level 3: Strategic reasoning
answer questions related requirements for a given
to a given problem. problem.
614
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
1.3.1.LI.3 1.3.1.AS.3
Develop relevant research Level 3: Strategic reasoning
questions for a given
problem.
1.3.1.LI.4 1.3.1.AS.4
Formulate research Level 3: Strategic reasoning
objectives for a given
problem.
2.3.1.LO.1 2.3.1.CS.1 2.3.1.LI.1 2.3.1.AS.1
Consider all possible Demonstrate the ability Analyse critically a set of Level 2: Skills of conceptual
solutions and select the to select an optimal possible solutions to a given understanding
most suitable solution(s) solution from a given set problem and justify the Level 3: Strategic reasoning
Level 4: Extended critical
based on a set of of solutions to a problem. choice of an optimal
thinking and reasoning
constraints. solution.
2.3.1.LO.2 2.3.1.CS.2 2.3.1.LI.1 2.3.1.AS.1
Design prototypes based Demonstrate the ability Design a working prototype Level 3: Strategic reasoning
on given solution to design and build based on design Level 4: Extended critical
requirements. working prototypes to requirements. thinking and reasoning
model a solution to any
given problem.
3.3.1.LO.1 3.3.1.CS.1 3.3.1.LI.1 3.3.1.AS.1
Evaluate a prototype and Demonstrate the ability Test and validate a Level 1: Recall
test it using all possible to test and evaluate prototype Level 2: Skills of conceptual
variable constraints. prototypes. understanding
Level 3: Strategic reasoning
Level 4: Extended critical
thinking and reasoning
615
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
3.3.1.LO.2 3.3.1.CS.2 3.3.1.LI.1 3.3.1.AS.1
Use feedback and Apply iteration to Analyse failures associated Level 1: Recall
observations made from improve engineering with prototypes and provide Level 2: Skills of conceptual
testing and evaluation to designs appropriate remedies. understanding
Level 3: Strategic reasoning
improve a solution or
Level 4: Extended critical
prototype.
thinking and reasoning
3.2 Rapid 1.3.2.LO.1 1.3.2.CS.1 1.3.2.LI.1 1.3.2.AS.1
Prototyping Use major rapid Use various Rapid Describe the fundamental Level 2: Skills of conceptual
prototyping technologies Prototyping (RP) principles behind 3D understanding
such as 3D printing, Technologies available printing, casting, PCB Level 3: Strategic reasoning
Level 4: Extended critical
casting, PCB production and their specific production and laser cutters
thinking and reasoning
and laser cutting. applications. and the specific use case
applications.
2.3.2.LO.1 2.3.2.CS.1 2.3.2.LI.1 2.3.2.AS.1
Navigate the CAD tools Demonstrate Apply CAD tools to create Level 2: Skills of conceptual
and perform basic understanding of the use models understanding
operations and functions of CAD tools for the Level 3: Strategic reasoning
Level 4: Extended critical
associated with model design of models.
thinking and reasoning
design.
2.3.2.LO.2 2.3.2.CS.2 2.3.2.LI.1 2.3.2.AS.1
Implement CAD models Demonstrate ability to Set up, configure and utilise Level 2: Skills of conceptual
using 3D printing implement CAD models a 3D printer to produce understanding
systems. using 3D printers. CAD prototype models. Level 3: Strategic reasoning
Level 4: Extended critical
thinking and reasoning
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STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
3.3.2.LO.1 3.3.2.CS.1 3.3.2.LI.1 3.3.2.AS.1
Translate the content of a Demonstrate an ability to Convert a given schematic Level 1: Recall
schematic diagram into a interpret electronic diagram into a breadboard Level 2: Skills of conceptual
breadboard circuit schematic diagrams and circuit implementation and understanding
Level 3: Strategic reasoning
implementation. convert them to proceed to assemble
Level 4: Extended critical
solderless breadboard components on the
thinking and reasoning
circuits. solderless breadboard and
test the circuit.
3.3.2.LO.2 3.3.2.CS.2 3.3.2.LI.1 3.3.2.AS.1
Convert electronic Demonstrate an ability to Convert a given electronic Level 2: Skills of conceptual
schematic diagrams into convert electronic circuit into a PCB and understanding
PCB format and produce schematic diagrams into produce a functioning PCB Level 3: Strategic reasoning
a corresponding Printed Circuit Board board using CAD and CAM
functioning PCB board. (PCB) formats. tools.
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STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
4.0 AUTOMATION AND EMBEDDED SYSTEMS
4.1 Automation 1.4.1.LO.1 1.4.1.CS.1 1.4.1.LI.1 1.4.1.AS.1
Technologies Examine fundamental Demonstrate knowledge Identify basic automation Level 1: Recall
automation components and understanding of components and materials Level 2: Skills of conceptual
and systems. general concepts, and their respective understanding
Level 3: Strategic reasoning
components and systems functions or roles in the
Level 4: Extended critical
in the Automation automation industry.
thinking and reasoning
Industry.
1.4.1.LO.2 1.4.1.LI.2 1.4.1.AS.1
Interpret basic Interpret and connect Level 2: Skills of conceptual
engineering schematics system components understanding
and technical drawings according to technical Level 3: Strategic reasoning
Level 4: Extended critical
related to the automation drawings and vice versa.
thinking and reasoning
industry.
2.4.1.LO.1 2.4.1.CS.1 2.4.1.LI.1 2.4.1.AS.1
Utilise basic electronic Demonstrate Design and build simple Level 1: Recall
components for simple understanding of the automation systems using Level 2: Skills of conceptual
automation tasks. concepts of basic basic electronic components understanding
Level 3: Strategic reasoning
electronics for like transistors, resistors,
Level 4: Extended critical
automation systems. capacitors, relays, LEDs,
thinking and reasoning
LDRs, motors, etc.
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STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
3.4.1.LO.1 3.4.1.CS.1 3.4.1.LI.1 3.4.1.AS.1
Explain the roles of Demonstrate ability to Design and implement Level 3: Strategic reasoning
motors, fluid power characterise general simple industrial automated Level 4: Extended critical
systems, sensors and industrial automation systems using a thinking and reasoning
actuators, switches and control devices and combination of motors, fluid
relays in industrial implement simple power systems, sensors and
automated systems. automated systems. actuators, switches and
relays based on design
requirements.
3.4.1.LO.2 3.4.1.LI.2 3.4.1.AS.2
Design simple industrial Learners should be able to Level 1: Recall
automation systems programme PLCs and use Level 2: Skills of conceptual
using programmable them in combination with understanding
Level 3: Strategic reasoning
logic controllers (PLC). other components to
Level 4: Extended critical
implement simple industrial
thinking and reasoning
automation systems based
on design criteria.
4.2 Embedded 1.4.2.LO.1 1.4.2.CS.1 1.4.2.LI.1 1.4.2.AS.1
Systems Explain the importance Demonstrate knowledge Identify examples of Level 1: Recall
and applications of and understanding of embedded systems in the Level 2: Skills of conceptual
embedded systems features and application community. understanding
Level 3: Strategic reasoning
of embedded systems.
Level 4: Extended critical
thinking and reasoning
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STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
1.4.2.LO.2 1.4.2.CS.2 1.4.2.LI.2 1.4.2.AS.2
Differentiate between the Demonstrate an Discuss the advantages of Level 1: Recall
various microcontroller understanding of the embedded systems over Level 2: Skills of conceptual
architectures. Arduino Platform. fixed electronic circuits for understanding
Level 3: Strategic reasoning
solving similar problems
Level 4: Extended critical
and their limitations for
thinking and reasoning
specific scenarios.
1.4.2.LO.3 1.4.2.LI.3 1.4.2.AS.3
Explain the various Describe the CISC, RISC Level 1: Recall
memory architectures. and ARISC architectures. Level 2: Skills of conceptual
understanding
Level 3: Strategic reasoning
Level 4: Extended critical
thinking and reasoning
1.4.2.LO.4 1.4.2.LI.4 1.4.2.AS.4
Use the Arduino IDE and Specify use cases for Level 2: Skills of conceptual
configure the RAM/ROM. understanding
environmental variables Level 3: Strategic reasoning
Level 4: Extended critical
appropriately.
thinking and reasoning
1.4.2.LI.5 1.4.2.AS.5
Describe the memory Level 2: Skills of conceptual
architectures of RAM and understanding
ROM. Level 3: Strategic reasoning
Level 4: Extended critical
thinking and reasoning
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STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
1.4.2.LI.6 1.4.2.AS.6
Install and configure the Level 3: Strategic reasoning
environmental variables of Level 4: Extended critical
the Arduino IDE and thinking and reasoning
interface with the Arduino
hardware successfully.
2.4.2.LO.1 2.4.2.CS.1 2.4.2.LI.1 2.4.2.AS.1
Use the IDE of Arduino Demonstrate an ability to Declare variables and Level 1: Recall
to write simple programme in the constants, perform control Level 2: Skills of conceptual
programmes in C and Arduino Environment. actions and loops, write understanding
Level 3: Strategic reasoning
upload them onto the functions in C, test and
Level 4: Extended critical
Arduino microcontroller. debug programmes within
thinking and reasoning
the Arduino IDE.
2.4.2.LO.2 2.4.2.CS.2 2.4.2.LI.1 2.4.2.AS.1
Develop applications Demonstrate an ability to Design simple Arduino- Level 1: Recall
which interface with interface with general based embedded systems Level 2: Skills of conceptual
simple hardware like hardware. which interface with basic understanding
Level 3: Strategic reasoning
switches, LEDs, LCDs, hardware like switches,
Level 4: Extended critical
Relays, IR Sensors, LEDs, LCDs, Relays, IR
thinking and reasoning
Seven and Multi- Sensors, Seven and Multi-
Segment Displays, as Segment Displays, as well
well as other digital as other digital sensors.
sensors.
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STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
3.4.2.LO.1 3.4.2.CS.1 3.4.2.LI.1 3.4.2.AS.1
Design embedded Demonstrate ability to Learners should be able to Level 1: Recall
systems to interface with design embedded design embedded systems to Level 2: Skills of conceptual
sensors such as systems to work with interface with sensors and understanding
Level 3: Strategic reasoning
Humidity, Proximity, IR sensors and actuators. actuators given design
Level 4: Extended critical
Motion, Accelerometer, objectives.
thinking and reasoning
Sound, Light Distance,
Pressure, thermal and
actuators such as motors,
buzzers.
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SAMPLE QUESTIONS
PAPER 1
S/n Content Standard/Indicator Item** DoK Level
1. 1.1.2.CS.1 Which of the following activities is a common cause of accidents in 1
engineering practice?
Demonstrate an understanding of
health and safety risks in A. Excessive safety signage
engineering practice B. Maintenance of equipment
C. Non-compliance to safety protocols
1.1.2.LI.2
D. Using the lab for multiple purposes
Identify the causes of accidents in
engineering practice and explain
their effects.
2. 1.1.2.CS.1 What is the most critical action to take before using a new machine in 2
an electrical workshop?
Demonstrate an understanding of
health and safety risks in A. Receive proper training on its use
engineering practice B. Read the manual before operating it
C. Switch it ON to check if it is functioning.
1.1.2.LI.3
D. Open the machine to check for faults.
Explain the health and safety
protocols associated with basic
workshop tools/machinery.
3. 1.1.3.CS.1 Which of the following is a reason why ethical behaviour is important 2
in engineering practice? It
Demonstrate knowledge and
appreciation of ethics in A. allows engineers more freedom in their design choices.
engineering practice. B. ensures that projects are completed on time.
C. ensures the integrity of the profession.
1.1.3.LI.3
D. guarantees the highest financial return for companies.
Distinguish between ethical and
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unethical behaviours in
engineering practice.
4. 3.4.1.CS.1 Which of the following fluid power systems is mostly used for lifting 2
heavy loads in an industrial automation system?
Demonstrate ability to
characterise general industrial A. Pneumatic system
automation control devices and
B. Hydraulic system
implement simple automated
systems. C. Electric motor system
3.4.1.LI.1 D. Vacuum system
Design and implement simple
industrial automated systems
using a combination of motors,
fluid power systems, sensors and
actuators, switches and relays
based on design requirements.
5. 1.2.1.CS.1 Which of the following components is classified as an active element 1
in electrical circuits?
Demonstrate knowledge of simple
electric circuits based on first A. Resistor
principles and through simulation B. Inductor
tools C. Capacitor
D. Transistor
1.2.1.LI.3
Classify circuit elements into
passive and active elements.
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6. 1.2.1.CS.1 Calculate the power consumed by a load in a single-phase A.C. circuit 3
with an RMS voltage of 120 V and a purely resistive load of 30 Ω.
Demonstrate knowledge of simple
electric circuits based on first A. 0.25 W.
principles and through simulation B. 4.00 W.
tools. C. 480.00 W.
D. 3600.00 W.
1.2.1.LI.6
Compute power in DC and single-
phase AC circuits.
7. 2.2.1.CS.1 1
Develop an understanding of the
design and construction processes
for basic analogue electronic
circuits.
2.2.1.LI.1
Identify basic components of Fig. 1
analogue electronic circuits
What is the name of the electronic component presented in Figure 1?
(resistors, inductors, capacitors,
diodes, transistors, transformers A. diode
and op-amps) B. resistor
C. capacitor.
D. transistor.
8. 2.3.1.CS.1 An engineering team designed a water filtration prototype that failed to 3
meet the expected purity levels during initial testing. Which of the
Demonstrate the ability to select
following solutions optimally addresses the identified problem?
an optimal solution from a given
set of solutions to a problem A. Increase the size of the prototype to improve the
filtration process.
2.3.1.LI.1
B. Revisit the design process to identify any overlooked
Analyse critically a set of possible contaminants
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solutions to a given problem and C. Replace all team members involved in the design
justify the choice of an optimal process to bring new perspectives.
solution. D. Continue to test the prototype under different conditions
while maintaining the initial design.
9. 2.3.1.CS.2 3
A streetlight is to be designed to automatically light up upon detection
Demonstrate the ability to design of darkness. Which of the following combinations of components will
and build working prototypes to best achieve this purpose?
model a solution to any given
problem. A. LED, capacitor, relay and motor
B. LDR, transistor, relay and LED
2.3.1.LI.1 C. LDR, capacitor, resistor and motor
Design a working prototype based D. LED, capacitor, relay and transformer
on design requirements.
10. 1.4.2.CS.2 What is the primary advantage of using embedded 2
Demonstrate an understanding of systems over traditional fixed electronic circuits?
the Arduino Platform.
Embedded systems
1.4.2.LI.2
A. are larger, making them easier to repair.
Discuss the advantages of B. consume less power, making them more robust.
embedded systems over fixed C. are programmable, making them more flexible
electronic circuits for solving D. are easier to use, making them consumer friendly.
similar problems and their
limitations for specific scenarios.
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PAPER 2
S/n Content Standard/Indicator Item** DoK Level
1. (a) 1.1.1.LI.3 (a) The Ghanaian government has released funds for the construction 4
Establishing the of a community library at Samanhyia in the Eastern region. The library
interdependencies across the is intended to have a computer room, reading room, video gaming
engineering disciplines.
centre, and child-friendly play area.
Briefly describe the roles of five (5) engineers needed to execute the
project.
(b)( i) 3.1.2.LI.2
Explain the consequences of poor
housekeeping (b) i) Identify one possible consequence of poor housekeeping and
explain how this can impact employee safety and workplace
(ii) (α) 2.1.2.LI.1 efficiency. 3
Describe risk assessment and
outline its relevance.
2
(ii) (α) Define risk assessment matrix.
(β) 2.1.2.LI.5
Apply the risk assessment matrix
to a given risk scenario.
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(β) Given a scenario where there is a risk of electrical shock from 4
exposed wiring in an office, use the matrix to evaluate the risk by
considering the likelihood of occurrence and the potential impact.
2. (a) 2.2.1.LI.2 (a) Explain one application of transistors in electronic circuits. 2
Explain the functions of the basic
components of analogue
electronic circuits
(b) 1.2.1.LI.5 (b) Two batteries connected in series supply a load of
resistance 10 Ω. If the batteries are 10 V and 20 V with an 3
Use Ohm’s and Kirchhoff's laws internal resistance of 3 Ω and 5 Ω respectively. Determine
to find current and voltage in DC the total current in the circuit.
circuits.
3. a) 3.2.1.LI.2 3. (a) State two uses of transformers in electrical circuits. 1
Explain the uses of transformers,
DC & AC motors, DC and AC
generators, and special electrical
machines (i.e., stepper motors, (b) State one difference between DC and AC motors in
servo motors, etc.) terms of industrial applications. 2
(b) 3.4.1.LI.1
Design and implement simple
industrial automated systems
using a combination of motors, 3
(c) Describe the direct on-line method of controlling the
fluid power systems, sensors and
speed of a DC motor.
actuators, switches and relays
based on design requirements.
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(c) 3.2.1.LI.4
Operate (connect, control, and
disconnect) electrical machines.
4. (a) 1.2.2.LI.1 (a) List four major sources of renewable energy and state one potential 3
limitation of utilizing that energy source in a specific geographical
Identify the sources of renewable location.
energy.
(b) 2.2.2.LI.2
Explain the functions of the basic
components of photovoltaic and (b) State the function of a heat exchanger in a solar thermal systems. 2
solar thermal systems.
5. a) 1.3.2.LI.1 (a) (i) Explain the fundamental principle of 3D printing. 3
Describe the fundamental (ii) State one application 3D printing.
principles behind 3D printing, 2
casting, PCB production and laser
cutters and the specific use case (b) i) Explain the basic principles of laser cutting.
applications. 3
b) 2.3.2.LI.1 ii) Identify one real-world application for PCB production.
2
Set up, configure and utilise a 3D
printer to produce CAD prototype
models.
6. a) 1.4.1.LI.1 Consider a modern smart home system that includes automated
lighting, climate control, and security features.
Identify basic automation
components and materials and (a) State four basic automation components used in such a system
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their respective functions or roles within the automation industry. 4
in the automation industry.
a. Describe the function of any two listed in (a)
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PAPER 3 4 HOURS
(100 MARKS)
This is a practical paper where candidates will be given a real-world problem to provide engineering solutions. The candidates will have 4 hours to provide
solutions to the problem using the components/materials supplied. The task will be carried out under the supervision of itinerant examiners, who will evaluate the
processes and solutions provided by the candidates through observation and interactions with them during the examination.
QUESTION ONE
Automatic Water Level Monitoring System
Background:
In many regions of Ghana, households rely on boreholes as their primary source of water. This water is pumped into storage tanks, which are then used for daily
water needs. However, monitoring the water level in these tanks manually is time-consuming and can lead to water shortages or overflow, which wastes valuable
resources.
Problem
Your task is to design an Automatic Water Level Monitoring System for household water tanks filled from boreholes. The system should automatically monitor
the water level in the tank and control the pump to fill the tank when the water level is low and stop pumping when the tank is full to prevent overflow. Your
solution should allow a user to start and stop the pump manually or put the system into automatic monitoring mode. Use appropriate signalling to indicate to the
user the current status of the system (manual or automatic) and the water level in the tank. This project aims to save water, reduce the workload on the household
members, and ensure a constant water supply.
Requirements:
(a) Provide a system functional block diagram showing how the various subsystems of your proposed design are connected. Sketch your design on the
drawing sheets provided.
(b) Use an appropriate CAD tool to create a detailed circuit diagram for your solution. You can use switches in place of sensors to simulate their operation.
(c) Implement your solution using the supplied materials according to your circuit diagram. Use the solderless breadboard supplied together with the
supplied electronic components to prototype your solution.
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(d) Test the operation of your solution to ensure it meets the following requirements:
(i) Turn the water pump on when the water level is below the minimum threshold and off when it reaches the maximum threshold.
(ii) Appropriate visual indication of the system's status (normal operation, low water level, tank being filled, manual or automatic mode, tank full)
Materials to be supplied to Candidates
Arduino kit
Set of cables
CAD tools
Breadboard
Mini tank
Water pump
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ENGLISH LANGUAGE
1. INTRODUCTION
The English Language Syllabus comprises all relevant information about the subject for teaching and assessment. These include: the
Purpose, Philosophy, Vision, Goals, Structure of Examination, as well as the outline of various Strands, Sub-strands, Learning Outcomes,
Content standards and Learning Indicators required for the three-year long study of the discipline.
2. PURPOSE
This syllabus seeks to cultivate a comprehensive understanding and mastery of the English language in/among Senior High School learners
in Ghana that will enable them fit into the fast-advancing global world. Through an integrated approach to listening, speaking, reading and
writing, this syllabus aims to develop critical thinking skills, enhance effective communication, and foster a lifelong appreciation for
literature and diverse forms of expression. By engaging with a variety of texts and contexts, learners will build proficiency in language use,
enrich their vocabulary and improve their analytical abilities. This curriculum is designed to prepare learners for academic success, empower
them to contribute meaningfully to their communities and equip them with the linguistic skills required for future professional and personal
endeavours.
3. PHILOSOPHY
This syllabus sets out to test the different basic skills of communication in English language using the media of speech and writing. It will
test the receptive and productive abilities of candidates. These competencies will enable them to fit in the world of work and further studies.
4. VISION
This syllabus is designed to enable learners to communicate effectively in different domains, appreciate texts, develop appropriate texts for
different audience and purposes as well as develop coherent ideas in essays.
5. GOALS
The goal of the curriculum is to measure the extent to which the aims of the teaching syllabuses of member countries have been realized in
candidates’ secondary school education. The examination sets out to examine candidates’ ability to:
(i) Interpret as well as use appropriate English Language;
(ii) develop appropriate texts for different audience and purposes;
(iii) organise ideas chronologically, spatially and logically in paragraphs;
(iv) control sentence structures accurately;
(v) exhibit variety in the choice of sentence pattern;
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(vi) follow grammatical rules (e.g. concord, spelling and punctuation);
(vii) identify the implied meanings of a literary text, paying attention to diction;
(viii) use the Received Pronunciation to communicate effectively;
(ix) summarise relevant information from a given passage;
(x) appreciate diverse literary texts.
6. SCHEME OF EXAMINATION
Candidates will be required to take three papers: Paper 1, Paper 2 and Paper 3 (NOT CONSTRAINED).
Paper 1: This will be multiple-choice (objective) questions covering lexis, structure and literature. Candidates will answer all the 80
questions in one hour twenty minutes for 80 marks.
Paper 2: This will involve essay writing (40 marks), functional writing (20 marks), reading comprehension (20 marks) and summary
writing (25 marks). Candidates will spend 2 hours and 30 minutes on this paper.
Paper 3: This will be an aural test. It will comprise 50 multiple-choice objective questions, all of which must be answered within 45
minutes for 50 marks.
7. DETAILED SYLLABUS
Paper 1: Objective Test – 80 marks for 1 hour and twenty minutes
This paper will be divided into two parts: A and B. Each part will further be sub - divided into sections.
Part A: Lexis and Structure
1. LEXIS
In addition to items testing knowledge of everyday usage (relating to home, social relationships as well as other subjects), questions will be
set to test the candidates’ knowledge on the use of the more general vocabulary associated with the following fields of human activity:
(i) (a) building
(b) plumbing
(c) fishing
(d) finance- commerce, banking, stock exchange, insurance
(e) photography
(f) mineral exploration
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(g) common manufacturing industry
(h) printing, publishing, the press and libraries
(i) sea, road, rail and air transport
(j) government and politics
(k) sports and entertainment
(l) religion
(m) science and technology
(n) power production - hydro, thermal, solar
(o) education
(p) communication
(q) military
(r) journalism and advertising
(s) programmes
(t) minutes
(u) research
By “more general vocabulary”, it means those words and usages of words normally associated with the relevant fields of human activity
which are generally known, used and understood by most educated people, who, while not engaged in those fields of activity may have
occasion to read, speak or write about them. Thus, for example, in the vocabulary of transportation by sea, one would expect knowledge of
terms such as “bridge” or “deck”, which most educated people understand but not “cantilever” or “truss”.
(ii) Idioms are expressions or group of words and collocations (e.g., “hook, line and sinker”, “every Tom, Dick and Harry”). The meaning of
such expressions cannot be arrived at simply by the consideration of the dictionary meanings of the words in the structures in which they
occur but
(iii) Structural elements of English, e.g., sequence of tense, concord and the use of correct prepositions.
(iv) Figurative Usage
All items will be phrased in such a way as to test the use and understanding of the required lexis, rather than dictionary definitions and
explanations. In practice, the test of lexis will be designed to explore, not merely the extent of the candidates’ vocabulary, but more
importantly their ability to respond to sense relations in the use of lexical items, e.g. synonyms, antonyms and homonyms.
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In the testing of figurative language, candidates will be expected to recognise when an expression is used figuratively rather than literally.
2. STRUCTURE
‘Structure’ is used to include:
(i) The patterns of change in word forms which indicate number, tense, degree, etc.
(ii) The patterns in which different categories of words regularly combine to form groups and these groups in turn combine to form
sentences (i.e., words-phrases-clauses-sentences);
(iii) The use of structural words, e.g., conjunctions, articles, determiners, prepositions, interjections.
Part B: LITERATURE
The objective questions based on the Literature texts will be as follows:
10 questions on Drama (on each prescribed text)
10 questions on Prose (on each prescribed text)
10 questions on Poetry (on 5 prescribed poems)
NOTE: For prose, drama and poetry, candidates will be expected to answer questions on their chosen texts only.
A list of prescribed texts will be made available to schools periodically.
Private candidates of the subject may enquire of the texts and poems from the offices of the Council or access the information from the Council’s
website.
Paper 2: Essay, Functional Writing, Reading Comprehension and Summary Writing (100 marks for 2 hrs 30 minutes)
This paper will be divided into sections A, B and C.
SECTION A
Part I
GENERAL ESSAY WRITING (40 MARKS)
Candidates are advised to spend 50 minutes on this section. There will be five questions in all, and candidates will be required to answer only one
question.
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The questions will test candidates’ ability to communicate in writing. The topics will demand the following kinds of writing:
(i) Letter
(ii) Speech
(iii) Narrative
(iv) Descriptive
(v) Debate / argumentative
(vi) Article
(vii) Exposition
(viii) Creative writing
Marks will be given for:
(i) Content: ideas relevant to the topic, audience and purpose (10 marks)
(ii) Organisation: formal features, good paragraphs, appropriate emphasis and arrangement of ideas. (10 marks)
(iii) Expression: control of sentence structure and vocabulary (15 marks).
(iv) Mechanical Accuracy: grammar, punctuation, capitalization and spelling, etc. (5 marks)
Part II
FUNCTIONAL WRITING (20 MARKS)
Candidates are advised to spend 30 minutes on this section. There will be two questions in all, and candidates will be required to answer only one
question.
The questions will test candidates’ ability to apply writing skills to specific life situations/settings based on the given question. The topics will
demand the following kinds of writing:
(i) Personal statements
(ii) Minutes
(iii) Curriculum Vitae
(iv) Programme writing
(v) Research presentation, citation and referencing
(vi) Business proposal
(vii) Reports
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Marks will be awarded for Content, Organisation, and Expression.
Note: Consider including Mechanical Accuracy as under Part 1: General Essay Writing.
(i) Content: ideas relevant to the topic, audience and purpose.
(ii) Organisation: formal features, good paragraphs, appropriate emphasis and arrangement of ideas.
(iii) Expression: control of sentence structure and vocabulary.
The minimum length required is 250 words.
SECTION B: COMPREHENSION (20 MARKS)
Candidates are advised to spend 30 minutes on this section. The section will consist of one passage of about 400 words. Candidates will be
required to answer all questions. The questions will test the candidates’ ability to:
(i) understand the factual content;
(ii) make inference from the content of the passage;
(iii) respond to the uses of English Language expressions to reveal/reflect sentiments/emotions/attitudes;
(iv) identify and label basic grammatical structures (words, phrases or clauses) and explain their functions in context;
(v) identify and explain basic literary terms and expressions;
(vi) provide appropriate contextual equivalents for selected words and phrases.
The passage will be chosen from a wide variety of sources across the curriculum, all of which will be suitable for this level of examination in terms
of theme and interest. The passage will be written in modern English language that will be within the experience of candidates. The comprehension
test will include questions based on (i) – (vi) of the above.
SECTION C: SUMMARY WRITING (20 MARKS)
Candidates are advised to spend 30 minutes on this section. The section will consist of one prose passage of about five hundred (500) words and
will test candidates’ ability to:
(i) extract relevant information;
(ii) summarise the points demanded in clear concise English;
(iii) present a summary of specific aspects or portions of the passage;
(iv) avoid repetition, redundancy, and extraneous material.
The passage will be selected from a wide variety of suitable sources, including excerpts from narratives, dialogues and expositions on social,
cultural, economic and political issues in any part of the world.
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PAPER 3: Oral/aural Language – 50 marks for 45 minutes.
This paper will test candidates’ knowledge of oral language.
The paper will be Listening Comprehension Test. It will be made up of 50 multiple-choice objective items comprising the recognition of
consonants, consonant clusters, vowels, diphthongs, stress and intonation, understanding of dialogues and narratives as follows:
Test 1: Test of vowel quality in isolated words.
Test 2: Test of word final voiced-voiceless consonants in isolated words mainly, but other features such as consonant clusters may also be tested;
Test 3: Test of vowel quality and consonant contrast in isolated words;
Test 4: One of the three alternatives below will be used in different years:
(i) test of vowel and/or consonant contrast in sentence contexts;
(ii) test of vowel and consonant contrast in isolated words to be selected from a list of at least four-word contrast;
(iii) test of vowel and consonant contrasts through rhymes;
Test 5: Test of rhyme;
Test 6: Test of comprehension of emphatic stress;
Test 7: Test of understanding of intonation through short dialogues;
Test 8: Test of understanding of the content of longer dialogues and narratives.
NOTE: Audio players or any other suitable electronic device will be used for the administration of the Listening Comprehension Test.
FEATURES TO BE TESTED:
(a) CONSONANTS
(i) Single Consonants – Candidates should be able to recognise and produce all the significant sound contrasts in the consonant
system. For the guidance of candidates, a few examples of such contrasts are given below.
Initial Medial Final
thigh –tie buzzes - buses boat - both
ship – chip parcel - partial breath - breed
fan – van sopping - sobbing wash - watch
pit – fit written - ridden leaf - leave
pit - bit anger - anchor cup - cub
tuck – duck faces - phases cart - card
card – guard prices - prizes gear - jeer
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(ii) Consonant Clusters – Candidates should be able to recognise and produce consonant clusters which may occur both initially and
finally in a syllable. They should also be able to recognise and produce the consonant sounds in a consonant cluster in the right order.
For the guidance of candidates, a few examples are given below.
Initial Final
play – pray rains - range
sting – string felt - felled
scheme – scream sent - send
crime – climb nest – next
flee – free ask - axe
three – tree lift – lived
true – drew missed - mixed
blight – bright seats -seeds
tread - thread hens - hence
drift – thrift lisp – lips
glade – grade coast – coats
marks – masks
(b) VOWELS
(i) Pure Vowels
(ii) Diphthongs
Candidates should be able to recognise and produce all the significant sound contrasts in the vowel system. For the guidance of candidates, a
few examples of such contrasts are given below.
Pure Vowels Diphthongs
seat sit cheer chair
sit set diet date
peck pack bout boat
pack park height hate
cart cat toy tie
led lord pole pale
pair purr beard bared
park pork pot pat
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(c) STRESS
(i) Word Stress
Candidates should be able to contrast stressed and unstressed syllables in words which are not otherwise distinguished. In addition, they
should be aware of the possibility of shifting stress from one syllable to another in different derivations of the same word with
consequent change in vowel quality. For the guidance of candidates, a few examples are given below:
ˈincrease (noun) inˈcrease (verb)
ˈimport ˈ imˈport ˈ
ˈrebel ˈ reˈbel ˈ
ˈconvict ˈ conˈvict ˈ
ˈextract ˈ exˈtract ˈ
ˈrecord ˈ reˈcord ˈ
ˈsubject ˈ subˈject ˈ
ˈdispute ˈ disˈpute ˈ
ˈcontrast ˈ conˈtrast ˈ
(ii) Sentence Stress
English is a stress-timed language. Candidates should be aware of this and demonstrate this knowledge in the examination. They should
also be aware that in most sentences, unless some sort of emphasis is introduced, only nouns, main verbs (not auxiliaries), adjectives and
adverbs are stressed. Final pronouns should not be stressed, unless some kind of contrast is introduced; relative pronouns should not be
stressed, nor should possessive pronouns.
Candidates should note that a shift in stress could bring about a change in meaning. The words in the following sentences should be
stressed as indicated:
He ˈwent to the town and ˈbought some ‘oranges.
I ˈtold him to ˈgo to the train station to ˈask when the ˈtrain would ˈleave.
Did you ˈask him?
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I ˈread it but I ˈdidn’t under ˈstand it.
They arrˈ ived ˈyesterday.
The ˈman who ˈcame.
I ˈfetched his ˈbook.
NOTE: There are a few words in English Language that are pronounced differently depending on whether they are stressed or unstressed in a
sentence. These are usually called strong and weak forms.
(iii) Emphatic Stress
Candidates should be aware of the use of emphatic stress, most commonly to indicate a contrast, which is realized partly as a change
in pitch within the intonation pattern. The falling pitch illustrated below is one of the common ways of indicating this:
He borrowed ˈmy newspaper. (i.e. not hers)
He ˈborrowed my newspaper. (i.e. he did not steal it)
He borrowed my ˈnewspaper. (i.e. not my book)
ˈHe borrowed my newspaper. (i.e. not someone else)
(iv) Intonation
Candidates should be made aware of the different forms English language intonation takes in relation to the grammar of the
language and the attitude conveyed by the speaker. There are two basic intonation patterns or tunes: the falling and rising patterns.
They should also realize that whereas the normal place for the changing pitch in an intonation pattern is on the last stressed syllable
of the utterance (as indicated below); placing the changing pitch elsewhere implies a contrast to the item on which this changing
pitch falls. For example:
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(a) Falling Pattern
They arrived today - Statement
Where did he go? - Wh – question
Come here - Command
(b) Rising Pattern
Did he ˈsee the ˈprincipal? - Yes/No question
When the ˈtrain arrived - Incomplete
They arrived toˈday? - Question
NOTE (i) The two patterns indicated above may be combined in longer sentences, e.g., When the ˈtrain arˈrived, the passengers were on
the platform.
(ii) Any unstressed syllable following the last stressed syllable of the sentence is said on a lowlevel pitch when the pattern is
falling but continues the rise if the pattern is rising. The same rule applies to tags following quoted speech.
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Structure of Detailed Syllabus (Year 1)
Strand 1 Learning Outcomes Content Standards Learning Indicators Levels of Assessment
Oral language
Sub-strand 1: 1.1.1.LO.1 1.1.1.CS.1 1.1.1. LI.1 1.1.1. AS.1
English Speech Sounds Articulate English pure Demonstrate Use pure vowel sounds 1.1.1. AS.2
vowel and consonant knowledge and (short vowels) in 1.1.1. AS.3
sounds effectively in understanding of connected speech.
oral communication speech sounds in oral Level 2 Skills of conceptual
communication. 1.1.1. LI.2 understanding
Use pure vowel sounds
(long vowels) in
connected speech.
1.1.1. LI.3
Use consonant sounds in
connected speech
(Plosives, Fricatives and
Nasals).
Sub-strand 2: 1.1.2.LO.1 1.1.2.CS.1 1.1.2. LI.1 1.1.2. AS.1
Listening Extract key ideas from Demonstrate the Recognise the main ideas Level 3 Strategic reasoning
Comprehension oral texts/communication ability to listen in level-appropriate oral
using relevant listening critically, extract and texts.
skills and learner construct varied
strategies. levels of meaning
from any oral 1.1.2. LI.2 1.1.2. AS.2
communication. Differentiate between Level 3 Strategic reasoning
important ideas and
unimportant ideas in level
appropriate oral texts.
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Sub-strand 3: 1.1.3.LO.1 1.1.3.CS.1 1.1.3. LI.1 1.1.3. AS.1
Conversation/Commun Employ appropriate Demonstrate Use language Level 3 Strategic reasoning
ication in context register to communicate effective use of appropriately in different
competently in varied communicative speech situations (e.g.,
speech contexts. strategies in a variety formal and informal).
of speech situations.
1.1.3. LI.2 1.1.3. AS.2
Employ speech acts in
different speech situations Level 3 Strategic reasoning
to express various social
functions (e.g., requests,
advice-giving, offer,
apology, praise,
acceptance, refusal, etc.).
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Strand 2 Learning Outcomes Content Standards Learning Indicators Levels of Assessment
Reading
Sub-strand 1: 1.2.1.LO.1 1.2.1.CS.1 1.2.1. LI.1 1.2.1. AS.1
Reading comprehension Employ knowledge of Demonstrate Retrieve specific Level 3 Strategic reasoning
reading and text understanding of information and interpret a
comprehension strategies different types of variety of simple texts.
to retrieve and interpret reading and text
different kinds of texts. comprehension
strategies and use
them to interpret a
variety of appropriate
level texts.
1.2.1.LO.2 1.2.1. LI.2 1.2.1. AS.2
Employ knowledge of Use a variety of text Level 3 Strategic reasoning
text comprehension comprehension strategies
strategies to read for to analyse fiction and non-
enjoyment and fiction texts.
information.
1.2.1. LI.3 1.2.1. AS.3
Read a variety of texts for Level 3 Strategic reasoning
enjoyment.
646
Sub-strand 2: 1.2.2.LO.1 1.2.2.CS.1 1.2.2. LI.1 1.2.2. AS.1
Summarising Employ summarisation Demonstrate in-depth Analyse and retell orally Level 3 Strategic reasoning
as a technique for text understanding of the main parts of stories
interpretation. summarising as a from short videos, drama,
technique for text texts, etc.
comprehension.
1.2.2. LI.2 1.2.2. AS.2
Apply innovative strategies Level 3 Strategic reasoning
in summarising short but
familiar stories.
647
Strand 3 Learning Content Standards Learning Indicators Levels of Assessment
Outcomes
GRAMMAR
Sub-strand 1 1.3.1.LO.1 1.3.1.CS.1 1.3.1. LI.1 1.3.1. AS.1
Apply knowledge Demonstrate Use nouns accurately in speech Level 3 Strategic reasoning
Grammar Usage of word classes knowledge, and writing.
and their understanding and the
functions in use of grammatical
communication forms in speech and
writing.
1.3.1. LI.2 1.3.1. AS.2
Use pronoun types accurately Level 3 Strategic reasoning
in speech and writing.
1.3.1. LI.3 1.3.1. AS.3
Use various forms of adjectives Level 3 Strategic reasoning
correctly in contexts.
1.3.1. LI. 4 1.3.1. AS.4
Use forms of verbs in everyday Level 3 Strategic reasoning
activities (Tense & Aspects).
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1.3.1. LI.5 1.3.1. AS.5
Use minor word classes in Level 2 Skills of conceptual
speaking and writing. understanding
1.3.1.LO.2 1.3.1.CS.2 1.3.1. LI.1 1.3.1. AS.1
Distinguish Demonstrate command Identify and use Subject and Level 3 Strategic reasoning
between and use of structural and Predicate in text.
the parts and functional use of
elements that sentences.
make up a
sentence.
1.3.1. LI.2 1.3.1. AS.2
Analyse accurately the Level 3 Strategic reasoning
elements within the sentence.
649
1.3.1.LO.3 1.3.1. LI.3 1.3.1. AS.3
Distinguish Demonstrate command and use Level 3 Strategic reasoning
between and use of compound sentences.
compound and
complex
sentences.
1.3.1.LO.4 1.3.1. LI.4 1.3.1. AS.4
Distinguish Demonstrate command of Level 3 Strategic reasoning
between and use Dependent and Independent
dependent and Clauses appropriately in
independent communication.
clauses.
1.3.1.LO.5 1.3.1. LI.5 1.3.1. AS.5
Compose texts Use phrase types accurately in Level 3 Strategic reasoning
using phrase context.
types.
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Sub-Strand 2. 1.3.2.LO.1 1.3.2.CS.1 1.3.2. LI.1 1.3.2. AS.1
VOCABULARY Employ the Demonstrate and apply Use appropriate vocabulary in
appropriate use of the appropriate use of specific contexts. E.g., Formal Level 3 Strategic reasoning
vocabulary in vocabulary in general and informal situations.
contexts. communication.
Sub-Strand 3. 1.3.3.LO.1 1.3.3.CS.1 1.3.3. LI.1 1.3.3. AS.1
PUNCTUATION Employ the Demonstrate Identify and use Punctuation Level 3 Strategic reasoning
AND accurate use of appropriate use of Marks appropriately.
CAPITALIZATION vocabulary and vocabulary and spelling
spelling conventions in
conventions in communication.
varied contexts.
651
Strand 4 Learning Outcomes Content Standards Learning Indicators Levels of Assessment
WRITING
Sub-strand 1: 1.4.1.LO.1 1.4.1.CS.1 1.4.1. LI.1 1.4.1. AS.1
Production and Distribution of Write clearly, arrange Develop, organise Use an extended range of Level 3 Strategic reasoning
text and present ideas in a and express ideas cohesive devices (e.g.,
logical and unified coherently and connectors to show
manner through written cohesively in writing. addition) to improve
communication. paragraph coherence.
1.4.1. LI.2 1.4.1. AS.2
Develop a paragraph, Level 3 Strategic reasoning
focusing on the elements
of unity.
1.4.1.LO.2 1.4.1.CS.2 1.4.1. LI.1 1.4.1. AS.1
Generate distinct Create different Compose introductory Level 4 Extended critical
paragraphs within a paragraphs within a and body paragraphs on thinking and reasoning
composition centred on composition on a a given topic.
a specific subject. given topic.
652
Sub-strand 2: 1.4.2.LO.1 1.4.2.CS.1 1.4.2. LI.1 1.4.2. AS.1
Text types and purposes Utilize a process- Use a process Write short stories, using Level 3 Strategic reasoning
oriented approach to approach to compose precise words and
craft descriptive, descriptive, phrases to convey a vivid
creative, informative, narrative/imaginative, picture of experiences.
and persuasive written informational,
compositions. persuasive and
argumentative texts.
1.4.2. LI.2 1.4.2. AS.2
Write a persuasive piece Level 3 Strategic reasoning
that states and defends a
position.
1.4.2. LI.3 1.4.2. AS.3
Compose text to Level 3 Strategic reasoning
compare given issues or
situations.
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1.4.2.LO.2 1.4.2.CS.2 1.4.2. LI.1 1.4.2. AS.1
Create email, Apply writing skills Compose an informal Level 3 Strategic reasoning
memorandum, to specific life letter to a friend.
programme agenda, situations.
application (job,
services, etc.)
acceptance letter and
articles based on
provided subjects using 1.4.2. LI.2 1.4.2. AS.2
suitable formatting. Compose email, memo, Level 3 Strategic reasoning
programme agenda,
application (job, services
etc.) and acceptance
letter on given topics
using appropriate format.
1.4.2. LI.3 1.4.2. AS.3
Write articles on given Level 3 Strategic reasoning
issues for publication in
national newspapers and
magazines.
Sub-strand 3: 1.4.3.LO.1 1.4.3.CS.3 1.4.3. LI.1 1.4.3. AS.1
Building and presenting Engage in the process Research to build and Retrieve information Level 4 Extended critical
knowledge of conducting research present knowledge. from multiple print thinking and reasoning
in order to construct sources, organise and
and effectively present present it in writing.
knowledge.
654
Strand 5 Learning Outcomes Content Standards Learning Indicators Levels of Assessment
Literature
Sub-strand 1: 1.5.1.LO.1 1.5.1.CS.1 1.5.1. LI.1 1.5.1. AS.1
Narrative, Drama, Poetry Explore the meaning of Demonstrate Use the definition of Level 1 Recall
literature. knowledge and literature to identify its
understanding of how genres.
language of literary
genres facilitates
understanding of a
text.
1.5.1.LO.2 1.5.1.LI.2 1.5.1. AS.2
Employ language to Use/Analyse the Level 3 Strategic reasoning
analyse a text for its language of the text to
meaning. describe characters in
(Analyse the language movies, narratives and
of the text to unpick play scripts to make
different levels of meaning.
meaning)
1.5.1.LO.3 1.5.1.LI.3 1.5.1.AS.3
Employ monologues Create monologues and Level 3 Strategic reasoning
and dialogues in texts. dialogues in narratives
and plays to make
meaning.
655
1.5.1.LO.4 1.5.1.LI.4 1.5.1.AS.4
Trace the sequence of Develop the sequence of Level 3 Strategic reasoning
events in texts. events across texts and
explore/discuss how it
contributes to meaning.
1.5.1.LO.5 1.5.1.LI.5 1.5.1.AS.5
Explore different Identify and discuss the Level 3 Strategic reasoning
themes in African dominant themes in two
poems. African poems and how
themes contribute to
meaning.
1.5.1.LI.6 1.5.1.AS.6
Discuss the relationship Level 3 Strategic reasoning
among the plot, themes,
and literary devices in
two African poems and
how they contribute to
meaning.
656
Structure of Detailed Syllabus (Year 2)
Strand 1 Learning outcomes Content standards Learning Indicators Levels of Assessment
Oral language
Sub-strand 1: 2.1.1.LO.1 2.1.1.CS.1 2.1.1. LI.1 2.1.1. AS.1
English speech sounds Articulate English vowels Demonstrate Use diphthongs (closing Level 2 Skills of
(diphthongs and knowledge and and centring) in conceptual understanding
triphthongs) and consonant understanding of connected speech.
sounds effectively in oral speech sounds in oral
communication. communication.
2.1.1.LO.2 2.1.1. LI.2 2.1.1. AS.2
Articulate consonants and Use triphthongs in Level 2 Skills of
consonant clusters connected speech. conceptual understanding
effectively in oral
communication.
2.1.1.LI.3 2.1.1.AS.3
Use consonant sounds Level 2 Skills of
(affricates and conceptual understanding
approximants) in
connected speech.
657
2.1.1. LI.4 2.1.1. AS.4
Identify patterns of Level 2 Skills of
consonant clusters conceptual understanding
occurring at syllable
initial and final positions
in connected speech.
2.1.1. LI.5 2.1.1. AS.5
Pronounce words Level 2 Skills of
containing consonant conceptual understanding
clusters accurately in
connected speech,
including consonant
clusters with silent
sounds (e.g.: subtle,
listen, comb, etc.).
Sub-strand 2: 2.1.2.LO.1 2.1.2.CS.1 2.1.2. LI.1 2.1.2. AS.1
Listening Interpret the contextual Demonstrate the ability Recognise the purpose of Level 3 Strategic
comprehension meaning of level to listen critically, varied oral reasoning
appropriate oral texts. extract and construct communication.
varied levels of
meaning from any oral
communication.
658
2.1.2. LI.2 2.1.2. AS.2
Listen to and identify Level 2 Skills of
speaker intended meaning conceptual understanding
in level appropriate oral
texts.
Sub-strand 3: 2.1.3.LO.1 2.1.3.CS.1 2.1.3. LI.1 2.1.3. AS.1
Conversation / Use social cohesion Demonstrate effective Use varied Level 2 Skills of
Communication strategies in all speech use of communicative communicative strategies conceptual understanding
situations. strategies in a variety in all speech situations.
of speech situations.
2.1.3. LI.2 2.1.3. AS.2
Appreciate diverse Level 3 Strategic
communicative reasoning
perspectives in
communication.
659
Strand 2 Learning outcomes Content standards Learning Indicators Levels of Assessment
READING
Sub-strand 1: 2.2.1.LO.1 2.2.1.CS.1 2.2.1. LI.1 2.2.1. AS.1
Reading Employ knowledge Demonstrate Explore advanced Level 4 Extended critical
Comprehension of text understanding of comprehension text thinking and reasoning
comprehension different types of strategies to enhance
strategies and levels reading and text understanding of a
of comprehension to comprehension variety of increasingly
analyse and interpret strategies and use them complex texts (fiction
different kinds of to interpret a variety of and non-fiction).
texts. level appropriate texts.
2.2.1. LI.2 2.2.1. AS.2
Use understanding of Level 3 Strategic reasoning
text at literal,
inferential and critical
levels to evaluate a
variety of level-
appropriate texts.
2.2.1. LI.3 2.2.1. AS.3
Explore the Level 3 Strategic reasoning
knowledge of
grammatical structures
of language and
context clues to
interpret complex
structures in text.
2.2.1. LI.4 2.2.1. AS.4
Read and analyse a Level 3 Strategic reasoning
variety of level-
appropriate texts for
660
enjoyment.
2.2.1. LI.5 2.2.1. AS.5
Read a variety of Level 3 Strategic reasoning
level-appropriate texts
fluently.
Sub-strand 2: 2.2.2.LO.1 2.2.2.CS.1 2.2.2. LI.1 2.2.2. AS.1
Summarising Utilize knowledge Demonstrate an in-depth Apply a variety of Level 4 Extended critical
and understanding of understanding of texts of strategies in thinking and reasoning
summary strategies to varied lengths and summarising texts of
interpret texts. difficulty levels. varied lengths and
difficulty levels.
661
Strand 3 Learning Outcomes Content Standards Learning Indicators Levels of Assessment
GRAMMAR
Sub-strand 1 2.3.1.LO.1 2.3.1.CS.1 2.3.1.LI.1 2.3.1. AS.1
Grammar Usage Employ the Demonstrate command Identify and use the Level 3 Strategic reasoning
knowledge of phrases of clauses in sentences grammatical forms
and clauses and their for communicative accurately in speech
functions in purposes. and writing.
communication.
2.3.1. LI.2 2.3.1. AS.2
Apply the knowledge Level 3 Strategic reasoning
. of noun clauses in
sentences for
communicative
purposes.
2.3.1. LI.3 2.3.1. AS.3
Demonstrate Level 3 Strategic reasoning
command of Relative /
Adjectival clauses for
communicative
purposes.
2.3.1. LI.4 2.3.1. AS.4
Demonstrate Level 3 Strategic reasoning
command of
Adverbial Clauses in
sentences for
communicative
purposes.
2.3.1.LO.2 2.3.1.CS.2 2.3.1. LI.1 2.3.1. AS.1
Use sample texts for Exhibit understanding Analyse the Level 3 Strategic reasoning
identification and and accurate use of appropriate use of
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analysis of the types subject-verb agreement Subject and Verb in
of subject-verb in speech and writing. everyday
agreement in speech communication.
and writing.
2.3.1.LO.3 2.3.1.CS.3 2.3.1. LI.1 2.3.1. AS.1
Use active or passive Demonstrate mastery of Distinguish between Level 2 Skills of conceptual
voice in use of active and passive the forms of Active understanding
presentations. voice in communication and Passive Voice.
Sub-strand 2 2.3.2.LO.1 2.3.2.CS.1 2.3.2. LI.1 2.3.2. AS.1
Vocabulary Identify and use Demonstrate the Use appropriate Level 3 Strategic reasoning
vocabulary appropriate use of vocabulary in speech
appropriately and vocabulary. and writing in specific
creatively in speech contexts.
and writing.
663
Strand 4 Learning Outcomes Content Standards Learning Indicators Levels of Assessment
Writing
Sub-strand 1: 2.4.1.LO.1 2.4.1.CS.1 2.4.1. LI.1 2.4.1. AS.1
Production and Employ cohesive devices, Develop, organise and Use an extended range Level 3 Strategic reasoning
distribution of including connectors that express ideas coherently of cohesive devices
text demonstrate contrasts, and cohesively in (e.g., connectors to
results and other writing. show contrast, results
relationships, with the etc.) to improve inter-
purpose of enhancing the paragraph coherence.
coherence between
paragraphs.
2.4.1. LI.2 2.4.1. AS.2
Develop a paragraph, Level 3 Strategic reasoning
focusing on the
elements of coherence
- direct references and
transitional words.
2.4.1.LO.2 2.4.1.CS.2 2.4.1. LI.1 2.4.1. AS.1
Engage in critical analysis Create different Critically analyse and Level 4 Extended critical
and construct concluding paragraphs within a compose concluding thinking and reasoning
paragraphs pertaining to a composition on a given paragraphs on a given
provided topic. topic. topic.
664
Sub-strand 2: 2.4.2.LO.1 2.4.2.CS.1 2.4.2. LI.1 2.4.2. AS.1
Text types and Apply a procedural Use a process approach Write short stories, Level 4 Extended critical
purposes method to create texts to compose descriptive, using sensory thinking and reasoning
that are descriptive, narrative/imaginative, language (imagery) to
imaginative, informational, convey a vivid picture
persuasive and persuasive and of experiences, events,
argumentative. argumentative texts. setting, and/or
characters.
2.4.2. LI.2 2.4.2. AS.2
Write a persuasive text Level 4 Extended critical
(e.g., debate) that thinking and reasoning
states and defends a
position and responds
to objections raised
about it.
2.4.2.LI.3 2.4.2. AS.3
Compose texts to Level 4 Extended critical
compare and contrast thinking and reasoning
given issues or
situations.
2.4.2.LO.2 2.4.2.CS.2 2.4.2.LI.1 2.4.2.AS.1
Create minutes, Apply writing skills to Compose minutes and Level 3 Strategic reasoning
newspapers, specific life situations. reports on given topics
magazines, and using appropriate
reports on format.
international affairs,
adhering to
665
appropriate 2.4.2.LI.2 2.4.2.AS.2
formatting guidelines. Write articles on given Level 3 Strategic reasoning
issues for publication
in international
newspapers and
magazines.
Sub-strand 3: 2.4.3.LO.1 2.4.3.CS.1 2.4.3.LI.1 2.4.3.AS.1
Building and Gather information Research to build and Retrieve information Level 3 Strategic reasoning
Presenting from both printed and present knowledge. from print and digital
Knowledge digital sources, sources using in-text
employing in-text referencing and
referencing and citation to organise
citation techniques, to and present in writing.
effectively structure
and present it in
written form.
666
Strand 5 Learning Content Standards Learning Indicators Levels of Assessment
Outcomes
LITERATURE
Sub-strand 1: 2.5.1.LO.1 2.5.1.CS.1 2.5.1. LI.1 2.5.1. AS.1
Poetry, Narrative Analyse different Demonstrate understanding Respond to and appreciate Level 2 Skills of
and Drama types of poems. of how various elements of different types of non-African conceptual understanding
literary genres facilitate the poems.
understanding of a text.
2.5.1.LO.2 2.5.1.CS.2 2.5.1. LI.1 2.5.1. AS.1
Analyse common Demonstrate understanding Explore common themes in Level 2 Skills of conceptual
themes in poems. of how various elements of poems. understanding
literary genres facilitate the
understanding of a text.
2.5.1.LO.3 2.5.1. LI.2 2.5.1. AS.2
Apply imagery and Use Imagery (expressive and Level 2 Skills of
figurative language figurative language) in texts. conceptual understanding
in texts.
667
Structure of Detailed Syllabus (Year 3)
Strand 1 Learning Outcomes Content Standards Learning Indicators Levels of Assessment
Oral language
Sub-strand 1: 3.1.1.LO.1 3.1.1.CS.1 3.1.1. LI.1 3.1.1. AS.1
English speech Articulate Demonstrate knowledge Use stress Level 2 Skills of conceptual
sounds paralinguistic and understanding of appropriately in understanding
features (stress, speech sounds in oral sentences and in
intonation) communication. disyllabic and
effectively in oral polysyllabic words.
communication.
3.1.1. LI.2 3.1.1. AS.2
Use intonation Level 2 Skills of conceptual
appropriately for understanding
different
communicative
functions.
Sub-strand 2: 3.1.2.LO.1 3.1.2.CS.1 3.1.2. LI.1 3.1.2. AS.1
Listening Evaluate key Demonstrate the ability Form judgements and Level 2 Skills of conceptual
comprehension information from to listen critically, share opinions on understanding
level appropriate oral extract and construct varied interactive texts
texts. varied levels of meaning with other speakers in
from any oral class.
communication.
668
3.1.2. LI.2 3.1.2. AS.2
Use question Level 2 Skills of conceptual
techniques to discuss understanding
level appropriate oral
texts.
Sub-strand 3: 3.1.3.LO.1 3.1.3.CS.1 3.1.3. LI.1
Conversation / Use effective Demonstrate effective Identify and discuss 3.1.3. AS.1
Communication strategies to engage use of communicative communicative
in extensive talk on strategies in a variety of strategies in varied Level 2 Skills of conceptual
both local and global speech situations. speech contexts/ understanding
issues. situations.
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3.1.3. LI.2 3.1.3. AS.2
Ask and respond to Level 3 Strategic reasoning
critical questions
about topical issues
happening both locally
and globally.
Strand 2
READING
Sub-strand 1: 3.2.1.LO.1 3.2.1.CS.1 3.2.1. LI.1 3.2.1. AS.1
Reading Employ knowledge Demonstrate Explore more Level 3 Strategic reasoning
comprehension of text understanding of advanced
comprehension different types of comprehension text
strategies and levels reading strategies and strategies to enhance
of text use them to interact with comprehension and
comprehension to a variety of level interaction with a
analyse and interpret appropriate texts. variety of complex
different kinds of texts.
texts.
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3.2.1.LO.2 3.2.1. LI.2 3.2.1. AS.2
Exhibit increasing Extensively read and Level 4 Extended critical
confidence and analyse a variety of thinking and reasoning
interest in texts.
independent reading
and text analysis.
3.2.1. LI.3 3.2.1. AS.3
Create extension for a Level 4 Extended critical
variety of texts. thinking and reasoning
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Sub-strand 2: 3.2.2.LO.1 3.2.2.CS.1 3.2.2. LI.1 3.2.2. AS.1
Summarising Engage advanced Demonstrate in-depth Apply strategies for Level 3 Strategic reasoning
strategies to understanding of texts of summarising a variety
summarise a variety varied lengths. of texts.
of texts (with simple
and complex
structures).
3.2.2. LI.2 3.2.2. AS.2
Answer a variety of Level 3 Strategic reasoning
summary questions on
texts of varied lengths.
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Strand 3 Learning Outcomes Content Standards Learning Indicators Levels of Assessment
GRAMMAR
Sub-strand 1 3.3.1.LO.1 3.3.1.CS.1 3.3.1. LI.1 3.3.1. AS.1
Grammar Usage Identify and use the Apply the knowledge of Use a wider range of Level 3 Strategic reasoning
different types of Phrases and Clauses phrases and clauses
phrases in speech and and their functions in appropriately in
writing. communication. context.
3.3.1. LI.2 3.3.1. AS.2
Use phrases and Level 3 Strategic reasoning
clauses to convey
specific meanings in
contexts adding
variety and interest to
speech and writing.
3.3.1.LO.2 3.3.1.CS.2 3.3.1. LI.1 3.3.1. AS.1
Identify forms and use Demonstrate mastery of Identify and determine Level 3 Strategic reasoning
phrasal verbs to create the use of phrasal verbs. the meaning of phrasal
meaning in speech and . verbs in context.
writing.
3.3.1.LO.3 3.3.1.CS.3 3.3.1. LI.1 3.3.1. AS.1
Apply the knowledge Demonstrate command Identify and explain Level 3 Strategic reasoning
and use idiomatic of knowledge of idiomatic expressions
expressions in speech idiomatic expressions in in speech and writing.
and writing. specific contexts.
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3.3.1.LO.4 3.3.1.CS.4 3.3.1. LI.1 3.3.1. AS.1
Apply knowledge of Understand and use Determine and use Level 1 Recall
rules when converting direct and reported direct/indirect speech Level 2 Skills of conceptual
indirect speech to speeches appropriately. forms in context. understanding
direct speech and vice
versa.
Sub-strand 2 3.3.2.LO.1 3.3.2.CS.1 3.3.2. LI.1 3.3.2. AS.1
Vocabulary Employ appropriate Demonstrate the Interpret and use Level 3 Strategic reasoning
vocabulary in appropriate use of vocabulary in more
communication. vocabulary in complex contexts.
communication.
3.3.2. LI.2 3.3.2. AS.2
Interpret and use Level 3 Strategic reasoning
registers, proverbs,
complex phrasal
verbs, idioms and
idiomatic expressions
in more complex
contexts to enrich
communication.
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Strand 4 Learning Outcomes Content Standards Learning Indicators Levels of Assessment
WRITING
Sub-Strand 1: 3.4.1.LO.1 3.4.1.CS.1 3.4.1. LI.1 3.4.1. AS.1
Production and Compose paragraphs Create different Consolidate the Level 3 Strategic reasoning
distribution of text with varying content paragraphs within a knowledge and skill in
related to a specific composition on a given composing paragraphs
subject. topic. on selected topics.
Sub-Strand 2 3.4.2.LO.1 3.4.2.CS.1 3.4.2. LI.1 3.4.2. AS.1
Text types and Craft captivating prose Use a process approach to Create imaginative text Level 4 Extended critical
purposes to express concepts, compose descriptive, to convey ideas, thinking and reasoning.
emotions and vivid narrative/imaginative, feelings and mental
mental landscapes. informational, persuasive pictures (images).
and argumentative texts. 3.4.2. LI.2 3.4.2. AS.2
Justify opinions using Level 4 Extended critical
reasons and evidence. thinking and reasoning.
3.4.2.LO.2 3.4.2.CS.2 3.4.2. LI. 3 3.4.2. AS.3
Generate a curriculum Apply writing skills to Compose a curriculum Level 3 Strategic reasoning
vitae/resume, business specific life situations. vitae/resume, business
proposal and personal proposal and personal
statement based on statement/statement of
assigned subjects, purpose on given topics
employing the suitable using appropriate
structure and format. format.
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Strand 5 Learning Outcomes Content Standards Learning Indicators Levels of Assessment
Sub-Strand 3:
Building and 3.4.1.LO.1
Presenting Knowledge Incorporate and
acknowledge data
Literature from various prints
and digital sources
through
properreferencing and
citation.
Sub-strand 1: 3.5.1.LO.1 3.5.1.CS.1 3.5.1. LI.1 3.5.1. AS.1
Narrative, Poetry, Explore different Demonstrate Convert narratives to play Level 4 Extended reasoning
and Drama literary texts to create understanding of how scripts and vice versa.
meaning and convert various elements of
into other genres. literary genres facilitate 3.5.1. LI.2 3.5.1. AS.2
understanding of a text. Analyse how writers use Level 4 Extended reasoning
descriptions to create
setting.
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SAMPLE QUESTIONS
PAPER ONE: OBJECTIVE
PART A: LEXIS AND STRUCTURE (80 Marks)
SECTION I
In each of the following sentences, there is a word underlined and one gap. From the list of words lettered A to D, choose the word that is most
nearly opposite in meaning to the underlined word/ group of words and that will, at the same time, correctly fill the gap in the sentence.
S/n Indicator Item** DoK Level
1. 1.3.1. LI.1 The diverse groups became …….. in a common cause. 1
Use nouns accurately in A. linked
speech and writing. B. concentrated
C. liberated
D. united
2. Charitable actions can influence ……… people to change. 2
A. cautious
B. passionate
C. notorious
D. selfish
3. Her condition may worsen rather than ……… if she continues 2
to brood over the incident.
A. abate
B. improve
C. reduce
D. subside
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4. Although a renowned doctor, John came from ……… 2
beginnings.
A. enervating
B. humble
C. servile
D. unrecognisable
SECTION II
From the words lettered A to D, choose the one that best
completes each of the following sentences.
5. 1.3.1. LI.5 Every human being has a right ………. education. 1
Use minor word classes in A. for
speaking and writing. B. of
C. on
D. to
.6. At the last PTA meeting, tempers ………..between parents 2
and teachers.
A. arise
B. arose
C. rise
D. rose
7.. The students tried every means to secure permission, 1
………..?
A. couldn’t they
B. didn’t they
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C. haven’t they
D. shouldn’t they
8. 1.3.2.CS.1 The article ………. the attention of scholars everywhere. 2
Demonstrate and apply the A. attracted
appropriate use of vocabulary B. assured
in general communication. C. embraced
D. excited
1.3.2. LI.1
Use appropriate vocabulary in
specific contexts. E.g.,
Formal and informal
situations.
9. 1.3.1. LI. 4 Last year, Mensah, the brightest student, …… the best prize 2
in his school.
Use forms of verbs in
everyday activities (Tense & A. gave
Aspects). B. had given
C. giving
D. was given
10. When the students went to call the Headteacher, she said she 2
……… preparing for the party.
A. is
B. are
C. was
D. were
**Items should reflect the 21st Century Skills required by the learning outcomes/indicators
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PAPER TWO (ESSAY, COMPREHENSION, SUMMARY)
There are three sections in this Paper. In Section A, you have a choice of questions. In Sections B and C, you must answer all questions.
SECTION A
ESSAY (DoK Level 3/4)
1.4.2. LI.1
Write short stories, using precise words and phrases to convey a vivid picture of experiences.
1.4.2. LI.1
Compose an informal letter to a friend.
1.4.2. LI.2
Write a persuasive piece that states and defends a position.
1.4.2. LI.3
Write articles on given issues for publication in national newspapers and magazines.
Answer two questions only from this section: one question from Part I and one question from Part II.
PART 1 - GENERAL ESSAY WRITING
[50 marks]
All questions carry equal marks. Your answer should not be less than 450 words.
You are advised to spend about 50 minutes on this section.
1. You are the principal speaker in a debate on the motion: Carelessness is the main cause of accidents in our homes. Write an argument for or
against the motion.
2. Your elder sister who has successfully completed her studies overseas has decided to return home. Write a letter congratulating her and
telling her the major changes that have taken place in your country since her departure.
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3. Write a story on an experience that changed the course of your life.
4. Write an article suitable for publication in a national newspaper on the need for government to censor music videos.
5. The sanitary condition of your community is appalling and there are fears of an outbreak of communicable diseases. Write a letter to the
Metropolitan, Municipal or District Director of your area, drawing his/her attention to the problem and suggesting ways of dealing with it.
PART 2 - FUNCTIONAL WRITING [25 Marks]
1.4.2. LI.2
Compose email, memo, programme agenda, application (job, services etc.) and acceptance letter on given topics using appropriate format.
Answer one question only from this section. All questions carry equal marks. Your answer should not be less than 250 words.
You are advised to spend about 30 minutes on this section.
1. You have applied for admission to a university. The institution has asked you to submit a personal statement indicating your plans for the
future and how going to the university will help you achieve the plans. Write your statement.
2. You are applying for a job in your dream organisation. Write your curriculum vitae for a job in your dream organization.
3. Your Old Boys’ Association has held its Annual General meeting. As the secretary to the Association, write the minutes of the meeting,
bringing out discussions on the previous minutes, new business, and any other business.
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SECTION B: COMPREHENSION (20 Marks)
1.2.1. LI.1
Retrieve specific information and interpret a variety of simple texts.
1.2.1. LI.2
Use a variety of text comprehension strategies to analyse fiction and non-fiction texts.
1. Read the passage carefully and answer the questions that follow.
Mr Sosu and his wife, Agnes, have been married for five years and have been blessed with two beautiful children-Joey and Ekuwa. The couple
appeared to love each other and have been the envy of their neighbours, who have always felt that their home was heaven.
Agnes’ family often frequented the house to see the couple and their children. On the other hand, Mr Sosu’s family hardly did. Mrs Sosu always
questioned her husband on why his family hardly visited them.
One evening, after a sumptuous supper, Mr Sosu said to his wife, “I miss my family. I wish to invite them tomorrow. Can you prepare lunch? It's
been a while” Agnes sighed, smiled and responded, “God willing, it will be good.” Excitedly, her husband added, “OK, I will invite them.”
The next morning, Mr Sosu went to work and rushed home at one o'clock to check on his wife’s preparations for the arrival of his family. “Did you
cook lunch? My family will come in an hour”, he enquired from his wife.
Agnes responded, “No, I did not cook, because your family are not strangers, they can eat what is in the house.”
Mr Sosu said, “God forgive you! Why didn't you tell me yesterday that you won't cook, and they will soon be arriving, what will I do?”
His wife replied calmly, “Call them and apologise to them, after all, they are not strangers.”
The husband stormed out of the house upset and after a few minutes, there was a knock on the door. Agnes got up, opened the door and was
surprised to see her family; her parents, brothers, sisters and their children.
Her father asked, “Where is your husband?”
She replied, “He left here a while ago.”
The old man continued, “Yesterday, your husband invited us for lunch. Is it possible for him to invite us and leave the house?”
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Mrs Sosu was stunned by the news, and began rubbing her hands, puzzled that the food in the house was not befitting for her family. She called her
husband and asked, “Why didn't you tell me that you intended to invite my family for lunch?”
“My family is your family, and yours is mine. There's no difference.”, Mr Sosu replied in his defence.
Agnes pleaded, “Please bring ready-made food from Eno’s eatery when coming, there is no food at home.”
Mr Sosu said, “I am very far from home and your family are not strangers, feed them from the food in the house as you wanted to feed my family.”
(a) What was Mrs Sosu’s response when her
husband asked her to cook? (Level 1)
(b) What two reasons did Agnes give for not cooking? (Level 1)
(c) Why was the wife surprised when her family arrived
instead of the husband's family? (Level 2)
(d) What reason did the wife give for not cooking lunch for the
husband's family? (Level 2)
(e) “…because your family are not strangers” (Level 3)
i. What is the grammatical name for the above expression?
ii. What is its function in the sentence?
(f) “My family is your family, and yours is mine” (Level 3)
What literary device is used in the above expression?
(g) For each of the following words, provide a word that
means the same and can fit perfectly in the passage. (Level 2)
(i) Surprised
(ii) Puzzled
(iii) Befitting
(iv) arriving
(v) apologise
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SECTION C: SUMMARY (25 Marks)
1.2.2.LI. 2 Apply innovative strategies in summarising short but familiar stories.
Read the passage carefully and answer the questions on it in your own words as far as possible.
Snakes are fascinating reptiles, sharing their classification with turtles, tortoises, crocodiles, and lizards. Like their reptilian relatives, snakes have
bodies covered with scales, a tough outer layer forming distinct patterns. Most reptiles lay eggs, and their young resemble the adults when hatched.
Unlike mammals, reptiles' body temperature fluctuates with their environment, meaning they are cold-blooded.
Snakes are easily distinguishable from most lizards because lizards generally have legs, but there are some legless lizards that closely resemble
snakes. Both snakes and lizards shed their old skins periodically and grow new ones in a process known as sloughing. This characteristic is part of
their growth and regeneration process.
There are far more snakes than most people realize because many species live hidden lives underground or in trees. In West Africa alone, there are
over 100 species of snakes, with more than 80 species in Ghana. Snakes are often spotted near farms and villages, where they hunt small animals,
but they are also found in thick forests and even in water, making them highly adaptable creatures.
Snakes are carnivorous, feeding on a wide range of prey, including small mammals, birds, and even eggs. Some species specialize in hunting
specific types of animals, while others have a more varied diet. Baby snakes usually start by eating insects before moving on to larger prey as they
grow.
Despite the fear they sometimes invoke, snakes play a vital role in ecosystems. They help control populations of pests such as rodents, which can
otherwise damage crops and spread diseases. This makes them particularly beneficial in agricultural areas where farmers struggle with pests. Some
species of snakes also prey on other harmful animals, such as venomous or disease-carrying insects, helping maintain a balanced ecosystem.
Furthermore, snakes contribute to medical science. Venom from certain species is used to produce antivenom for snake bites, as well as in medical
research for treatments of conditions like heart disease, blood disorders, and cancer. Snakes' unique biology also inspires biomimicry in
technological advancements, from robotics to medicine.
In summary, while often misunderstood or feared, snakes provide significant ecological and medical benefits. They contribute to pest control,
protect crops, and offer invaluable resources for scientific research, underscoring their importance in both natural ecosystems and human society.
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Questions
(a) In two sentences, state two features of reptiles. (Level 1)
(b) In a sentence, summarise the distinction between
the lizard and the snake. (Level 2)
(c) In two sentences, one for each, state the benefits
of snakes in the ecosystem. (Level 1)
SAMPLE QUESTIONS
PAPER THREE: LISTENING COMPREHENSION (50 Marks)
1.1.1. LI.1
Use pure vowel sounds (short vowels) in connected speech.
1.1.1. LI.2
Use pure vowel sounds (long vowels) in connected speech.
1.1.1. LI.3
Use consonant sounds in connected speech (Plosives, Fricatives and Nasals).
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TEST 1
In this test, there are three words to a line. I am going to read one word from each line. Beside the word I read, there is a letter. Shade this letter on
your answer sheet. Start at Number1.
A B C
1. praise price prize
2. come cam calm
3. cud card cad
4. gnat not nut
5. lunch launch lynch
(Level 1)
Test 2
Listen carefully. In this test, there are three words to a line. I am going to read one word from each line. Beside the word I read, there is a letter.
Shade this letter on your answer sheet. Start at Number 6.
A B C
6. spurge spurt spurned
7. watch watt wad
8. cracked crashed craft
9. bump thump dump
10. rig ridge rich
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(Level 1)
Test 3
In this test, the word you will hear does not appear on your word list. That word only rhymes with one of the words on the list.
Listen carefully to this word: pet. Which of the words in example 1 rhymes with pet?
Example 1 A. Sent
B. belt
C. set
D. rent
(Level 2)
Test 4
You are now going to hear some questions and answers. The questions will all be different and the answers always the same. You have to choose
the one question which goes with the repeated answer. Here’s an example.
Question Answer
A. Is Kumasi the busiest city in Ghana? ‘Accra is the busiest city in Ghana.
B. Is Accra the calmest city in Ghana? Accra is the busiest city in Ghana.
C. Is Accra the busiest village in Ghana? Accra is the busiest city in Ghana.
D. Is Accra the busiest city in Nigeria? Accra is the busiest city in Ghana
(Level 2)
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Test 5
Conversation
DEE: Yue, look at the aeroplane flying so high above us. I’ve been wondering. When will I be able to fly like that? To fly one of those?
YUE: So, you want to be a wizard, eh? Don’t you know it is witches and wizards who fly? Where they make those things, you must become a
witch or wizard to fly them. They practise using brooms. You know the broom with a long stick sticking out of it.
DEE: That cannot be true. I’ve read about the Wright brothers who first made the airplane, and. ..
YUE: Ooo! You have been in school for just some five years, and you think you know everything. Now, do you know how they build bridges over
large rivers? They dive to the floor of the river. You know why? They must seek permission from ‘Mami Water’ first.
DEE: You’re wrong. You know, the explanations you are giving are called myths. Because you don’t know what those things really are, you are
using those explanations. It’s like the time they told us that evil spirits caused guinea worm. Remember? Now, we are drinking well water, no one
suffers from guinea worm any longer, you see.
YUE: Look here, I’m some five years older than you are. If you become a wizard and you come back to this village, I’ll inform the chief, and we’ll
ostracize you. We don’t want you eating our children.
DEE: Yue, oh, Yue! That won’t happen. I promise you. I’ll study hard and become a pilot. Who knows; one day, I may fly you in an aeroplane.
YUE: That will be the day!
(272 words)
1. According to the conversation. . .
A. Yue is the senior sister of Dee.
B. Dee knows what myths are.
C. Both Yue and Dee are still in school.
D. Yue knows how to hunt.
Level 1
2. From the conversation, we learn that . . .
A. We sometimes try to explain certain things we really don’t know.
B. We make mistakes when we talk to people who have learnt much.
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C. People who are educated know everything.
D. People who are not educated know very little.
Level 2
Narrative
Bea desired to attend school in Kumasi. All girls in her village longed for the day that they could just travel to Kumasi. The tales about the
supermarkets that were stories high, the Kwame Nkrumah University of Science and Technology, and the Kejetia Station that was infamous for
pickpockets were so enticing.
When she chose the famous girls’ senior high school in Kumasi as her school of first choice, Alfa looked at her with her characteristic gaze of
contempt. She wondered from where Bea got her daydreams and said so. Alfa was her oldest sister, and she often teased her for being a pampered
“last baby”.
When the BECE results were released, and as was normal of her, Alfa went with Bea to the school for them, and was the first to read them.
Suddenly, raising the piece of paper above her head, Alfa began to scream and then embraced Bea.
Their parents were so proud of Bea that on the next day, they began buying things they knew she would require for the boarding house. Alfa was
anxious to be the one to take Bea to her school.
On reopening day, Alfa took Bea to the school as she had promised. The journey seemed short. When they got to the school gate, Alfa carried the
“chopbox “and bucket, and Bea carried the metal trunk. They were directed to Bea’s House. Within minutes, the admission procedure was over and
Bea had to go into the House with other new students.
It was time to part. Alfa looked at her sister’s face and stretched out her arms for an embrace. She enfolded her little sister in her arms, and then
released her. Their eyes met and Bea noticed that tears had welled up in Alfa’s eyes.
That night, as she lay on her bunk bed, Bea wondered how it was possible for Alfa to shed tears.
(315 words)
3. According to the narrative, . . .
A. Alfa often quarrelled with her sister.
B. Bea’s parents loved her very much.
C. Alfa could cry very easily.
D. Bea was always daydreaming.
Level 1
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4. From the narrative, we learn that. . .
A. Our success can make people love us.
B. Some people can pretend to love us.
C. Alfa showed that she loved Bea.
D. Bea had never liked Alfa.
Level 2
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FRENCH
DETAILED FRENCH SYLLABUS
1. INTRODUCTION
This detailed French Syllabus is a comprehensive guide designed to inform item writers and test developers on the structure of the
summative assessment at the SHS/SHTS/STEM to be conducted by the West African Examinations Council (WAEC). This document
presents the philosophy, the vision and the goals of the French curriculum. It also provides the structure and scheme of the examination
and includes: the sections of the paper; the time allocation for each section; the respective weighting of each section. The detailed
syllabus contained in this document aligns with the French curriculum, the teacher manual and the learning material.
2. PURPOSE
The purpose of this document is to ensure coverage and alignment of the content standards (CS), learning outcomes (LO), learning
indicators (LIs) and the relevant content areas with the French curriculum.
3. PHILOSOPHY
Every learner can acquire competencies and become proficient in French with the right francophone environment created under skilled
and motivated teachers. Every learner needs to be supported with the appropriate resources in order to analyse critically communicative
situations as a life-long learner, and to function in the world of work.
4. VISION
To produce a well-motivated learner of the French Language: one who possesses the requisite competencies and transferable skills, and
who is capable of communicating effectively and critically analysing situations in a francophone setting, in the world of work, and for
further studies. Our vision is to prepare learners and assess them on 21st Century Skills and Competencies as good global citizens and
life-long learners. At the same time, we seek to to contribute to the socio-economic development of the country.
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5. GOALS
The goal of this syllabus is to test learners’ competence in literacy and communication, thus enabling them to become responsible
citizens, with the ability to be creative thinkers and problem solvers in a francophone environment.
Learners should be able to:
- demonstrate understanding and respond to basic spoken and written French;
- demonstrate effective reading and writing skills in French;
- demonstrate acquisition of the basic linguistic skills for lifelong learning of French.
6. STRUCTURE AND SCHEME OF THE EXAMINATION
The examination will consist of three (3) papers.
Paper 1 (Multiple-Choice Objective Tests)
Paper 2 (Written Expression Tests)
Paper 3 (Oral Expression Tests)
A more detailed outline of what these papers will look like and how they will be marked is provided in shaded diagrammatical format over the next
three pages.
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PAPER 1: The paper will consist of 40 multiple-choice questions covering written comprehension and language usage, synonyms, and
antonyms.
Objective
Testing Candidates will be required to answer all questions.
Exam duration 1 hour, 15 minutes
Marks allocation 40 (of a maximum final total of 130)
(a) SECTION A: This section is designed to test candidates’ ability to read and understand written documents in French.
Four written comprehension passages, with five multiple-choice questions each, will be administered to
Written Comprehension
candidates. Each of the written comprehension texts will be about 100 words long.
(b) SECTION B: This section is designed to test candidates’ ability to use appropriate register in a specific communicative
context. Candidates will be expected to complete ten gaps in a passage with appropriate options.
Language Register
The passage will be about 100 words long.
(c) SECTION C: This section is designed to test candidates’ ability to use lexical items such as synonyms and antonyms correctly.
Candidates will be required to identify words nearest in meaning and words opposite in meaning to underlined
Synonyms and
words or groups of words in a sentence.
Antonyms
Ten multiple-choice questions on synonyms and antonyms will be administered to candidates.
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PAPER 2 This paper will consist of two (2) sections,
Written
Exam duration 1 hour, 15 minutes
Expression Marks allocation 40 (of a maximum final total of 130)
(a) This section will consist of three (3) parts.
SECTION A:
Part I is a compulsory question on a simple poem for all candidates.
Literature (20 marks)
In Part II and Part III, candidates will have to answer either:
Alternative A, which comprises questions on prose,
or
Alternative B, which comprises questions on drama.
SECTION “A”, PART I Candidates are expected to respond to five (5) short-answer questions on a simple poem.
POEM
(5 marks)
SECTION “A”, This part of the paper will consist of five (5) short-answer questions on prose and five (5) short-answer questions
PART II on drama.
PROSE/DRAMA Candidates are expected to answer questions on either prose or drama base on the works of literature being
(5 marks)
studied in their school.
SECTION “A”, There will be two (2) questions in this part of the paper: one question on prose and one question on drama.
PART III: Candidates are expected to answer only one (1) question on a thematic area based on the literary texts(s) they
PROSE/DRAMA studied in their school.
(10 marks) These thematic areas could include the description of a character, an exposition on themes or a setting, etc., in
the chosen work of literature.
The answer should not be more than 60 words in length.
(b) There are three (3) questions in this section.
SECTION B: Candidates will be expected to answer one (1) question only.
Essay (20 marks) The essay questions could be narrative, descriptive, or discursive in nature: they could take the form of a letter,
an email, a WhatsApp message, etc.
The essay should be between 80 and 100 words long.
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PAPER 3 This Assessment will consist of three (3) sections,
Oral Exam duration 15 minutes
Marks allocation 50 (of a maximum final total of 130)
Expression
(a) SECTION A: The candidate is expected to introduce himself/herself by giving at least five (5) items of information about
Self-introduction himself/herself.
(10 marks)
(b) SECTION B: The candidate is expected to pick, at random, a single text from a pool of six (6) short reading texts.
Reading aloud The candidate should then read the text aloud.
(10 marks) The text should be a passage of about forty (40) words, testing pronunciation and fluency.
(c) SECTION C: The candidate will select two (2) task-based scenarios from a pool of ten (10).
Task-based Scenario These are real-life scenarios.
(30 marks) The candidate will then be expected to engage the examiner in a conversation on only one of the two selected
scenarios. There will be follow-up questions for the candidate to answer.
PRESCRIBED BOOKS FOR LITERATURE
Kouadio-Tiacoh, G., Gauvenet, H., et Abauzit. M. (1967) La Légende de N'zi, le grand guerrier d'Afrique Didier.
Kwakwa. M. (1982) L'Argent ne fait pas le bonheur West African Book Publishers.
REFERENCES
Préparation à l'examen du DELF. Éditions Hachette, Français Langue Étrangère
Cadre Européen Commun de Référence pour les Langues (CECRL) (2021). Conseil de l'Europe, Éditions Didier (https://rm.coe.int/16802fc3a8)
L'évaluation dans la perspective actionnelle, Christian Puren (https://fr.slideshare.net/decoed/lvaluation-dans-la-perspective-actionnelle)
Keteku Enyonam (1992). La famille Ntow, Afram Publications
695
STRUCTURE OF DETAILED SYLLABUS – FRENCH
Strand Sub-strand Learning Outcomes Content Standards Learning Indicators Levels of Assessment
Faire Se présenter 1.1.1.LO.1 1.1.1.CS.1 1.1.1.L1.1 1.1.1.AS.1, 2,3&4
connaissance et présenter S’engager dans un Être capable de Écouter ou regarder une Level 1 : Recall
quelqu’un acte de se présenter comprendre et de présentation ou une
d’autre et de présenter s’engager dans un acte conversation dans laquelle des
quelqu’un d’autre de se présenter et de gens se présentent ; et puis
présenter quelqu’un répondre aux questions
d’autre (Compréhension de l’oral)
1.1.1.L1.2
Se présenter, ou présenter Level 1 : Recall
quelqu’un d’autre, en continu
ou dans une conversation
(Production et interaction
orales)
1.1.1.L1.3 Level 2 : Skills of
Lire un texte simple dans Conceptual Understanding
lequel on se présente, ou l’on
présente quelqu’un d’autre : et
puis répondre aux questions
(Compréhension des écrits)
1.1.1.L1.4 Level 2: Skills of
Écrire un texte pour se Conceptual Understanding
présenter ou présenter
quelqu’un d’autre (Production
et interaction écrites)
1.1.1.LO.2 1.1.1.CS.2 1.1.1.L1.1 1.1.1. AS.1, 2, 3 & 4
Présenter sa famille Être capable de Écouter une présentation ou Level 1 : Recall
comprendre et parler une conversation sur la famille
de sa famille et répondre aux questions
(compréhension de l’oral)
1.1.1.L1.2 Level 1 : Recall
Présenter et discuter de sa
696
famille (Production et
interaction orales)
1.1.1.L1.3 Level 2 : Skills of
Lire un texte sur la famille ; et Conceptual Understanding
puis répondre aux questions
(Compréhension des écrits)
1.1.1.L1.4 Level 2 : Skills of
Écrire un texte sur la famille Conceptual Understanding
(Production et interaction
écrites)
Strand Sub-strand Learning Outcomes Content Standards Learning Indicators Levels of Assessment
2.1.1.LO.1 2.1.1.CS.1 2..1.1.LI.1 2..1.1.AS.1,2.3,&4
Décrire une Être capable de Écouter ou regarder une Level 1 : Recall
personne comprendre et de présentation ou une conversation
faire la description où l’on se décrit, ou décrit
d’une personne quelqu’un d’autre ; et puis
répondre aux questions
(Compréhension de l’oral)
2..1.1.LI.2
Se décrire ou décrire quelqu’un Level 1 : Recall
d’autre, dans une présentation ou
une conversation ; et puis
répondre aux questions
(Production et interaction orales)
2..1.1.LI.3
Lire un texte simple dans lequel Level 2 : Skills of
on se décrit ou décrit quelqu’un Conceptual understanding
d’autre (Compréhension des
écrits)
2..1.1.LI.4 Level 2 : Skills of
Écrire un texte pour se décrire Conceptual understanding
ou pour décrire quelqu’un
d’autre (Production et
interaction écrites)
697
Exprimer ses 1.1.2.LO.1 1.1.2.CS.1 1.1.2.LI.1 1..1.2.AS.1, 2. 3, &4
sentiments et Exprimer les gouts et Être capable de Écouter une présentation ou une Level 1 : Recall
son opinion les préférences comprendre et conversation sur les gouts et les
d’exprimer ses gouts préférences (Compréhension de
et ses préférences l’oral)
1.1.2.LI.2
Présenter ses gouts et ses Level 1 : Recall
préférences, ou participer à une
conversation sur ses gouts et ses
préférences (Production et
interaction orales)
1.1.2.LI.3
Lire un texte sur les gouts et les Level 2 : Skills of
préférences ; et puis répondre Conceptual understanding
aux questions (Compréhension
des écrits)
1.1.2.LI.4
Écrire un texte pour s’exprimer Level 2: Skills of
sur les gouts et les préférences. Conceptual understanding
(Production et interaction
écrites)
698
Strand Sub-strand Learning Outcomes Content Learning Indicators Levels of
Standards Assessment
1.1.2.LO.2 1.1.2.CS.2 1.1.2.LI.1 1.1.2.AS.1
Exprimer son opinion Être capable de Lire et réagir à un texte dans lequel on Level 1: Recall
dans une situation comprendre et exprime son opinion (Compréhension
donnée d'exprimer une des écrits)
opinion 1.1.2.LI.2
Émettre un souhait dans une Level 3: Strategic
conversation ou interaction. reasoning
(Production et interaction orales)
1.1.2.LI.3
Lire un texte dans lequel on exprime
une opinion; et puis répondre aux Level 2 : Skills of
questions (Compréhension des écrits) conceptual
1.1.2.LI.4 understanding
Écrire un texte pour exprimer un
souhait (Production et interaction
écrites) Level 3 : Strategic
reasoning
Parler de ses 1.1.3.LO.1 1.1.3.CS.1 1.1.3.LI.1 1.1.3.AS.1
activités Discuter de ses Être capable de Écouter ou regarder une présentation Level 1 : Recall
journalières et de activités journalières comprendre et de ou une conversation sur les activités
son agenda discuter de ses journalières ; et puis répondre aux
activités questions (Compréhension de l’oral)
journalières 1.1.3.LI.2
Parler ou discuter de ses activités Level 1 : Recall
journalières (Production et interaction
orales)
1.1.3.LI.3
Lire un texte simple dans lequel on Level 2 : Skills of
parle de ses activités journalières ; et conceptual
puis répondre aux questions understanding
(Compréhension des écrits)
1.1.3.LI.4
Écrire un texte pour parler de ses
activités journalières à quelqu’un Level 1 : Recall
(Production et interaction écrites)
699
Strand Sub-strand Learning Outcomes Content Learning Indicators Levels of Assessment
Standards
3.1.3.LO.1 3.1.3.CS.1 3.1.3.LI.1 3.1.3.AS.1
Fixer, accepter ou Être capable de Écouter une présentation ou une Level 1 : Recall
refuser un rendez-vous comprendre, de conversation sur comment fixer,
fixer, d’accepter accepter ou refuser un rendez-vous ; et
et de refuser un puis répondre aux questions
rendez-vous (Compréhension de l’oral)
3.1.3.LI.2
Prendre part à une conversation ou un Level 2 : Skills of
échange où l’on fixe, accepte ou conceptual
refuse un rendez-vous (Production et understanding
interaction orales)
3.1.3.LI.3
Lire un texte dans lequel on fixe,
accepte ou refuse un rendez-vous : et Level 2 : Skills of
puis répondre aux questions conceptual
(compréhension des écrits) understanding
3.1.3.LI.4
Écrire un texte pour fixer, accepter ou Level 2 : Skills of
refuser un rendez-vous (Production et conceptual
interaction écrites) understanding
700
Strand Sub-strand Learning Outcomes Content Learning Indicators Levels of Assessment
Standards
Découvrir Parler des 1.2.1.LO.1 1.2.1.CS.1 1.2.1.LI.1 1.2.1. AS.1
l’environnement et évènements et Discuter des Être capable de Écouter ou regarder une présentation ou Level 1 : Recall
la vie sociale des fêtes évènements sociaux comprendre et une conversation sur les évènements
de discuter des sociaux ; et puis répondre aux questions
évènements (Compréhension de l’oral)
sociaux 1.2.1.LI.2
Présenter et discuter des évènements Level 2 : Skills of
sociaux (Production et interaction orales) conceptual
1.2.1.LI.3 understanding
Lire un texte simple sur les évènements
sociaux ; et puis répondre aux questions
(Compréhension des écrits) Level 2: Skills of
1.2.1.LI.4 conceptual
Écrire un texte sur les évènements understanding
sociaux (Production et interaction
écrites) Level 2: Skills of
conceptual
understanding
2.2.1.LO.1 2.2.1.CS.1 2.2.1.LI.1 2.2.1.AS.1
Discuter des fêtes et Être capable de Écouter ou regarder un texte sur les fêtes Level 1 : Recall
leurs importances comprendre et et leurs importances ; et puis répondre
de discuter des aux questions (Compréhension de l’oral)
fêtes 2.2.1.LI.2 Level 2: Skills of
Discuter des fêtes et leurs importances conceptual
dans une conversation (Production et understanding
interaction orales)
2.2.1.LI.3
Lire et réagir à un texte simple sur les Level 2: Skills of
fêtes et leurs importances conceptual
(Compréhension des écrits) understanding
2.2.1.LI.4
Écrire un texte simple sur des fêtes et
leurs importances (Production et Level 3 : Strategic
interaction écrites) reasoning
701
Strand Sub-strand Learning Outcomes Content Learning Indicators Levels of Assessment
Standards
Parler du monde de 1.2.2.LO.1 1.2.2.CS.1 1.2.2.LI.1 1.2.2.AS.1
travail Parler ou discuter de Être capable de Écouter ou regarder une présentation ou Level 1 : Recall
la vie parler de la une conversation sur la vie professionnelle
professionnelle préparation pour le ; et puis répondre aux questions
monde de travail (Compréhension de l’oral)
1.2.2.LI.2
Prendre part à une conversation sur la vie Level 2 : Skills of
professionnelle (Production et interaction conceptual
orales) understanding
1.2.2.LI.3
Lire un texte simple sur la vie
professionnelle ; et puis répondre aux Level 2 : Skills of
questions (Compréhension des écrits) conceptual
1.2.2.LI.4 understanding
Écrire un texte simple sur la vie
professionnelle (Production et interaction
écrites) Level 3 : Strategic
reasoning
1.2.2.LO.2 1.2.2.CS.2 1.2.2.LI.1 1.2.2.AS.1
Décrire les activités Être capable de Écouter ou regarder une présentation ou Level 1 :Recall
agricoles comprendre et de une conversation sur les activités agricoles
décrire les activités ; et puis répondre aux questions
agricoles (Compréhension de l’oral) Level 2 : Skills of
1.2.2.LI.2 conceptual reasoning
Décrire les activités agricoles ou prendre
part à une conversation sur les activités
agricoles (Production et interaction orales)
1.2.2.LI.3 Level 2: Skills of
Lire un texte simple sur les activités conceptual reasoning
agricoles ; et puis répondre aux questions
(Compréhension des écrits)
1.2.2.LI.4 Level 3 : Strategic
Écrire un texte simple sur les activités reasoning
agricoles (Production et interaction écrites)
702
Strand Sub-strand Learning Outcomes Content Learning Indicators Levels of Assessment
Standards
2.2.2.LO.1 2.2.2.CS.1 2.2.2.LI.1 2.2.2. AS.1
Faire des courses ou Être capable de Écouter ou regarder et réagir à une Level 1 : Recall
des achats comprendre des présentation ou une conversation sur
textes et de faire
des courses ou des achats
des achats (Compréhension de l’oral)
2.2.2.LI.2 Level 2 : Skills of
Prendre part à une conversation pour conceptual reasoning
faire des courses ou des achats
(Production et interaction orales)
2.2.2.LI.3
Lire, réagir à ou parler des courses ou Level 2: Skills of
des achats (Compréhension des écrits) conceptual reasoning
2.2.2.LI.4
Écrire un texte pour parler de ses Level 2: Skills of
courses ou ses achats (Production et conceptual reasoning
interaction écrites)
2.2.2.LO.2 2.2.2.CS.2 2.2.2.LI.1 2.2.2. AS.2
Faire une commande Être capable de Écouter ou regarder et réagir à une Level 1 : Recall
ou une réservation comprendre des présentation ou une conversation dans
dans une situation commandes et de laquelle on fait une commande ou une
donnée réservations ; réservation (Compréhension de l’oral)
être capable 2.2.2.LI.2
d’effectuer ses Faire une commande ou une Level 2: Skills of
propres réservation (Production et interaction conceptual reasoning
commandes et orales)
réservations 2.2.2.LI.3
Lire un tetxe sur une réservation; et Level 2: Skills of
puis répondre aux questions conceptual reasoning
(Compréhension des écrits)
2.2.2.LI.4
Écrire un texte pour faire une Level 2: Skills of
commande ou une réservation conceptual reasoning
(Production et interaction écrites)
703
Strand Sub-strand Learning Outcomes Content Learning Indicators Levels of
Standards Assessment
2.2.2.LO.3 2.2.2.CS.3 2.2.2.LI.1 2.2.2. AS.3
Discuter du monde du Être capable de Écouter ou regarder une présentation Level 1 : Recall
commerce et de comprendre et de ou une conversation sur le monde du
l’industrie discuter du commerce et de l’industrie ; et puis
monde du répondre aux questions
commerce et de (Compréhension de l’oral)
l’industrie 2.2.2.LI.2 Level 2: Skills of
Lire un texte sur le commerce et conceptual reasoning
l’industrie ; et puis répondre aux
questions (Compréhension des écrits)
2.2.2LO.4 2.2.2.CS.4 2.2.2.LI.1 2.2.2. AS.4
Discuter de l’industrie Être capable de Écouter ou regarder une présentation Level 1 : Recall
du logement/de comprendre et de et une conversation sur le logement et
l’hébergement discuter de l’hébergement ; et puis répondre aux
l’industrie du questions (Compréhension de l’oral)
logement/de 2.2.2.LI.2
l’hébergement Présenter ou prendre part à une Level 2 : Skills of
conversation sur le logement et conceptual
l’hébergement (Production et understanding
interaction orales)
2.2.2.LI.3
Lire un texte simple sur le logement et
l’hébergement ; et puis répondre aux Level 2: Skills of
questions (Compréhension des écrits) conceptual
2.2.2.LI.4 understanding
Écrire un texte simple sur le logement
et l’hébergement (Production et
interaction écrites) Level 2: Skills of
conceptual
understanding
704
Strand Sub-strand Learning Outcomes Content Learning Indicators Levels of
Standards Assessment
3.2.2.LO.1 3.2.2.CS.1 3.2.2.LI.1 3.2.2.AS.1
Discuter et décrire le Être capable de Écouter ou regarder une présentation Level 1 : Recall
monde touristique comprendre et de ou une conversation sur le tourisme ;
décrire le monde et puis répondre aux questions
touristique (Compréhension de l’oral)
3.2.2.LI.2
Faire une présentation ou prendre part Level 2 : Skills of
à une conversation sur le tourisme conceptual
(Production et interaction orales) understanding
3.2.2.LI.3
Lire un texte sur le tourisme ; et puis
répondre aux questions Level 2: Skills of
(Compréhension des écrits) conceptual
3.2.2.LI.4 understanding
Écrire un texte sur le tourisme
(Production et interaction écrites) Level 2: Skills of
conceptual
understanding
3.2.2.LO.2 3.2.2.CS.2 3.2.2.LI.1 3.2.2. AS.2
Décrire et discuter de Être capable de Écouter une présentation ou une Level 1 : Recall
l’industrie de la comprendre et de conversation sur la gastronomie ; et
gastronomie discuter de puis répondre aux questions
l’industrie de la Compréhension de l’oral) Level 2: Skills of
gastronomie 3.2.2.LI.2 conceptual
Faire une présentation ou prendre part understanding
à une conversation sur la gastronomie
(Production et interaction orales)
3.2.2.LI.3 Level 2: Skills of
Lire un texte sur la gastronomie ; et conceptual
puis répondre aux questions understanding
(Compréhension des écrits)
3.2.2.LI.4
Écrire un texte sur la gastronomie Level 2: Skills of
(Production et interaction écrites) conceptual
understanding
705
Strand Sub-strand Learning Outcomes Content Learning Indicators Levels of
Standards Assessment
Parler de la santé 1.2.3.LO.1 1.2.3.CS.1 1.2.3.LI.1 1.2.3.AS.1
et de S’exprimer sur un état Être capable de Écouter ou regarder une présentation Level 1 : Recall
l’environnement de santé comprendre une ou une conversation sur l’état de santé
déclaration sur la de quelqu’un ; et puis répondre aux
santé d’autres questions (Compréhension de l’oral)
personnes ; et 1.2.3.LI.2 Level 2: Skills of
aussi d’exprimer S’exprimer sur son état de santé conceptual
son propre état (Production et interaction orales) understanding
de santé 1.2.3.LI.3
Lire un texte simple qui porte sur un Level 2: Skills of
état de santé ; et puis répondre aux conceptual
questions (Compréhension des écrits) understanding
2.2.3.LO.1 2.2.3.CS.1 2.2.3.LI.1 2.2.3.AS.1
Décrire et discuter de Être capable de Écouter ou regarder une présentation Level 1 : Recall
son environnement comprendre, de ou une conversation sur
décrire et de l’environnement ; et puis répondre aux
discuter de son questions (Compréhension de l’oral)
environnement 2.2.3.LI.2
Présenter ou prendre part à une Level 2: Skills of
conversation sur l’environnement conceptual
(Production et interaction orales) understanding
2.2.3.LI.3
Lire un texte simple sur Level 2: Skills of
l’environnement ; et puis répondre aux conceptual
questions (Compréhension des écrits) understanding
2.2.3.LI.4
Écrire un texte simple sur
l’environnement (Production et Level 2: Skills of
interaction écrites) conceptual
understanding
706
Strand Sub-strand Learning Outcomes Content Learning Indicators Levels of
Standards Assessment
3.2.3.LO.1 3.2.3.CS.1 3.2.3.LI.1 3.2.3.AS.1
Discuter de la Être capable de Écouter ou regarder une présentation Level 1 : Recall
protection de comprendre et de ou une conversation sur la protection
l’environnement discuter de la de l’environnement ; et puis répondre
protection de aux questions (Compréhension de
l’environnement l’oral)
3.2.3.LI.2 Level 2: Skills of
Présenter ou prendre part à une conceptual
conversation sur la protection de understanding
l’environnement (Production et
interaction orales)
3.2.3.LI.3
Lire un texte sur la protection de Level 2: Skills of
l’environnement ; et puis répondre aux conceptual
questions (Compréhension des écrits) understanding
3.2.3.LI.4
Écrire un texte sur la protection de
l’environnement (Production et Level 3 : Strategic
interaction écrites) reasoning
707
Strand Sub-strand Learning Outcomes Content Learning
Standards Indicators
S’exprimer sur 2.2.4.LO.1 2.2.4.CS.1 2.2.4.LI.1 2.2.4.AS.1
ses droits et ses Discuter de ses droits Être capable de Écouter ou regarder une présentation Level 1 : Recall
devoirs de et de ses devoirs comprendre et de ou une conversation sur les droits et
citoyenneté discuter de ses les devoirs des citoyens ; et puis
droits et de ses répondre aux questions
devoirs (Compréhension de l’oral)
2.2.4.LI.2 Level 2: Skills of
Présenter ou prendre part à une conceptual
présentation ou une conversation sur understanding
ses droits et ses devoirs de citoyenneté
(Production et interaction orales)
2.2.4.LI.3
Lire un texte simple sur les droits et Level 2: Skills of
les devoirs de citoyenneté ; et puis conceptual
répondre aux questions understanding
(Compréhension des écrits)
2.2.4.LI.4
Écrire un texte sur ses droits et ses
devoirs de citoyenneté (Production et Level 2: Skills of
interaction écrites) conceptual
understanding
3.2.4.LO.1 3.2.4.CS.1 3.2.4.LI.1 3.2.4.AS.1
Discuter de ses Être capable de Écouter ou regarder une présentation Level 1 : Recall
responsabilités envers comprendre et de ou une conversation sur les
son État discuter des obligations des citoyens envers son
processus État ; et puis répondre aux questions
démocratiques (Compréhension de l’oral)
3.2.4.LI.2 Level 2: Skills of
Présenter et discuter de ses conceptual
responsabilités envers son État understanding
(Production et interaction orales)
3.2.4.LI.3
Lire un texte simple sur les obligations Level 2: Skills of
des citoyens envers l’État ; et puis conceptual
répondre aux questions understanding
708
(Compréhension des écrits)
3.2.4.LI.4
Écrire un texte sur ses responsabilités
envers son État (Production et Level 2: Skills of
interaction écrites) conceptual
understanding
Strand Sub-strand Learning Outcomes Content Learning Indicators Levels of
Standards Assessment
Parler des 2.2.5.LO.1 2.2.5.CS.1 2.2.5.LI.1 2.2.5.AS.1
services sociaux Discuter des services Être capable de Écouter ou regarder une présentation Level 1 : Recall
sociaux comprendre et de ou une conversation sur les services
discuter des sociaux ; et puis répondre aux
services sociaux questions (Compréhension de l’oral)
2.2.5.LI.2 Level 2: Skills of
Présenter et prendre part à une conceptual
conversation sur les services sociaux understanding
(Production et interaction orales)
2.2.5.LI.3
Lire un texte simple sur les services Level 2: Skills of
sociaux ; et puis répondre aux conceptual
questions (Compréhension des écrits) understanding
2.2.5.LI.4
Écrire un texte sur les services sociaux
(Production et interaction écrites) Level 2: Skills of
conceptual
understanding
3.2.5.LO.1 3.2.5.CS.1 3.2.5.LI.1 3.2.5.AS.1
Discuter des Être capable de Écouter ou regarder une présentation Level 1 : Recall
problèmes des services comprendre et de ou une conversation sur les problèmes
sociaux discuter des des services sociaux ; et puis répondre
problèmes des aux questions (Compréhension de
services sociaux l’oral)
3.2.5.LI.2 Level 2: Skills of
Présenter et prendre part à une conceptual
conversation sur les problèmes des understanding
services sociaux (Production et
709
interaction orales)
3.2.5.LI.3
Lire un texte simple sur les problèmes Level 2: Skills of
des services sociaux ; et puis répondre conceptual
aux questions (Compréhension des understanding
écrits)
3.2.5.LI.4
Écrire un texte sur les problèmes des
services sociaux (Production et Level 3 : Strategic
interaction écrites) reason
Strand Sub-strand Learning Outcomes Content Learning Indicators Levels of
Standards Assessment
Situer les Situer des faits 1.3.1.LO.1 1.3.1.CS.1 1.3.1.LI.1 1.3.1AS.1
évènements dans le dans le temps Parler des faits Être capable de Écouter ou regarder une présentation Level 1 : Recall
temps habituels dans le comprendre et de ou une conversation sur les faits
temps présent parler des faits habituels dans le temps présent ; et
dans le temps puis répondre aux questions
(Compréhension de l’oral)
1.3.1.LI.2 Level 2: Skills of
Présenter ou discuter des faits conceptual
habituels dans le temps présent understanding
(Production et interaction orales)
1.3.1.L3
Lire un texte sur les faits habituels Level 2: Skills of
dans le temps présent ; et puis conceptual
répondre aux questions understanding
(Compréhension des écrits)
1.3.1.LI.4
Écrire et présenter un texte sur les
faits habituels dans le temps présent Level 2: Skills of
(Production des écrits) conceptual
understanding
710
1.3.1.LO.2 1.3.1.CS.2 1.3.1.LI.1 1.3.1.AS.1
Dire ce que l’on fait à Être capable de Écouter ou regarder une présentation Level 1 : Recall
un moment donné comprendre et de ou une conversation sur ce que l’on
dire ce que l’on fait à un moment donné ; et puis
fait à un moment répondre aux questions
donné (Compréhension de l’oral)
1.3.1.LI.2 Level 2: Skills of
Présenter et discuter de ce que l’on conceptual
fait à un moment donné (Production et understanding
interaction orales)
1.3.1.LI.3
Lire un texte sur ce que l’on fait à un Level 2: Skills of
moment donné ; et puis répondre aux conceptual
questions (Compréhension des écrits) understanding
1.3.1.LI.4
Écrire des textes sur ce que l’on fait à
un moment donné (Production et Level 2: Skills of
interaction écrites) conceptual
understanding
Strand Sub-strand Learning Outcomes Content Learning Indicators Levels of Assessment
Standards
2.3.1.LO.1 2.3.1.CS.1 2.3.1.LI.1 2.3.1AS.1
Discuter des Être capable de Écouter ou regarder une présentation Level 1 : Recall
évènements passés comprendre et de ou une conversation sur des
discuter des évènements passés ; et puis répondre
évènements aux questions (Compréhension de
passés l’oral)
2.3.1.LI.2 Level 2: Skills of
Parler de ou discuter d’un évènement conceptual
passé (Production et interaction understanding.
orales)
2.3.1.LI.3 Level 2: Skills of
Lire des textes sur des évènements conceptual
passés ; et puis répondre aux questions understanding
711
(Compréhension des écrits)
2.3.1.LI.4
Écrire un texte sur des évènements
passés (Production et interaction Level 3 : Strategic
écrites) reasoning
2.3.1.LO.2 2.3.1.CS.2 2.3.1.LI.1 2.3.1.AS.2
Parler des évènements Être capable de Écouter ou regarder et réagir à des Level 1 : Recall
de l’avenir comprendre et de récits ou des conversations sur des
parler des évènements futurs (Compréhension de
évènements de l’oral)
l’avenir 2.3.1.LI.2 Level 2: Skills of
Parler de ou discuter d’un évènement conceptual
de l’avenir (Production et interaction understanding
orales)
2.3.1.LI.3
Lire des textes sur des évènements/des Level 2: Skills of
récits sur l’avenir ; et puis répondre conceptual
aux questions (Compréhension des understanding
écrits)
2.3.1.LI.4
Écrire un texte sur des évènements Level 3 : Strategic
futurs (Production et interaction reasoning
écrites)
712
Strand Sub-strand Learning Outcomes Content Learning Indicators Levels of Assessment
Standards
Parler de ses 1.3.2.LO.1 1.3.2.CS.1 1.3.2.LI.1 1.3.2.AS.1
loisirs et de ses S’exprimer sur les Être capable de Écouter ou regarder une présentation Level 1 : Recall
passe-temps loisirs et les comprendre et de ou une conversation sur les loisirs et
passe-temps s’exprimer sur les passe-temps ; et puis répondre aux
questions (Compréhension de l’oral)
les loisirs et les
passe-temps 1.3.2.LI.2 Level 1 : Recall
Présenter et discuter de ce que l’on
fait (Production et interaction orales)
1.3.2.LI.3 Level 2 : Skills of
Lire un texte sur les loisirs et les conceptual
passe-temps ; et puis répondre aux understanding
questions (Compréhension des écrits)
1.3.2.LI.4
Écrire des textes sur les loisirs et les Level 3 : Strategic
passe-temps (Production et interaction reasoning
écrites)
2.3.2.LO.1 2.3.2.CS.1 2.3.2.LI.1 2.3.2.AS.1
Préparer son projet de Être capable de Écouter ou regarder une présentation Level 1 : Recall
loisir comprendre et de ou une conversation sur un projet de
préparer son loisir ; et puis répondre aux questions
projet de loisir (Compréhension de l’oral)
2.3.2.LI.2 Level 2: Skills of
Présenter son projet de loisir conceptual
(Production et interaction orales) understanding
2.3.2.LI.3
Lire un texte sur un projet de loisir ; et Level 2 : Skills of
puis répondre aux questions conceptual
(Compréhension des écrits) understanding
2.3.2.LI.4
Préparer son projet de loisir Level 3 : Strategic
(Production et interaction écrites) reasoning
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Strand Sub-strand Learning Content Learning Indicators Levels of Assessment
Outcomes Standards
Parler des faits 3.3.3.LO.1 3.3.3.CS.1 3.3.3.LI.1 3.3.3.AS.1
divers Être capable de Être capable Écouter ou regarder une présentation ou une Level 1 : Recall
comprendre et de conversation sur les actualités et des faits
de discuter des comprendre divers ; et puis répondre aux questions
actualités et et de discuter (Compréhension de l’oral)
des faits divers des actualités 3.3.3.LI.2 Level 2: Skills of
et des faits Présenter et discuter des actualités et des conceptual understanding
divers faits divers (Production et interaction orales)
3.3.3.LI.3
Lire un texte sur des actualités et des faits
divers ; et puis répondre aux questions Level 2: Skills of
(Compréhension des écrits) conceptual understanding
3.3.3.LI.4
Écrire au sujet des actualités ou des faits
divers (Production et interaction écrites) Level 3 : Strategic
reasoning
Parler des 1.3.3.LO.1 1.3.3.CS.1 1.3.3.LI.1 1.3.4.AS.1
relations entre Discuter des Être capable Écouter ou regarder une présentation ou une Level 1 : Recall
notre pays et évènements de conversation sur des évènements historiques
d’autres pays historiques de comprendre de notre pays ; et puis répondre aux
notre pays et de discuter questions (Compréhension de l’oral)
des 1.3.3.LI.2
évènements S’exprimer sur les évènements historiques Level 2: Skills of
historiques de du Ghana (Production et interaction orales) conceptual understanding
notre pays 1.3.3.LI.3
Lire un texte sur des évènements historiques
du Ghana ; et puis répondre aux questions Level 2: Skills of
(Compréhension des écrits) conceptual understanding
1.3.3.LI.4
Écrire un texte pour décrire des évènements
historiques du Ghana (Production et Level 3 : Strategic
interaction écrites) reasoning
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Strand Sub-strand Learning Outcomes Content Learning Indicators Levels of Assessment
Standards
2.3.4.LO.1 2.3.4.CS.1 2.3.4.LI.1 2.3.4.AS.1
Discuter de la place Être capable de Écouter ou regarder un document sur Level 1 : Recall
de son pays au sein comprendre et de la place de son pays au sein des
des organisations discuter de la organisations internationales
internationales place de son pays (Compréhension de l’oral)
au sein des 2.3.4.LI.2 Level 2: Skills of
organisations Discuter de la place de son pays au conceptual
internationales sein des organisations internationales understanding
(Production et interaction orales)
2.3.4.LI.3
Lire un texte sur la place de son pays Level 2: Skills of
au sein des organisations conceptual
internationales ; et puis répondre aux understanding
questions (Compréhension des écrits)
2.3.4.LI.4
Écrire un texte sur les relations entre
son pays et les organisations Level 3 : Strategic
internationales (Production et reasoning
interaction écrites)
1.3.4.LO.2 1.3.4.CS.2 1.3.4.LI.4 1.3.4.AS.2
Parler des éléments Être capable de Écrire un texte en intégrant des Level 3 : Strategic
de la littérature dans comprendre et de éléments de la littérature (Production reasoning
un texte parler des et interaction écrites)
éléments de la
littérature
2.3.5.LO.1 2.3.5.CS.1 2.3.5.LI.4 2.3.5.AS.1
Repérer les étapes Être capable de Écrire un texte sur les étapes d’un Level 3 : Strategic
d’un récit comprendre et de récit (Production et interaction écrites) reasoning
repérer les étapes
d’un récit
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Strand Sub-strand Learning Outcomes Content Learning Indicators Levels of
Standards Assessment
2.3.5.LO.2 2.3.5.CS.2 2.3.5.LI.4 2.3.5.AS.2
Identifier les thèmes Être capable de Écrire un texte sur un thème choisi Level 3 : Strategic
dans un texte ou dans comprendre et (Production et interaction écrites) reasoning
un récit d’identifier les
thèmes dans un
texte ou dans un
récit
3.3.5.LO.1 3.3.5.CS.1 3.3.5.LI.1 3.3.5.AS1
Analyser un roman Être capable de Lire et analyser un roman Level 3 : Strategic
comprendre et (Compréhension des écrits) reasoning
d’analyser un
roman
3.3.5.LO.2 3.3.5.CS.2 3.3.5.LI.1 3.3.5.AS.2
Analyser une pièce Être capable de Lire et analyser une pièce théâtrale Level 3 : Strategic
théâtrale comprendre et (Compréhension des écrits) reasoning
d’analyser une
pièce théâtrale
3.3.5.LO.3 3.3.5.CS.3 3.3.5.LI.3 3.3.5.AS.3
Étudier un poème pour Être capable Étudier un poème pour en dégager le Level 3 : Strategic
en dégager le thème et d’étudier un thème et la forme (Compréhension des reasoning
la forme poème pour en écrits)
dégager le thème
et la forme
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Strand Sub-strand Learning Outcomes Content Learning Indicators Levels of
Standards Assessment
Les moyens de Parler du 1.4.1.LO.1 1.4.1.CS.1 1.4.1.LI.1 1.4.1.AS.1
communication et de déplacement Identifier et parler des Être capable Écouter ou regarder une présentation ou une Level 1 : Recall
déplacement moyens de d’identifier et de conversation sur les moyens de déplacement
déplacement et de son parler des et l’itinéraire ; et puis répondre aux
itinéraire moyens de questions (Compréhension de l’oral)
déplacement et 1.4.1.LI.2
de son itinéraire Discuter des moyens de déplacement et Level 2: Skills of
l’itinéraire (Production et interaction orales) conceptual
1.4.1.LI.3 understanding
Lire un texte et identifier les moyens de
déplacement et l’itinéraire ; et puis répondre
aux questions (Compréhension des écrits) Level 2: Skills of
1.4.1.LI.4 conceptual
Écrire un texte sur les moyens de understanding
déplacement et l’itinéraire (Production et
interaction écrites)
Level 3 : Strategic
reasoning
3.4.1.LO.1 3.4.1.CS.1 3.4.1.LI.1 3.4.1.AS.1
Utiliser les moyens de Être capable de Écouter ou regarder une présentation ou une Level 1 : Recall
transport comprendre et conversation sur l’utilisation des moyens de
d’utiliser les transport (Compréhension de l’oral)
moyens de 3.4.1.LI.2
transport Discuter de l’utilisation des moyens de Level 2: Skills of
transport (Production et interaction orales) conceptual
3.4.1.LI.3 understanding
Lire un texte et identifier l’utilisation des
moyens de transport ; et puis répondre aux
questions (Compréhension des écrits) Level 2: Skills of
3.4.1.LI.4 conceptual
Écrire un texte sur l’utilisation des moyens understanding
de transport (Production et interaction
écrites) Level 3 : Strategic
reasoning
717
Strand Sub-strand Learning Outcomes Content Learning Indicators Levels of
Standards Assessment
Parler des médias 1.4.2.LO.1 1.4.2.CS.1 1.4.2.LI.4 1.4.2.AS.1
Identifier et discuter Être capable (Production et interaction orales) Level 2: Skills of
des types de médias d’identifier et de conceptual
discuter des understanding
types de médias
2.4.2.LO.1 2.4.2.CS.1 2.4.2.LI.1 1.4.2.AS.3
Identifier et discuter Être capable de Écouter/visionner une présentation ou Level 1 : Recall
des types de médias comprendre, une conversation sur les médias
sociaux et leurs effets d’identifier et de sociaux et leurs effets ; et puis
discuter des répondre aux questions
types de médias (Compréhension de l’oral) Level 2: Skills of
sociaux et leurs 2.4.2.LI.2 conceptual
effets Discuter des activités sur les différents understanding
types de médias sociaux et leurs effets
(Production et interaction orales)
2.4.2.LI.3
Lire un texte sur les médias sociaux et Level 3 : Strategic
leurs effets ; et puis répondre aux reasoning
questions (Compréhension des écrits)
2.4.2.LI.4
Écrire un texte sur les types de médias
sociaux et leurs effets (Production et Level 3 : Strategic
interaction écrites) reasoning
718
3.4.3.LO.1 3.4.3.CS.1 3.4.3.LI.1 3.4.3.AS.1
Discuter d’Internet et Être capable de Écouter ou regarder une présentation Level 1 : Recall
de la gestion des comprendre et de ou une conversation sur Internet et la
informations discuter gestion des informations ; et puis
d’Internet répondre aux questions
(Compréhension de l’oral)
3.4.3.LI.2 Level 2: Skills of
Discuter d’Internet et de la gestion des conceptual
informations (Production et understanding
interaction orales)
3.4.3.LI.3
Lire et réagir à un texte qui porte sur Level 2: Skills of
Internet et sur la gestion des conceptual
informations (Compréhension des understanding
écrits)
3.4.3.LI.4
Écrire un texte qui porte sur Internet et
de la gestion des informations Level 2: Skills of
(Production et interaction écrites) conceptual
understanding
NOTE: LEVELS OF ASSESSMENT
LEVEL 1: RECALL/ REPRODUCTION
LEVEL 2: SKILLS OF CONCEPTUAL UNDERSTANDING
LEVEL 3: STRATEGIC REASONING
LEVEL 4: EXTENDED CRITICAL THINKING AND REASONING
719
SAMPLE ITEM
PAPER 1- OBJECTIVE TEST
S/N Content Item** DoK Level
Standard/
Indicator
TEST 1
(Deux hommes célibataires se concourent pour une princesse, fille unique du chef du village)
Qui va se marier à la princesse ?
Dans un petit village riverain, vivaient Papa Lièvre et Papa Tortue qui désiraient se marier à Tugbefia,
la fille unique du Roi Anansé. Vue la situation, le Roi Anansé a trouvé un plan qu’il ne tardait pas à
mettre à exécution.
Un jour, le Roi Anansé a invité les deux prétendants à son palais. Il a vite organisé une course pour
déterminer le gagnant qui pourrait se marier à sa fille. Au moment du départ, Papa Tortue, très malin, a
choisi de se mettre derrière son co-concurrent rapide. Furtivement, Papa Tortue s’est accroché à sa
queue.
Papa Lièvre a sauté très vite et se trouvait sur la ligne d’arrivée. Mais, au moment où il allait s’asseoir
sur la Chaise de Victoire, il a entendu une voix :
- S’il vous plait, ne vous asseyez pas sur moi. Je suis déjà là !
1. 2.3.1.LI.2 1. Que veut dire « Un petit village riverain » ? Un village ……. 1
Parler de ou A. dans une rivière.
discuter d’un B. loin d’une rivière.
évènement C. près d’une rivière.
passé D. sur une rivière.
2. 2.3.1.LI.2 2. Que veut dire : « un plan qu’il ne tardait pas à mettre à exécution » ? Un plan 3
Parler de ou A. qu’on a pris beaucoup de temps à faire.
discuter d’un B. qu’on n’a pas exécuté.
évènement C. qui a pris un retard à réaliser.
passé D. qui n’a pas duré à être réalisé.
720
3. 2.3.1.LI.2 3. Pour quelle raison Papa Tortue a-t-il choisi de se placer derrière Papa Lièvre ? 3
Parler de ou C’est pour …………
discuter d’un A. avoir l’avantage sur son rival.
évènement B. confondre le roi du village.
passé C. montrer qu’il était plus vite.
D. pouvoir s’attacher à sa queue.
4. 2.3.1.LI.2 4. Selon le passage, laquelle de ces énonciations est vraie ? 2
Parler de ou
discuter d’un A. Le Roi Anansé croyait que Papa Lièvre allait gagner.
évènement B. Les habitants savaient que Papa Tortue allait gagner.
passé C. Papa Lièvre croyait qu’il allait gagner.
D. Papa Tortue savait qu’il allait perdre.
Registre de langue
Remplissez les trous avec des mots qui conviennent le plus en noircissant la lettre de la réponse
juste.
Le voyage en avion
Dans l’avion, il y a des .....5.... numérotés où les .......6...... s’asseyent. Au-dessus, il y a des petits
coffres où l’on peut mettre les .......7......
1.4.1.LI.2 : A B C D 2
Discuter de et
utiliser les 5. bancs fauteuils sièges tabourets
moyens de 6. gens passagers peuples steward
transport
7. bagages boites cabines nourritures
8. 1.2.2.LI.2 Malheureusement, la plupart des cultivateurs de ce village sont pauvres. 2
Décrire les
activités A. la grande
agricoles ou B. la majorité
prendre part à C. la moindre
une D. la moitié
conversation sur
721
les activités
agricoles
Synonyme
9. 2.2.3.LI.2 Ces petits enfants ont nettoyé toutes les chambres que les visiteurs avaient........... 2
Présenter ou
prendre part à A. faites
une B. détruites
conversation sur C. salies
l’environnement D. construites
Antonyme
Remplissez le texte avec les prépositions qui conviennent en noircissant la lettre de la réponse juste.
Très tôt le matin, j’ai commencé mon trajet parce que je devais traverser la rivière ....10.... pirogue. On
a pédalé .....11..... six minutes seulement.
10. 3.4.1.LI.2 : A. B. C. D. 2
Discuter de et 10. au en à sur
utiliser les
moyens de
transport 11. sous presque avec pour
**Items should reflect the 21st Century Skills required by the learning outcomes/indicators
722
FRENCH SAMPLE PAPER 2 – SECTION A – Poème
SECTION A : LITTÉRATURE
Content Items DoK Level
standards/
Indicator
PART 1 : POEM (5 marks)
PARTIE 1 : POÈME (5 points)
Lisez le poème ci-dessous et répondez à toutes les questions.
La semaine de l’escargot
Lundi, voilà l’escargot
sa coquille sur le dos.
Mardi, il se dit : « Oh ! Oh !
Je vais voir mon ami l’oiseau. »
Mercredi, comme il fait chaud,
il s’endort sous un bouleau.
Jeudi, sans dire un mot,
il arrive au bord de l’eau.
723
Vendredi, sur un radeau,
il traverse le ruisseau.
Samedi, il voit là-haut
Son ami l’oiseau.
Dimanche, l’escargot
lui donne un joli cadeau.
3.3.5.LI.3 1. Quelle est la mission de l’escargot ? 3
Étudier un ................................................................
poème pour en
dégager le
thème et la
forme
3.3.5.LI.3 2. Quand est-ce que l’escargot arrive chez son ami ? 2
Étudier un ……..................................................
poème pour en
dégager le
thème et la
forme
3.3.5.LI.3 3. Écrivez le nom de la rime utilisée dans le poème et les lettres qui la représentent. 1
Étudier un .........................................................................
poème pour en
dégager le
thème et la
forme
724
FRENCH SAMPLE PAPER 2 – SECTION B – Œuvre narrative
PART 2 (5 marks)
Choose either Option 2A or Option 2B : then answer the questions.
Write your answers in French.
OPTION 2A: (5 points)
Pain sucré de Mary Lee Martin‐Koné
Répondez à toutes les questions.
S/N Content Item DoK Level
standards/
Indicator
1. 3.3.5.LI.1 1. Pour quelle raison Amoin refuse d’ouvrir sa porte à son ami Rose ? 2
Lire et ..........................................................................
analyser un
roman
2. 3.3.5.LI.1 2. Comment peut-on décrire le comportement d’Adèle contre Amoin et son oncle ? 3
Lire et ..................................................................................
analyser un
roman
3. 3.3.5.LI.1 3. Comment est-ce qu’Amoin trouve sa nouvelle vie à la capitale ? 3
Lire et .......................................................................................
analyser un
roman
725
FRENCH SAMPLE PAPER 2 – SECTION B – Œuvre théâtrale
OPTION 2B : (5 points)
L’ARGENT NE FAIT PAS LE BONHEUR
de Margaret Kwakwa
Répondez à toutes les questions.
S/N Content Item DoK Level
standards/
Indicator
1. 1.3.3.LI.4 1. « L’argent ne fait pas le bonheur » est quel genre de littérature ? 1
Écrire un texte …………………………………………………………
sur des genres
de la littérature
2. 3.3.5.LI.1 2. Quelle est la différence d’âge entre Monsieur Kyewu et Saaba ? 3
Lire et ………………………………………………………
analyser une
pièce théâtrale
3. 3.3.5.LI.1 3. Les parents de Saaba s’appellent ....……………………………………………… 1
Lire et
analyser une
pièce théâtrale
726
FRENCH SAMPLE PAPER 2 – SECTION C – Prose/Drame
PART 3 : PROSE / DRAMA
PARTIE 3 : PROSE / PIÈCE de THÉÂTRES
Answer one of the following two questions. Your answer should be between 40 and 60 words in length.
Répondez à une (1) seule question. Votre réponse doit être entre 40 et 60 mots.
S/ Content Item DoK Level
N standards/
Indicator
1. 3.3.5.LI.1 1. Décrivez le caractère d’Adèle et dites comment ce caractère détruit le rêve 4
Lire et d’Amoin.
analyser un
roman
(Compréhensio
n des écrits)
2. Lire et 2. Mentionnez un thème général dans la pièce théâtrale et reliez-le à une 4
analyser une situation de la société ghanéenne actuelle.
pièce théâtrale
(Compréhensio
n des écrits)
727
FRENCH SAMPLE PAPER 2 – SECTION C – Essai
SECTION B : ESSAY
SECTION B : ESSAI
Answer one of the following questions. Your answer should be between 80 and 100 words in length.
Répondez à une (1) seule question. Votre réponse doit être entre 80 et 100 mots.
S/ Content Item DoK Level
N standards/
Indicator
1. 2.2.3.LI.4 1. Vous avez constaté que votre municipalité est sale. Envoyez un courriel à 4
Écrire un texte l’assemblée municipale pour expliquer la nécessité de prendre des mesures
simple sur pour garder votre municipalité propre.
l’environneme
nt (Production
et interaction
écrites)
2. 3.1.3.LI.4 2. En tant que président(e) de l’Association des Anciens Apprenants de votre 4
Écrire un texte école primaire, écrivez un email pour inviter vos collègues à une réunion.
pour fixer, Annoncez l’ordre du jour et expliquez-leur pourquoi la présence de tous à la
accepter ou réunion est importante.
refuser un
rendez-vous
(Production et
interaction
écrites)
728
FRENCH SAMPLE PAPER 3 - Oral Expression
S/ Content Item DoK Level
N standards/
Indicator
SECTION A : SE PRÉSENTER
1.1.1.L1.1 Nom et prénom 4
Écouter ou Âge/date de naissance
regarder une Nom d’école
présentation Nom du village/ de la ville natale/domicile
ou une Noms des parents/combien de frères et sœurs/enfant unique (fils/fille unique)
conversation Ce qu’on aime/n’aime pas etc.
dans laquelle Parler de la nourriture/ du jeu/ de sports/ la musique/ d’habillements etc.
des gens se
présentent ;
et puis
répondre aux
questions
1.1.1.L1.1
Écouter une
présentation
ou une
conversation
sur la famille
et répondre
aux questions
SECTION B : LECTURE
729
2.2.3.LI.3 PASSAGE 1 3
Lire un texte
simple sur Les maladies contagieuses
l’environnem Les maladies contagieuses sont des maladies infectieuses qui se transmettent d’un
ent ; et puis humain à un autre. Cette transmission peu se faire directement par les gouttelettes
répondre aux contenues dans la toux, les mains non lavées où bien indirectement à travers d’autres
questions moyens non hygiéniques.
SECTION C : SCÉNARIOS BASÉS SUR DES TÂCHES
3.4.3.LI.2 Scénario 1 4
Discuter
d’Internet et Vous êtes journaliste pour une chaine de télévision française. Vous devez
de la gestion interviewer un parent pour connaitre son point de vue sur l’importance d’Internet
des dans la société moderne. Jouez le rôle d’un journaliste et engagez une conversation
informations avec votre correspondant pour découvrir son point de vue.
730
GENERAL SCIENCE
1. INTRODUCTION
This assessment scheme for General Science at the Senior High School level is meticulously aligned with the comprehensive guidelines
outlined in the National Council for Curriculum and Assessment's revised SHS/SHTS curriculum. It is a robust framework for evaluating
candidates' acquisition of scientific knowledge, mastery of 21st-century skills, and overall competence in the subject. The scheme
emphasizes the candidates' practical application of scientific principles, cultivating the ability to solve problems and fostering a holistic
understanding of how science intersects with real-world challenges.
2. PURPOSE
The primary purpose of this scheme is to establish a clear, standardised, and rigorous assessment process that accurately measures
candidates' progress throughout their three-year Senior High School journey towards achieving the overarching goals of the General Science
curriculum. It is designed to assess candidates' capacity to recall factual knowledge and also to evaluate their critical thinking abilities,
scientific inquiry skills, and aptitude for applying scientific understanding to address complex problems within their immediate environment
and beyond. Importantly, this assessment framework will serve as a guiding compass for the West African Examinations Council (WAEC)
in the meticulous design and implementation of diverse assessment tasks. These tasks comprehensively gauge candidates' competencies and
equip them with the necessary skills for future academic and professional pursuits, thereby demonstrating the practical benefits of the
assessment process.
This document will outline the structure of the external assessments that candidates will take at the end of their third year, including detail
about the number of marks available in each paper, the type of question that will be asked, the strands from which the questions are chosen
and the duration of the examinations.
3. PHILOSOPHY
The next generation of learners can be empowered to acquire scientific knowledge and develop science process skills in scientific concepts
through 21st Century Skills and Competencies that create opportunities that leverage practical activities in a learner-centred environment to
make Science functional, leading to Glocal relevance.
4. VISION
A learner equipped with scientific knowledge through 21st Century Skills and Competencies who understands and applies scientific
principles, solving daily scientific problems in an increasingly complex society.
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5. GOALS
This syllabus seeks to, among other things, enable SHS learners to:
1. Acquire knowledge, skills and competencies to solve basic problems within their immediate environment
2. Nurture curiosity and interest in Science.
3. Develop the ability to make simple inquiries about Science and solve problems.
4. Acquire scientific knowledge, Science process skills, and 21st Century skills. ·
5. Develop the ability to integrate and apply knowledge and skills.
6. Become familiar with the basic language of Science. ·
7. Recognise the social, ethical, economic, environmental, political and technological implications of Science. ·
8. Develop attitudes and values for responsible citizenship and commitment to promoting personal and community health. ·
9. Prepare for further studies and future careers in Science and other disciplines.
REQUIREMENTS
Learners are expected to carry out activities to enable them to understand scientific concepts scripted in the curriculum and to perform
hands-on activities to solve real-world problems.
6. STRUCTURE OF THE EXAMINATION
The assessment will comprise of three papers, each to be taken at different sittings.
PAPER 1 (60 marks): The paper shall consist of sixty objective test items (multiple-choice questions, matching types, true-or-false types,
and completion types) (multiple choice questions). The paper will have a duration of 1 hour and 30 minutes. Items shall cover all four
strands of the curriculum.
PAPER 2 (100 marks): This paper will consist of sections A and B, both of which will include questions from every strand. It will last for
two hours.
Section A (40 marks): This section is compulsory for all candidates. It consists of ten questions short-structured questions, worth four
marks each, covering the application of scientific concepts and principles relating to real-life situations.
Three questions shall come from year one, four from year two, and three from year three.
Section B (60 marks): This section will consist of six essay-type questions, worth 15 marks each, and the candidates are required to answer
four questions.
Each question should have sub-questions (e.g., a, b, c, and d) covering all four strands.
732
PAPER 3 (80 marks): This consists of four compulsory questions regarding practical investigations. one from each strand of the
curriculum, emphasizing the need for acquisition of basic scientific skills such as data analysis, critical analysis of investigative methods, graph plotting
and safety considerations for practical work.
The mark allocation for each question is 20 marks, making the total score for paper 3 equal to 80 marks The duration of this paper is 1 hour
and 30 minutes.
7. DETAILED SYLLABUS
Strands Sub-strand Learning Outcome Content Learning Levels of Assessment
Standards Indicators
Exploring .1 Science and 1 LO.1.1.1.1 CS.1.1.1.1 LI.1.1.1.1 AS.1.1.1.1
materials materials in Evaluate the Demonstrate Explain the Level 1 Recall
nature characteristics of understanding of characteristics of Level 2 Skills of
science. the science in nature. conceptual
characteristics of understanding
science and show
how they are
applied in
everyday life.
LO.2 .1.1.1 CS.2.1.1.1 LI.1.1.1.1 AS.1.1.1.1
Explain the ,Know Design projects Level 2 Skills of
functions of solids in understand and using the conceptual
life. identify the roles characteristics of understanding
of solids in life. science Level 3 Strategic
reasoning
LI.2.1.1.1 AS.2.1.1.1
Apply the Level 2 Skills of
characteristics of conceptual
science where understanding
appropriate. Level 3 Strategic
reasoning
733
LI.1.1.1.1 AS.1.1.1.1
Classify different Level 2 Skills of
solids and their conceptual
uses understanding
Level 3 Strategic
reasoning
LI.2.1.1.1 AS.2.1.1.1
Apply the Level 2 Skills of
properties of conceptual
solids to everyday understanding
use Level 3 Strategic
reasoning
LI.3.1.1.1 AS.3.1.1.1
Discuss the Level 2 Skills of
relationship conceptual
between binary understanding
compounds, Level 3 Strategic
the composition reasoning
of binary
compounds and
the names of
compounds
LO.1.2.1.1 CS.1.2.1.1 LI.1.2.1.1 AS.1.2.1.1
Describe the nature Demonstrate Differentiate Level 2 Skills of
and uses of different understanding of ,among acids conceptual
liquids in the lives of liquids in the bases and water. understanding
humans. lives of humans. Level 3 Strategic
reasoning
734
LI.2.2.1.1 AS.2.2.1.1
Apply the Level 2 Skills of
knowledge of conceptual
acids and bases in understanding
analysing the Level 3 Strategic
formation of salts reasoning
and their uses Level 4 Extended critical
thinking and reasoning
LI.3.2.1.1 AS.3.2.1.1
Describe how to Level 1 Recall
measure the Level 2 Skills of
concentration of conceptual
solutions and how understanding
to use the pH Level 3 Strategic
scale to identify reasoning
the concentration Level 4 Extended critical
of acids and thinking and reasoning
bases/alkalis.
LO.1.3.1.1 CS.1.3.1.1 LI.1.3.1.1 AS.1.3.1.1
Explore the Explore the Identify air as a Level 1 Recall
composition of air concept of 'Air' mixture and Level 2 Skills of
and the laboratory as a mixture of explain the uses conceptual
preparation and uses useful gases in of the components understanding
of oxygen and carbon nature and of air. Level 3 Strategic
(IV) oxide understand the reasoning
preparation of Level 4 Extended critical
oxygen and thinking and reasoning
carbon (IV)
oxide and their
uses in human
life.
735
LO.2.3.1.1 CS.2.3.1.1 LI.1.3.1.1 AS.2.3.1.1
Describe and analyse ,Know Prepare carbon Level 2 Skills of
the origin and understand and (IV) oxide and conceptual
composition of identify the discuss its uses. understanding
natural gas. origin and Level 3 Strategic
composition of reasoning
natural gas. Level 4 Extended critical
thinking and reasoning
LI.2.3.1.1 AS.2.3.1.1
Prepare oxygen Level 1 Recall
and discuss its Level 2 Skills of
uses conceptual
understanding
Level 3 Strategic
reasoning
Level 4 Extended critical
thinking and reasoning
.Strand 2 :Sub-strand LO.1Appreciate .1.2.1 CS.1.1.2.1 LI.1.1.2.1 AS.2.2.1 .1
PROCESSES FOR ESSENTIALS movement of Demonstrate Design, model Level 2 Skills of
LIVING FOR substances in biotic understanding and explain the conceptual
SURVIVAL and abiotic media and model the process of understanding
movement of osmosis and Level 3 Strategic
substances in indicate its reasoning
biotic and abiotic application to Level 4 Extended critical
media. everyday life thinking and reasoning
736
LI.2.1.2.1 AS.2.2.1 .1
Explain the Level 1 Recall
concept of Level 2 Skills of
diffusion and its conceptual
application in life. understanding
Level 3 Strategic
reasoning
LO.2.1.2.1 CS.2.1.2.1 LI.1.1.2.1 AS.1.1.2.1
Illustrate the Demonstrate Explain Level 1 Recall
principles of knowledge and reproduction in Level 2 Skills of
reproduction. understanding of plants and conceptual
the principles of humans. understanding
reproduction and
their application AS.2.1.2.1
in addressing LI.2.1.2.1 Level 1 Recall
sexually related Explain the Level 2 Skills of
societal problems female menstrual conceptual
cycle and show understanding
how that can be Level 3 Strategic
used to address reasoning
reproduction- Level 4 Extended critical
related issues. thinking and reasoning
LO.3.1.2.1
Design possible
solutions to address
sexually related 1.2.1LI.1 AS.1.1.2.1
societal problems. Apply knowledge Level 2 Skills of
of reproduction- conceptual
related issues understanding
(teenage Level 3 Strategic
pregnancy, STI, reasoning
reproductive Level 4 Extended critical
737
health) to address thinking and reasoning
challenges of
adolescent
reproductive
health.
LO.1.2.2.1 CS.1.2.2.1 LI.1.2.2.1 AS.1.2.2.1
Model and describe Demonstrate an Analyse the Level 2 Skills of
the structure and understanding of structure and conceptual
function of the human how waste function of the understanding
body parts that are substances are excretory organs Level 3 Strategic
responsible for the removed from in the human reasoning
removal of waste. the human body body.
LI.2.2.2.1 AS.2.2.2.1
Describe the Level 1 Recall
processes for the Level 2 Skills of
removal of waste conceptual
from the human understanding
body Level 3 Strategic
reasoning
LO.2.2.2.1 LI.3.2.2.1 AS.3.2.2.1
Recognise and Evaluate Level 2 Skills of
explain that the disorders of the conceptual
energy released human excretory understanding
during respiration is CS.2.2.2.1 organ system Level 3 Strategic
used to drive Demonstrate reasoning
processes in the knowledge and Level 4 Extended critical
human body. ability to carry thinking and reasoning
out research on
how air moves in
738
and out of LI.1.2.2.1 AS.1.2.2.1
humans Explain, with Level 1 Recall
diagrams, the Level 2 Skills of
concept of the conceptual
movement of air understanding
in humans and its Level 3 Strategic
importance. reasoning
LI.2.2.2.1
Describe the AS.2.2.2.1
structure of the Level 1 Recall
lungs and Level 2 Skills of
investigate the conceptual
products of understanding
aerobic Level 3 Strategic
respiration reasoning
LI.3.2.2.1 2.2.1.AS.3
Discuss disorders Level 1 Recall
associated with Level 2 Skills of
the respiratory conceptual
system understanding
Level 3 Strategic
reasoning
LO.1.3.2.1 CS.1.3.2.1 LI.1.3.2.1 AS.1.3.2.1
Model the structure of Model and Analyse the Level 2 Skills of
the nervous system demonstrate central nervous conceptual
and describe the understanding of system understanding
functions of the parts the nervous Level 3 Strategic
of the nervous system, its parts reasoning
system. and uses Level 4 Extended critical
thinking and reasoning
739
LI.2.3.2.1 AS.2.3.2.1
Explain the Level 1 Recall
peripheral Level 2 Skills of
nervous system conceptual
understanding
Level 3 Strategic
reasoning
LI.3.3.2.1
Describe the AS.3.3.2.1
structure and Level 2 Skills of
functions of the conceptual
neurons understanding
Level 3 Strategic
reasoning
Level 4 Extended critical
LI.4.3.2.1 thinking and reasoning
Discuss the AS.4 .3.2.1
generation and Level 2 Skills of
transmission of conceptual
nerve impulses. understanding
Level 3 Strategic
reasoning
740
LO.2.3.2.1 CS.2.3.2.1 LI.1.3.2.1 AS.1.3.2.1
Demonstrate how Develop an Model and Level 2 Skills of
movement occurs in understanding of discuss the conceptual
parts of the human the relationships structure of the understanding
body between bones, skeleton and Level 3 Strategic
skeleton and muscles reasoning
muscles and the Level 4 Extended critical
principles thinking and reasoning
underlying the
movement of LI.2.3.2.1 AS.2.3.2.1
various parts of Demonstrate and Level 1 Recall
the human body. explain the Level 2 Skills of
structure and conceptual
function of the understanding
movement of Level 3 Strategic
muscle tissues reasoning
:Strand 3 Sub-Strand 1: 1.3.1.LO.1 CS.1.1.3.1 LI.1.1.3.1 AS.1.1.3.1
VIGOUR POWERING Relate forms of Demonstrate Describe the Level 2 Skills of
BEHIND LIFE THE FUTURE energy to their understanding of generation of conceptual
WITH sources and their forms of energy, electricity from understanding
ENERGY generation. sources, their solar cells/panels Level 3 Strategic
FORMS generation and reasoning
effects on the LI.2.1.3.1
environment. Design and build AS.2.1.3.1
Solar panel using Level 2 Skills of
locally available conceptual uLevel 3
materials Strategic reasoning
Level 4 Extended critical
thinking and reasoning
741
LO.1.2.3.1 CS.1.2.3.1 LI.1.2.3.1 AS.1.2.3.1
Construct and analyse Demonstrate Explain the Level 1 Recall
electric circuits in understanding of concept of Level 2 Skills of
determining electricity as a electrical energy conceptual
resistance, potential form of energy and power understanding
difference, and
current and
distinguish between AS.2.2.3.1
step-up and step- LI.2.2.3.1 Level 1 Recall
down transformers Explain the Level 2 Skills of
principle of the conceptual
transformer and understanding
its function Level 3 Strategic
reasoning
LO.1.3.3.1 CS.1.3.3.1 LI.1.3.3.1 AS.1.3.3.1
Analyse light energy Demonstrate Explain the Level 1 Recall
and its uses in nature understanding of concept of light Level 2 Skills of
light energy, its energy and its conceptual
sources and uses understanding
generation Level 3 Strategic
reasoning
LI.2.3.3.1 AS.2.3.3.1
Explore lenses Level 2 Skills of
and mirrors in conceptual
relation to light understanding Level 3
energy in life Strategic reasoning
Level 4 Extended critical
thinking and reasoning
742
Strand 3. Sub-Strand 2. LO.1.1.3.2 CS.1.1.3.2 LI.1.1.3.2 AS.1.1.3.2
VIGOUR FORCES Apply various forms Irecognisethe Identify and Level 1 Recall
BEHIND LIFE ACTING ON of forces according to various forms of explain concepts Level 2 Skills of
SUBSTANCES their effects on forces and their associated with conceptual
AND motions. effects on forces understanding
MECHANISMS motions. Level 3 Strategic
LO.1.2.3.2 CS.1.2.3.2 LI.1.2.3.2 reasonin
AS.1 .2.3.2
Explain and apply the Identify the Discuss the Level 2 Skills of
concept of upthrust various types of relationship conceptual
and the law of motions, their between upthrust understanding
floatation in real life applications and and the law of Level 3 Strategic
the forms of floatation. reasoning
forces which act
on the body.
LO.1.3.3.2 CS.1.3.3.2 LI.1.3.3.2 AS.1.3.3.2
Explain the concept Iderecognise the Identify different Level 2 Skills of
of momentum and its various forms of types of forces conceptual
application. forces and their and their daily understanding
effects on applications. Level 3 Strategic
motion. reasoning
Level 4 Extended critical
thinking and reasoning
LI.2.3.3.2
Examine the AS.2.3.3.2
differences Level 1 Recall
between elastic Level 2 Skills of
and inelastic conceptual
collisions of understanding
moving objects
743
Strand 3. Sub-Strand 3. LO.1.1.3.3 CS.1.1.3.3 LI.1.1.3.3 AS.1.1.3.3
VIGOUR CONSUMER Identify selected Demonstrate Explain the uses Level 1 Recall
BEHIND LIFE ELECTRONICS electronic knowledge and of electronic Level 2 Skills of
components and their identify selected components in conceptual
uses in household electronic household understanding
electronic gadgets and components and electronic devices Level 3 Strategic
the use of amplifiers. their uses in and amplifiers reasoning
Household
Electronic
LO.1.2.3.3 .2.3.3
devices.
CS.1 LI.1.2.3.3 AS.1.2.3.3
Apply the knowledge Demonstrate Explain the Level 1 Recall
of doping to explain knowledge and principle of Level 2 Skills of
the formation and recognition of 'doping' behaviour conceptual
behaviour of a P- N selected in relation to understanding
junction diode. electronic semiconductors Level 3 Strategic
components and reasoning
their uses in
household LI.2.2.3.3
electronic Perform AS.2.2.3.3
devices. experiments using Level 3 Strategic
circuits reasoning
containing LEDs Level 4 Extended critical
and diodes to thinking and reasoning
build phone
chargers.
744
LO.1.3.3.3 CS.1.3.3.3 LI.1.3.3.3 AS.1.3.3.3
Apply knowledge of Demonstrate Discuss consumer Level 1 Recall
electronic circuits to knowledge and electronic devices Level 2 Skills of
identify careers in identify selected and their conceptual
electronics. electronic components understanding
components and Level 3 Strategic
their uses in reasoning
household LI.2.3.3.3
electronic Explore AS.2.3.3.3
devices. Consumer Level 2 Skills of
Electronic careers conceptual
understanding
Level 3 Strategic
reasoning
745
Strand 4. Sub-Strand 1. LO.1.1.4.1 CS.1.1.4.1 LI.1.1.4.1 AS.1.1.4.1
RELATIONSHIPS THE HUMAN Discuss everyday Demonstrate Explore common Level 1 Recall
WITH THE BODY AND hazards and how to understanding of risks and hazards
ENVIRONMENT HEALTH manage them in the hazards in in the
environment. everyday life and environment and
how to manage how to address
LO.2.1.4.1 them them.
Distinguish various AS.2.1.4.1
types of lifestyle Level 2 Skills of
diseases. CS.2.1.4.1 LI.2.1.4.1 conceptual
Show Describe lifestyle understanding
understanding of diseases, their
LO.3.1.4.1 Lifestyle causes, effects
Clarify the concept of Diseases, their and prevention
drugs and identify on causes, AS.3.1.4.1
their effects on symptoms and Level 3 Strategic
humans prevention LI.3.1.4.1 reasoning
Analyse the
CS.3.1.4.1 attributes of
exhibit drugs.
understanding of
the concept of
drugs and
identify their
effects on
humans as well
as their control
746
LO.1.2.4.1 CS.1.2.4.1 LI.1.2.4.1 AS.1.2.4.1
Analyse pathogenic Demonstrate Examine the Level 1 Recall
diseases, their knowledge and characteristics, Level 2 Skills of
symptoms, causes, understanding of causes, symptoms conceptual
effects and pathogenic and preventions understanding
preventions. diseases of of pathogenic
humans. diseases
LI.2.2.4.1 AS.2.2.4.1
Examine specific Level 2 Skills of
pathogenic conceptual
diseases within understanding
the community Level 3 Strategic
and describe their reasoning
causes, symptoms
and prevention
747
LO.1.3.4.1 CS.1.3.4.1 LI.1.3.4.1 AS.1.3.4.1
Describe the various Apply Discuss heredity Level 1 Recall
features of heredity knowledge of using traits Level 2 Skills of
human observed in conceptual
reproduction to humans. understanding
understand
heredity.
LI.2.3.4.1 AS.2.3.4.1
Discuss Level 2 Skills of
hereditary conceptual
diseases in understanding
LO.2.3.4.1 humans Level 3 Strategic
Design mind maps reasoning
and concept maps of
some Mendelian
crossing to sex CS.2.3.4.1 LI.1.3.4.1 AS.2.3.4.1
determination in Explore and Draw Mendelian Level 2 Skills of
humans model sex crossings to conceptual
determination in explain sex understanding
humans determination in
humans.
LI.2.3.4.1 AS.4.3.4.1
Explore selected Level 4 Extended critical
traits in humans thinking and reasoning
using applications
of Mendelian Level 3 Strategic
crossing reasoning
748
.Strand 4 .Sub-Strand 2 LO.1.1.4.2 CS.1.1.4.2 LI.1.1.4.2 AS.4.1.4.2
RELATIONSHIP TECHNOLOGY Produce local soap in Demonstrate Describe the Level 4 Extended critical
WITH THE IN LOCAL the community understanding of process of local thinking and reasoning
ENVIRONMENT INDUSTRIES the process of soap production
local soap AS.3.1.4.2
making and LI.2.1.4.2 Level 2 Skills of
design methods Explain the conceptual
of producing processes of understanding
soaps for producing Level 3 Strategic
different different types of reasonin
purposes for soap Level 3 Strategic
LO.2.1.4.2 income reasoning
Conduct a project on generation
the production of an
indigenous food and
produce a report LI.1.1.4.2
CS.2.1.4.2 Investigate the
Explore the production of an
production of indigenous food AS.2.1.4.2
indigenous food to identify the Level 2 Skills of
(gari, akyeke, science processes conceptual
yakeyake. in the stages of understanding
kenkey [Ga or production
Fante], aboloo,
tubaani,
dawadawa, etc).
749
LO.1.2.4.2 CS.1.2.4.2 LI.1.2.4.2 AS.2.2.4.2
Describe the Explore the Explain the Level 2 Skills of
production process of production of science in the conceptual
indigenous beverages. indigenous production of understanding
beverages. indigenous
beer/gin.
LI.2.2.4.2 AS.3.2.4.2
Design an Level 2 Skills of
experiment to conceptual
produce a local understanding
beverage Level 3 Strategic
reasoning
LO.1.3.4.2 CS.1.3.4.2 LI.1.3.4.2 AS.2 .3.4.2
Level 4 Extended critical
Evaluate the scientific Demonstrate Analyse the Level
thinking and 2reasoning
Skills of
processes involved in knowledge of the scientific conceptual
gari production and scientific processes understanding
its economic processes involved in gari Level 3 Strategic
importance involved in gari production reasoning
production.
750
SAMPLE QUESTIONS
PAPER 1 - MULTIPLE CHOICE QUESTIONS
S/n Indicator Item DoK
1. LI.1121 What is the average duration of the menstrual cycle in humans? L1
A. 7 days
B. 14 days
C. 28 days
D. 21 days
2. LI.1121 Which of the following statements explains the role of pollen grains L1
in reproduction? Pollen grains
A. produce seeds for the plant.
B. help to attract pollinators.
C. contain male reproductive cells.
D. provide nutrients to the embryo.
3. LI223.1 Which of the following statement(s) about a step-up transformer is L2
correct? A step-up transformer has
I. more turns in the primary coils than in the secondary
coils
II. more turns in the secondary coils than in the primary
coils
III. a lower current in the secondary coil than in the
primary coil
A. I only
B. II only
C. I and II only
D. II and III only
751
4. LI223.1 A pressing iron is rated 2kW, 240V. Determine the current which L2
flows through it.
A. 8.3A
B. 120A
C. 20A
D. 1.2A
5. LI133.3 An electronic component that stores electric charge and an electric L1
field is called a/an
A. inductor.
B. capacitor.
C. diode.
D. fuse.
6. LI233.1 A student cannot see the whiteboard clearly and is diagnosed with L3
an eye condition. What is the likely cause, and how should it be
treated?
A. Short-sightedness, corrected with a concave lens, and eye
exams for prevention.
B. Short-sightedness, corrected with a convex lens, and diet
adjustments.
C. Long-sightedness, corrected with a concave lens, and
possible surgery.
D. Long-sightedness, corrected with a convex lens, and vision
therapy.
7. LI1211 When a few drops of methyl orange are added to an unknown L2
substance, the color changes to red. What is the substance most
likely to be?
A. Sour Palm Wine.
B. Wood Ash.
C. Sugar Solution.
D. Sea Water.
752
8. LI233.1 Which characteristics best describe the image formed in a L3
plane mirror?
A. Virtual, erect, same size
B. Real, inverted, same size
C. Virtual, erect, smaller
D. Real, erect, same size
9. LI1141 Which of the following activitie(s) undertaken by humans L2
contributes to healthy living?
I. getting enough sleep
II. keeping safe in the sun
III. regular exercise
A.I only
B.I and II only
C.II and III only
D. I, II and III
10. LI2341 A man who is heterozygous for the sickle cell gene marries a L2
woman with the same genotype. What is the percentage of their
children who are likely to have sickle cell disease?
A. 25%
B. 50%
C. 75%
D. 100%
753
PAPER 2 - ESSAY QUESTIONS
S/n Indicator Item DoK
1 LI2121 1. (a) Explain the term diffusion. L2
b L12121 State three applications each of: L1
(i) diffusion in the human body;
(ii) osmosis in plant life.
LI1121
c LI3111 What are binary compounds? L1
d LI1211 Differentiate between a base and an acid. L1
2 LI11121 Explain each of the following observations: L3
(a) tilapia dies when placed in seawater;
LI2241 (b) patients suffering from cholera often get dehydrated; L3
LI1121 (c) a person feeling thirsty after eating salty food; L3
LI1121 (d) salted fish is preserved for a long time. L3
3a LI1342 What is meant by adolescent reproductive health? L1
b LI2121 Discuss how infertility can be treated in relation to the menstrual L2
cycle.
c LI2111 Teenage pregnancy rates have been increasing in many pre-tertiary L3
institutions in Ghana. Examine the social, educational, and health
impacts of this issue, and suggest the steps that could be taken to
address it effectively within schools and communities.
754
PAPER 3 - PRACTICAL QUESTIONS
Figure 1 is an illustration of apparatus used in the preparation of carbon (IV) oxide gas in the laboratory. Study the figure carefully and answer the
questions that follow.
I II III
IV v VI
755
VII
S/n Content Item DoK
Standard/Indicator
a LI1311 Name each of the apparatus labelled I, II, III, IV, V, VI, and VII. L2
b LI1311 Using the apparatus illustrated, construct a diagram to show the set L4
up for preparing the gas.
c LI1311 Write a balanced chemical equation for the reaction producing the L2
gas when calcium trioxocarbonate (IV) and hydrochloric acid are
used as reactants.
d LI1311 Name one other substance that could be used in place of calcium L1
trioxocarbonate (IV).
e LI1311 State three uses of carbon (IV) oxide in the environment. L2
756
GEOGRAPHY
1. INTRODUCTION
This document serves as a thorough summative assessment guide for Geography. It outlines the philosophy, vision, goals, assessment
objectives, and examination scheme for the subject. The guide provides a framework for evaluating students' knowledge, skills, and
competence over three years, utilising Depth of Knowledge (DoK) levels. The thematic areas for assessment include The Earth and its
Neighbourhood, Navigating Our Environment, and Human and Environment. The curriculum, teacher manual, and learner materials were
the primary resources used in creating this assessment
2. PURPOSE
The purpose of this detailed examination syllabus is to provide the framework to guide the development of test items for Geography exit
examination for Senior High Schools in Ghana. It seeks to align the content standards, learning outcomes, learning indicators and the
various content areas in the geography curriculum to the scheme of assessment. This will enable examiners to set examination questions that
provide evidence of the attainment of learning outcomes upon completion of the programme. The outcome of the examinations based on this
syllabus will ascertain the extent to which learners have gained specific knowledge, skills and competence in Geography.
3. PHILOSOPHY AND VISION
The Geography curriculum is designed to enable learners to develop their full potential in the geographical skills of space-time and human-
environment interrelationships, build on contemporary and emerging technologies and competencies of interest to further their education, or
proceed to the world of work and adult life.
4. GOALS
This curriculum will test the candidates’ ability to:
(i) apply the geographical skills of space-time and human environment interrelationships
(ii) interpret and analyse natural and human phenomenon that occur in their environment
(iii) appreciate the processes that shape the landscape and human environment issues
(iv) explore past, current and possible future events and phenomena on the earth surface
(v) be systematic inquirers by stimulating critical thinking, acquisition of graphical and problem solving skills
(vi) organise and formulate principles according to acquired geographical concepts and then apply these principles to interpret and
analyse spatial problems in the immediate and wider environment.
5. SCHEME OF ASSESSMENT FOR GEOGRAPHY
Candidates will be assessed in Three (3) Papers: One (1), Two (2), and Three (3).
757
Papers one (1) and two (2) will be composite, with paper one (1) consisting of fifty (50) multiple choice questions and Paper two (2)
consisting of eight (8) essay-type questions while Paper 3 will consist of seven (7) essay-type questions.
PAPER 1 will consist of 50 multiple choice questions (1 mark each), all of which should be answered within one hour. Each question
will have four possible answers: a key (correct answer) and three distractors (incorrect answers) from which learners will be expected to
choose the correct answer.
PAPER 2 will consist of two (2) sections; A and B and will be taken within two (2) hours for 80 marks. Candidates must answer four (4)
from eight (8) questions.
SECTION A: HUMAN AND ENVIRONMENT – (REGIONAL GEOGRAPHY OF GHANA)
This section of the Paper Two (2) will consist of five (5) essay-type questions on the Regional Geography of Ghana and candidates
will have to answer three (3) questions.
SECTION B: HUMAN AND ENVIRONMENT – (REGIONAL GEOGRAPHY OF WEST AFRICA, AND AFRICA)
Section B of the paper will consist of three (3) essay-type questions on Africa and candidates will have to answer one (1) question.
PAPER 3: Will consist of three (3) sections; A, B, and C of which candidates will answer four (4) questions in 1 hour 50 minutes for
70 marks.
The questions will be selected from The Earth and its Neighbourhoods and Navigating our Environment.
SECTION A: MAPS, THEIR ELEMENTS AND ANALYSES
Section A of Paper Three (3) will consist of one (1) compulsory question for all candidates and will carry 25 marks.
Candidates are advised not to spend more than 35 minutes on Question 1.
Candidates will be expected to bring graduated rulers (both metric and imperial), a complete mathematical set, a piece of string, and
a simple non-programmable calculator for use during the writing of the paper.
SECTION B: GEOSPATIAL DATA COLLECTION, REPRESENTATION AND INTERPRETATION
Section B of Paper 3 will consist of two (2) essay-type questions and candidates will answer only one (1) question for 15 marks.
SECTION C: PHYSICAL GEOGRAPHY (THE EARTH AND ITS NEIGHBOURHOOD)
Section C of Paper 3 will consist of four (4) essay-type questions and candidates will answer two (2) questions for 15 marks each.
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6. DETAILED SYLLABUS
STRAND LEARNING CONTENT LEARNING ASSESSMENT
OUTCOMES STANDARDS INDICATORS
1.1.1.LO.1 1.1.1.CS.1 1.1.1.LI.1 1.1.1.AS.1
STRAND 1.- With your understanding Demonstrate Explain Geography and Level 3: Strategic
of the environmental understanding of its branches Reasoning
THE EARTH AND ITS features, explain the Geography as a subject of
NEIGHBOURHOODS meaning of study 1.1.1.LI.2 1.1.1.AS.2
GEOGRAPHY and Discuss career prospects Level 2: Skills of
identify its branches and and the importance of conceptual
career prospects studying Geography understanding
1.1.1.LO.2 1.1.1.CS.2 1.1.1.LI.1 1.1.1.AS.1
Explain the constituents Demonstrate knowledge Describe the solar Level 4: Extended
and characteristics of the of the Solar System and its system and its critical thinking and
Solar System constituents constituents reasoning
1.1.1.LI.2 1.1.1.AS.2
SUB STRAND 1 Discuss the Level 4: Extended
The Earth and its features characteristics of the critical thinking and
planets in the solar reasoning
system
1.1.1.LO.3 1.1.1.CS.3 1.1.1.LI.1 1.1.1.AS.1
Describe the shape of the Demonstrate knowledge Discuss evidence of the Level 4: Extended
Earth and the effects of its and skills in describing the shape of the earth. critical thinking and
rotation and revolution on shape and movement of reasoning
our daily lives the Earth, and the effects 1.1.1.LI.2 1.1.1.AS.2
of the earth’s rotation and Examine the effects of Level 4: Extended
revolution the Earth’s rotation and critical thinking and
revolution reasoning
1.1.1.LO.4 1.1.1.CS.4 1.1.1.LI.1 1.1.1.AS.1
Explain latitudes and Demonstrate skills in Use latitudes and Level 2: Skills of
longitudes and outline locating places using longitudes to locate conceptual
their significance to our longitudes and latitudes places on the earth’s understanding
everyday life surface
1.1.1.LI.2
Calculate distances 1.1.1.AS.2
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using latitudes and time Level 2: Skills of
SUB STRAND 1 using longitudes conceptual
The Earth and its features understanding
2.1.1.LO.1 2.1.1.CS.1 2.1.1.LI.1 2.1.1.AS.1
With reference to the Demonstrate Sketch, label and Level 2: Skills of
shape and movement of understanding of the describe the internal conceptual
the earth, discuss the internal structure of the structure of the Earth understanding
concept of continental earth and the concept of
drift continental drift 2.1.1.LI.2 2.1.1.AS.2
Explain the concepts of Level 4: Extended
continental drift and critical thinking and
discuss the supporting reasoning
evidence
2.1.1.LO.2 2.1.1.CS.2 2.1.1.LI.1 2.1.1.AS.1
Identify the different types Demonstrate knowledge Identify the different Level 3: Strategic
of landforms(mountains and understanding of types of mountains (e.g. reasoning
and plains), describe the landforms, their volcanic, fold and
processes that create them importance and the block), their
and examine their processes that lead to their characteristics, the
importance creation processes that create
them and their
importance
2.1.1.LI.2
Describe the types of 2.1.1.AS.2
plains (e.g. structural, Level 4: Extended
erosional and critical thinking and
depositional), their reasoning
SUB STRAND 1 characteristics, the
The Earth and its features processes that create
them and their
importance
760
3.1.1.LO.1 3.1.1.CS.1 3.1.1.LI.1 3.1.1.AS.1
With your knowledge on Demonstrate knowledge Describe the Level 3: Strategic
the characteristics of and understanding of river development of river reasoning
mountains, discuss the channels and associated channels and associated Level 4: Extended
development of river landforms landforms critical thinking and
channels and associated reasoning
landforms and their
importance with reference 3.1.1.LI.2 3.1.1.AS.2
to Ghana Examine the importance Level 3: Strategic
of river landforms to the reasoning
socio-economic Level 4: Extended
development in Ghana critical thinking and
reasoning
SUB-STRAND 2 1.1.2.LO.1 1.1.2.CS.1 1.1.2.LI.1 1.1.2.AS.1
Rocks, weathering and Identify the three types of Demonstrate knowledge Discuss the three types Level 2 Skills of
mass wasting rocks and explain in rock formation and of rocks, their conceptual
weathering processes weathering processes characteristics, understanding
formational processes Level 4: Extended
and their importance critical thinking and
reasoning
1.1.2.LI.2 1.1.2.AS.2
Explain weathering and Level 2: Skills of
the factors affecting its conceptual
processes understanding
Level 4: Extended
critical thinking and
reasoning
1.1.2.LI.3
Evaluate the three 1.1.2.AS.3
weathering processes Level 4: Extended
(physical, chemical and critical thinking and
biological weathering reasoning
processes)
761
SUB-STRAND 2
Rocks, weathering and
mass wasting
2.1.2.LO.1 2.1.2.CS.1 2.1.2.LI.1 2.1.2.AS.1
Discuss the factors of soil Demonstrate knowledge State and explain the Level 2: Skills of
formation, soil types and and understanding of soils factors of soil formation conceptual
importance understanding
Level 3: Strategic
reasoning
2.1.2.LI.2 2.1.2.AS.2
Differentiate between Level 3: Strategic
the soil types and reasoning
discuss the importance
of soil
3.1.2.LO.1 3.1.2.CS.1 3.1.2.LI.1 3.1.2.AS.1
Examine the factors, types Demonstrate knowledge Discuss mass wasting Level 3: Strategic
and effects of mass of mass wasting as a and the factors that reasoning
wasting geomorphic process influence it.
3.1.2.LI.2 3.1.2.AS.2
Examine the type of Level 3: Strategic
mass wasting reasoning
762
3.1.2.LI.3 3.1.2.AS.3
Discuss the socio- Level 3: Strategic
economic and reasoning
environmental effects of
mass wasting
SUB-STRAND 3 1.1.3.LO.1 1.1.3.CS.1 1.1.3.LI.1 1.1.3.AS.1
The Earth’s atmosphere Analyse the physical Demonstrate knowledge Discuss the physical Level 3: Strategic
structure and composition of the structure and structure and reasoning
of the Earth’s atmosphere composition of the Earth's composition of the
and explain the terms atmosphere and explain Earth's atmosphere and
weather and climate the terms weather and their importance
climate
1.1.3.LI.2 1.1.3.AS.2
Explain the differences Level 2: Skills of
between the weather and conceptual
climate and the factors understanding
that affect them Level 3: Strategic
reasoning
1.1.3.LI.3 1.1.3.AS.3
Calculate the annual and Level 2: Skills of
mean rainfall and conceptual
temperature data of a understanding
station with appropriate
instruments for
measuring the various
elements of weather
2.1.3.CS.1
Demonstrate
2.1.3.LO.1 understanding of the 2.1.3.LI.1 2.1.3.AS.1
SUB-STRAND 3
The Earth’s atmosphere Examine factors that factors that influence the Discuss the factors Level 2: Skills of
influence the elements of elements of climate, the influencing the various conceptual
climate, the world climatic world climatic zones and elements of climate understanding
zones and the associated associated vegetation
vegetation types types
763
2.1.3.LI.2 2.1.3.AS.2
Identify the forms of Level 3: Strategic
precipitation and the reasoning
type of rainfall
2.1.3.LI.3 2.1.3.AS.3
Describe the Level 2: Skills of
characteristics conceptual
associated with understanding
vegetation within each
climatic zone in the
world
SUB-STRAND 3 3.1.3.LO.1 3.1.3.CS.1 3.1.3.LI.1 3.1.3.AS.1
The Earth’s atmosphere Discuss the causes and Demonstrate knowledge Discuss the causes and Level 3: Strategic
evidence of climate of climate change and its evidence of climate reasoning
change, its impacts and impacts on the change in Ghana
the adaptation and environment and socio-
mitigation strategies in economic development 3.1.3.LI.2 3.1.3.AS.2
Ghana Discuss the socio- Level 3: Strategic
economic and reasoning
environmental impacts
of climate change in
Ghana and beyond
3.1.3.LI.3 3.1.3.AS.3
Discuss adaptation Level 3: Strategic
strategies and remedies reasoning
for climate change in
Ghana
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STRAND 2 LEARNING CONTENT LEARNING LEVEL OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
STRAND 2 1.2.1.LO.1 1.2.1.CS.1 1.2.1.LI.1 1.2.1.AS.1
NAVIGATING OUR Based on your knowledge Demonstrate Discuss the types of maps Level 3: Strategic reasoning
ENVIRONMENT on maps, examine the understanding of maps, and their importance.
different types of maps, their importance and the
their importance and map map scales
scales 1.2.1.LI.2 1.2.1.AS.2
Explain the concepts of map Level 4: Extended critical
scale and convert from one thinking and reasoning
scale type to another
SUB-STRAND 1 1.2.1.LO.2 1.2.1.CS.2 1.2.1.AS.1
Maps, their elements and Evaluate the various Demonstrate knowledge 1.2.1.LI.1 Level 4: Extended critical
analyses methods of representing and skills of representing Examine the method of thinking and reasoning
relief features on maps of representing relief representing relief on maps
features on maps 1.2.1.AS.2
1.2.1.L1.2 Level 4: Extended critical
Read and interpret contours thinking and reasoning
on maps
2.2.1.LO.1 2.2.1.CS.1 2.2.2.LI.1 2.2.2.AS.1
Using knowledge from Demonstrate skills in map Reproduce maps by Level 3: Strategic reasoning
maps and scales, analysis reduction and enlargement
reproduce maps, measure
distances and areas, 2.2.1.LI.2 2.2.1.AS.2
determine direction and Measure distance and areas Level 3: Strategic reasoning
bearings, and draw cross- on maps
2.2.1.LI.3 2.2.1.AS.3
sectional profiles between Level 2: Skills of conceptual
places Determine directions and
bearing understanding
Level 3: Strategic reasoning
2.2.1.LI.4 2.2.1.AS.4
Draw sectional profiles Level 4: Extended critical
(annotated) and calculate thinking and reasoning
vertical exaggeration and
gradient
765
STRAND 2 LEARNING CONTENT LEARNING LEVEL OF ASSESSMENT
NAVIGATING OUR OUTCOMES STANDARDS INDICATORS
ENVIRONMENT 3.2.1.LO.1 3.2.1.CS.1 3.2.1.LI.1 3.2.1.AS.1
Analyse natural and Demonstrate skills and Analyse natural features on Level 4: Extended critical
cultural features on competencies in maps (e.g. relief, drainage) thinking and reasoning
topographical maps base interpreting and analysing
on the knowledge gained maps
from the representation of
relief features on maps
SUB-STRAND 1 3.2.1.LI.2 3.2.1.AS.2
Maps, their elements and Analyse cultural features on
analyses maps (e.g. settlements, farms Level 4: Extended critical
and roads) thinking and reasoning
3.2.1.LI.3 3.2.1.AS.3
Analyse the interrelationship Level 4: Extended critical
between natural and cultural thinking and reasoning
features on map
SUB-STRAND 2 1.2.2. LO.1 1.2.2.CS.1 1.2.2.LI.1 1.2.2.AS.1
Geospatial Data Collect geospatial data Demonstrate knowledge Discuss the method of Level 4: Extended critical
Collection, using both traditional and skills in basic collecting geospatial data thinking and reasoning
Representation and methods. e.g. chain and geospatial data collection (surveying, remote sensing,
Interpretation compass surveying and methods Global Positioning System,
modern methods. e.g. etc.)
remote sensing, Global 1.2.2.AS.2
Positioning System (GPS) 1.2.2.LI.2 Level 3: Strategic reasoning
and mobile Apps Assess the geospatial data
collection tools
2.2.2.LO.1 2.2.2.CS.1 2.2.2.LI.1 2.2.2.AS.1
Collect geospatial data Demonstrate skills in Identify and discuss the Level 4: Extended critical
using both traditional basic geospatial data methods of collecting thinking and reasoning
methods e.g. chain and collection methods geospatial data (surveying,
SUB-STRAND 2 compass surveying and remote sensing, GIS, GPS,
Geospatial Data modern method methods etc.)
Collection, e.g. remote sensing and 2.2.2.AS.2
Representation and Geographic Information 2.2.2.LI.2 Level 4: Extended critical
Interpretation Systems (GIS), Global Collect and map geospatial thinking and reasoning
766
Positioning System (GPS) data using Computer and
and mobile Apps Mobile Apps, GIS and GPS 2.2.2.AS.3
2.2.2.LI.3 Level 4: Extended critical
Explore the emerging thinking and reasoning
technologies for geospatial
data collection
3.2.2.LO.1 3.2.2.CS.1 3.2.2.LI.1 3.2.2.AS.1
Represent geospatial data Demonstrate skills in Analyse and interpret Level 4: Extended critical
using dot maps and flow basic geospatial data geospatial data using dot thinking and reasoning
charts representation and maps
interpretation using
diagrams 3.2.2.LI.2 3.2.2.AS.2
Analyse and interpret Level 4: Extended critical
geospatial data using flow thinking and reasoning
charts
STRAND LEARNING CONTENT LEARNING LEVEL OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
STRAND 3 1.3.1.LO.1 1.3.1.CS.1 1.3.3.1.LI.1 1.3.3.1.AS.1
HUMAN AND Examine the physical Demonstrate Draw the outline map of
ENVIRONMENT environment of Ghana understanding of the Ghana and describe the Level 4: Extended critical
(relief, drainage, climate, physical environment of location and size, and thinking and reasoning
vegetation and soils) and Ghana and its socio- indicate the administrative
their socio-economic economic importance and regions
SUB-STRAND 1 importance challenges
Physical setting and 1.3.3.1.LI.2 1.3.3.1.AS.2
People Discuss the major relief and Level 3: Strategic reasoning
drainage features of Ghana
and their importance and
challenges to development
1.3.3.1.LI.3 1.3.3.AS.3
Discuss the climate, Level 4: Extended critical
vegetation and soil types in thinking and reasoning
Ghana and their importance
and challenges to socio-
economic development
767
2.3.1.LO.1 2.3.1.CS.1 2.3.1.LI.1 2.3.1.AS.1
Compare and contrast the Demonstrate skills of Describe the geographic Level 2: Skills of conceptual
physical geography of drawing and showing the location, size and political understanding
Ghana to West Africa and physical setting of West divisions of West Africa and
Africa Africa and Africa Africa
2.3.1.LI.2 2.3.1.AS.2
Describe the relief, drainage, Level 3: Strategic reasoning
climate and vegetation of
West Africa and Africa
STRAND 3 3.3.1.LO.1 3.3.1.CS.1 3.3.1.LI.1 3.3.1.AS.1
HUMAN AND Using the knowledge Demonstrate Examine population growth Level 3: Strategic reasoning
ENVIRONMENT gained in the physical understanding of and distribution in Ghana
environment, analyse population growth and
population growth and distribution, migration 3.3.1.LI.2 3.3.1.AS.2
SUB-STRAND 1 distribution, migration trends and settlement Discuss migration trends, Level 2: Skills of conceptual
Physical setting and trends and settlement types in Ghana settlement types and patterns understanding
People types in Ghana in Ghana
3.3.1.LI.3
Discuss factors influencing 3.3.1.AS.3
population growth , Level 3: Strategic reasoning
population distribution and
migration in Ghana
3.3.1.LO.2 3.3.1.CS.2 3.3.1.LI.1
Compare Ghana’s Analyse the population Compare Ghana’s population 3.3.1.AS.1
population growth and growth and migration growth to that of Africa and Level 3: Strategic reasoning
migration trends to Africa trends in Africa and the the world
and the world world
3.3.1.LI.2 3.3.1.AS.2
Explore the socio-economic Level 3: Strategic reasoning
implications of migration
from Africa to the rest of the
world
768
1.3.2.LO.1 1.3.2.CS.1 1.3.2.LI.1 1.3.2.AS.1
Examine the methods, Demonstrate an Discuss the characteristics of Level 2: Skills of conceptual
importance and problems understanding of the subsistence and commercial understanding
of agriculture, lumbering various primary economic agriculture and their Level 3: Strategic reasoning
and mining in Ghana activities in Ghana importance and challenges in
Ghana
1.3.2.LI.2 1.3.2.AS.2
SUB-STRAND 2 Examine the methods, Level 2: Skills of conceptual
Economic Activities importance and problems of understanding
lumbering and mining in Level 3: Strategic reasoning
Ghana
2.3.2.LO.1 2.3.2.CS.1 2.3.2.LI.1 2.3.2.AS.1
Examine the types of Analyse the Discuss the distribution, Level 2: Skills of
distribution, manufacturing sector in types and characteristics of conceptual understanding
characteristics, importance Ghana manufacturing industries in
and challenges of Ghana
manufacturing industries 2.3.2.LI.2 2.3.2.AS.2
in Ghana Discuss the importance and Level 2: Skills of conceptual
challenges of manufacturing understanding
industries in Ghana Level 3: Strategic reasoning
3.3.2.LO.1 3.3.2.CS.1 3.3.2.LI.1 3.3.2.AS.1
Assess the role of tourism, Evaluate the tourism, Examine the role of tourism Level 4: Extended critical
trade and transportation trade and transportation in the socio-economic thinking and reasoning
/communication to the /communication sectors in development of Ghana and
socio-economic Ghana the challenges facing the
development of Ghana tourism sector
3.3.2.AS.2
3.3.2.LI.2
Level 4: Extended critical
Assess the role of trade in
thinking and reasoning
the socio-economic
development of Ghana and
the challenges facing the
sector
3.3.2.AS.3
3.3.2.LI.3
Level 3: Strategic reasoning
Examine the role of transport
769
and communication in the
socio-economic development
of Ghana and the challenges
facing the sector
1.3.3.LO.1 1.3.3.CS.1 1.3.3.LI.1 1.3.3.AS.1
Evaluate the causes, Demonstrate an Examine the causes and Level 1: Recall
effects and measures of understanding of the measures for preventing or Level 4: Extended critical
presenting or mitigation causes of environmental mitigating air pollution in thinking and reasoning
water and air pollution pollution and the Ghana
strategies for dealing with
SUB-STRAND 3 it 1.3.3.LI.2 1.3.3.AS.2
Environmental Examine causes and Level 1: Recall
Degradation measures for preventing/ Level 4: Extended critical
mitigating water pollution in thinking and reasoning
Ghana
2.3.3.LO.1 2.3.3.CS.1 2.3.3.LI.1 2.3.3.AS.1
Analyse causes, effects, Demonstrate skills of Discuss the causes of land Level 2: Skills of conceptual
and preventing or preventing or mitigating degradation, its effects and understanding
mitigating strategies for land degradation and soil management strategies in Level 4: Extended critical
land degradation and soil pollution in Ghana Ghana thinking and reasoning
pollution in Ghana
2.3.3.LI.2 2.3.3.AS.2
Discuss the causes of soil Level 2: Skills of conceptual
pollution, its effects and understanding
management strategies in Level 4: Extended critical
Ghana thinking and reasoning
SUB-STRAND 3 3.3.3.LO.1 3.3.3.CS.1 3.3.3.LI.1 3.3.3.AS.1
Environmental Analyse the sources of Demonstrate skills in Discuss the sources of waste Level 2: Skills of conceptual
Degradation waste and effects of waste management in in your community and understanding
improper waste disposal in Ghana Ghana
Ghana
770
3.3.3.LI.2 3.3.3AS.2
Discuss the effects of Level 3: Strategic reasoning
improper waste management Level 4: Extended critical
or disposal in your thinking and reasoning
community and Ghana
3.3.3.LI.3 3.3.3.AS.3
Examine appropriate Level 4: Extended critical
methods of waste thinking and reasoning
management in Ghana:
Reduce, Reuse and Recycle
(3Rs)
SUB-STRAND 4 1.3.4.LO.1 1.3.4.CS.1 1.3.4.LI.1 1.3.4.AS.1
Environmental Hazards Sketch a map showing Demonstrate Differentiate between Level 3: Strategic reasoning
and their management environmental hazard understanding of the hazards and disasters
areas in Ghana concepts ‘hazard’ and
‘disaster’
1.3.4.LI.2 1.3.4.AS.2
Sketch areas in Ghana prone Level 4: Extended critical
to floods, drought, bushfires thinking and reasoning
and earthquakes
2.3.4.LO.1 2.3.4.CS.1 2.3.4.LI.1 2.3.4.AS.1
Evaluate measures for Demonstrate skills for Examine the measures for Level 3: Strategic reasoning
controlling or mitigating managing earthquakes, managing floods in Ghana Level 4: Extended critical
floods, droughts, floods, droughts and thinking and reasoning
earthquakes and bushfires bushfires
in Ghana 2.3.4.LI.2 2.3.4.AS.2
Examine the measures for Level 2: Skills of conceptual
managing drought and fires understanding
in Ghana Level 4: Extended critical
thinking and reasoning
3.3.4.LO.1 3.3.4.CS.1 3.3.4.LI.1 3.3.4.AS.1
Evaluate the management Demonstrate knowledge Examine ways of managing Level 3: Strategic reasoning
strategies for desert and skills for preventing desert encroachment Level 4: Extended critical
encroachment and or mitigating desert thinking and reasoning
771
landslides encroachment and
landslides 3.3.4.LI.2 3.3.4.AS.2
Examine measures for the Level 4: Extended critical
prevention/mitigation of thinking and reasoning
landslides
NOTE: for the purpose of external assessment, learning indicators which require up to level 4 DoK will be assessed from level 1 to 3.
772
SAMPLE QUESTIONS
GEOGRAPHY
PAPER 1
S/N DoK
Level
Learning Indicator Item**
1 Which type of map is shown in Figure 1? 1
1.2.1. LI.1 Discuss the
types of maps and their
importance
Scale 1: 50,000
Figure 1 AKUAPEM NORTH EXTRACT
A. Cadastral map
B. Economic map
C. Strategic map
D. Topographic map
2 What will be the new scale of the map shown in Figure 1 if it is enlarged four times the 2
original size?
1.2.1. LI.2 Explain the
A. 1: 12,500
concepts of map scale
B. 1: 25,000
and convert from one
C. 1: 100,000
scale type to another
D. 1: 200,000
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3 1.2.2. LI.1 Discuss the When students use GPS devices and smartphones to conduct a geospatial survey of 2
method of collecting forest features and their variations over time, which type of data are they most likely to
geospatial data collect?
(surveying, remote
sensing, Global A. Qualitative data on tree species and community opinions
Positioning System, B. B. Quantitative data on forest density and biodiversity indices
C. Spatial data on the location and distribution of forest features
etc.)
D. Historical data on climate patterns and forest changes
4 1.2.2. LI.2 Assess the What coordinate system is used for geospatial data describing the location of features 1
geospatial data on the Earth’s surface?
collection tools)
A. Latitudes and longitudes
B. Alpha-numeric codes
C. Cartographic symbols
D. Polar coordinates
5 1.1.1. LI.2 Discuss the Unlike particles in a room that can fall to the ground, planets in the solar system do not 3
characteristics of the fall into the Sun. What explains this phenomenon?
planets in the solar
A. The distances between the sun and the planets
system
B. The combined gravitational force of the heavenly bodies
C. The gravitational force of the planets and their orbital planes
D. The balance of forces between the planets and the Sun
6 1.1.2. LI.1 Discuss the Geography students conducting a collaborate field study discovered a rock with a 3
three types of rocks, crystalline appearance, with a range of colors, without fissures, and without fossils.
their characteristics, Based on these characteristics, what type of rock did the students discover?
formational processes A. Sedimentary rock
and their importance B. Igneous rock
C. Conglomerate rock
D. Fossiliferous rock
7 The temperature at the foot of a mountain is 26°C and the temperature at the top of the 3
same mountain is 19°C. What is the approximate difference in height between the foot
1.1.3. LI.3 Calculate the
and the top of the mountain in metres?
annual and mean
rainfall and temperature A. 9230
data of a station with B. 1067
774
appropriate instruments C. 1077
for measuring the D. 1706
various elements of
weather
8 What are the main features commonly found in and around a rift valley? 1
2.1.1. LI.1 Identify the A. Hot springs, escarpments, volcanoes, and block mountains
different types of
B. Lakes, escarpments, volcanoes, and fold mountains
mountains (e.g.
volcanic, fold and C. Lakes, escarpments, volcanoes, and inselbergs
block), their
characteristics, the D. Waterfalls, escarpments, volcanoes, and fold mountains
processes that create
them and their
importance
9 1.1.2. LI.3 Evaluate the Which of the following is the reason why chemical weathering is prevalent in humid 2
three weathering tropics?
processes (physical,
A. low annual temperature with high annual rainfall
chemical and biological
B. high temperature and rainfall throughout the year
weathering processes) C. high temperature and low annual rainfall throughout the year
D. Low humidity with a low diurnal range of temperature
10 What effective practice can be adopted in addressing land degradation in mining areas in 1
Ghana?
2.3.3. LI.1 Discuss the
causes of land A. Removing the top soil
degradation, its effects B. Replanting trees and vegetation
and management C. Increasing mining activities
strategies in Ghana D. Dumping waste in nearby rivers
**Items should reflect the 21st Century Skills required by the learning outcomes/indicators
775
PAPER 2
HUMAN AND ENVIRONMENT
Answer three (3) Questions from this section
SECTION A– (REGIONAL GEOGRAPHY OF GHANA)
1. (a) Draw an outline map of Ghana.
On the map, locate and name:
(i) Tropical continental climatic region;
(ii) Wet semi-equatorial climatic region;
(iii) one major town important for agricultural activities in 1. (a) (ii). Level 3
(b) Describe four effects of the Tropical Continental climate on agricultural activities in Ghana. Level 3
(c) Examine three reasons which have contributed to the decline in the importance of the rail
transportation to socio-economic development of Ghana. Level 3
2. The data below shows the location of towns A,B,C and D with their unique characteristics. A new factory is to be built for an assembly
industry with an integrated mode of transportation.
Study carefully and use it to answer the questions that follow.
776
(a) Suggest three disadvantages of locating the assembly industry at Town D instead
of locating it at any of the three other towns.
(b) Outline two contributions of the modes of transportation to the socio-economic development of the four towns. Level 4
(c) In which town would it be easy to find labour for the building of an assembly
industry? Give one reason to support your answer in 2. (b).
(d) Which town is most strategically situated for the easy export of the finished product?
NOTE :TWO (2) MORE QUESTIONS WILL BE ADDED TO BE IN LINE WITH THE DETAILED SYLLABUS
777
SECTION B – (REGIONAL GEOGRAPHY OF WEST AFRICA AND AFRICA )
Answer One (1) Question from this question
1. (a) Examine five socio-economic implications of migration in Africa Level 3
(b) Outline five benefits of the tropical rainforest to the economic development
of West Africa. Level 2
NOTE : TWO (2) MOE QUESTIONS WILL BE ADDED TO ALIGN WITH THE DETAILED SYLLABUS
PAPER 3
SECTION A: MAPS, THEIR ELEMENTS AND ANALYSIS
COMPULSORY – 25 MARKS
1. Study the map extract provided on a scale of 1: 50, 000 and use it to answer the questions that follow.
(a) Describe a journey by car between OKPOKHUMI to UZEBBA using grid references to describe the steepness of slopes
encountered.
(b) Calculate the distance to be covered in kilometres if a group of people plan to walk by road from Aviosi to SABONGIDDA.
(c) What is the bearing and direction of SABONGIDDA from Lawyer Camp?
(d) Outline three reasons for which there are no minor roads in the south western part of the mapped area? Level 4
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SECTION B: GEOSPATIAL DATA COLLECTION, REPRESENTATION AND INTERPRETATION
Answer this question
2. (a) Identify three sources from which errors can be introduced during a chain
survey of a given geographical area. Level 3
(b) Outline three limitations of chain surveying in the collection of
geospatial data. Level 3
(c) Justify with three reasons for which remote sensing is important in the
collection of geospatial data over traditional map making. Level 3
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SECTION C: ELEMENTS OF PHYSICAL GEOGRAPHY
Answer the following questions
Figure A shows the effect of the rotation of the earth on its axis giving rise to day and night.
The revolution of the earth around the sun results in varying length of day and night at different seasons.
Study Figure A and the information in the preamble to answer the questions that
follow.
Fig. A
1.(a) Explain the change between night and day as depicted in Figure A Level 4
(b) Explain four effects of the Earth's tilt as it orbits the sun on the regions within and beyond the Tropic of Cancer. Level 4
2. (a) With the aid an appropriate labelled diagram, describe the mode of formation of a volcano Level 3
(b) Examine four ways by which volcanoes influence human activities. Level 2
780
3. The diagram below shows a landform that develops in the course of a river on a highland.
Study and use it to answer the questions that follow
(a) Name:
(i) the landform that has been created
(ii) at which stage of a river’s development is this landform commonly formed?
Give one reason to support your answer.
(b) Explain the mode of formation of this landform.
(c) State three reasons why this landform is import to the surrounding community Level 4
4. (a) State two long term changes in global climate and one main cause of these changes. Level 2
(b) Discuss two natural factors that can cause climate change in your locality. level 2
781
(c) Examine two socio-economic and environmental impacts of climate change in Ghana. Level 3
(c) Discuss two measures which can be adapted to minimise the effects of climate change in Ghana. Level 2
782
GHANAIAN LANGUAGES
INTRODUCTION
This document is the detailed examination syllabus of the eleven Ghanaian Languages studied in Senior High Schools in Ghana. It consists
of the philosophy, vision and goal of the syllabus. It also contains the scheme and structure of the examination. The document is aligned
with the Ghanaian language curriculum, the teacher manual and the learner materials. It is designed to assess learner’s knowledge, skills and
competences throughout the three year period of studying Ghanaian Language.
PURPOSE
The purpose is to align the content standards (CS), learning outcomes (LO), learning indicators (LIs) and the relevant content areas in the
Ghanaian Language curriculum to the detailed syllabus.
PHILOSOPHY
Every learner can communicate effectively in a Ghanaian Language, have a good sense of their cultural values and identity, and appreciate
the aesthetics of the language using field and creative surrogate experiences to expose them to job prospects, further studies and adult life.
VISION
The Ghanaian Languages Examination Syllabus is derived from the Teaching Syllabus which seeks to prepare learners who are literate in
the Ghanaian Language and culture, to be good problem solvers, think creatively, confident and competent to participate fully in national
and global discussion in the language. The curriculum is thus meant to assess the National Core Values which are essential outcomes in the
three domains of learning (i.e. cognitive, psychomotor and affective). It will also assess effective communication skills, aesthetics use of
language, creativity and the learner' sense of cultural values and identity.
GOAL
To assess learners in the Ghanaian Language and culture. It will assess learners’ competence in using the language in problem solving,
creative thinking, confident and competent to participate fully in national and global discussion in the language.
SCHEME AND STRUCTURE OF THE EXAMINATION FROM 2027
The Examination will consist of three (3) Papers (1, 2 and 3) which must be taken at different sittings. Paper two will be taken in the
morning whilst Paper one in the afternoon on the same day and paper 3 on a different day. There are eleven Ghanaian Languages of study in
senior high schools. However, the candidate will sit for ONLY ONE of them. The Paper 2 and 3 questions will be set and moderated in
English Language and translated into the various Ghanaian Languages of study. Though the item specification table is same for all the
Ghanaian Languages, the Paper 1 will be set and moderated in the various languages because of different cultural contexts.
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PAPER 1: (1 hour)
Paper 1 will be a multiple-choice objective paper that consist of 50 questions covering Phonology, Lexis and Structure, Cultural Practices,
Traditional Governance, Oral Literature, Written Literature and Rules of Writing Ghanaian Language. Candidates will be required to answer
all questions within 1 hour for 50 marks (one mark for each question).
PAPER 2: (2 hours 30minutes)
This paper will consist of five (5) sections.
SECTION A Reading (10 marks)
A comprehension passage of 300-350 words in prose will be provided and ten questions set on it. Candidates will be required to answer all
questions for 10 marks. (30 minutes)
SECTION B Phonology (10 marks)
Two questions will be set for candidates to answer one for 10 marks. (15 minutes)
SECTION C Interpretation/Translation (30 marks)
A passage of about 250 words will be provided in English to be translated by candidates into their language of study for 30 marks. (30
minutes)
SECTION D: Composition (30 marks)
Questions will be set on four topics for composition and candidates will be required to write an essay of not less than 300 words on any one
of them for 30 marks. The following types of writing will be tested:
Narrative
Descriptive
Argumentative
Speech Writing
Letter Writing
Expository
(50 minutes)
SECTION E Written Literature (20 marks)
In this section, three questions will be set on the three (3) genres of literature (prose, drama and poetry) for the candidates to answer only one
for 20 marks. (25 minutes)
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PAPER 3 (Oral Expression) (20 minutes)
This paper will consist of three (3) sections and will involve an interaction between the candidate and the examiner. The examiner could be
itinerant examiners. They will be other Ghanaian language teachers who are not the candidates’ own teachers. An interaction between each
candidate and the Examiner will last up to 25 minutes for 50 marks. The following areas will be considered for the orals:
(d) SECTION A: Self-Introduction/Introducing others (5 marks)
The candidate is expected to introduce himself/herself or others (that may be decided on) by giving at least five (5) items of
information about himself/herself or others.
(Duration: 2 minutes)
(e) SECTION B: Reading (15 marks)
The candidate is expected to pick a text at random from a pool of six (6) short reading texts and read the text aloud. The text
should be a passage of about eighty (80) words, testing pronunciation, accuracy and fluency.
(Duration: 5 minutes)
(f) PRESENTATION/QUESTIONS AND RESPONSE (30 marks)
Candidate is required to give a presentation on topical issues of concern. The candidate will pick one topic from a pool of ten
(10). The candidate will then be expected to engage the examiner in a conversation on the selected scenario. The examiner will
ask follow-up questions for the candidate to answer. These questions will be selected from aspects of the oral literature,
traditional governance, customs and institutions. (Duration: 13 minutes)
STRUCTURE OF DETAILED SYLLABUS FOR GHANAIAN LANGUAGE
STRAND 1 SUB- LEARNING CONTENT LEARNING LEVELS OF
STRANDS OUTCOMES (LO) STANDARD (CS) INDICATORS (LI) ASSESSMENT(AS)1
ORAL 1. 1.1.1. LO2.1 1.1.1.CS3.1 1.1.1. LI4.1 1.1.1.AS5.1
CONVERSATI CONVERSATI Collaborate and Demonstrate the ability to Identify key ideas from Level 1: Recall
ON ON/COMMUN communicate understand discourse and appropriate discourse. E.g., Level 2: Skills of
ICATION IN effectively with identify key ideas. cultural values (respect, Conceptual
1
Regarding the levels of assessment column, while the highest level is noted, it should be taken to include lower levels of assessment.
2
Lo: Learning Outcome
3
CS: Content Standard
4
CS: Content Standard
5
CS: Content Standard
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CONTEXT others. kindness, tolerance and Understanding.
other) education, child
trafficking, environment,
industrialisation in Ghana,
mining, GESI, etc.
1.1.1. LI.2 1.1.1. AS.2
Discuss ideas and relevant Level 1: Recall
opinions from selected Level 2: Skills of
discourse. E.g., cultural Conceptual
values (respect, kindness, Understanding.
tolerance and other)
education, child trafficking,
environment,
industrialisation in Ghana,
mining, GESI, STEM etc.
2.1.1. LO.1 2.1.1.CS.1 2.1.1. LI.1 2.1.1. AS.1
Use the knowledge Demonstrate the ability to Identify the main ideas from Level 2: Skills of
gained to do effective do oral presentation after a conversation Conceptual Understanding
oral presentation. listening to a Level 3: Strategic
conversation. reasoning
2.1.1. LI.2 2.1.1. AS.2
Discuss the main ideas from Level 3: Strategic
a conversation. reasoning
Level 4 Extended critical
thinking and reasoning
3.1.1. LO.1 3.1.1. CS.1 3.1.1. LI.1 3.1.1. AS.1
Use the appropriate Demonstrate the ability to Use the appropriate registers Level 2: Skills of
registers to discuss communicate effectively in everyday communication. Conceptual
contemporary local in specific situations. Understanding.
and global issues. 3.1.1. LI.2 3.1.1. AS.2
Demonstrate appropriate Level 3: Strategic
turn-taking skills in reasoning
communication.
786
3.1.1. LI.3 3.1.1. AS.3
Discuss contemporary local Level 2: Skills of
and global issues using the Conceptual
appropriate registers in the Understanding.
language.
2. 1.1.2. LO.1 1.1.2.CS.1 1.1.2. LI.1 1.1.2. AS.1
PHONOLOGY Describe vowels and Demonstrate knowledge Describe the vowels of the Level 1: Recall
(SPEECH consonants in the and understanding of the Ghanaian Language using Level 2: Skills of
SOUNDS) Ghanaian Language sound system of the the right parameters (e.g., Conceptual
using the right Ghanaian Language. lip posture, tongue height Understanding.
parameters. and part of the tongue).
1.1.2. LI.2 1.1.2. AS.2
1.1.2.LO.2 Describe the consonants of Level 1: Recall
Use the knowledge of the Ghanaian Language Level 2: Skills of
the sound system of using the right parameters Conceptual Understanding
the language to form (e.g., voicing, place of Level 3: Strategic
meaningful words. articulation and manner of reasoning
articulation). Level 4 Extended critical
thinking and reasoning
1.1.2. LI.3 1.1.2. AS.3
Explain the distribution of Level 1: Recall
vowels of the Ghanaian Level 2: Skills of
Language (e.g., word initial, Conceptual Understanding
medial and final). Level 3: Strategic
reasoning
Level 4 Extended critical
thinking and reasoning
787
1.1.2. LI.4 1.1.2. AS.4
Explain the distribution of Level 1: Recall
consonants of the Ghanaian Level 2: Skills of
Language (e.g., word initial, Conceptual Understanding
medial and final). Level 3: Strategic
reasoning
Level 4 Extended critical
thinking and reasoning
2. 2.1.2.LO.1 2.1.2.CS.1 2.1.2. LI.1 2.1.2. AS.1
PHONOLOGY Apply the knowledge Demonstrate knowledge Identify the syllable types Level 2: Skills of
(SYLLABLE of syllable structure in and understanding of the (open and closed) in the Conceptual Understanding
STRUCTURE word formation. syllable of the Ghanaian respective Ghanaian Level 3: Strategic
AND TONE) Language. Languages. Reasoning
2.1.2. LI.2 2.1.2. AS.2
Discuss the syllable Level 2: Skills of
structure of a Ghanaian Conceptual Understanding
Language in word Level 3: Strategic
formation. Reasoning
2.1.2.LO.2 2.1.2.CS.2 2.1.2. LI.1 2.1.2. AS.1
Use the knowledge Demonstrate knowledge Explain the concept of tone Level 2: Skills and
and understanding of and understanding of focusing on the types (e.g., Conceptual Understanding
tone to bring out tones in the Ghanaian low, high, mid, rising,
differences in Language. falling, etc.) and functions.
meaning in words and 2.1.2. LI.2 2.1.2. AS.2
sentences. Discuss the functions of Level 4: Extended critical
tone (e.g., grammatical, thinking and reasoning.
lexical, dialectal).
788
2. 3.1.2.LO.1 3.1.2.CS.1 3.1.2. LI.1 3.1.2. AS.1
PHONOLOGY Apply the knowledge Demonstrate knowledge Explain phonological Level 2: Skills of
(PHONOLOGI of phonological and understanding of processes specific to the Conceptual Understanding
CAL processes in phonological processes in language of study (e.g.,
PROCESSES) discourse. the Ghanaian Language. assimilatory processes).
3.1.2. LI.2 3.1.2. AS.2
Discuss the phonological Level 2: Skills and
processes specific to the Conceptual
language (syllable structure Understanding.
processes). Level 3: Strategic
reasoning
STRAND 2 SUB- LEARNING CONTENT LEARNING LEVELS OF
STRANDS OUTCOME (LO) STANDARDS (CS) INDICATORS (LI) ASSESSMENT (AS)
LANGUAGE 1.LEXIS AND 1.2.1.LO.1 1.2.1.CS.1 1.2.1. LI.1 1.2.1. AS.1
AND USAGE STRUCTURE Apply the knowledge Demonstrate knowledge Categorise nouns according Level 4 Extended critical
and understanding of and understanding of to their types (e.g., proper, thinking and reasoning
the word classes to appropriate use of nouns, common, abstract, concrete,
form meaningful adjectives, verbs and etc.)
sentences. adverbs. 1.2.1. LI.2 1.2.1. AS.2
Classify adjectives into their Level 2: Skills of
types (e.g., demonstratives, Conceptual
quantifiers and qualifiers) Understanding.
and use them in sentences. Level 3: Strategic
reasoning
1.2.1. LI.3 1.2.1. AS.3
Classify verbs into Level 3: Strategic
transitive, intransitive and reasoning
ditransitive. Level 4: Extended critical
thinking and reasoning
789
1.2.1. LI.4 1.2.1. AS.4
Categorise adverbs into Level 3: Strategic
types (e.g., manner, place, reasoning
time, degree). Level 4: Extended critical
thinking and reasoning
2.2.1.LO.1 2.2.1.CS.1 2.2.1. LI.1 2.2.1. AS.1
Use the knowledge of Demonstrate knowledge Construct sentences with the Level 2: Skills of
affixes, conjunctions, in the appropriate use of types of conjunctions in a Conceptual Understanding
phrases and clauses to affixes, conjunctions, Ghanaian Language. Level 3: Strategic
construct meaningful phrases and clauses. reasoning
sentences. 2.2.1. LI.2 2.2.1. AS.2
Explore the use of affixes in Level 2: Skills of
a Ghanaian Language. Conceptual Understanding
Level 3: Strategic
reasoning
2.2.1. LI.3 2.2.1. AS.3
Use the types of phrases to Level 2: Skills of
construct sentences in a Conceptual Understanding
Ghanaian Language. Level 3: Strategic
reasoning
2.2.1. LI.4 2.2.1. AS.4
Describe and classify the Level 2: Skills of
various types of clauses. Conceptual Understanding
Level 3: Strategic
reasoning
3.2.1.LO.1 3.2.1.CS.1 3.2.1. LI.1 3.2.1. AS.1
Analyse the Demonstrate knowledge Discuss the various Level 2: Skills and
components and types and understanding of the components of sentence Conceptual Understanding
of sentences. components and types of (e.g., phrases and clauses).
sentences. 3.2.1. LI.2 3.2.1. AS.2
Discuss the types of Level 2: Skills and
790
sentences. Conceptual Understanding
Level 4: Extended critical
thinking and reasoning
3.2.1. LI.3. 3.2.1. AS.3
Analyse the types of Level 2: Skills of
sentences according to Conceptual Understanding
function. Level 3: Strategic
reasoning
2. RULES OF 1.2.2.LO.1 1.2.2.CS.1 1.2.2. LI.1 1.2.2. AS.1
WRITING A Apply the rules of Demonstrate correct Construct sentences Level 1: Recall
GHANAIAN writing in the usage of rules in writing considering the rules of Level 3: Strategic
LANGUAGE respective Ghanaian sentences using nouns, writing nouns and pronouns. reasoning
Languages to pronouns, adjectives, 1.2.2. LI.2 1.2.2. AS.2
construct meaningful verbs and adverbs. Construct sentences Level 1: Recall
sentences. considering the rules of Level 3: Strategic
writing adjectives. reasoning
1.2.2. LI.3 1.2.2. AS.3
Construct sentences Level 1: Recall
considering the rules of Level 3: Strategic
writing verbs and adverbs. reasoning
2.2.2.LO.1 2.2.2.CS.1 2.2.2. LI.1 2.2.2. AS.1
Apply the knowledge Demonstrate knowledge Discuss the word formation Level 2: Skills of
of word formation, and understanding of the processes in a Ghanaian Conceptual Understanding
punctuation and the word formation processes Language (compounding, Level 3: Strategic
use of diacritics in and correct usage of clipping, borrowing, reasoning
sentence construction. punctuations and affixation).
diacritics. 2.2.2. LI.2 2.2.2. AS.2
Discuss punctuation (e.g. Level 2: Skills and
full stop, comma, colon, Conceptual Understanding
semi-colon, etc.) and
diacritics and use them
appropriately in sentences.
791
3.2.2.LO.1 3.2.2.CS.1 3.2.2. LI.1 3.2.2. AS.1
Apply the knowledge Demonstrate Discuss the various Level 2: Skills and
of word formation to understanding of word processes of word formation Conceptual Understanding
form new words. formation processes in (borrowing, reduplication, Level 3: Strategic
the Ghanaian Language. coinage, etc.). reasoning
3.2.2. LI.2 3.2.2. AS.2
Use the various processes of Level 3: Strategic
word formation to form new reasoning
words.
3. TEXT 1.2.3.LO.1 1.2.3.CS.1 1.2.3. LI.1 1.2.3. AS.1
COMPOSITIO Use the rules of Demonstrate knowledge Compose a narrative essay Level 2: Skills of
N writing essays to and understanding of Conceptual Understanding
compose essays in the writing narrative, Level 3: Strategic
respective Ghanaian descriptive and reasoning
Languages. expository essays. 1.2.3. LI.2 1.2.3. AS.2
Compose a descriptive Level 4: Extended critical
essay. thinking and reasoning
1.2.3. LI.3 1.2.3. AS.3
Compose an expository Level 2: Skills of
essay. Conceptual Understanding
Level 3: Strategic
reasoning
2.2.3.LO.1 2.2.3.CS.1 2.2.3. LI.1 2.2.3. AS.1
Write well composed Demonstrate knowledge Compose argumentative Level 3: Strategic
argumentative essays, and understanding of essays. reasoning
speeches and articles. writing argumentative Level 4: Extended critical
essays, speech and thinking and reasoning
articles.
2.2.3. LI.2 2.2.3. AS.2
Compose the text types Level 3: Strategic
(Speech and articles) reasoning
Level 4: Extended critical
thinking and reasoning
792
2.2.3.LO.2 2.2.3.CS.2 2.2.3. LI.1 2.2.3. AS.1
Write well composed Demonstrate knowledge Compose informal letters. Level 3: Strategic
informal and formal and understanding of reasoning
letters. writing letters. Level 4: Extended critical
thinking and reasoning
2.2.3. LI.2 2.2.3. AS.2
Compose formal letters. Level 3: Strategic
reasoning
3.2.3.LO.1 3.2.3.CS.1 3.2.3. LI.1 3.2.3. AS.1
Use the knowledge of Demonstrate knowledge Use skimming and scanning Level 2: Skills of
skimming and and understanding of to identify main ideas from Conceptual Understanding
scanning to summary writing. a given text to be
summarise a passage. summarised.
4. 1.2.4.LO.1 1.2.4.CS.1 1.2.4. LI.1 1.2.4. AS.1
INTERPRETA Exhibit ability to Demonstrate knowledge Discuss oral interpretation Level 2: Skills of
TION AND orally communicate and understanding of the focusing on effective Conceptual Understanding
TRANSLATIO effectively to a target rules and steps in the listening, encoding, etc. Level 3: Strategic
N group. interpretation of reasoning
discourse.
2.2.4.LO.1 2.2.4.CS.1 2.2.4. LI.1 2.2.4. AS.1
Use the main ideas Demonstrate knowledge Apply translation types to Level 2: Skills of
from texts to translate and understanding of translate texts from a source Conceptual Understanding
texts from source translating texts from a to a target language (word- Level 3: Strategic
language to target source to a target for-word, meaning based, reasoning
language. language. unduly free, etc.).
3.2.4.LO.1 3.2.4.CS.1 3.2.4. LI.1 3.2.4. AS.1
Apply the knowledge Demonstrate knowledge Discuss the types of Level 2: Skills of
of the types and the and understanding in the translation (e.g., word for Conceptual Understanding
rules of translation to translation of a discourse. word, meaning based, Level 4: Extended critical
translate texts. unduly free, etc. thinking and reasoning
3.2.4. LI.2 3.2.4. AS.2
Discuss the rules of Level 2: Skills of
translation (e.g., knowledge Conceptual Understanding
793
of the source and target Level 3: Strategic
languages, cultural reasoning
competence, grammatical
and linguistics competence,
etc.)
STRAND 3 SUB- LEARNING CONTENT LEARNING LEVELS OF
STRANDS OUTCOME (LO) STANDARDS (CS) INDICATORS (LI) ASSESSMENT (AS)
CULTURAL 1.CULTURAL 1.3.1. LO.1 1.3.1. CS.1 1.3.1. LI.1 1.3.1. AS.1
PRACTICES PRACTICES Analyse the Demonstrate knowledge Explore deity names Level 1: Recall
AND significance of deity and understanding of focusing on their origin and Level 2: Skills of
GOVERNANC names. naming systems. reason. Conceptual Understanding
E Level 4: Extended critical
thinking and reasoning
1.3.1.LO.2 1.3.1.CS.2 1.3.1. LI.2 1.3.1. AS.2
Evaluate the values Demonstrate knowledge Discuss the processes of Level 3: Strategic
and significance of and understanding of rites initiation into adulthood reasoning
initiation into of passage. (puberty rites: before,
adulthood (puberty during and after).
rites) in the respective 1.3.1. LI.3 1.3.1. AS.3
cultures and those of Compare the processes of Level 3: Strategic
other cultures. initiation into adulthood reasoning
rites in the respective Level 4: Extended critical
cultures to those of other thinking and reasoning
cultures of Ghana.
2.3.1.LO.1 2.3.1.CS.1 2.3.1. LI.1 2.3.1. AS.1
Compare and contrast Understanding of Discuss the processes Level 3: Strategic
the values and marriage in the respective involved in performing reasoning
significance of Ghanaian cultures and marriage rites and its Level 4: Extended critical
marriage rites among compare each to other significance in the culture. thinking and reasoning
the cultures in Ghana cultures in Ghana.
794
and discuss the 2.3.1. LI.2 2.3.1. AS.2
modern trends Compare the marriage rites Level 4 Extended critical
affecting marriage of the respective Ghanaian thinking and reasoning
rites. cultures to other cultures in
Ghana
2.3.1. LI.3 2.3.1. AS.3
Discuss modern trends Level 3: Strategic
affecting traditional reasoning
marriage rites. Level 4: Extended critical
thinking and reasoning
2.3.1.LO.2 2.3.1.CS.2 2.3.1. LI.1 2.3.1. AS.1
Analyse the Demonstrate an Explain the clan system and Level 3: Strategic
significance of the understanding of clan its significance. reasoning
clan system of the systems of the respective
respective cultures cultures and compare 2.3.1. LI.2 2.3.1. AS.2
and compare with them to those of other Compare the clan systems Level 4: Extended critical
those of other cultures in Ghana. of the respective cultures to thinking and reasoning
cultures. those of other cultures in
Ghana.
3.3.1.LO.1 3.3.1.CS.1 3.3.1. LI.1 3.3. AS.1
Evaluate the Demonstrate knowledge Discuss the traditional Level 3: Strategic
significance of and understanding of festivals in the respective reasoning
festivals in the traditional festivals. cultures and their Level 4: Extended critical
respective cultures in significance. thinking and reasoning
Ghana.
3.3.1. LI.2 3.3.1. AS.2
Compare and contrast the Level 4: Extended critical
festivals in the respective thinking and reasoning
cultures to those of other
cultures of Ghana.
795
3.3.1.LO.2 3.3.1.CS.2 3.3.1. LI.1 3.3.1. AS.1
Use the knowledge of Demonstrate knowledge Discuss issues relating to Level 3: Strategic
the concept of death and understanding of death. reasoning
to discuss the death and funeral rites. Level 4: Extended critical
similarities and thinking and reasoning
differences in funeral 3.3.1. LI.2 3.3.1. AS.2
rites performances in Compare and contrast Level 3: Strategic
other cultures. funeral rites of the reasoning
respective cultures to those Level 4: Extended critical
of other cultures in Ghana. thinking and reasoning
2.TRADITION 1.3.2.LO.1 1.3.2.CS.1 1.3.2. LI.1 1.3.2. AS.1
AL Evaluate the values Exhibit knowledge and Explore the traditional Level 1: Recall
GOVERNANC and significance of the understanding of the governance structure (father, Level 4: Extended critical
E traditional governance traditional governance family head, clan head). thinking and reasoning
system. structure in the culture. 1.3.2. LI.2 1.3.2. AS.2
Explore the traditional Level 1: Recall
governance structure (chief, Level 4: Extended critical
sub-chiefs, kingmakers, thinking and reasoning
etc.).
2.3.2.LO.1 2.3.2.CS.1 2.3.2. LI.1 2.3.2. AS.1
Analyse the Demonstrate knowledge Explore the traditional Level 2: Skills of
traditional dispute and understanding of the governance structure. Conceptual Understanding
resolution processes traditional judiciary Level 3: Strategic
and compare with the system. reasoning
contemporary 2.3.2. LI.2 2.3.2. AS.2
judiciary system. Examine the contemporary Level 2: Skills of
judiciary system. Conceptual Understanding
Level 3: Strategic
reasoning
2.3.2. LI.3 2.3.2. AS.3
Compare and contrast the Level 2: Skills of
traditional dispute resolution Conceptual Understanding
processes to the Level 3: Strategic
contemporary dispute reasoning.
796
resolution system (judiciary
system).
STRAND 4 SUB- LEARNING CONTENT LEARNING LEVELS OF
STRANDS OUTCOME (LO) STANDARDS (CS) INDICATORS (LI) ASSESSMENT (AS)
LITERATURE 1. ORAL 1.4.1.LO.1 1.4.1.CS.1 1.4.1. LI.1 1.4.1. AS.1
OF THE LITERATURE Use the knowledge of Demonstrate knowledge Explore the structure of Level 2: Skills of
GHANAIAN the structure and form and understanding of libation in the respective Conceptual Understanding
LANGUAGE to perform libation libation and dirges. Ghanaian Languages Level 3: Strategic
and a dirge. (invocation, message, reasoning
conclusion)
1.4.1. LI.2 1.4.1. AS.2
Discuss dirges (functions Level 3: Strategic
and significance). reasoning
Level 4: Extended critical
thinking and reasoning.
2.4.1.LO.1 2.4.1.CS.1 2.4.1. LI.1 2.4.1. AS.1
Use knowledge of the Demonstrate knowledge Analyse the structure and Level 3: Strategic
structures of riddles and understanding of types of riddles reasoning
and puzzles to riddles and puzzles. Level 4: Extended critical
compose riddles and thinking and reasoning
puzzles. 2.4.1. LI.2 2.4.1. AS.2
Explore the structure of Level 2: Skills of
puzzles. Conceptual Understanding
Level 3: Strategic
reasoning
3.4.1.LO.1 3.4.1.CS.1 3.4.1. LI.1 3.4.1. AS.1
Apply the knowledge Exhibit knowledge and Discuss work songs. Level 3: Strategic
of the features of understanding of songs. reasoning
songs to compose Level 4: Extended critical
songs. thinking and reasoning
797
3.4.1. LI.2 3.4.1. AS.2
Explore and appreciate Level 3: Strategic
contemporary highlife reasoning
songs. Level 4: Extended critical
thinking and reasoning
2. 1.4.2.LO.1 1.4.2.CS.1 1.4.2. LI.1 1.4.2. AS.1
WRITTEN Use the knowledge of Demonstrate Discuss the elements of Level 1: Recall
LITERATURE the elements of prose understanding of prose. prose (e.g., characters, Level 3: Strategic
to appreciate a prose theme, plot, setting, point of reasoning
text. view, etc.).
1.4.2. LI.2 1.4.2. AS.2
Appreciate prose texts (title, Level 2: Skills and
theme, diction, literary Conceptual Understanding
devices, etc.) Level 3: Strategic
reasoning
Level 4: Extended critical
thinking and reasoning
2.4.2.LO.1 2.4.2.CS.1 2.4.2. LI.1 2.4.2. AS.1
Apply the knowledge Demonstrate knowledge Explore the elements of Level 3: Strategic
of the elements of and understanding of drama. reasoning
drama to produce a drama. 2.4.2. LI.2 2.4.2. AS.2
drama piece. Appreciate drama text. Level 2: Skills of
Conceptual Understanding
Level 3: Strategic
reasoning
3.4.2.LO.1 3.4.2.CS.1 3.4.2. LI.1 3.4.2. AS.1
Apply the knowledge Demonstrate knowledge Identify and discuss the Level 2: Skills and
of the elements of and understanding of elements of poetry (e.g. Conceptual Understanding
poetry to appreciate poetry. diction, themes, stanzas, Level 3: Strategic
poems. lines, literary devices, reasoning
rhymes, etc.).
798
3.4.2. LI.2 3.4.2. AS.2
Appreciate poetry texts. Level 2: Skills and
Conceptual Understanding
Level 3: Strategic
reasoning
Level 4: Extended critical
thinking and reasoning
799
SAMPLE QUESTIONS
SECTION A
From the options lettered A-D, choose the one that best answers the question that follows.
S/n Learning Indicator Item** DoK Level
1. 1.1.2.L1.2: The consonant which is described as voiceless bilabial plosive is … . 1
Describe the consonants A. /m/
of the Ghanaian B. /n/
Language using the C. /p/
right parameters (e.g., D. /q/
voicing, place of
articulation and manner
of articulation).
2. 1.1.2. LI.1: I am a vowel sound, produced at the back of the tongue. I have a 1
roundness quality and plus advanced tongue root (+ATR). Who
Describe the vowels of
am I?
the Ghanaian Language
using the right A. /a/
parameters (e.g., lip B. /i/
posture, tongue height C. /u/
and part of the tongue). D. /ɔ/
3. 1.2.2. LI.3: Complete the sentence below to reflect a past participle tense: 2
Kwamena ………………school.
Construct sentences
considering the rules of A. completing
writing verbs and B. completed
adverbs. C. completes
D. complete
800
4. 1.2.1. LI.1 Mr. Tuwohofo is Araba Ata’s father. Which noun category does the 2
term father belong to in the sentence?
Categorise nouns
according to their types A. Concrete
(e.g., proper, common, B. Common
abstract, concrete, etc.). C. Abstract
D. Proper
5. What is the predicate in the sentence: Amba plays handball every 2
day?
3.2.1.LI.1. Discuss the
various components of A. Amba plays handball.
sentence (e.g. phrases B. Plays handball every day.
and clauses). C. Handball every day.
D. Amba plays ball.
6 3.2.2.LI.2 A teacher formed the word headmaster from the words head and 2
master. Which word formation process did he/she use?
Use the various
processes of word A. Blending
formation to form new B. Borrowing
words. C. Compounding
D. Clipping
7 3.2.2.LI.2. The children said bye-bye to their mother when she was leaving the 2
house. Which of the following word formation processes did they
Use the various
use?
processes of word
formation to form new A. Blending
words. B. Compounding
C. Reduplication
D. Repetition
801
8 1.3.1.LI.2 A man was born, lived, had a family, died, and was buried. Which of 3
the following rites of passage gave him his first identity?
Discuss the processes
of initiation into
adulthood (puberty
A. Death rite
rites: before, during and
B. Marriage ceremony
after). C. Naming ceremony
D. Puberty rite
9 1.3.2.LI.2. Mr. Esuon is the chief of Dayakrom and the best teacher in the same 3
community. He is the father of Mr. Owusu, the District Chief
Explore the traditional
Executive (DCE), and the uncle of Dr. Akosua, the medical officer at
governance structure
the regional hospital. Which of his roles gives him the highest
(chief, sub-chiefs,
authority in the community?
kingmakers, etc.).
A. His role as the chief of Dayakrom
B. His role as the best teacher
C. His relationship as Owusu’s father
D. His relationship as Akosua’s uncle
10 1.4.1.LI.1 Traditionally, how does the chief pray in many Ghanaian 1
communities?
Explore the structure of
libation in the
respective Ghanaian
A. Consultation
Languages (invocation,
B. Divination
message, conclusion) C. Incantation
D. Libation
**Items should reflect the 21st Century Skills required by the learning outcomes/indicators
802
SAMPLE PAPER 2 QUESTIONS
SECTION A
READING AND COMPREHENSION: DURATION (30MINS)
[10 MARKS]
Read the following passage and answer all the questions that follow
Agriculture is a fundamental and crucial sector that plays a pivotal role in sustaining human life and contributing to the overall development of
societies. It encompasses many sectors such as crop cultivation, livestock production, aquaculture and forestry. Agriculture is the foundation of
human survival; providing sustenance, employment, and economic stability. Its importance extends beyond merely providing food to contributing
to various economic, social, and environmental aspects.
Below are some key points highlighting the significance of agriculture.
Food production is the foremost importance of agriculture as it is the primary source of food for the world's population. It involves the cultivation of
crops and the rearing of animals to produce a diverse range of food products, including grains, fruits, vegetables, meat and dairy needed by humans.
Agriculture contributes immensely to a country’s economy. It is a significant contributor to the national and global economy. It also provides
employment opportunities for a large portion of a country’s population. In addition, many people in developing countries depend on agriculture for
their livelihoods. Improving agricultural productivity and income can help alleviate poverty by providing employment and boosting the economic
well-being of communities.
Also, through agriculture, industries are provided with raw materials for processing. Crops such as cotton, sugarcane, and oilseeds are used in the
production of textiles, sugar, and vegetable oils respectively. Some of these products are basic necessities for humans; without them life would be
difficult.
Last but not least, agriculture ensures environmental sustainability. Sustainable agricultural practices promote soil health, biodiversity, ecosystem
resilience, and reduce the adverse effects of climate change which could have had an even greater negative impact on human lives.
Answer all the questions.
(a) State the key idea of the passage. (Level 2)
(b) Write three roles agriculture plays in human survival. (Level 1)
(c) Using relevant examples from the passage, explain how agriculture
contributes to the economy. (Level 2)
(d) Explain the view that Agriculture is the foundation of human
survival as used in the passage (Level 3)
(e) What does alleviate poverty mean as used in the passage? (Level 2)
(f) What impact will a decline in agriculture production make on
a country’s development? (Level 3)
(g) What is the part of speech of the word underlined in the following
expression … life will be difficult? (Level 2)
(h) What two pieces of advice would you give to a friend about agriculture? (Level 3)
803
SECTION B:
PHONOLOGY: DURATION (15MINS)
[10 MARKS]
ANSWER ONLY ONE QUESTION FROM THIS SECTION
1. (a) What is tone as an element of language. (Level 1)
(b) Discuss two types of tone in your language. (Level 2)
(c) Discuss two importance of tone in your language. (Level 2)
2. (a) Provide two distinctions between a consonant and a
vowel sound. (Level 2)
(b) Describe the following consonants sounds based on the place of
articulation, manner of articulation and state of the glottis (voicing):
(i) /s/
(ii) /b/ (Level 3)
(c) Describe the following vowel sounds based on the portion of the tongue that is involved in the articulation, the tongue's
position relative to the palate and the shape of the lips (voicing):
(i) /a/
(ii) /ɔ/ (Level 3)
804
SECTION C: INTERPRETATION/TRANSLATION: DURATION (30MINS)
[30 Marks]
Translate the following passage into your language of study. (Level 3)
A few months before the final examination of Mr. Yankson’s students, he realised a great difference in their academic performances. Knowing how
dangerous this might be, he called the students and advised them to support one another in their studies. He said to them, “No one knows the future
because life is unpredictable. Supporting one another is the only way to be successful and to secure a better future in life.”
The students were pleased with Mr. Yankson’s advice and promised to turn on a new leaf. They planned their private studies and a group discussion
as well. After a few weeks of the group discussions, they realised that all the topics treated in class were not as difficult as they thought. Their
academic performance began to improve. Mr. Yankson realised the change in the performance of his students and encouraged them to keep it up.
They sat for the final examinations, and they all passed with good grades. Both Mr. Yankson and his students were very happy. Their teacher
reminded them that in life, no one is independent.
SECTION D
COMPOSITION : DURATION (50MINS)
[30 MARKS]
In not less than (300) words write an essay on any one of the following topics. (Level 3/4)
1. A radio station is organising an essay competition on the topic “The root causes of corruption in Ghana in the country as a concerned
citizen”. As a concern citizen, write an article to be considered in the competition explaining three causes of corruption and three
practical ways to eradicate it.
2. Your brother who is financing your education wants you to become a politician claiming that it is more satisfying than becoming a
teacher. Your mother on the other hand wants you to be a teacher. Which of these appeals to you more? Give three reasons for your
choice.
3. You are the first speaker in your debating club that is debating the motion, “Young men who leave this country for greener pastures
contribute more to the development of Ghana than those who are in it”. Write down your presentation.
4. Write a story that ends “… once bitten, twice shy”.
5. Write a letter to the chief of your community suggesting three modifications that could be made in the performance of customary
marriage rites.
805
6. Write a letter to your friend telling him/her three ways you would ensure unity among members of your clan if you were a clan head.
SECTION E
WRITTEN LITERATURE OF THE GHANAIAN LANGUAGE: DURATION (25MINS)
[20 MARKS]
Answer only one question from this section
PROSE (Name of author: State as appropriate, E.g., S. K. Otoo Title of book: State as appropriate, E.g., Egya Yɛ Sunsum.)
1. (a) Discuss two lessons the book teaches you, using relevant examples from the text to support your points.
(Level 2)
(b) Examine two significant attributes the major character exhibits to bring out the main theme of the book.
(Level 3)
DRAMA (Name of author: J.A. Williams Title of book: Abowatsia Kɔmfo)
2. An excerpt is quoted from the drama
“Kɔ Egya Akɔm fie kɛse no dɛ mikyia no pii na muhun no akyɛr. Bisa no mbrɛ n'apɔw mu tse na bɛka kyerɛ me”. Based on the excerpt:
(a) what was the setting of the situation? (Level 1)
(b) discuss the outcome of the interaction. (Level 2)
(c) how does the role of the main character influence
the theme of the drama. (Level 3)
POETRY (Name of author: Kɔbena Gyatɛ Akwa Title of poem: Ao M’akoma mu)
3. (a) How does the mood of the poet influence the theme of
the poem? (Level 3)
(b) Identify two literary devices in the poem and explain how
they enhance the beauty of the poem. (Level 2)
806
PAPER 3
ORALS [50 MARKS]
20 Minutes
SECTION A
Self-introduction (5 marks)
Can you please tell me about yourself?
1. What is your full name?
2. Where do you come from?
3. How do you usually spend your leisure time?
4. Where have you traveled to recently?
5. Could you tell me about your future career plans?
SECTION B
Pick one passage and read aloud (15 marks)
Drug abuse is of concern to Ghanaians. People who start taking drugs dually become addicted. Drugs alter the mind and the body leading to
depression. Drug abuse can lead to death due to organ damage. Drugs also destroy relationships, careers and overall well-being. The
consequences of drug abuse are devastating. Recovery is possible but requires support, treatment and determination. Breaking the cycle of
addiction takes courage and perseverance. Education and awareness are key to preventing drug abuse. Together, we can combat this
epidemic and create a healthier environment.
SECTION C
Presentation/Questions and response (30 marks)
Pick one topic and present your opinions about it.
E.g., Express your opinion about the alarming rate of teenage pregnancy in your community.
Follow up questions:
1. What are some of the causes of teenage pregnancy? (Level 2)
2. What are the consequences of teenage pregnancy? (Level 2)
3. In your opinion, what can be done to reduce teenage pregnancy? (Level 3)
4. What advice would you give to a schoolmate who becomes
pregnant? (Level 3)
807
General questions
1. How many vowels do you have in your language? (Level 1)
2. What is the name of the traditional festival celebrated
by your community, and what is its significance (Level 2)
3. What is your opinion about the study of Ghanaian Language in schools?
808
SAMPLE QUESTIONS – DAGAARE
POPWARA – A
A yi a n4-irri A – D po4, kaa iri ona` na` t4ri ne a soorebiri.
S/n Content Item** DoK Level
Standard/Indicator
1. 1.1.2.L1.2: A voonebidaare ama buo la e n4gb1m1 voonebida – puridaayiraa 2
Describe the consonants na` ba voon?
of the Ghanaian a. /m/
Language using the right b. /n/
parameters (e.g., voicing, c. /p/
place of articulation and d. /q/
manner of articulation).
2. 1.1.2. LI.1: N e la voonebinya`aa, a bo4l4 zelkpaare`, N fuulo la no4re, a 1
Describe the vowels of na` e zeltaanaa voonebiri (+ATR). A` la ma?
the Ghanaian Language a. /a/
using the right b. /i/
parameters (e.g., lip c. /u/
posture, tongue height d. /ɔ/
and part of the tongue).
3. Kpulli a puli y1l2 `a ane e-baare wagere: 3
~mentoma ……………… la sukuuri.
a. baara
b. da baare
c. ma` baare
d. baare
4. 1.2.1. LI.1: Mba Tewuobu e la Dakora saa. Yuori pare buo la ka saa po4? 1
Categorise nouns a. Yo-seenaa
809
according to their types b. yo-we1
(e.g., proper, common, c. yo-fuu
abstract, concrete, etc.) d. yo-me`a
5. Ero` yel`maa la buo a y1l1 `a po4. 2
Ambataay1l1 ma` `me1r1 la nu-b44l bebiri zaa?
a. Ambataay1l1 ma` `me1r1 la nu-b44l
b. Ma` `me1r1 la nu-b44l bebiri zaa
c. Nu-b44l bebiri zaa
d. Ambataay1l1 ma` `mer1 la b44l
6 3.2.2.LI.2. Wulwulo maale la “karemazuze1” yelbiri yi karema ane zuze1 2
Use the various processes yelbie po4. Yelbie maaloo sobi-buo zie ka o tu?
of word formation to
form new words. a. pulitaa
b. p1mmo
c. kpareb4
d. ky1`maaroo
7 3.2.2.LI.2. Use the A biiri da e` la ba ma bae-bae o na` da yire a yiri`. Yelbie maaloo 2
various processes of sobi-buo la ka ba tu?
word formation to form
new words. a. pulitaa
b. kparetaa
c. pulluu yelbiri
d. pulluu
8 1.3.1.LI.2 Ba d4ge la d44, ka o baa, a taa yideme, a kpi, ka ba [[ o. A 3
Discuss the processes of yel-erre ama buo soba la da` wuli a d44 o te`azu beebu?
initiation into adulthood
a. Komaale y1l1
(puberty rites: before,
b. Kultaa y1l1
during and after).
c. Yuori porebo
d. Kponuu kpe1bo
810
9 1.3.2.LI.1. Explore the Mba Er1so` e la Dakpaa naa, o na` e la karema soli a Dapkaa 2
traditional governance po4. O e la Mba Te1resonne na` e Diisi saa ky1 na` e D44ta
structure (father, family
Dek`mene na` sa`ena baaleba Wa asibiti po4 areba. A o
head, clan head).
areziiri ama buo soba z1ge zu ga` a taaba na a te`a po4?
a. O na` e a Dakpaa naa
b. O na` e a karema soli
c. O na` e Mba Er1so` saa
d. O na` e d44ta Deko`mene areba
10 1.4.1.LI.1 Explore the S77konno` po4, wola ka Gaana ziiri gyamaa namine ma` puori? 1
structure of libation in
the respective Ghanaian a. Pe1roo
Languages (invocation, b. bagebo
message, conclusion) c. tannoo
d. kaaloo
**Items should reflect the 21st Century Skills required by the learning outcomes/indicators
811
SAMPLE PAPER 2 QUESTIONS
FO$LAA A
KANNEBA~AAPARE : WAGERE (MITI 30)
[MAGERE 10]
Kanne a d1mo `a na` tu ky1 iri a soorebie zaa n41.
Gborekakya e la tonn4-tegro` zie na` kyaarra nensaala ny4vore maaloo ky1 na` sonn la`kpe1bo zaa baabo. O k4-lshr
y1l1 gyamaa tese`: bo`ko4re, donne guoluu, zoma guoluu ane teere s1lloo. “Gborekakya e la nensaala baabo bond1laa”; a ter1
bondirii, toma ane b4di baabol o t4na pare la dondirii yo` terebo, b4di par11 yeltarre, la`kpe1bo y1l1 ane w1gya` yeltarre.
A y1l1 ama a puli` ky1 wullo la l1 gborekakya t4na na` se`:
O t4na d1nd1` la bondirii y`l` bonso be la ka andon`` noba zaa ny`r` ba dondirii. O kyaare ne la boma ko4bo are
donne guoluu na` kor4 te bondiparr11 tese` bombie, tew4ma, z1vaare, n1ne ane bero` na` se` ne nensaalba bo4bo.
Gborekakya ma` sonn4 la a paalo` b4di y`l` yaga l1. O e la bone nan a` maale` te1r1 a paalo` ane andon11 bodi y1l1.
O zie la ka a paalo` moba gyama ny1r1 toma labore` paalo` bilii noba gyamaa d1le la gborekakye ba baabo po4. Aborekakya
yeltare duobu ane libiri na ba` so` sigiri la na` ane o na` na v1` ka nob any1 toma ky1 nyagere ba la`kpe1bo b4di y1l1. A yi
l1 puori`, gborekakya zie la ka bommaale ziiri ny1r1 ba bo`karre maala ne boma. Bo`ko4re tese` gonni, k1k1-no4, bombie
na` taa k77 ka ba ma` de maale ne w1gy1re, sikiri, ane bombie k77. A boma ama mine e la ferebo boma ko nesaala: a ba
kyeebu na e la kpe1`aa ko nensaala ny4vore. A baaraa, a gborekakya t4na ka`a la w1gye1` guubu. W1gy1` guubu
gborekaky1 yeltuuri sonn4 la t1ne kuolu` po4bo, t1ne bonvoba, w1gy1` bonvoba maale` kaabo, ky1 sigiri zie le1roo faalo` na`
da na maale` taa faalo` ko nensaalba ny4vore.
Soorebie
(a). S1ge a yelbuli na na` be a d1mo po4. (Level 2)
(b). S1ge t4na ata gborekakya ma1 taa ko nensaala baabo. (Level 1)
(c). De bondemanne na` se` ne manne l1 gborekakya na` taa sommo ko b4di. (Level 2)
(d). Manne a yelu` `a “Gborekakya e la nensaala baabo bond1laa” a se` l1 o na` be a d1mmo po4. (Level 3)
(e). “Sigiri la na`” t1g1 la bo` a se` o na` be a d1mo po4? (Level 2)
(f). Bo` faalo` ka bgorekakya yeltarre sigiruu na taa ko paalo` baabo? (Level 3)
(g). yelbie ga`gye buo p44 la ka a yelbiri `a so4maa na` to4 o pare` be? Ny4vore na e la kpe1`aa. (Level 2)
(h). bo` yelwuluu ayi ka fo na ba` de ko fo z4me`a kyaare ne gborekakya? (Level 3)
Note: Any appropriate response goes for 1 mark
812
SECTION B:
FONOLOGYI (MITI 15)
[MAGERE 10]
Iri soorebiri bo`yeni no4re a w1l1m1 `a po4
1. a. Voonoo na` e k4k4re b4gere ka`a t1g1 la Bo`? (Level 1)(2marks)
b. Di d1m1 kyaare ne voonoo parr11 AYI Dagare po4. (Level 2) (4marks)
c. Di d1m1 layaare ne voonoo t4na AYI Dagare po4. (Level 2) (4marks)
2. a. bigri peeteree t11t11lo` AYI na` be voonebinya`aa ame voonebidaa po4. (Level 2)
(2marks)
b. Di a y1l1 ama bigri ne a voonebie ama na` tu: bo4loo zie bo4loo iru k4k4yoraa arezie (voonoo / bavoonoo): (Level 3)
(4x2=8marks)
i. /s/
ii. /b/
c. Bigri a voonebinya`ene ama a yi a zele na` ma` are l1 kyaare ne a talare ane a n4gb1m1 waaloo a bo4loo sa`a: (Level
3)
i. /a/
ii. /ɔ/
813
SECTION C: (30 MITI)
[30 MAGERE]
Le1re a d1mmo e` Daggare po4. (Level 3)
A few months before the final examination of Mr. Yankson’s students, he realised a great difference in their academic performances. Knowing how
dangerous this might be, he called the students and advised them to support one another in their studies. He said to them, “No one knows the future
because life is unpredictable. Supporting one another is the only way to be successful and to secure a better future in life.”
The students were pleased with Mr. Yankson’s advice and promised to turn over a new leaf. The students planed their private studies and assigned
each group a proficient student to lead the discussions. A few weeks later, they realised that all the topics treated in class were not as difficult as
they thought. Students who could not perform well in class began to improve upon their performance.
Mr. Yankson realised the change in the performance of his students and encouraged them to keep it up. They sat for the final examinations, and they
all passed with good grades. Both Mr. Yankson and his students were very happy. Their teacher reminded them that in life, no one is independent.
SECTION D
YELYAGBES!GRAA (MITI 50)
[MAGERA 30]
Kaa iri a yel1nri ama na` tu bo`yeni di ne d1mmo na` na ta yelbie k44re ata (300). (Level 3 / 4)
2. Kpa`lpalma tome zie taa la kyakya `m1 na` kyaraa, “Bone na` so Ghana po9-mo”. Fo na` e Ghana bime`a na, de
yelbulo ATA s1ge y1l1 wuli ananso a p9-mo `a ane l1 a p9-mo `a na` na ba` `m1 f1re.
3. Fo bare na` kaara fo zu sakuuri po4 bo4r4 ka fo po4 paati paati y1l1 po4 ky1 ka fo ma me` bo4r4 ka fo le1 karema. A
ama buo soba la kp1 fo y1` ga`? De yelbulo ATA te1 ne fo ananso.
4. F99 na` la a y` n4kp80`m1 lammo yelyele danwe1 soba na` na `m1 n4kpe1ne kyaare ne a yelzu `a, “Baapaaba na` ma`
l4` paalo` yobo bo4r4 boma ma` so` la Gaana ga` a bana` na` be a yiri`”. S1ge fo no4re y1l1.
5. S1ge sensello` na` bare ne “… Dan-mii soba ma` taa la da`gbale wogi”.
6. S1ge t1ta ko fo te`a naa a manne y`l` ATA na` na ba` wane daanoo lesiri kultaa yeltuuri po4.
7. S1ge l1ta ko fo z4me`a a manne y1l1 ATA fo na` da na e ka no4reyeni be fo bale noba po4 ka f99 da waa ba balzuze1.
814
SECTION E
WRITTEN LITERATURE OF THE GHANAIAN LANGUAGE – DAGAARE YELK&& - S!GERAA (MIITI 25)
[MAGERA 20]
Iri soorebiyeni yo` no4re a ky1.
SELLEWOGI (S!GER!: ANGSOKPIE, J. D. / YELZU: DE KO ~MENE)
2. a. De yeldemannewulli mine na` be a gane po4 a di d1m1 kyaare ne wuluu AYI na` be a sensello` po4. (Level 2)
(4x2=8marks)
1. Gy1le yel-erre teger1 mine AYI a d80d90karaa na` e ka sensello` yelny4geraa saa. (Level 3)
(6x2=12marks)
D*)BA~ (S!GER!: SUNDEME, D. N. / YELZU: ZE!REWEERE)
3. Ziewillee: L1 e` ten a s4re la sori le1 ta yiri. ~mene na maale fo. ~mene na paale fo kanyiri.
Basoa: Kuli bare y1` ky1 tona fo toma. Yelzaa ba er1.
Ziewillee: K’1 ze` so`.
Excerpts: Pgs. 4 – 5
a. A y1l1 piiluu la ye`? (Level 1) (2marks)
b. Di d1m1 kyaare ne bone na` yi a p4getaa po4. (Level 2) (4x2=8marks)
c. Wofa ka a d80d80karaa yel-erre taa ko a d80ba` yelny4geraa?(Level 3) (4x3=12marks)
S!GEREWIIRAA (S!GER!: PUOTEGE J. B / YELZU: YELKULUGRI)
S1gerewiiraa Yelzu …………… Dalende1lee
4. a. Bo` ka a s1ger1 te1ro` taa ko a s1gerewiiraa yelny4geraa? (Level 3) (5x2=10marks)
b. Kaa iri g44lombie mine AYI a s1gerewiiraa po4 a manne wuli l1 a na` so` ka a s1gerewiira ve1l1. (Level 2)
(5x2=10marks)
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PAPER 3
WOLLOO [MAGERA 50]
20 Miti
Me`a wuluu (Magera 5)
Fo na ba` wuli ma la fo me`a?
6. Fo yuori la bo`?
7. Ye` ka fo yi?
8. Bo` ka fo ma` e fo p1nnoo sa`a?
9. Ye` ka fo gaa dare y1` y1` `a?
10. Fo na ba` manne ko ma la fo nendaare yelbo4re?
SECTION – B
Iri d1mo ka`a kanne ka a yi (15 magera)
T88ne bone-nyu taa la kany1f1ro` ko Gaana noba. Noba na` p[ku nyuuro t88n11 ko` la ba` bare. A t88n8 ma` le1 la
ba e`a ane ba te1ro` ka l1 ma` v1` k aba f4`. T88 bone-nyu na ba wane la k[[ a yi nandaa saa eya. T88ne bone-nyu saana
la z4menno`, toma ane nensaala ny4vore zaa.
T88ne bone-nyu faalo` ba po4r4. Sa`emo beebeky1 p77 bo4r4 teabo ane kpimaroo. T88ne bone-nyuubo barebo bo4r4 la
kanyiri ame mare p88p88. Wuluu ane bammo la yeltegr1 na` na ba` pigi t88 bone-nyuubu. No4re ye` na ba` `m1 la a faalo`
`a f1re ky1 ka te taa lanfe1.
SECTION – C
Y1l1 / Sooroo ane n4 - iri (Magera 30)
Iri yelzu bo`yeni a manne fo te1ro` kyaare ne o.
Ase`: Manne fo te1ro` kyaare ne “p4gebil – purimo potaa na` maale` duoro” fo te`a po4
Soorebie na` tu:
2. Bo` y1l1 mine la ma` waana ne a p4gebi / purimo potaa `a? (Level 2)(4 marks)
3. So` faalo` la be p4gebilpurumo potaa e`a? (Level 2) (4 marks)
3. Fo te1ro` po4, bo` la na ba` so` ka p4gebi / purimo potaa sigi? (Level 3) (4 marks)
4. Bo` kuwane / kp77mo ka fo na ko fo sakubit4 na` taa po4? (Level 3) (4 marks)
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Soorebie y1r11 l1
2. S1gebinyaane awola la be fo k4k4re po4? (Level 1) (2 marks)
3. A fo te`a te`k9- tigiri y1 na` ma` di yuori la no`, ane o t4na la bo`? (Level 2) (4 marks)
4. Fo te1ro` la bo` kyaare ne ma k4k4re zannoo sakue po4? (Level 3)(3 marks)
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SAMPLE QUESTIONS – DAGBANI
SECTION – A
Lilinu A – D puuni, m-pii labissibu din tuhi n-labisi b4shisi `an doli `4 na.
S/n Content Standard/Indicator Item** DoK Level
1. 1.1.2.L1.2: K4nsonants sh1li din du6isibu ny1 din bi kumda ka 2
Describe the consonants of the ny1 nangbampiba k4nsonanti din tuluri bahirina ni
Ghanaian Language using the yan n – ny1 ……………
right parameters (e.g., voicing,
e. /m/
place of articulation and
f. /n/
manner of articulation).
g. /p/
h. /q/
2. 1.1.2. LI.1: N ny1la waawuli kumsi, ka namdi zilnli nyaa`a. noli 1
Describe the vowels of the mulindumi n nnambu mi, ka lahi ny1 (+ATR)
Ghanaian Language using the vaawuli. ~uni n-ny1 ma?
right parameters (e.g., lip
e. /a/
posture, tongue height and part
f. /i/
of the tongue).
g. /u/
h. /ɔ/
3. Naanu y1lt46li din do gbunni `4. Ka di wuli ni`sim din 3
niy gari: Kamaria ………………shikuru.
e. naarila
f. naai
g. naari
h. naaya
4. 1.2.1. LI.1: Napari ny1la memunatu Adam ba. Bachi pubu bal’ 1
Categorise nouns according to duni n-ny` ba y1lt46ili maa ni?
their types (e.g., proper, e. bachinamdinyarih
common, abstract, concrete,
f. bachinamdita6u
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etc.) g. bachinamdis46irih
h. baechinamdima`li
5. Dini n-ny1 bachini`dali y1lt4ri`mas46u y1lt46ili `4 ni: 2
Adam `m1rile bolli bi16u kam.
e. Adam `m1rila bolli
f. ~m1rila bolli bi16u kam
g. Bolli bi16u kam
h. Adam `m1ri bolli
6 3.2.2.LI.2. Karimba namla bachi `4 Karimbakp1ma ka di ny1la 2
Use the various processes of karimbo mini kp1ma ka o ze` la`rim taba n-nam li.
word formation to form new Bachi nam bu so’ dini ka o za` tum tuma maa?
words.
a. Bachinima balisibu
b. Bachinima paybu
c. Bachinima la6imbu
d. Bachinima `maaibalu
7 3.2.2.LI.2. Use the various Bili n-y1li taba, “Ti kpa`niya ti maya n-vanva kawaa 2
processes of word formation to maa. Bachi nambu so dini n-ny1 vanva maa?
form new words.
e. Bachinima balisibu
f. Bachinima ba6imbu
g. bachilabboli
h. labiy1li
8 1.3.1.LI.2 B1 daa d46ila dvo, ka di bembe ka o ti zooi n-kpu6i 3
Discuss the processes of pa6a, ka di be, ka para maa to d46i bihi, di nyaaya
initiation into adulthood kao daa to kurigi n-kpi ka b1 s46i o ka maali o kuli.
(puberty rites: before, during Sa`ga sh1ya `an yihiri nira kp1hri deadamtali ni `4
and after). dini n-wuhi o ni tuni ny1 so?
e. Kum saygali
f. Pagikpu6ibo so`gali
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g. Zu`upini sa`gali
h. Bali`ga ni`bu sa`gali
9 1.3.2.LI.1. Explore the Zakaria n-ny1 Yankazia naa. O lahi ny1la Karimba 2
traditional governance bii`a Yankazia kei kpa`ili o ma`a gari karimba kam,
structure (father, family head,
sil1li maa ni. O bia n-ny1 Napari, `un ny1 maa dusi
clan head).
(D.C.E.) la, ka lalu ny1 Naporo, `um ny1 ya6ili maa
d46ite go naate le `aliba. O tuma din doli `, na dini
puuni ka o yiko zili1li maa ni yirina?
e. Yankazia nam maa ni
f. Karimbatali maa ni
g. Naporo d46ite tuma maa ni
h. Napari dusitali maa ni
10 1.4.1.LI.1 Explore the structure Dagbamba kaya ni tanela punni, wula ka naa j1meli 1
of libation in the respective j1ma o nam ya6a ni Ghana?
Ghanaian Languages
(invocation, message, e. Suawara maalibu ni
conclusion) f. Ba6iri bu6ibu ni
g. Kari ni
h. Kom bahibu ni
**Items should reflect the 21st Century Skills required by the learning outcomes/indicators
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SAMPLE PAPER 2 QUESTIONS
SECTION A
KARIMBU MINI KARIMGBAAI (30 MINS)
[10 MARKS]
Karimmi lahibali `4 ka labisi b4hisi `an doli `an maa zaa.
Agurikacha tuma ny1la tuma ya6’ sh1li din kpa talahi, ka ny1 din gbubi daadam bi1lugu, ka lahi s4`di salo za` cha`
b1 l1bigimsim polo. Di mali ya6a pam, kamani bimbilima k4bu, bink4biri gulibu, zahim gulibu ni tihi gulibu. Agurikacha
ny1la din kpa talahi daadam beguni; n-tiri tuma ni b4mma ni nyamma suhu ziiya. Di anfaani cha` ya6i daadam dinhibu
zuyu, dama di s4`di b4mma ni nyamma zil1li ni mini ti zishee bi1higu.
~an do gbunni `4 n-ny1 y1likpana `an wuhiri agurikacha ni kpa talahi sh1m.
Bindirigu k4bu ny1la y1likpani sh1li `an da` afurikacha ni, dina n-ny1 din dihiri dunia zaa. Bindira k4bu `4 ni, di k4ri
bimbilima, di guli bink4biri, ni di tooi nya bindira balibu kamani bimbilima, binwala, \i1vari, nimdi n ibihima bindira
balibu, daadam ni b4ri sh1`a ka di kpa talahi.
Agurikacha s4`di pam za` cha` ti`gbani b4mma ni nyamma polo. Di ny1la daantali kpi1` din s4`di ti`gbani mini
andunia zaa b4mma ni nyamma polo. Di lahi tiri ti`gbani maa niriba pam tuma. Din pahi, niriba pam ban be ti`gbana `an
na l1bigiri ni dimma mini bi1ri su`tali yirila di ni na. di yi kpa`siri agurikacha soya mini nyamma, di ny1la din y1n s4` m
baligi fakari, dama di ni ti niriba pam tum aka che ka b1 b4mma mini nyamma bi1higu l1bigi zil1lini.
Din lahi pahi, agurikacha s4`di tiri feeranima ‘b1 dagukaha ni b1 tooi maali b1 daguya. Ayili gumdi, dakanda ni
kpama binzi, ka b1 mali m-maani sutura, sichiri, ni kpa’ dirima. Daguya `4 maa sh1`a ny1la `an kpa pam n-ti daadam
bi1higu,di kalinsi niche ka bi1higu ni` tom.
Din bahindi nyaa`a, agurikacha che ka zil1lini bi1higu mali dariza. Di yi gbubi agurikacha tuma vi1ny1dan, diny1la
din y1n s4` tam ka di mali kulim vi1ny1la, ni tam puuni binn1ma (biodiversity) bi1risu`, tam puuni bi`higu shee (exosystem)
kpa`sibu, ka `4 maa zaa cha` n-ti s4` baligi wunta`a, saa ni pahim bi1higu zil1li ni, din di y1n ny1 muyisigu n-ti daadam
bi1higu.
Labisimi b4hisi `4 zaa
(a). Wuhimi y1likpana `an be lahibali `4 ni. (Level 2)
(b). Sabimi soya ata sh1`a ni agurikacha ni s4`di daadam bi1higu sh1m. (Level 1)
(c). Za`mi sh1hiranima di be lahibali maa ni n-kahigi wuhi agurikacha ni s4`di ti b4mma mini nyamma si sh1m. (Level 2)
(d). Kahigi wuhi y1lt46ili `4 gbunni, “Agurikacha ny1la din kpa talahi daadam bebu ni”. Kamani di ni be lahibali maa ni
sh1m. (Level 3)
(e). B4 n-lee ny1 “m baligi fakari” lahibali maa ni? (Level 2)
(f). Barina bo n-lee y1n paai ti`gbani b1 agurikach aya6li maa yi labi nyaa`a? (Level 3)
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(g). Bachi sh1li di gbunni booi `4 lee yila bachi pubu bal’ dini na “… bi1higu ni` tom”. (Level 2)
(h). Sa6isibu dibaa ayidini ka a ni tooi n-ti a zo za` cha` agurikacha polo? (Level 3)
(h). B1 ni-kaana yalei mo nmo wó pa n badwo`I varem de k4n4 ba`ane? (Level 3)
Note: Any appropriate response goes for 1 mark
SECTION B:
PHONOLOGY: DURATION (15 MINS)
[10 MARKS]
LABISIMI B$H’ YINI K$~KO YA^ILI ~$ NI
2. a. B4 n-ny1 yee zuliya y1lt46a ni? (Level 1)(2marks)
d. Dimi alizama n-jendi yee balibu di ba ayi a zuliya y1lt46a ni. (Level 2) (4marks)
e. Dimi alizama jendi yee anfuaninima ayi a zuliya y1lt46a ni. (Level 2) (4marks)
3. a. Wuhimi maliginsim diba ayi din be k4nsonati mini vauwuli kumsi ni? (Level 2) (2marks)
b. Bu6isimi k4nsonantinima `an doli `4 na kumsi n-dalim `a kumsi nambu shee `u nam bu bi1ligu ni kukolijilugu
bishigu : (Level 3) (4x2=8marks)
i. /s/
ii. /b/
c. B6isimi k4nsonantinima `an doli `4 na kumsi n-dalim zilinli ya6’ sh1`a `an s4`di `a nambu, zilinli mini te6i`ga wi
kpini taba sh1m ni nangbampiba bi1lugu `a nambu ni: (Level 3)
i. /a/
ii. /ɔ/
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SECTION C: MUNYA NYA JEMI / MUNYU SISI JEMI: BE NYA K!MI (30MINS)
[30 Marks]
Je demiyo n1 4 sisi k1 ba Dangme nyaii mi. (Level 3)
A few months before the final examination of Mr. Yankson’s students, he realised a great difference in their academic performances. Knowing how
dangerous this might be, he called the students and advised them to support one another in their studies. He said to them, “No one knows the future
because life is unpredictable. Supporting one another is the only way to be successful and to secure a better future in life.”
The students were pleased with Mr. Yankson’s advice and promised to turn over a new leaf. The students planed their private studies and assigned
each group a proficient student to lead the discussions. A few weeks later, they realised that all the topics treated in class were not as difficult as
they thought. Students who could not perform well in class began to improve upon their performance.
Mr. Yankson realised the change in the performance of his students and encouraged them to keep it up. They sat for the final examinations, and they
all passed with good grades. Both Mr. Yankson and his students were very happy. Their teacher reminded them that in life, no one is independent.
SECTION D
COMPOSITION (50 MINUTES)
[30 MARKS]
In not less than (300) words write an essay on any one of the following topics.
8. Fin sh1li n-la6isiri niriba ni b1 kama sabi lahibali nya`, din taachi ny1, “Din tahiri aniaana dubu na Ghana ti`gba` ni
Kamani ti`bia la”. Kamani nyini `un ny1 bilichina, sabimi lahibal, sh1li b1 ni ni sa6i ti kompatii1a maa ni n-kahigi
y1la ata `an tahiri amaana dibu na, ni soya ata sh1`a nira ni y1n kpihim amaana dibu.
9. A mabia `un yunni a shikum zu6u m-b4ri ni a leei politiisa ka y1ri ni dimali ninti6ili gari karimbatali. A ma `un
b4rimi ni a lee karimba. Di puuni dini ka a b4ra? Timi dalirimma ata `an che ka a b4ri a nip ii sh1li maa.
10. Nyini n-ny1 tunli nangbankpey`m1ra yi nanyba`kpeene la6i`gu ni, ka yi `m1ri na`g4bankpeeni n-dalim taa chi din
ny1: “Bi’ pola ban be ti`gbani n4 ka be kpa`a m-b4re b1 ma`a n-kpa`di b1 ma`a Ghana l 1bigbu polo n-gari bam be
Ghana”. Sabimi a nangbankpeemi n-s4`.
11. Sabuni lahibali dun naai, “… wa6idimdi” kuro z4ri dasamp46u.
12. Sabimi gba` ti a ya naa n-y1ri o a ni t1hi ka ta6ibu sh1`a ni tooi ni` Dagbanli pa6ikpu6ibo ni.
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13. Sabuni gba` n-ti a zo n-y1ri o soya ata sh1`a a ni y1n doli n-che ka nangbanyini kana niriba bom be a zuliya ni
sunsunni, a yi di ny1 da`kp1ma.
SECTION E
WRITTEN LITERATURE OF DAGBANI (25 MINUTES)
[20 MARKS]
Labisimi b4higu za6’yini ko ya6ili `4.
SALINWA^INLI (NAME OF AUTHOR: OSMAN ABUBAKARI / TITLE OF BOOK: MA YURILIM)
3. a. Sabimi n-kahigi wuhi y1m dibaa ayi sh1`a buku maa ni wuhi a. za`mi sh1hiranima `an be buku maa ni n-wuhi a
kahigibu maa. (Level 2) (4x2=8marks)
1. Zahimi janda maa ni1higu y1la ayi sh1`a din s4` ka buku maa y1likpani yi polo. (Level 3)
(6x2=12marks)
KP!RIGU (NAME OF AUTHOR: BAWA ABU-BAKARI / TITLE OF BOOK: DULIGU MINI N$~A)
4. “Daba` ni daa mali yaa ka mali jilima maa, y1lima`li n daa beni”. (Page 12 – Line 1)
c. Ya ka b1 daalee be ka alizama `4 diri maa? (Level 1) (2marks)
c. Sabimi kahigi wuhi b1 daalizama maa ni daa bahindi sh1m. (Level 2) (4x2=8marks)
d. Wula ka janda maa tuma lee s4` yihi kp1rigu maa y1dikpani polo ni?(Level 3)
(4x3=12marks)
Y!LT4^ITA^IMALISI (NAME OF AUTHOR: ADAM PETER PAZZACK / TITLE OF POEM: VI!LIM)
5. a. Wula ka sasabira maa hall; lee yihi y1lt46itarimalisi maa y1likpani polo ni? (Level 3)
(5x2=10marks)
d. Yihimi litiricha ba`sim bi1lima ayi, ka sabi wuhi di yini kam ni s4` kpa`si y1lt46ita6imalisi maa vi1lim sh1m.
(Level 2) (5x2=10marks)
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PAPER 3
ORALS [50 MARKS]
MINUTES 20
SECTION – A
Self – Introduction (5 Marks)
A ni tooi y1li ma a ma`ma` y1la?
11. A yu’ma`li lee ny` dini?
12. Ya polo ka a lee yina?
13. Wula ka a yi lee diri a vuhim saha?
14. Ti`’ dini ka a lee yoli gu n-cha`?
15. A ni tooi y1li ma a ni lo ni a tooi tum tuun’sh1li s4hibi16u?
SECTION – B
Piimi lahibali yini n karim li ka di yirina (15 marks)
Tima valibu yiri`yiri` ny1la diny1la mali Ghananima t1ha pam. Niriba ban vandi tima yoliyodi, tima maa ti piiri ba
la zu6ul1m. Tima maa ta6irila b1 t1ha mini ni`gbu1 maa ka di che ka nandahima gbaariba. Tima ni`gbu` ma aka di che ka
nandahima gbaariba. Tima ni tooi ku nira, o puli ni n1ma yi ti sa6im. Tima sa6idi bi1higu niriba sunsuuni, tuma ni daadam
bi1ri su`. Tima valibu yiri`yiri` barima ka za` bu6isi. Nira kpa`bu za` cha` tima valibu polo ny1la din ni tooi nani, amaa di
b4ri s4`sim, ni tibbu mini suhukpeeni mini zeyimtali. Molo molibu mini wuhibu za` cha` di barina polo ny1la din ni s4` n-
ta6i li. Pi yi la6im, ti ni tooi tuhi nya` alobo `4 ka di che ka alaafue be ti bi1higu shee.
SECTION – C
LAHIBALITIBU / B$HISI MINI LABISIBU (30 MARKS)
Piimi tuma taachinima `4 za6’yini n-wuhi a ni ny1 li sh1m. .
Example: Kahigimi a ma` n-wuhi tuma taachi `4 m-bahi a ma`. “Bibili puli ni ni` bayaana a zil1di ni sh1m”.
B4hisi `an doli:
3. Y1li sh1`a din tahiri bibili puli maa sh1`a n-ny1 dinnima? (Level 2)(4 marks)
4. Bibili puli barina sh1`a n lee ny1 dini? (Level 2) (4 marks)
4. A t1hiya ni wula ka di y1n ni` m-baligi bibili puli? (Level 3)(4 marks)
5. Sa6isigu dini ka a lee mali ni a ti shikuribili kpee `un ni` pua? (Level 3) (4 marks)
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B4hisi `an gabi:
3. Vaawulinima ala n-lee be Dabgani ni? (Level 1) (2 marks)
4. Wuhimi a yanima chu6u sh1li ni puhiriyuli, wula ka ceyu maa lee kpa talahi n-ti a ajanima maa? (Level 2)
(4 marks)
Wula ka a lee t1hi za` kpa Ghana zuliya balibu y1lt46a b4himbu polo shikuriti ni? (Level 3)
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DANGME
SAMPLE QUESTIONS –
SECTION A
Hla heto n1 da ng1 hetohi A – D a mi k1 ha bimi n1 4 eko f11 eko heto.
S/n Content Item** DoK Level
Standard/Indicator
1. 1.1.2.L1.2: P1l4ku n1 h11 Kalemi p1mi p1mi niniini 4 ji …………… 2
Describe the consonants of A./m/
the Ghanaian Language B./n/
using the right parameters C./p/
(e.g., voicing, place of D./q/
articulation and manner of
articulation).
2. 1.1.2. LI.1: I ji p1l4 p1mi n1 a pee4 l1 ng1 lil1 se. I ng1 su lokotoo n1 1
Describe the vowels of the ng1 ye peemi mi 4, lil1 4 gblaa e se (=ATR). M1n4 ji mi?
Ghanaian Language using A./a/
the right parameters (e.g., B./i/
lip posture, tongue height C./u/
and part of the tongue). D./ɔ/
3. Abee munyuza n1 4 nya k1 ts44 ben1be Ajesiw4 3
………………sukuu.
A.ng1 nya gbee
B.gbe
C.gbe4
D.maa gbe
4. 1.2.1. LI.1: Ets1 Padi ji Amaki Ata e ts1. M1ni bi1kuu mi n1 1
Categorise nouns munyungu ‘ts1’ ng1 ng1 munyuza a mi?
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according to their types A.Hihep1t1mi Bi1
(e.g., proper, common, B.Bi1gu
abstract, concrete, etc.) C.Subi1
D.Bi1 nits1
5. Peemikuu 4 ng1 munyuza a mi: 2
D1do fiaa mine b44lu daa ligbi.
A.D1do fiaa nine b44lu
B.Fiaa nine b44lu daa ligbi
C.Nine b44lu daa ligbi
D.D1do fiaa b44lu
6 3.2.2.LI.2. Ts44l4 ko pee munyungu “mats1” k1 munyungali ‘ma’ k1 2
Use the various processes ‘ts1’. M1ni munyungu peemi bl4 n4 tomi n4 he ni e tsu?
of word formation to form
new words. A.Munyungu blami
B.Munyungu bami
C.Munyungu tsami
D.Munyungu he kp4mi aloo n4 pomi
7 3.2.2.LI.2. Use the various Joku1wi 4m1 de a mami ke bai-bai be mi n1 a ny1 4 ng1 we 2
processes of word 4 mi jee 4. M1ni munyungu he peemi bl4 n4 tomi he ni n1
formation to form new a tsu?
words.
A.Munyungu blami
B.Munyungu tsami
C.Munyungu mitimi
D.Munyungu bab11
8 1.3.1.LI.2 A f4 nyumu ko, e ba hi si, e ba hi weku, e gbo n1 a pu l1. 3
Discuss the processes of Kusumi n1 4m1 a kp1ti te n4 n1 mi n1 e gblee kekleekle
initiation into adulthood n11?
(puberty rites: before,
during and after). A.Aben4 kusumi
B.Gbami kusumi
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C.Bi1 womi kusumi
D.Nihewi k1 yiheei a mi s1mi kusumi
9 1.3.2.LI.1. Explore the Ets1 T1kp1 ji mats1 ng1 Adaa. E ji ts44l4 n1 he be ng1 2
traditional governance jam1 a ma a mi. E bi ji T1kp1te n1 e ji kpo 4 n4 hy1l4
structure (father, family
(D.C.E.). D4kita T1kp1ki n1 tsu4 ni ng1 kpo ngua a mi
head, clan head).
h4sipiti 4, e ts1 wayo ji Ets1 T1kp1te n1 ji D.C.E 4 n1 he
bl4 n1 4m1 a kp1ti te n4 n1 e n4 ku4 pe kulaa n11?
A.E bl4 nya ni tsumi kaa mats1 ng1 Adaa
B.Aba yami alooo ni peemi
C.Jem1aw4hi ts1mi
D.T1limi
10 1.4.1.LI.1 Explore the Ng1 kusumi nya a, m1 bl4 p4t11 n4 mats1 gu4 k1 faa kue 1
structure of libation in the aloo s4le4?
respective Ghanaian
Languages (invocation, A.N4 bimi
message, conclusion) B.Aba yami aloo ni peemi
C.Jem1aw4hi ts1mi
D.T1limi
**Items should reflect the 21st Century Skills required by the learning outcomes/indicators
829
SAMPLE PAPER 2 QUESTIONS
SECTION A
(NI KANEMI K1 SISINUMI: BE NYA K!NU (30MINS)
[10 MARKS]
Read the following passage and answer all the questions that follow it.
Moo kane demiyo n1 4 kon1 o ha bimihi n1 ny11 se 4m1 a heto:
Ngm4 humi, lo k1 lohwe l1mi n1 a p44 l1 ts1mi ke aglik44esa a, ji n4 ko n1 he hia waw11 ng1 adesa si himi mi.
E ji bl4 kake n4 n1 adesa gu4 k1naa e nya mi ngma. E ye4 bua ng1 mahi fuu n4 yami mi. aglik44tsa pee4 adesa wami
name sisi tomi n4; e wo4 wa nya mi ngma, e haa w4 ni tsumi n1 e je4 ohia yemi ng1 wa n4. E he hiami eko ng1 niye ni hami
se ji, e ye4 bua k1 ha sika bl4 nya tomi, n4ml4 adesa si himi, k1 Zugba he pi1 pomi.
Nihi n1 ny11 se n1 4m1 pi14 aglik44tsa he se name 4m1 a he: Niye ni ngm4 peemi ji aglik44tsa a e k4ni 4 oti ko n1 ye4
bua nihi tsuo ng1 je 4 mi. ni dumi k1 lohwe l1mi ye4 bua wa k1 naa niya ni kaa bl1fo, om4, akate, tso yibliihi kaa mango,
akutu, ngm4 ni ts4wi kaa tomtosi, ga mw4mwi k1 de lo aloo lo k1 mu4 k1 nihi n1 a naa k1 je4 lohwe ny4 nyu mi n1 a he hiaa
adesa.
Aglik44tsa a ye4 bua saminya k1 ha ma n4 yami. E ye4 bua k1 ha ma a k1 je 4 tsuo a n4 yami. Ma bi fuu naa ni tsumi
k1 gu aglik44tsa a n4. Ng1 en1 4m1 a se 4, ni hi n1 a ng1 mahi n1 ng1 a n4 yami he m4d1 b4e ng44 a h1 ng4 f44 aglik44tsa a n4
k1 ha a si himi gbugbuugbu. Aglik44tsa a e ni peepee mi la womi maa ye bua ma gb4 ohia yemi n4 k1 gu ni tsumi hami n4
4 ma ha n1 mahi a sika bl4 n4 tomi maa ya n4. K1 hu aglik44tsa a n4 hu 4, fatlehi naa nihi k1 ha a he ni tsumi. Ngm4 nihi
n1 wa k1 hoo4 ni. Ni n1 4 ekom1 jin nihi n1 a he hiaa adesa. Ke a be 4, si himi he maa wa.
Nyagbe n4 ji aglik44tsa a ye4 bua ha Zugba aloo si hihe he pi1 pomi. En1 4 ts44 kaa, aglik44tsa he ni tsumi
gbugbuugbu 4 wo4 Zugba a mi ni. E ye4 bua huk1 ha tso k1 ha tso k1 lohwe sl44to a yi baami. En1 4 gb44 je mi tsakemi nya
wami sl44to n1 ko ng4 nyagbahi k1 ba adesa wami n4.
Answer all the questions below. Each question carries 1 mark
(a). Ngmaa oti p4t11 ng1 demiyo 4 mi. (Level 2)
(b). ngmaa nihi et1 p4t11 n1 aglik44tsa tsu4 ng1 ng1 n4ml4 adesa wami mi. (Level 1)
(c). Ng44 n4hy1 ni p4r11 kom1 ng1 demiyo 4 mi 4 k1 ts44 b4 n1 aglik44tsa ye4 bua k1 haa sika he bl4 n4 tomi (Level 2)
(d). Da nya ts44mi ng1 demiyo 4 mi 4 n4 kaa “Aglik44tsa ji si tomi n4 ko k1 ha adesa yi wami name. (Level 3)
(e). M1ni ji gb4 ohia yemi n4 sisi kaa b4 n1 a tsu e he ni ng1 demiyo 4 mi 4? (Level 2)
(f). M1ni nygba n1 ngm4 humi, lo k1 lohwe l1mi n4 gb4mi ma k1 ba ha ma ko n4 yami (Level 3)
(g). M1ni munyungukuu mi n1 munyungu he wa ng1? (Level 2)
(h). M1ni sl4mi gbi eny4 o ma ha o hu1 ko ng1 aglik44tsa he? (Level 3)
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SECTION B:
P!MI SI F$F$! : BE NYA K!MI (15MINS)
[10 MARKS]
HA BIMI KAKE P! HETO K! J! MI DLAMI N! $ MI
3. a. M1ni ji gbimik4mi ng1 gbi kasemi mi. (Level 1) (2marks)
f. S1s1 gbimik4mi sl4to eny4 he ng1 Dangme mi. (Level 2) (4marks)
g. Moo s1s1 se name eny4 n1 ng1 gbimik4mi he ng1 Dangme mi. (Level 2) (4marks)
4. a. Ts44 sl44to eny4 n1 ng1 p1l4ku k1 p1l4 a p1mihi a mi. (Level 2) (2marks)
b. Da he n1 a pee4 p1mi 4 ng1, b4n1 a pee4 p1mi 4 ha keg bi n1 p1mi4 h11 n4 k1 kale p1l4ku n1 4m1; (Level 3)
(4x2=8marks)
i. /s/
ii. /b/
c. Da lil1 si f4f41, lil1 dahe ng1 nya mi,k1 gbi n1 p1mi 4 h11 n4 k1 kale p1li n1 4m1 ng1 Dangme mi
(Level 3)
i. /a/
ii. /ɔ/
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SECTION C: MUNYA NYA JEMI / MUNYU SISI JEMI: BE NYA K!MI (30MINS)
[30 Marks]
Je demiyo n1 4 sisi k1 ba Dangme nyaii mi. (Level 3)
A few months before the final examination of Mr. Yankson’s students, he realised a great difference in their academic performances. Knowing how
dangerous this might be, he called the students and advised them to support one another in their studies. He said to them, “No one knows the future
because life is unpredictable. Supporting one another is the only way to be successful and to secure a better future in life.”
The students were pleased with Mr. Yankson’s advice and promised to turn over a new leaf. The students planed their private studies and assigned
each group a proficient student to lead the discussions. A few weeks later, they realised that all the topics treated in class were not as difficult as
they thought. Students who could not perform well in class began to improve upon their performance.
Mr. Yankson realised the change in the performance of his students and encouraged them to keep it up. They sat for the final examinations, and they
all passed with good grades. Both Mr. Yankson and his students were very happy. Their teacher reminded them that in life, no one is independent.
SECTION D
SANEYO NGMAMI : B! NYA K!MI (50MINS)
[30 MARKS]
Ngmaa saneyo ng1 munyu tso n1 4m1 a kp1ti kake p1 he. O mingma a hi1mi n1 e ko ba sip e munyungu lafa et1. (Level 3 /
4)
14. Hleedio sitetia ko ng1 saneyo kedimi ko pee ng1 bae ng1 Ghana “Nihi n1 a k1 ny4 mi ni yemi ng1 bae ng1 Ghana” he.
Kaa ma mi no n1 susu4 e ma he 4, ngaa k1 ya ha oposide peeli j1 ts44 nihi et1 n1 a k1 ny4 mi ni yemi ng1 bae ng1
Ghana, n1 l44 se4, o ts44 bl4 et1 kom1 a n4 n1 a gu k1 ku a nya.
3. O ny1mi nyumu n1 on4 hy1e ng1 sukuu 4 su4 kaa se name ng1 p4litisa peemi he pw ts44l4 peemi. O yayo l11 e su4 kaa
o te n4 o bua j4 he waw11 n11? Ha nihi et1 kom1 a he je loko o de ja a ng1.
4. Mo ji kekleekle mungu tul4 ng1 ny1 nya sami ku 4 n1 ng1 nya sami ku 4 n1 ng1 nya sae ng1 munyu tso, “Nihewi n1 do ma
a k1 ha ni tsumi hlami 4 ye4 bua k1 ha Ghana ma a n4 yami pe nihi n1 a ng1 ma a mi 4”. Ngmaa n4 n1 o ma de 4.
7. Ngmaa nyazia ko n1 o gbe nya ke, “… ke sin4 k4 mo n1 o na p4p4li 4, yee l1 gbeye”.
8. Ngmaa s1 womi k1 ya ha o ma mi nats1 4 kon1 o wo ni et1 kom1 n1 a he hiaa tsakemi he ga ng1 yo he ni tsumi
kusumi 4 he.
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9. Ngmaa s1 womi ya ha o hu1 k1 de l1 nihi et1 kom1 n1 o maa pee kaa w1tsoyi n1 a k1 kake peemi maa ba o w1tso bim1
a kp1ti.
SECTION E
WRITTEN LITERATURE OF THE GHANAIAN LANGUAGE: BE NYA K!MI (25MINS)
[20 MARKS]
Ha bimi kake p1 heto k1 je mi dlami n1 4mi.
NYAZIA NYATS$$ (NAME OF AUTHOR: KUBI, G. A / TITLE OF BOOK: NY! KO PEE YE YA)
4. a. Da n4hy1 nihi a n4 k1 s1s1 ni eny4 p4t11 kom1 n1 o kase k1 je womiyo “Ny1 Ko Pee Ye Ya a n4”. (Level 2)
(4x2=8marks)
1. Ts44 su eny4 p4t11 Kom1 n1 sukpojel4 oti 4 je kpo n1 l44 ye bua k1 je womi 4 mi oti p4t11 4 kpo. (Level 3)
(6x2=12marks)
FI!MI (NAME OF AUTHOR: ADI, D. B / TITLE OF BOOK: MANYEYO)
5. “K1 ny1 mlaa ny4ngma k1 kake 4 de4 ny1 k11? …………… zaa n1 a ko nu mo”.
e. Jije l1 a tu munyu n1 4 ng1? (Level 1) (2marks)
d. Moo s1s1 nihi n1 je ni s11mi n1 4 mi k1 ba a he. (Level 2) (4x2=8marks)
e. M1ni bl4hi a n4 n1 sukpojel4 oti 4 e bl4nya a ye bua ke je fi1mi 4 nii oti 4 kpo?(Level 3)
(4x3=12marks)
ASIL! (NAME OF AUTHOR: ATTEH, E. T. / TITLE OF POEM: OKPOKU JEBLE)
6. a. K1 he numi n1 asil1te 4 ng1 k1 ngma asil1 4 ye bua k1 je asil1 4 mi oti 4 kpo n11? (Level 3)
(5x2=10marks)
f. Hla munyu he za woli eny4 ng1 asil14 mi n1 o ts44 b4 n1 a ye bua ha sil1 4 emu yemi. (Level 2)
(5x2=10marks)
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PAPER 3
ORALS [50 MARKS]
20 Minutes
SECTION A
He si jemi (5 marks)
I kpa mo p11 o ma ny1 ma de mi n4 k k1 k4 o he lo?
16. Ke a ts14 mo k1e?
17. Jije o je?
18. K1 o ye4 o he j44mi behi k11?
19. Jije o hia bl4 k1 ya hingmi n1 4?
20. Mo de mi mihi aloo ni Kom1 ng1 ni tsumi n1 o maa su4 n1 o tsu hw44 se he.
SECTION B
Moo kane demiyo n1 4 nya boboobo (15 marks)
Tsopa numi k1 be n4 ji n4 ko n1 ng1 Ghana ma nya gbae. Nihi n1 a nuu4 tsopa daa ligbi 4 ba pee4 a he n4. Tsopa
tsakaa adesa ju1mi k1 e n4ml4 tso n1 l4 4 ha n1 n4 bua j41 e he n1 n4 ko peemi hu jlo we l1.
Tsopa numi k1 be n4 4 ma ny1 ma pu1 wa mi ni l4 4 k1 gben4 maa ba. Tsopa numi k1 be n4 k1 b4mi pu1mi ba a, k1 ni
tsumi ba a. nyagbahi n1 tsopa numi n1 be n4 k1 ba am1 nya wa. Tsam name he bl4hi ng1 se mo hu a hiaa yemi kq buami
tsopa k1 eka womi. Loko n4 ko ma ny1 maa ye e he n4 ng1 tsopa numi k1 be n4 d1 mi 4, e hiaa he n4 ng1 tsopa numi k1 be
n4 d1 mi 4, e hiaa he wami womi, k1 ye mi timi. Sl4mi k1 ts4semi ji ni p4t11 kom1 n1 ye4 bua tsopa numi k1 be n4 nya. K1
gu kake peemi mi 4, wa ma ny1 maa ye nyagba n1 4 n4 e k1 si himi kpakpa ma aba.
SECTION C
Kpojemi / Bimi k1 heto hami (30 marks)
Moo hla munyutso oti kake kon1 o je o ju1mi kpo ng1 he.
N4hy1 n4: Nakutso nya h4 ng4 mi n1 ba p4 he ng1 ny1 ma a mi.
Bimihi n1 ny11 se:
4. M1ni ji ni kom1 n1 a k1 nakutso nya h4 ng4mi ba a? (Level 2) (4 marks)
5. M1ni nyagbahi n1 nakutso nya h4 ng4mi k1 ba a? (Level 2) (4 marks)
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5. Ng1 o ju1mi nya a, m1ni maa hi peemi k1 gb4 nakutso nya h4 ng4mi n4? (Level 3)
(4 marks)
6. M1ni sl4mi gbi o ma ha o s1 n4 bi n1 ng4 h4 4? (Level 3) (4 marks)
Bimi abajaa
4. P1li eny1m1 n1 wa ng1 ng1 Dangme mi? (Level 1) (2 marks)
5. K1 a ts14 kusumi jeha yemi n1 a ye4 ng1 o ma a mi k11 n1 m1ni ji e he se nami? (Level 2)
(4 marks)
5. M1ni ji o ju1mi ng1 Ghana gbi 4m1 Kasemi ng1 sukuu 4m1 a he? (Level 3)
(3 marks)
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EWE
BIABIAWO
SECTION A
Tia yudodo nyuitɔ tso A-D si asɔ na biabia siwo gbɔna lame
S/n Content Standard/Indicator Item** DoK Level
1. 1.1.2.L1.2: Xaxagbedidi siawo dometɔ kae nye nuyieve-fufu xaxagbedidi 2
manyezi?
Describe the consonants of
the Ghanaian Language using A/m/
the right parameters (e.g., B/n/
voicing, place of articulation C/p/
D/q/
and manner of articulation).
2. 1.1.2. LI.1: Ablɔdegbedidi si wowɔ le ademegbe lae mennye. Nuyinogo le 1
asinye eye medzɔ tso ade te.
Describe the vowels of the
Ghanaian Language using the
right parameters (e.g., lip
A/a/
posture, tongue height and B/i/
part of the tongue). C/u/
D/ɔ/
3. Wu nyagbe sia nu si ade ni si dzɔ va yi xoxo la fia. Nutefe 3
………………………………
A Suku nu wum
B Wu suku nu
C Nua suku nu
D Aawu suku nu
4. 1.2.1. LI.1: Afetɔ Togoboe nye Adzo Kuma fofo `kɔnya fe ha ka fomevie nye 1
fofo le nyagbe la me?
Categorise nouns according
to their types (e.g., proper, A `kɔnya kpotsi
common, abstract, concrete, B `kɔya bɔbɔ
etc.) C Susume`kɔnya
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D `kɔya tɔx1
5. Nu kae nye dɔwɔfe le nyagbe sia me? Ama foa bɔl gbe sia gbe? 2
A Ama foa bɔl.
B Foa bɔl gbe sia gbe
C bɔl gbe sia gbe
D. Ama foa bɔl
6 3.2.2.LI.2. Use the various Nufiala wɔ nya “agblewu” tso nya “agble” kple ‘awu” me ? 2
A. nyawɔwɔ
processes of word formation B.nyadodo
C.nyatefofu
D.nyalele
to form new words.
7 3.2.2.LI.2. Use the various Deviawo do xede nyuie na wo dada le esime wonɔ dodom le afea 2
me. Nyawɔnya fe ha ka fornevie woza?
processes of word formation A.nyawɔwɔ
B.nyatefofu
C.gblɔgagblɔ
to form new words.
D.gbugbɔ bɔlɔ
8 1.3.1.LI.2 Wodzi `utsu ade, enɔ agbe, fome nɔ esi, eku eye wodii. Kɔnu 3
siwo gbɔna la dometɔ kae de efe amenyenye fia?
Discuss the processes of
initiation into adulthood A.kukɔnu
(puberty rites: before, during B.srɔdekɔnu
and after). C.vihehegegokɔnu
D.gbɔtowɔwɔkɔnu
9 1.3.2.LI.1. Explore the Afetɔ Denyo nye fia na Abor. Eyae nye nufiala nyuitɔ le nutoa me. 2
traditional governance Enye Afetɔ Gemegah sin ye nutomedzikpɔla la fofo eye woganye
structure (father, family head, Dɔkita Akɔfa sin ye dɔnɔrikpɔla le nutoa me fe dɔyɔfe la tɔsia. Efe
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clan head). wɔfe kae na nɔfe gaatɔe le nutoa me?
A.Efe wɔfa abe fia ene
B.Efe wɔfe abe nufiala nyuitɔ ene
C.Efe dofe abe Afetɔ Gemegah fofo ene
D.Efe dofe abe Dɔkita Akɔfa tɔdia ene
st
**Items should reflect the 21 Century Skills required by the learning outcomes/indicators
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PAPER 2 QUESTIONS
SECTION A
READING AND COMPREHENSION: DURATION (30MINS)
[10 MARKS]
Xl8 nyadu si gbɔna la nyuie eye n7do biabia siwo kata kplze do la `u.
Agbledede nye gɔmedokpe kple mɔnu vevi ade si lea amagbetɔ fe agbe de te eye wokpena de nutowo fe `gɔyiyi `u. Ele nu gedewo abe nukufafa,
lanyinyi, tɔmelanyinyi kple atidodo de me. Agbledede nye gɔmedokpe na amegbetɔ fe agbenɔnɔ; enaa nududu, dɔwɔna kple tenɔnɔ le ganyawo gome. Efe
vevinyenye sɔ gbɔ wu nududu ko nana ke egakpena de ganyawo fe dodowo, hadomegbenɔnɔ kplw. Nutome fe `gɔgbeyiy `u.
Agbleded fe vevinyenye fe akpa dewoe nye esiwo gbɔna.
Nududugbledede nye gbatɔ elabena ena be xexeame. Keta kpɔ a nududu. Elɔ nukudodo kple lanyinyi, blikuwo, atikutsetsewo, amegbewo, vul1wo kple
bubuawo siwo hiana amgbetɔ fomea.
Agbledede na be dukɔwo tsina le wofe gonyaw me. Edoa zezeame godoo fe ganyawo de `gɔ. Elea dɔkpɔmɔnu gede v1 na dukɔmade`gwɔwo dea agble hena
wofe agbnɔnɔ blibo. Agbledede fe mɔmu dodo de dzi atsi kododo gede nu to dɔwɔwɔ kple ganyawo dodo de `gɔ nu le nutowo me.
Kpe de `u la agbedede nana be miekpɔa nu siwo miatsɔ awɔ nu gedeuwoe. Agblemenukuro abe detifu, fofo`, kple detikuwo simo wozame le
avɔwɔwɔ, sukli, nudamiwo wotɔx1. Nu siawo hiana amegbetɔ fomea eye woawo manɔ eme la, agbenɔnɔ atsi kɔ na ame.
Mlɔeba la, agbedede lea nutowo de te. Agbledede le mɔnu nyuitɔwo dzi enana be gbdenyigbawo nɔ dedie, amenyinuwo nɔ eme, xexeame fe dzoxɔxɔ, si agble
nu le amegbetɔ fe agbenɔnɔ
dzoxɔxɔ, si agble nu le amegbetɔ fe agbenɔnɔ `u de dzi kpɔtɔ`.
Biabiawo
Do biabiawo siwo gbɔna la kata`u
(a). De dzesi nyati vevi si le nyadu sia si.
(b). `lɔ agbledede fe wɔfe etɔ siwo kpena amegbetɔ fe agbenɔnɔ `u.
(c). Le nyadua nu la, gblɔ ale si agbledede doa ganyano de `gɔ la
(d). Gblɔ ale si agbledede nye gɔmedokpe na amegbetɔ fe agbenɔnɔ abe ale si wodze le nyadu
la me ene.
(e). Atsi kododo nu gɔme de le nyadu la nu?
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(f). Nukae agblemademade agble le dukɔ fe `gɔyiyi `u?
(g). Gbe`utise `kɔ miayɔ na nya sia “atsi kɔ”.
(h). Nuxlɔmenya eve kawoe nan a xɔwo tso agbledede `uti?
SECTION B:
PHONOLOGY: DURATION (15MINS)
[10 MARKS]
Do biabia deka ko `ule akpa sia
1.
A. Nu kae nye gbedidi abe gbe fe akpa de ene?
B. Fo nu tso gbedidi fe ha eve `utile Evegbe me?
C. Fo nu tso gbeedidi fe vevienyenye le Evegbe me a`u.
2. A. Gblɔ vovototo eve siwo le xaxagbedidi kple agbdegbedidi dome.
B. Kɔ xaxagbedidi siwo gbɔna la `uti ku de wofe dzɔtsofe, dodonɔnɔme kple wofe
zinyenye alo manyemanye `u.
i. /s/
ii. /b/
C. Kɔ ablɔ degbedidi siawo ` u ku de wofe dzɔtsofe, wofe dodo kple nɔfe le ade kple nuyi fe nɔnɔme. Gblɔ wofe zinyenye alo manyemanye.
i. /a/
ii. /ɔ/
SECTION D
COMPOSITION: DURATION (50MINS)
(30marks)
Tso nyadu si anɔ abe nya alɔfa etɔ ene la de nyati siwo gbɔna dometɔ deka ko te
Nyakakadɔwɔfe ade de nyadutsotso fe houlioli ade tome ku de nyatisia `u: Zanuxɔmevi kple zonududu le Ghana’. Abe dukɔmevi ene la, `lɔ nu etɔ siwo
nedusu be woawoe hea zanuxɔxɔ kple zanududu v1, eye nagblɔ mɔ etɔ siwo dzi woato ade wo da la `u.
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Fowo si le dziwo kpɔm le suku la di tso asiwo be nanye dumyahela elabena esusui be dzidzeme le eme wu be nazu nufiala. Ke dawo ya di be nazo nufiala.
Dɔwɔne eve siawo
dometɔ kae nyo na wo wu. Gblɔ susu etɔ siwo ta netia esi nedi be yeawɔ la.
Woe nye nufola gatɔ le nyahehe fe habɔbɔ ade me si le nya tso Tanya sia `u be Depakpui siwo dzona le dukɔa me yia dukɔ bubuwo me be woadi
agbenɔnɔ nyutɔ la kpena de duku fe
`g wu esiwo le eme.`lɔ wo susu da di.
`lɔ `utinya ade si awu nu be …………… ne da du wo kpɔ la, ne ekpɔ vɔkli la nasi.
`lɔ l1ta na wo fia ahagblɔ `kuvuvu mɔnɔ etɔ siwo woazo le dekɔ nu srɔdede fe kɔnuwo me
`lɔ l1ta na xɔwo ahagblɔ mɔ siwo dzi nato ahe dekawɔwɔ v1 le wo hlɔ me abe hlɔtatɔ ene.
SECTION E
WRITTEN LITERATURE OF EWE: (25mins)
20 marks
Do biabia deka ko `u le akpa `u
PROSE
1. A. Dzro nufiame eve siwo agbale la fia wo eye nana kpɔdenu eve tso agbale la me atsɔ
do kpe edzie.
B. Dzro nuwɔla gatɔ fe nɔnɔme eve si wode fia tsɔ de agbale la fe nyati vevietɔ de goe.
DRAMA
2. A. Nu kae nudzɔdzɔwo fe dzɔtsofe?
B. Dzro nu simo do go tso dzedodowo alo nuwɔnawo me
C. Ale ke nuwɔla gatɔ fe nɔnɔme wɔ dɔ de fefea fe nyati dzie?
POETRY
3. A. Ale ke hakpanya`lɔla fe nɔnɔme de hakponya la fe nyati la dzii?
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4. B. De dzesi gbeda`u eve be hakpanya la me eye nagblɔ hakpanya la fe vivi de `gɔe?
ORALS (50 MARKS)
20mins
SECTION A
Ame dokui nu dede (5mks)
Ate `u afo nu tso dokuiwo `u nama?
1. `kɔ wo d1
2. Afi ka netso?
3. Ale ke nezaa wo vovoviwoe?
4. Afi ka nezɔ mɔ yi nyitsɔ?
5. Ate `u afo nam tso dɔ si nedi be yeawɔ le etsɔme `ua?
SECTION B
Pick one passage and read aloud
Atike vɔwo zaza nye tamebubu na Ghanatɔwo kata. Atikeawo zaza gbe sia gbe nana be eva zua numame ne ezalawo. Atikeawo nana be emewofe
susu kple ame bliboa zua numanyomanyo. Egblea amewo fe dɔmenuwo eye wohea ku v1. Atikea wo zaza gblea fomewo, dɔwɔwwo kple
ameti bliboa kata dome. Atikeawo zaza fe metsonuwo gbleanu gedewo. Dodo le eme le bɔbɔe gake ehia kpekpede`u, dɔdada, kple tamedodo.
Dodod le eme blibo hia dzidefo kple kutrikuku. Nufiafia kple sidzedze nye nu veviwo le mɔxexe na atike vɔwo zaza me. Miate `u adu wɔna nu
vɔdi sia dzi ahe didienɔnɔ v1 nenye be miew deka.
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SECTION C
Presentation/Questions and response 30MARKS
Tia Tanya deka eye nagblɔ wo sususwo le e`uti. Le kpɔde`u me. De wo susuwo gblɔ tso devimatsimatsiwo fe fufɔfɔ fe agbogbododo de dzi
le wo nutome.
Biabiawu
1. Nu kawoe hea devimatsimatsiwo fe fufɔf v1.
2. Nu kawoe nye emetsonuwo?
3. Le wo nukpɔkpɔ nu la, nu kawoe woawɔ atsɔ tsi devimatsimatsiwo fe fufɔfɔ nue?
4. Nuxlɔame kae na te `u ana wo sukulati si fɔ fu la?
Biabia bubuwo
A. Ablɔdegbedidi nenie le Euegbe me?
B. Deza kae woduna le mia de eye nu kae nye efe vid1
C. Nu kawoe nye wo susu le Evegbe sɔsrɔ `u le sukuwo me?
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SECTION E
WRITTEN LITERATURE OF THE GHANAIAN LANGUAGE: DURATION (25MINS)
[20 MARKS]
Answer only one question from this section
PROSE (Name of author…………...Title of book……………….)
5. a. Use appropriate examples from the prose to discuss two lessons it teaches you.
b. Examine 2 significant attributes the major character exhibited to bring out the main theme of the prose.
DRAMA (Name of author……………Title of book……………….)
6. An excerpt is quoted from the drama
g. What was the setting of the situation?
e. Discuss the outcome of the interaction
f. How does the role of the main character influence the theme of the drama.
POETRY (Name of author…………...Title of poem……………….)
7. a. Show how the mood of the poet influences the theme of the poem.
b. Identify 2 literary devices in the poem and explain how they enhance the beauty of the poem.
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PAPER 3
ORALS [50 MARKS]
20 Minutes
SECTION A
Self-introduction (5 marks)
Tell me about yourself
21. Your name
2. Where you come from
3. What you at your leisure time
4. Where you have been to recently
5. Tell me about your future career
SECTION B
Pick one passage and read aloud (15 marks)
Drug abuse is of concern to Ghanaians. People who start taking drugs dually become addicted. Drugs alter the mind and the body leading to
depression. Drug abuse can lead to death due to organ damage. Drugs also destroy relationships, careers and overall well-being. The consequences
of drug abuse are devastating. Recovery is possible but requires support, treatment and determination. Breaking the cycle of addiction takes courage
and perseverance. Education and awareness are key to preventing drug abuse. Together, we can combat this epidemic and create a healthier
environment.
SECTION C
Presentation/Questions and response (30 marks)
Pick one topic and present your opinions about it.
E.g., Express your opinion about the alarming rate of teenage pregnancy in your community.
Follow up questions:
5. What do you think can be done to reduce teenage pregnancy?
6. What are the consequences of teenage pregnancy?
6. What advice can you give to your colleague who pregnant in school?
7. What are some of the causes of teenage pregnancy?
General questions
5. How many vowels do you have in your language?
6. Which traditional festival do your people celebrate and why?
6. What is your opinion about the study of Ghanaian Language in schools?
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FANTE
SAMPLE QUESTIONS
SECTION – A
Fa A – D no mu dza 4fata papaapa yiyi ns1mbisa a 4ka do yi ano.
S/n Content Standard/Indicator Item** DoK Level
1. 1.1.2.L1.2: Kosonante a 4y1 anofamfa egyinae a, no mu mmpiw 2
Describe the consonants of nye ……………
the Ghanaian Language A. /m/
using the right parameters B./n/
(e.g., voicing, place of C./p/
articulation and manner of D./q/
articulation).
2. 1.1.2. LI.1: Mey1 bawol a w4y1 me w4 t1kyer1ma n’ekyir. Mikisa 1
Describe the vowels of the su a 4y1 ano krukruba na kank4. Emi nye woana?
Ghanaian Language using A./a/
the right parameters (e.g., B./i/
lip posture, tongue height C./u/
and part of the tongue). D./ɔ/
3. Fa dza 4ka do yi mu kor wie as1nt4w yi ma as1nt4w 3
no nkyer1 apaho kabea:
Kwamena …………… skuul.
A.ruwie
B.ewie
C.wowie
D.owie
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4. 1.2.1. LI.1: Owura Tuwojofo y1 Araba Ata n’egya. Eb1n kuw na 1
Categorise nouns according kasafua ‘egya’ no fi mu?
to their types (e.g., proper, A.Dzin a yehu
common, abstract, concrete, B.Dzin hun
etc.)
C.Dzin a yennhu
D.Dzin pa
5. Kyer1 nkasaho a 4w4 as1nt4w a 4ka do yi mu: 2
Amba b4 nsa-b44l dabiara?
A.Amba b4 nsa-b44l
B.B4 nsa-b44l dabiaara
C.Nsa-b44l dabiara
D.Amba b4 b44l
6 3.2.2.LI.2. $kyer1kyer1nui dze nkasafua kyer1kyer1nyi na pinyin 2
Use the various processes of b44 mu ma onyaa kyer1kyer1nyipanyin. Eb1n kasafua
word formation to form new ne ny1e kwan na 4dze dzii dwuma?
words.
A.Nkasafua-afa-nkab4mu
B.Af1m
C.Kasafua nkab4mu
D.ntwado
7 3.2.2.LI.2. Use the various Mbofra no y11 h4n maame bye-bye ber a orifi fie no. 2
processes of word formation kasafua ne ny1e kwan a odzidzi do yi mu hendze na
to form new words. w4dze dzii dwuma?
A.Nkasafua-afa-nkab4mu
B.Nkasafua nkab4mu
C.Nkakuwho / kasamb4ho
D.Ntsimu
8 1.3.1.LI.2 W4woo banyan bi, 4stenaa ase, onya ebusua, owui na 3
Discuss the processes of wosiee no. Dza odzidzi do yi mu hendze na wodzii kan
initiation into adulthood
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(puberty rites: before, y1e dze maa no ahy1nsew?
during and after).
A.Owu ho amandze
B.Awar ho amandze
C.Dzinto ho amandze
D.Bragor ho amandze
9 1.3.2.LI.1. Explore the Owura Esuon y1 odzikurow w4 Dayakrom na 4noara 2
traditional governance so nye kyer1kyer1nyi a 4b4 noho mb4dzen w4 kurow
structure (father, family
no mu. Ne ban ye Owura Owusu a 4y1 $mansin Soafo
head, clan head).
na no w4faase nye D4kta Akosua a 4y1 4yarsafo w4
Mant4w n’ayarsabea h4. No dwumadzi w4 kurow no
mu hendze na 4y1 fyinabew a 4koran papaapa?
A.No dwumadzi d1 4hen w4 Dayakrom
B.No dwumadzi d1 4kyer1kyer1nyi a 4b4 noho
mb4dzen papaapa no
C.Ne nkitsahodzi a 4nye Owusu w4 d1 ne na
D.Ne nkitsahodzi a 4nye Akosua w4 d1 no
w4faase
10 1.4.1.LI.1 Explore the Amambra kwan do no, eb1n kwan na 4hen fa do yi 1
structure of libation in the mpaa w4 Ghana nkurow ahorow mu?
respective Ghanaian
Languages (invocation, A.Ebisa
message, conclusion) B.Adzehwehw1
C.Nkankye
D.Nsagu
**Items should reflect the 21st Century Skills required by the learning outcomes/indicators
848
SAMPLE PAPER 2 QUESTIONS
SECTION A
READING AND COMPREHENSION: DURATION (30 MINUTES)
[10 MARKS]
Kenkan dza 4ka do yin a yiyi ns1mbisa a 4w4 ase no nyinara ano.
Ekuadwuma y1 biribi tsirtsir a odzi dwumason dze boa nyimpa n’asetsena na mpontu ba h1n aman mu. Ndz1mba a 4b4
mu y1 ekkuadwuma binye nduadzewa no dua, mbowa-ny1n, nam-ny1n na ndua eduadua na no do hw1. S1 yebotum atsena
nkwa nu a, ogyina kuadwuma do; 4ma yenya dza yebedzi, yenye edwuma y1, na 4ma h1n sikas1m gyina. No ho mfaso bor
edziban k1k1 a 4ma yenya no, na 4san so boa ma h1n sikas1m, h1n nkitsahodzi na ndz1mba a etwa h1n ho ehyia no k4 yie.
Dza odzidzi do yi kyer1 adze nsti a ekuadwuama ho hia. Edziban no dua y1 adze kor a mfaso w4 do papaapa w4
ekuadwuma nu osiand1 4no na 4ma wiasze nyina edziban. Dza 4ka ho bio nye nduadzewa dua, mbowa ny1n, d1 mbr1 4b1y1 a
yebenya edziban ahorow tsed1 eburow, hwiit na atoko. Binom so nye frut, atododze, b4nam, melkye a, ne nyinara nyimpa
hia.
Ekuadwuma boa 4man ne sikas1m yie. $y1 biribi a 4boa h1n man na wiadze nyinara sikas1m. $san so boa ma nkor4fo
piinara nya edwuma y1. Bio so, s1 eba aman a afiei na worinya nk4enyim no a h4n ngyinado nye ekuadwuma mu a, 4boa ma
ohia k4 famu na 4ma yenya edwuma y1. Iyi boa ma yenya nk4enyim na ndz1mba so k4 yie ma h1n.
Afei so, ekuadwuma boa ma ndwuma ahorow a w4dandan ndua na edziba mu dze y1 adze fofor no nya dza w4dze bedzi
h4n dwuma no. ndua na nduadzewa tsed1 asaaba, ahwer, ngo-amba boa ma w4dze y1 atam, esikyire na ngo. Iyinom mu bi y1
ndz1mba a nyimpa hia papaaapa; onnyi h1n asetsena mu a, abrab4 b1y1 dzen.
Dza otwa tun no, ekuadwuma boa ma ndz1mba a etwa h1n ho ehyia k4 yie. Ekuadwuma a osiesie no ho boa ma asaase
y1 papa, asaase mu mbowa-mbowa na no mu ndz1mba y1 edwuma yie. Afei so, 4boa ma asaase no tum gyin awimu tsebea a
4nny1 papa ano a, nky1 obotum enya nsunsuando b4n w4 nyimpa h1n asetsena.
Questions
(a). Kyer1 adwen tsitsir a akenkans1m yi dze to gua. (Level 2)
(b). Kyer1w dwuma ebiasa a ekuadwuma dzi dze boa nyimpa n’asetsena. (Level 1)
(c). Fa mfatoho ebiasa a 4fata kyer1 mbr1 ekuadwuma si boa h1n sikas1m. (Level 2)
(d). Kyer1 adwen a, 4nye d1, ekuadwuma y1 adze tsitsir a 4boa h1n ma yetwum tsena ase no mu; d1 mbr1 w4dze dzii dwuma
w4 akenkans1m no mu. (Level 3)
(e). “… ohia k4 famu” a w4dze dzii dwuma w4 akenkans1m no mu no kyer1 d1n? (Level 2)
(f). S1 ekuadwuama k4 famu a, eb1n nsunsuando na obenya w4 4man no mpontu mu? (Level 3)
849
(g). Eb1n kasafuakuw nye dza woetwa ase w4 ha yi: … “abrab4 b1y1 dzen? (Level 2)
(h). Eb1n afotu ebien na edze b1ma wo ny1nko fa ekuadwuma ho? (Level 3)
SECTION B:
F$N$L$GYE
[10 MARKS]
Yi as1mbisa kor p1r ano w4 d1m 4fa yi mu.
4. a. Eb1nadze nye tuon w4 Mfantse-kasa mu? (Level 1)
h. Kyer1kyer1 tuon ahorow ebien a yew4 no w4 Mfantse-kasa mu. (Level 2)
i. Kyer1 mfaso ebien a yenya no w4 tuon mu. (Level 2)
5. a. Kyer1 nsonsonee ebien a 4da konsonante ngyegyee na bawol ngyegyee ntamu. (Level 2)
b. Gyina dza 4ka do yi do kyr1 konsonante ngyegyee na bawol ngyegyee a 4ka do yi h4n su:
Bea a y1y1 ngyegyee, mbr1 yesi y1 ngyegyee nna menmu ne gyinabew. (Level 3)
i. /s/
ii. /b/
c. Kyer1 bawol a 4ka do yi h4n su dze nam t1kyer1ma ne bea a y1dze ka, t1kyer1ma ne gyinabew na anofamfa ne
y1bea do: (Level 3)
i. /a/
ii. /ɔ/
850
SECTION C: NKYER!KYER!MU / KASA ASEKYER! (30 MINS)
[30 MARKS]
Kyer1kyer1 d1m akenkans1m a 4ka do yi k4 Mfantse kasa mu. (Level 3)
A few months before the final examination of Mr. Yankson’s students, he realised a great difference in their academic performances. Knowing how
dangerous this might be, he called the students and advised them to support one another in their studies. He said to them, “No one knows the future
because life is unpredictable. Supporting one another is the only way to be successful and to secure a better future in life.”
The students were pleased with Mr. Yankson’s advice and promised to turn over a new leaf. The students planed their private studies and assigned
each group a proficient student to lead the discussions. A few weeks later, they realised that all the topics treated in class were not as difficult as
they thought. Students who could not perform well in class began to improve upon their performance.
Mr. Yankson realised the change in the performance of his students and encouraged them to keep it up. They sat for the final examinations, and they
all passed with good grades. Both Mr. Yankson and his students were very happy. Their teacher reminded them that in life, no one is independent.
SECTION D
SUSUKYER!W (50 MINUTES)
[30 MARKS]
Fa nkasafua ahaebiasa (300) na no mboree kyer1w dza 4ka do yi mu kor. (Level 3 / 4)
15. Dawurb4 aso1e dze ab4to gua d1 amamfo a h4n enyi tye susukyer1w akansi w4: “K1t1asehy1 w4 4man yi tsitsir y1
4mamba n’as1dze”. D1 ey1 4mamba pa, hyer1w k4 dawurb4 krataa na kyer1kyer1 ndz1mba ebiasa a 4dze k1t1asehy1 ba,
na kwan ahorow ebiasa a y1b1fa do esiw ano.
16. Wo nuabayin a 4roboa wo w4 wo skull mu p1 d1 eb1y1 4many1nyi, ne siantsir nye d1 4many1nyi ye sen d1 eb1y1
tsimp4w yi, mbom 4b1p1 d1 eb1y1 kyer1kyer1nyi. Iyinom mu hendze na ep1 no papaapa? Kyer1 wo siantsir ebiasa w4 dza
ep1 d1 ey1.
17. $wo nye $kasafo w4 kuw bi a w4rekyer1 h4n adwen w4, “Mbabun a wofi 4man yi mu k4 amanadze k4hweh1 abor1fo-
dwuma y1 dze mpontu k1se ba 4man yi mu sen h4n a w4tse 4man no mu y1 adwuma”. Kyer1w dza eb1kasa afa ho.
18. Kyer1w kodzi bi a n’ewiei nye “… Mfeda muhunii n’epe, w4mmb4”.
19. Kyer1w krataa k1ma odzikurow a 4w4 wo kurow mu na kyer1 w’aden fa nsesa b1y1 ebiasa a yebotum ay1 w4 Akanfo
h4n awargye amandze ho.
851
20. Kyer1w krataa k1ma wo ny1nko bi na kyer1 ndz1mba bi a obotum ama kory1 aba w’ebusua mu s1 inya ho kwan d1
eb1y1 ebusuapanyin a.
SECTION E
LITIRIKYA – MFANTSE KASA MU (25 MINUTES)
[20 MARKS]
AKYER!WTSEN ($KYER!WFO: S. K. COLEMAN / BUUKUU NE DZIN: EGYA Y! SUNSUM)
6. a. Gyina mfatoho do kyer1 esuadze ebien a esua efi buukuu ‘Egya y1 sunsum’ mu. (Level 2)
1. Booboo su ahorow ebien a otsiban no daa no edzi a 4boa ma buukuu ‘Egya y1 sunsum’ no mu ns1ntsitsir no da edzi.
(Level 3)
AHW!GOR (($KYER!WFO: J. A. WILLIAMS / BUUKUU NE DZIN: ABOWATSIA K$MFO)
7. “K4 Egya Ak4m fie k1se no d1 mikyia no pii na muhun no aky1r. Bisa no mbr1 n’ap4w mu tse na b1ka kyer1 me”. Ma
omfi ahw1gor no mu.
h. Eb1n aber, bea na d1m as1m yi k4r do? (Level 1)
f. Kyer1kyer1 dza ofi mu bae w4 nkitsahodzi no mu. (Level 2)
g. Eb1n kwan do na dwuma a otsiban no dzii no nyaa nk1ntando w4 ahw1gor yi n’as1ntsitsir?(Level 3)
AWENS!M (KYER!WFO: K$BENA GYAT! AKWA / BUUKUU NE DZIN: AO M’AKOMA MU)
8. a. Eb1n kwan do na 4wemfo no ne tsebea a 4w4 mu no nyaa nk1ntando w4 awens1m n’as1ntsitsir mu? (Level 3)
i. Hweh1 kasasu ahorow ebien w4 awens1m no mu na kyer1kyer1 kwan a d1m kasasu yi faa do boae ma awens1m.
(Level 2)
852
PAPER 3
ANOMUKASA [50 MARKS]
20 MINUTES
SECTION – A
Osuanyi no reda no ho edzi (5 Marks)
Ana ibotum ada woho edzi kakra?
22. W4fr1 wo d1n?
23. Ifi eb1n kurow mu?
24. Eb1n kwan na efa do dze gye w’ahom?
25. Ana ibotum akyer1 edwuma a eb1y1 no daakye?
SECTION – B
Fa dza 4ka do yi kenkan no dzen (15 Marks)
Ndurb4 no nomee ab1y1 4haw k1se w4 4man yi mu. Nkor4fo a w4taa fa ndurb4n dodowoara ab1y1 h4n suban. Ndurb4n
k4 adwen na nyimpadua mu a, otum ma adwenmu haw. Ndurb4n no nomee tum ku nyimpa osiand1 4ma nyimpa ne
mfafakuwa no bi s11. Nddurban no nomee tum s11 nkitsahodzi a 4da nyimpa ntamu, enyido-adze-hun na wiadze abrab4
nyina. No nsunsundo nny1 adze papa. Obi botum atwe no hoe fi ho mbom ohia sikas1m, ayarsa na obesi no bo. D1 wobotum
dze h4nho esi h4 egyaa ndurb4n no nomee gyina akokodur na penky1r do. Nkyer1kyer1 ahorow na obotum eyi ndurb4n no
nomee akwa. Y1y1 bataboa a, yebotum ako etsia d1m yarba a 4tser1w nts1m ama ap4wmudzen anaa nkwahosan eetum etu
mpon.
SECTION – C
$kasa / Ns1mbisa na Nyiano (30 Minutes)
Yi dza 4ka do yi mu kor na kyer1 w’dwen w4 ho.
Nkw1do: Kyer1 w’dwen w4 mperwa nyinsen a agye nsamu w4 wo kurow a etse mu.
Ns1mbisa nhw1do:
6. Eb1n ndz1mba na 4dze mperwa nyinsen dze ba? (Level 2)
7. Eb1n nsunsuando na mperwa nyinsen dze ba? (Level 2)
853
7. Fa w’dwen kyer1 kwan a y1b1fa do ma mperwa nyinsen ab4 adze. (Level 3)
8. Eb1n afotu na edze b1ma wo skuulnyi a onyinsen? (Level 3)
Ns1mbisa ahorow
6. Bawol ahen na y1w4 no w4 Mfantse kasa mu? (Level 1)
7. Eb1n afahy1 na wodzi no w4 wo kurow a etse mu, na mfaso a 4dze br1 4manfo no. (Level 2)
W’adwenkyer1 nye d1n w4 Mfantse nwomasua w4 skuul nd1 mber yi? (Level3)
854
GA
SAMPLE QUESTIONS
SECTION A
Halamɔ hetoo ni ja k1j1 hetoi ni aha y1 A-D, l1 mli
S/n Content Standard/Indicator Item** DoK Level
1. 1.1.2.L1.2: Kɔnsonanti ni naabui enyɔ kpeɔ ni gbee b1 he ni jeɔ 2
kpo kpoo l1 ji
Describe the consonants of the
Ghanaian Language using the A./m/
right parameters (e.g., voicing, B./n/
place of articulation and manner C./p/
of articulation). D./q/
2. 1.1.2. LI.1: Vaoli gb1m1mɔ ji mi, afeɔ mi y1 lil1i l1 s11. Namɔ ji 1
mi?
Describe the vowels of the
Ghanaian Language using the
right parameters (e.g., lip
posture, tongue height and part A./a/
of the tongue). B./i/
C./u/
D./ɔ/
3. Gbee sane n11 naa ni etsɔɔ eho be kwabla ……. 3
Sukuu naa.
A.miigbe
B.gbe
C.gbeɔ
D.egbe
4. 1.2.1. LI.1: Ataa Ajei l1, M11le ts1 ni M1ni gb1iwiemɔ henɔ ji ts1? 1
Categorise nouns according to A.Gbsi ni anaa
their types (e.g., proper, B.Kwama` gb1i
common, abstract, concrete, etc.) C.Gb1i sisa
855
D.Kɔsɔia` gb1i
5. M1ni ji jewiemɔ ni yɔɔ sanemuu n11 mli? Akoshia 2
tswaa nine bɔɔlu daa.
A.Akosua tswaa nine bɔɔlu
B.Etswaa nine bɔɔlu
C.Nine bɔɔlu daa
D.Akoshia tswaa bɔɔlu
6 3.2.2.LI.2. Tsɔɔlɔ ko fee wiemɔ tsɔɔlɔnukpa ksys wiemɔi tsɔɔlɔ 2
k1 nukpa mli. M1ni wiemɔ tssrsmɔ ekstsu nu ls?
Use the various processes of A.Wiemɔ futumɔ (Bl1ndin
B.Wiemɔ nta (kɔmpaundi`
C.Faa (Bɔrowi`
word formation to form new
D.Atse he (Klipi`
words.
7 3.2.2.LI.2. Use the various Gbeksbii ls fɔ am1ny1 nine am1k11 bai-bai, Meni 2
wiemɔ ts1r1mɔ am1k1tsu nii l1?
processes of word formation to A.Wiemɔ futumɔ (Bl1ndi
B.Wiemɔ nta
form new words. C.Nɔtonɔto
D.Ati mli
8 1.3.1.LI.2 Afɔ nuu ko, ehi shi, efee weeku ni egbo ni afu l1 3
k1yoo l1 kl1`kl1`?
Discuss the processes of
initiation into adulthood A.Gbele Kusum
(puberty rites: before, during and B.Gbalamlibotemɔ kuɔum
after). C.Gb1iwoo kuɔum
D.Otofoshi/Butrumwɔɔ kusum
856
9 1.3.2.LI.1. Explore the Owula kotey l1 ma`ts1 ji l1 y1 Amasama`. L1 ji tsɔɔlɔ 2
traditional governance structure ni he ekpɔ fe tsɔɔ bi f11 y1 nakai ma` l1 mli. Owula
(father, family head, clan head). Amaa ni ji District Chief Executive ets1 ni l1 nɔ``ji
datr1fonyo Akosua ni yɔɔ ma` l1 mli l1 ts1kw1. Te
gb1 nai n11 ate` nɔ ni haa ayoɔ l1 y1 ma` l1 mli l1.
A.Egb1naa ak1 ma`t`s y1 Amasaman.
B.Egb1naa ak1 tsɔɔlɔ ni he ekpɔ fe f11
C.Ak1 Owula Amaa ts1
D.Ak1 Dafr1fonyo Akosua ts1kw1
10 1.4.1.LI.1 Explore the structure M11 gb1 nɔ ma`ts1 t1ɔɔ k1sɔleɔ y1 Gam1i asate`. 1
of libation in the respective
Ghanaian Languages
(invocation, message, A.Asui too
conclusion) B.Nibimɔ
C.loomɔ
D.ɔkpaiyeli
**Items should reflect the 21st Century Skills required by the learning outcomes/indicators
857
SECTION A
NIKANEMƆ K1 ESHISHINUMƆ
[10 MARKS]
Kanemɔ ni`maa ni baa ns1 ni oha sanebimɔi ni nyis sss ls fss ahetoo.
Okwaayeli ji nɔ ko ni he hiaa waa ni tsuɔ nii wulu ys adesai awalashihi ls mli ni waa hui fss anɔyaa. Nibii srɔ toi tamɔ `mɔshiiniyeni ahumɔ, kooloi al11,
nu mli kooloi al11 k1 tsei wuji adumɔ. Okwaayeli ji nɔ ni waa adesai ashihil1, ehaa wɔny1 wɔhiɔ shi, ehaa nitsumɔ, ni shikasane damɔɔ shi. Jeee niyenii
ni ek1baa l1 p1 ji ehws11namɔ k1 na shikasane, m1i ahe k1 shramɔ k1 nɔ f 11 nɔ ni kɔɔ wɔhe.
Nibii ni baa n11 ji n11 ji nɔ ni tsɔɔ okwaayeli hes11namɔi.
Niyenii dumɔ ji okwaayeli nifsumɔ titei ni no ji nɔ ni k1 niyenii baa haa je` muu f11. Aduɔ nii
al1ɔ kooloi ni haa wɔ niyenii srɔtoi agb1n1 hu niyenii henɔi tamɔ able onɔ, akoko k1 am1henɔi, aduawai, niyenii tamɔ ameo, s1b1 e`mɔmi k1 nii, tooloo
tsinaloo k1 miliki henɔi hu ni hiaa adesai.
Okwaayeli waa ma` f11 ma` shikasane. No ji nɔni haa je l1 f11 ma` shikasane yaa hi1. Esaa ehaa m1i nanaoo naa nitsumɔ. Agb1n1 hu, m1i
babaoo ni yɔɔ maji ni miiya am1 hi1 lolo l1 okwaayeli ne1 ji nɔ ni waa am1. Ehaa anaa shika ni ejieɔ ohia ejaak1 ek1 nitsumɔ baa ni maji
maji f11 yaa nɔ
Agb1n1 hu k1rsɔ olowaayeli nɔ l1, niysumɔhei wuji naa nibii ni am1k1baatsu nii. Dumɔnii tamɔ sh1, odonti, wui ni ak1feɔ fɔ l1, anaa ak1feɔ mamai,
sikli k1 fɔ ni ak1feɔ nuyenii. Nibii n11
ekom1 l1 am1he hiaa adesai waa ni k1ji am1b1 l1, shihi l1 baawa.
Naagbee kwraa l1, okwaayeli ha a shihi l1 yaa nɔ jogba``. K1ji aye okwaa l1 y1 gb1 kpakpa nɔ l1, ehaa shikpɔ` su l1 naa hewal1, tsei k1
koobi srɔtoi hu naa hewal1 ni ehaaa je`tsakemɔ naagba aba koni ekagba adesai anaa.
Sanebimɔi
a. Tsɔɔmɔ nɔ pɔt11 he ni ni`aa l1 wieɔ.
b. `malamɔ nibii et1 ni okwaayeli tsuɔ y1 adesai ashihil1 mli
c. Damɔmɔ ni`maa l1 nɔ ni otɔɔ gb1 nɔ ni okwaayeli waa ma` ko shikasane.
d. Gbalamɔ Okwaayeli ji ni aa adesai ashihil1 l1mli otsɔɔ k1j ni`maa l1 mli.
e. Te ejieɔ ohiaa shishi t1`` y1 ni`maa l1 mli l1?
f. M1ni naagba okwaayeli ni eyaaa nɔ jogba`` l1 k1baa ma` ko nɔ.
g. M1ni wiemɔ weku ji ……………….. shihil1 baawa?
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h. M1ni `aawoi enyɔ ok1baaha Onaanyo ko y1 akwaayeli he. .
SECTION B:
FƆNƆJI
[10 MARKS]
Ha Sanebimɔ kome p1 hetoo y1 afa n11 mli
5. a. M1ni jig bee y1 wiemɔ kasemɔ mli
b. Gbalamɔ gbee srɔtoi enyɔ amli y1 owiemɔ
j. Tsɔɔmɔ gbee hes11nam4i eny4 y1 owiem4 l1 mli.
6. a. Ts44m4 sr4toi eny4 ni y44 k4sonanti k1 vaoli gb11m4 mli. (2marks)
b. Ts44m4 k4nsonantii ni baa n11 he ni as44 am1 y1, b4 ni am1je4 kpo k1 gbee. (4x2=8marks)
i. /s/
ii. /b/
c. Ts44m4 vaoli ni baa n11 he ni am1y44 y1 lil1i l1 n4 k1 naabu l1 kokloo feem4 loo el11m4.
i. /a/
ii. /ɔ/
859
SECTION C: INTERPRETATION/TRANSLATION: DURATION (30MINS)
[30 Marks]
Translate the following passage into your language of study.
A few months before the final examination of Mr. Yankson’s students, he realised a great difference in their academic performances. Knowing how
dangerous this might be, he called the students and advised them to support one another in their studies. He said to them, “No one knows the future
because life is unpredictable. Supporting one another is the only way to be successful and to secure a better future in life.”
The students were pleased with Mr. Yankson’s advice and promised to turn over a new leaf. The students planed their private studies and assigned
each group a proficient student to lead the discussions. A few weeks later, they realised that all the topics treated in class were not as difficult as
they thought. Students who could not perform well in class began to improve upon their performance.
Mr. Yankson realised the change in the performance of his students and encouraged them to keep it up. They sat for the final examinations, and they
all passed with good grades. Both Mr. Yankson and his students were very happy. Their teacher reminded them that in life, no one is independent.
SECTION D
SANE~MAA : DURATION (50MINS)
[30 MARKS]
~maa nii y1 yitsei n11 ate` ekome n4 oni`maa l1 ash1 wiem4 kulibii ohai et1 (300).
21. Redio nitsum4he ko miifee sane`maa aka`shi y1 yitso n11 n4. “N4 ni kq `uu k1 f4 baa y1 Ghana ma` ak1
ma`nyo”. Ak1 ma`nyo k1, `maa nii y1 yitso n11 n4 ni ots44 nibii et1 ni k1 juu k1 f4 baa k1 gb1i et1 n4 n abaats4
k1ku naa.
5. Ony1minuu ni hw14 bo k1yaa sukuu l1 miitao ni ok1 ohe awo ma`sane yeli mli ejaak1 ek1e ne he y1 s11nam4
babaoo. Ony1 awo hu k11 ots4 ts44l4. Te emli n4 ni bo osum44 l1? K1 mbii et1 ats44 n4 ni osum44 l1 naa.
4. Bo ji kl1`kl1` wiel4 y1 kadaa ni agbaa ak1 ‘Oblahi ni faa gb1 kayaa ma`s11 l1 waa k1haa ma` l1 shwerem4 fe
m1i ni hi4 ma` l1 mli l1. ~maa n4 ni obaak11.
10. ~maa adesa ko ni gbe4 naa ak1 “… K1ji onufu ek4 bo d1 l1, k1ji ona titi44 – m44t4i l1 oshe4 l1 gbeyei”.
11. ~maa wolo oyaha ma`ts1 ni y44 okutso l1 mli ni ots44 l1 hi1 tsakem4, et1 ni abaany1 afee y1 gbalamli botem4
kusumii amli.
860
12. ~maa wolo oyaha o naanyo ni ots44 l1 gb1i et1 an4 mobaatsi ni oha ekoonefeem4 aba oweku l1 mli k1ji
wekunukpa ji bo l1.
SECTION E
WOJIA~ (25MINS)
[20 MARKS]
Ha sanebim4 kome p1 hetoo y1 afa n11 mli.
AFO ATA (Name of author…………...Title of book……………….)
7. a. Ts44m4 ni kasem4 eny4 ni wolo l1 haa bo k1 n4kw1m4nii aye wolo l1 mli k1mam4 oni`maa l1 n4 mi.
(4x2=8marks)
b. Ts44m4 suba` sr4toi eny4 ni shw1bi l4 oti la je4 kpo ets44 y1 wolo l1 oti ni ehi1 l1 mli. (6x2=12marks)
SHW!M$ (Name of author: A. A. AMARTEY / Title of book: OTSWA T! OTSWA OHI!NAA……………….)
8. Owukpai k11 gb4 hi`m1ii kpele shi ek1naa ma`nii asa` ale gb1 ayaa… Mato ow saka taflats1
koni ejie sane l1 mli fioo eha mi…
j. N1gb1 en1 tee n4 y1? (2marks)
g. M1ni j1 wien` n11 s11 k1ba? (4x2=8marks)
h. Te shw1bil4 oti l1 nifeem4 wo shw1m4 l1 oti l1 ob4 eha t1``? (4x3=12marks)
LALAWIEM$ (~MAL$: A. A. AMARTEY / YITSO: NAM$ SHI MIDAA)
9. a. M1ni lalafol4 l1 henum4 na y1 oti ni lalawiem4 l1 hi1 l1 mli? (5x2=10marks)
b. Halann wienn he144m4wol4i et1 ni ots44 b4 ni eha lalawienn l1 `44 eha. (5x2=10marks)
861
PAPER 3
WIEM$ Y! NAA [50 MARKS]
20 Minutes
SECTION A
Self-introduction (5 marks)
Obaany1 ok11 mi ohe sane?
26. Te ogb1i f11 hu?
27. N1gb1 oj1?
28. K1ji ofee n4 ko l1 m1ni ofe4?
29. N1gb1 ofa gb1 k1tee ny1s11 n11?
30. W4s11 l1 m1ni obaasum4 ni otsu?
SECTION B
K4 ni`maa kome ni okane l1 waa (15 marks)
Tsofanum4 basabasa l1 eji naaba ha Ghanabii mei ni b4i4 tsofai gbohii num4 fiofio l1, ets111 k1k1 l1 ets4 am1he nii. Tsofai
gbaa jw1`m4 l1 k1 gb4m4tso l1 naa ni ehaa m4 fe4 basaa. Tsofanum4 basabasa ny14 k1 gbele baa ejaak1 gb4m4tso l1 mli nibii
l1 fite4. Tsofanum4 basabasa nu fite4 m1i at`, nitsum4i k1 g4m4tso hewal1nami. Tsofanum4 basabasa hes11nam4, l1 ehui
kwraa.dani m4 ko baaje mli l1, esa ni ena wam4, tsam4 k1 ekaafeem4. Dani obaany1 otsi ohe k1j1 he l1, ohia ekaafeem4 k1
tsuisal1. Ts4s3m k1 hi1n4kam4 w4baany1 w4ku naagba n11 naa ni w4na akutso nimli tse mli w4hi.
SECTION C
Sanebim4 k1 hetoohn` (30 marks)
K4 yitso kome ni ots44 oyi`too y1 he.
Tam4: Ts44m4 oyimtoo y1 gbek1biiyei ah`44 y1 okutso l1 mili.
Sanebim4i ni nyi1 s11:
7. M1ni k1 gbek1biiyei ah4`44 l1 baa?
8. M1ni j14 gbek1biiyei ah4`44 l1 mli k1baa?
8. Y1 osusum4 naa l1, m1ni abaany1 afee k1ku gbek1biiyei ah4`44 l1 naa?
9. M1ni `aawoo ok1baaaha onaanyo sukuunyo ni `44 h4 l1?
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Sanebim4i gbajaa
7. Vaoliii enyi1 ay44 y1 owiem4 l1 mli?
8. M1ni ji afi ni aye4 y1 oma` l1 gb1i ni m1ni ji ehes11nam4?
7. M1ni osusu4 y1 Ghana wem4i sr4toi l1 akasem4y1 sukui amli l1 he?
863
GONJA
KEKENISO BE MBISHI
KABA – A
Ashi A – D to, lara ketuwebi mon1 ku bee tuwe mbishi mon1 a b1so na.
S/n Content Standard/Indicator Item** DoK Level
1. 1.1.2.L1.2: K4n4towor nwon1 ba degelso kumoso fane 2
Describe the consonants of the nn4piribi biribarso k4 ebol pantiso ela ……………
Ghanaian Language using the A./m/
right parameters (e.g., voicing, B./n/
place of articulation and manner C./p/
of articulation). D./q/
2. 1.1.2. LI.1: N la kamanto be eboltowor mui nn4topirbi n1 1
Describe the vowels of the kudundulo` be esoso cheche. Man1 ela ma?
Ghanaian Language using the A./a/
right parameters (e.g., lip B./i/
posture, tongue height and part C./u/
of the tongue). D./ɔ/
3. Luweto kamalgafol ere n1 ku baa `ini kesh` 3
cho`so:
Kanyiti ………………sukuu.
A.bee luwe
B.luwe
C.bee` luwe
D.luweto
4. 1.2.1. LI.1: Kowurnyen Borenyi ela Mantenso mo tuto. Man1 1
Categorise nouns according to be a tere be kantu` mo ela tuto ashi kamalgofol
their types (e.g., proper,
864
common, abstract, concrete, etc.) na to?
A.kekemiso
B.jewulebi
C.y4yul
D.kpra
5. Man1 ela ab1aw4r4po kamalgafol ere to: 2
Amoti bee `mia en4 be b4l kar1h1kama?
A.Amali bee `mia en4 be b4l
B.~mia en4 be b4l kar1 h1kama
C.En4 be b4l kar1kh1 kama
D.Amati `mia b4l
6 3.2.2.LI.2. E`impo sib1 kamalgaba fan1 kuj4 pul ashi k4j4 n1 2
Use the various processes of kapal. Man1 be mmalgabap4p4r be keny1 be okpa
word formation to form new mon1 e bul4so n ny1 la be kamalgaba?
words.
B. Kech1abarso
C. Mpa`
D. Kebirabarso
E. Kekwiso
7 3.2.2.LI.2. Use the various Mbia na w4r4 bumo mio bye-bye sa`1 n1 e bee lar 2
processes of word formation to lanto. Mmalgaba p4p4r be keny` be ekpa ere n1
form new words. ku b1so?
A.Kech1abarso
B.Kebirabarso
C.Kepalto jewulebi
D.Kepalto kpra
8 1.3.1.LI.2 Bu kurwe esa n1 e da` hali m ba ta eche n nya 3
Discuss the processes of keyali n wu n1 bu puli mo. ~Man1 be nkpa be
initiation into adulthood chamb4 e sa mobe sososo be kebaw4t4?
(puberty rites: before, during and
865
after). A.Kalilu`1
B.Kakil
C.Kamushe
D.Kawurche / ny1n be kekii be kuw4r4
9 1.3.2.LI.1. Explore the Kowurny1n Jakpa la ewura n1 e`imipo na ashi 2
traditional governance structure Nya`1. Mo e naa la kowurny1n Anyiamo mo tuto
(father, family head, clan head).
(Kegbomfo n abe enimo, n naa la) Dr. Amaba`e,
aisbiti be esh`po ashi kaba na be asibiti gbo` na
to. Ade be kumo e naa sa kenimu ashi kade na
to?
A.Kewura na be kushu`
B.Ke`inina na be kushu`
C.E ka la Anyiamo mo tuto
D.E ka la Amaba`e mowupa
10 1.4.1.LI.1 Explore the structure Da`kare be ekpaso, nuso a daga ewura e baa kule 1
of libation in the respective Eb4r1 ka na to?
Ghanaian Languages
(invocation, message, A.Nkulito
conclusion) B.Nkpalto
C.Kekante
D.Kachutoo
**Items should reflect the 21st Century Skills required by the learning outcomes/indicators.
866
KEKENISO BE MBISHI KAWOL 2
KABA A
KAKRA~ N! KENUMPE : JIMAN! (30 MINUTES)
[10 MARKS]
Kra` keb4aya mon1 ku b1so ere n shin w4r4 mbishi mon1 a b1so na kik1.
Agrikacha la kushu` mon1 ku la tinini n ka tir ga n1 ku bee kata dimedi be nkpa n1 ku naa ch1to n1 efuliana be
nkilgi. Ku k4 mba fan1 ad4jibi be kad44, kad4bla, nchuto be kas4bla n1 kupo to be ashu`. Agrikacha ela kus4 kpra n1 ku bee
sa bomin nkpa; a sa ajibi, ashu`, amansh1rbishe` be keyili n1n1. Kumobe eyilikpa ba`so kebaa sa ajibi n1 kechc1
amansh1rbish` samta, kebaw4t4 n1 kachina to be ashe`kataso.
Kaseto be as4 ere la as4 ko n1 a bee lara efuli agrikacha be tun4.
Ajibi be ked44 ela agrikacha be tun4 junkparso nkpal kumo e naa sa durnya` be baasa kik1 ajibi. Kad44 la ad4jibi be
keduu n1 as4b4aya be kebla n1 a bee sa ajibi be ntu`so fan1 atuwe, aboyu, as4rso, epotanta` ebla` n1 kenyipo n1 a bee bla
baasa.
Agrikacha bee ch1 efule be amansh1rbishe` to ga. Ku la kus4 mon1 ku bee ch1 efuli n1 durnya` kuk1 be
amansh1rbish` to. Ku bee sa efuli be baasa damta ashu`. N na` ta n tiiso, baasa damta ashi efuliana mon1 a kraa kilgi na
be bedamta be kebaw4t4 de` agrikacha so nna.
Kele` agrikacha be kushu` n1 kak4ka to bee` duw4 ketir so nkpal lo` ka nee` bra baasa damta be keny1 ashu` n1
bumobe kebaw4t4 e nyal1 ashi kachinato so.
N ta n tiiso, ashi agrikacha to, ashu`gbo` bee ny1 as4 abumbu` to a ta a kilgi as4 p4t1. As4duuso fan1 ateebi, takanda
n1 as4rso ko n1 bu k4 a kulgi as4buuso be nch1bi, sikiri n1 nujiso. As4 l4`1so ere be ako la as4 n1 a tir ga n sa adimedi, a ba
ma` w4t4 kebaw4t4 bee` ba du kpakpa.
Lalaluwe, agrikacha bee ch1to n1 efuli be chamb4 bee nyal1 sa`1kama na bee sa kasawule na ele`, afuu be nch1ga,
afuuto be nkilgi be keku` n1 lo` bee ch1to a duw4 kalameti chenji, mon1 ku bee` bra t4r4 damta n sa bomin be kebaw4t4.
Tuwe mbishi na kik1
(a). Nase ab4aya kpra n1 a w4 keb4aya na to n nase. (Level 2)
(b). Sib1 as4 asa(3) n1 agrikacha bee w4r4 a sa dimedi be nkpa. (Level 1)
(c). Ta akeniso ashi keb4aya na to n `initokanan1 agrikacha bee ch1 amansh1rbishe` to. (Level 2)
(d). ~inito kakan1 bu ka`1 fan1, “Agrikacha ela kus4 kpra n1 ku bee sa bomin nkp, kanan1 ku w4 keb4aya na to. (Level 3)
(e). Man1 n1 duw4 ketir so bee `ini kanan1 ku w4 keb4aya na to. (Level 2)
(f). Man1 be t4r4 n1 agrikacha be ahsu` be keduw4so bee` efuli be kebaw4t4 to? (Level 3)
(g). Man1 be ngbar be kep4rso ela kamalgaba n1 kumobe kefiito cha` ashi …………… kebaw4t4 bee` ba du kpakpa? (Level 2)
(h). Man1 be alakalmalga any4(2) n1 fee` sa fo nekpa ta n la`1 agrikacha so? (Level 3)
867
KABA B:
AL$NTOWOR BE MBRA [PHONOLOGY] (15 MINUTES)
[10 MARKS]
W4r4 kebishi ko`wule nawule kababi ere to.
6. a. Man1 ela ebolbe nch1rga? (Level 1) (2marks)
k. ~mito n1n1 ebolbencharga be ntu` any4 `gbanyato. (Level 2) (4marks)
l. ~mito n1n1 ebolbench1rga be t4n4 any4 ashi `gbanyato. (Level 2) (4marks)
7. a. ~inito mbarga any4 n1 w4 nn4to wor n1 eboltowor to. (Level 2) (2marks)
b. Delgeso nn4towor n1 a b1so ere a `ini amobe e terkpa n1 kanan1 anyee tere amo: (Level 3)
(4x2=8marks)
i. /s/
ii. /b/
c. Delge ebaltonor n1 a b1so ere ta n la`1 kudundulo` be eyilkpa, kudundulo` ma`krase n1 nn4pirbi be da: (Level 3)
i. /a/
ii. /ɔ/
868
KABA C: NKILGI (30 MINS)
[30 Marks]
Kilgi kebzaya ere n y4 `gbemyato. (Level 3)
A few months before the final examination of Mr. Yankson’s students, he realised a great difference in their academic performances. Knowing how
dangerous this might be, he called the students and advised them to support one another in their studies. He said to them, “No one knows the future
because life is unpredictable. Supporting one another is the only way to be successful and to secure a better future in life.”
The students were pleased with Mr. Yankson’s advice and promised to turn over a new leaf. The students planed their private studies and assigned
each group a proficient student to lead the discussions. A few weeks later, they realised that all the topics treated in class were not as difficult as
they thought. Students who could not perform well in class began to improve upon their performance.
Mr. Yankson realised the change in the performance of his students and encouraged them to keep it up. They sat for the final examinations, and they
all passed with good grades. Both Mr. Yankson and his students were very happy. Their teacher reminded them that in life, no one is independent.
KABA D
COMPOSITION (50 MINS)
[30 MARKS]
Sib1 kasib1birabarso n1 amu ere be keko`wule (1) n1 fobe mmalgaba e fo alfa asa (300). (Level 3 / 4)
22. Redio be eshumkpa ko bee w4r4 kasib1birabarso be kesib1 n cha`1 abar ta n la`1 kumo ere,”As4 kpran1 a bee bra
kapuni Ghana to”. Fo ka la efuli be esa n1 ashe` tir ga, sib1 keb4aya n1 bu keni kumo kesib1 n cha`1 abar na to, a
`inito as4 kpra asa (3) n1 a bee bra kapuni n1 ekpa de`ianishi asa mon1 anyee` bul4so n bri kumobe ed1 ndu`.
23. Fo daa n1 e bee keni fo sukuru bee sha fo ka kii politishi1n nkpal lo` ka bee fuli kagbene a ch4 fo ka kii e`iinipo. Fo
nio mal1 bee sha fo ka kii e`inipo. Amobe kumo e p1 fobe kagbene. Sa as4 asa (3) m so n1 fo lara kumon1 f y1 ku bee
par fo.
24. Fo ela emalgapo junkparpo ashi menyebe kemalga n cha`1 abar be katu` to n1 menye a malga a sa kumu ere,
“Mbiaf4lbi ny1nso mon1 baa ler efuli ere so a ya ka fin kebaw4t4 l1la efuli p4t1ana so be ch1 efuli ere be kel4`1 to a ch4
bumon1 bu w4 kumo to. Sib1 fobe kamalga n nase.
25. Sib1 kech1rkpa` n1 ku bee luweto “… kuw4 du` fo, fo wu ch4`ch4` fee` shile”.
869
26. Sib1 kawol n ya sa fobe kade to be ewura a lara fobe lakal ta n la`1 nch1rga asa (3) mon1 a bee` ti` m baa luri
Ngbaya be kacheta to.
27. Sib1 kawol n ya sa fo nekpa a ka`1 mo ekpa asa (3) mon1 fee` bul4so m bra k4n4ko`wule ashi fobe kabuna to n1 fee
daa la kabuna be enimu.
870
KABA E
(25 MINUTES)
[20 MARKS]
W4r4 mbishi ko`wule kaba ere to.
KASIB! TENTE~ (NAME OF AUTHOR: M. MBEMA MAHAMA / TITLE OF BOOK: GB!ADESE)
8. a. Ta akeiso any4 ashi kawol n ato n `inito n1n1 abla-Bonrin any4 n1 fo nya ashi kawol na to. (Level 2)
1. ~inito n1n1 abaw3t4 any4 n1 epel nimuso bul4so n lara kawal na be keshentirso efuli kawol na to. (Level 3)
EPEL (NAME OF AUTHOR: I. D. SULEMANA / TITLE OF BOOK: KESHE~EBA)
9. “… Keni, epeebi maa fule epeebi. N1 fo maa nu agbla`tomalga to shin1 m fulwe ashe` to Ndempo to n ka`1 fo”. (pg. 8)
Line (1) one.
k. Nn1 n1 la be kebaw4t4 da` w4r4? (Level 1)
h. ~ini to n1n1 kus4 n1 da` w4r4 kelijima na be kaman. (Level 2)
i. Nuso n1 epelpo nimuso be kushu` ch1to n lara keshentirsoefuli ashi epel na to?(Level 3)
KETANDE (NAME OF AUTHOR: J. A. BRAIMA / TITLE OF POEM: GONJA DRUMS) – KUGORO (P. 24)
10. a. Nuso n1 esib1po na be kebaw4t4 ch1to n lara epel na be keshentirso efuli? (Level 3)
l. Lara `gbar be ap4rsobi any4 epel na to n shin `inito kanan1 a ch1to n w4r4 ketande na ebel. (Level 2)
871
PAPER 3
KUMU BE KELARA EFULI [50 Marks]
20 Minutes
KABA – A
MP$L (5 Marks)
Jande fee` ti` ta fobe kumu n `ini aa?
31. Fobe ketere?
32. Nn1 n1 fo shi?
33. Man1 n1 fee w4r4 fobe ewushi be jiman1?
34. Nn1 fo y4 nch1y4-ere to?
35. Fee` ti` ka`1 ma fobe echefoso be kushu` be ashe aa?
KABA – B
Kra` kebzaya ere eworso (15 marks)
Kadur nuu jigajiga la kadigal na n sa Gana ebi. Baasa n1 baa nuu aidur na bee s4 bumobe amu. Adur bee bra
nch1rga anye be mf1ra n1 kayurwule to. Kadur nuu jigajiga bee jig1 epuntos4. Adur mal1 bee jaj1 kebaw4t4, kush` n1 dimedi.
Kudur nuu jigajiga ma` wal1 a sa demidi. Kech1 bee` ti` mba la be kebw4t4 ere to ama ku daga kech1to n1 ania be ke kata.
Keyige kadur nuu ere daga ku ta kagben n1 gbenshe. Kubombo` bee` ti1 ch1to n duw4 la be kebaw4t4. N1 anye ta
k4n4ko`wule n1 kebaw4t4 pa anyee` ti` nya kebaw4t4 l1la anyebe kachinato.
KABA – C
Kekute`ini, mbishi nki afuwebi (30 Marks)
Ta kekute`ini be kumu n `uri fobe lakal kumo to.
Fan1 ku `ini fobe mf1ra ta nla`1 ebibi dampo ashi fobe kadeto.
Mbishi n1 ab1so:
8. Man1 e naa bra kebibi dampo? (Level 2)
9. Man1 ela kebibi dampo be edigal? (Level 2)
9. Fobe mf1ra to man1 n1 anyee` ti` wor4 n duw4 kebibi dampo so? (Level 3)
10. Man1 be alakal malga n1 fee` sa fo barkasa kasukumu bia mon1 eda kedampo? (Level 3)
Mbishi buwetoso:
872
8. Eboltowor afan1 a w4 `gbanyato. (Level 1)
9. ~ini `gbanya be kachegbo` ko`wule n1 baa ri n shin sa kumo be t4n4? (Level 2)
8. Man1 ela fobe lakal ta la`1 `gbanyato be kabii ashi asukuuru to? (Level 3)
873
KASEM
SAMPLE QUESTIONS
POPWARA – A
Ni A – D wone n kuri wo`o kolo na wo’ wane ko leiri bwia lanyerane to.
S/n Content Standard/Indicator Item** DoK Level
1. 1.1.2.L1.2: Konsanante delo na ba jege kwora `wanno zuzugim, 2
Describe the consonants of ye de ye ni – y44ro konsante ye de ye bagem
the Ghanaian Language using konsanante to mo ye ……………
the right parameters (e.g.,
A./m/
voicing, place of articulation
B./n/
and manner of articulation).
C./p/
D./q/
2. 1.1.2. LI.1: A ye vawole mo na ke dindeilimi dem. Kwaga ne. a 1
Describe the vowels of the jege ni gugurim mo, ye dindeilimi dem yeini de buoli
Ghanaian Language using the mo (+ATR) a beeri ma`a ne. A ye w4 mo?
right parameters (e.g., lip
A./a/
posture, tongue height and
B./i/
part of the tongue).
C./u/
D./ɔ/
3. Popone tapuni dem na wo kuri ne to se de bere kiki a na key a 3
ti to. Kamena ………………sukuu.
A.tia
B.ti
C.tiim
D.tiini
4. 1.2.1. LI.1: Atuwora ye Abaabada kwo mo. Yere diga k4 ne mo 1
Categorise nouns according ‘kwo’ wora?
to their types (e.g., proper, A.Dale
874
common, abstract, concrete, B.M4l4
etc.) C.Badweo
D.Kachega
5. Keimbotarebu popwara kam ye k4 motapuni delo na 2
sa`e to wone:
Hamba mage jea b44le d1 maama?
A.Hamba mage jea b44le
B.Mage jea b44le d1 maama
C.Jea b44le d1 maama
D.Hamba mage b44le
6 3.2.2.LI.2. Tiicha m44ne botarebu wom yupuga a nu`I yuu de 2
Use the various processes of puga ne mo. Botarebia m44ne dwi d4 mo konto?
word formation to form new
words. A.Gwaarem
B.Jeenem
C.Two`im
D.Diwonim
7 3.2.2.LI.2. Use the various Bia bam tage ba nu ba we bye-bye ma o na nu`I o maa k1 2
processes of word formation to. Botarebia m44hem dwi d4 mo konto?
to form new words.
A.Gwaarem
B.Two`im
C.Ka-jwoon-ka-bwo`i
D.Tulimim
8 1.3.1.LI.2 Ba loge n44no mo, pae o `we, o jege chorro, o te ye ba 3
Discuss the processes of suli o. ~wea nabwora k4 mo konto?
initiation into adulthood A.Toone nabwora
(puberty rites: before, during B.Kadiri nabwora
and after). C.Yere pam nabwora
D.Fwolim nabwora
875
9 1.3.2.LI.1. Explore the Asutaam ye Sunuganea p1 mo ye o ta ye tiicha 2
traditional governance Sunugonea ne o ye Awosu kwo mo, sunuganea
structure (father, family head,
(D.C.E.). O ta ye Dr. Akwosua asigiti dem d4geta wom
clan head).
kwo nyaane…. Wo`o k4 mo pae o ye kamunu chekke
teo kom ne?
A.O na ye sunuganea p1 to
B.O na ye tiicha to
C.O na ye Awosu kwo to
D.O na ye Dr. Akwosu choro to
10 1.4.1.LI.1 Explore the P1 yeini o ware w1 tata mo Ghanateene dem ne? 1
structure of libation in the
respective Ghanaian A.Bobwea
Languages (invocation, B.Pworisim
message, conclusion) C.S44nem
D.Jwoni kaanem
**Items should reflect the 21st Century Skills required by the learning outcomes/indicators
876
SAMPLE PAPER 2 QUESTIONS
SECTION A
GAREM DE KURI NIIRI : MA~A (MIITA30)
[MAKA 10]
Ga labaare dento ye n leiri bwia yalo maama na sa`e to.
Varem de k4n4 yd woch4 m na ye tetare bei`a nabiinu `wea ne ye ko woli kateiri kw11m ne. wonnu dede mow o kikio
konto kuri ne nen11ne wodiiru varem, k4n4 dedaane ywoana k4nem de teeni jeirim. Varem de k4n4 mo ye nabii nu `wea
kugu; ko pae `wea wora, toto`a, ye ko cho yiniga. Ko ywola dage ko dwoi ka pa wodin yerane ye ko woli ko le kana, `wea
lane de dé tega kam de wolim.
Wonnu tento kuri ne to ye woc11ro mo nab ere varem de k4n4 wola to. Wondiu mo ye woch4 yiga tu varem de k4n4
ba`ane ko je dame mo dé nae wodiu to. Ko woli de wodiu varem de vara k4n4 mo na pae wodiu to. Ko woli de wodiu varem
de vara k4n4 mo na pae wodiu wonnu dwi dwi to, ko woli teeni bia, dwo-y44ro, nwana de nayela nabiina na lage to.
Varem de k4n4 jege Zeina ded1 mo ko pae teo. Ko ye jeiga kalo na jege w4lim d1 ko pae teo maama to mo. Ko ta pae
n44na ded1 mo toto`a teo maame wone. Ko ta woli da, n44na deda teene delo ta na wora de kw1 to ne nae ba jega toto`a de
ba ni wodiu. Dé ná woli pa varem de k4n4 vei lanyerane ko wó woli se dé le yiniga ko na pae toto`a de wodiu kateirr ne to.
Ko ta woli da, varem de k4n4 ba`ane, toto`-kamuna tiina nae kolo ban a mae ba to`e to. Teeni ne gare-punnu, feila-
kasorro de teeni bia na pae nuga woli pa ba ke gwaaro, sikili de teeni bia nuga.
Wonnu tento tedwonna ye `wea woch11ro mo ko pae nabiina; te nó taa chamma.
Kwoala tu, varem de k4n4 woli pa tega ba`a wonnu k emo lawyerame. Varem de k4n4 ná t4ge cwo`a, ko woli mo pa
`wara jege kuri, tega diira wora ye ko cho da-kore zega.
Leiri bwia yam maama
(a). pa laare dem woyim tem.. (Level 2)
(b). Popone l1 set4 varem de k4n4 na jege zeina da. (Level 1)
(c). Ma maama labaare dem wone n bere varem de k4n4 na jege wola tei to. (Level 2)
(d). Pa ko poore jasse bobo`e dem we varem de k4n4 mo ye nabiinu `wea kugu to. (Level 3)
(e). Ban a we, le yiniga kuri mo b1 labaare dem wone? (Level 2)
(f). B1 chane mo varem de k4n4 ná tu tega wó ja ko ba teo kw11m ne? (Level 3)
(g). Diga k4 wane mo botarebu wolo kuri na jege bibeira kam to wora yiwo; … `ea wo-taa chamma? (Level 2)
(h). B1 ni-kaana yalei mo nmo wó pa n badwo`I varem de k4n4 ba`ane? (Level 3)
877
SECTION B:
FWONOLOJI : MA~A (MIITA 15)
[MAKA 10]
7. a. Kwori ye b1 na ye wo-kamunu taane wone to? (Level 1)(2marks)
m. Bw1 kwori dwoa yalei nmo taaen dem wone. (Level 2) (4marks)
n. Bw1 kwori wola yalei nmo taane dem wone. (Level 2) (4marks)
8. a. Pa wonnu telei na p44re k4nsanante s44 de vewole s44 to. (Level 2) (2marks)
b. Pa k4sonant s44ro tento seina ko t4ge de te keini jeiga, vio kom now`im de kwoara mumunim: (Level 3)
(4x2=8marks)
i. /s/
ii. /b/
c. Pa vawola s44ro tento seina ko t4ge de dindeilimi dem daa kalo na maa to`a, dindeilimi dem diinim na yi m1 ni den
ne de n idem gugurim: (Level 3)
i. /a/
ii. /ɔ/
878
SECTION C: MUNYA NYA JEMI / MUNYU SISI JEMI: BE NYA K!MI (30MINS)
[30 Marks]
Je demiyo n1 4 sisi k1 ba Dangme nyaii mi. (Level 3)
A few months before the final examination of Mr. Yankson’s students, he realised a great difference in their academic performances. Knowing how
dangerous this might be, he called the students and advised them to support one another in their studies. He said to them, “No one knows the future
because life is unpredictable. Supporting one another is the only way to be successful and to secure a better future in life.”
The students were pleased with Mr. Yankson’s advice and promised to turn over a new leaf. The students planed their private studies and assigned
each group a proficient student to lead the discussions. A few weeks later, they realised that all the topics treated in class were not as difficult as
they thought. Students who could not perform well in class began to improve upon their performance.
Mr. Yankson realised the change in the performance of his students and encouraged them to keep it up. They sat for the final examinations, and they
all passed with good grades. Both Mr. Yankson and his students were very happy. Their teacher reminded them that in life, no one is independent.
SECTION D
TAPANE : MA~A (MIITA 50)
[MAKA 30]
Ma ko yé muri botarebia (300) n popone tapane tayum tento dedoa ba`ane. (Level 3 / 4)
28. Reidio siteisini mo ke tapane kayi`u tayuu konto ne, “Kolo n pae ka-ma yoom se ka na wolim wo Ghana ne to.” Nmo
na ye timbu to, popone atekele kayi`u kom ne n pa ko ke jasse wonnu tet4 na jaane konto ko tui de kolo na wo che
wonnu tento to.
29. Nmo choro kolo na ni nmo sikuuli ba`ane to lege se nmo zo p4letegese won emo ye o we konto jege wola ko dwoi
bereno. Nmo nu de yaa maa lage se nmo ji bereno. Tento k4 tete mo su nmo yi ded1? Pa wonnu tet4 kolo`wane ko na
su nmo yi to.
30. Nmo mo ye wolo na wó da yiga n `44ne n pa abam nikant4g4 magem ne tayuu konto ne, “Budonno telo nay age teo
kom se ba beeri zurim de toto`a teene dedwonna ne to wola Ghana kw11m ba`ane ba dwoi balo na wora Ghana ne to”.
Popone n na wó ta kolo to.
31. Popone sens4la na guri de “… b aba nwane lilwei peini bilei”.
32. Popone t4n4 n pa abam kateiri p1 wom n bw1 leira yat4 na wae yak e abam nab4r4 Kadiri ba`ane to.
879
33. Popone t4n4 n pan badwo`i n ta n bere o l1 set4 ba`abe nmo na wó t4ge se ko pa Zurim de nim4r4 taa wo abam
nawuuri dem wone to nmo ná ye nawuuri yuu tu.
SECTION E
WRITTEN LITERATURE OF THE GHANAIAN LANGUAGE - NI LARA GHANA TAANE NE: MA~A (MIITA 25)
[MAKA 20]
Leiri bwia dedoa yerane kateiri dento ne.
SENS$LA (NAME OF AUTHOR: JOSEPH ALOA NABAARESE / TITLE OF BOOK: KAWUR NANJARA)
9. a. Bw1 swa yalei t4n4 kom nab ere nmo, ma maama na ma`e t4n4 kom wone to n zeini n tete. (Level 2)
(4x2=8marks)
1. Maame woyum telei keira yuutu womb a`ane na p1 sens4la kam kuri now`i jasse to. (Level 3)
(6x2=12marks)
KW!!RA (NAME OF AUTHOR: ALEXIS L. DANTI / TITLE OF BOOK: ASUBA)
10. “… A dage `weeno se a t4ge takworo a nu`i.
m. Yei ne mo konto kea? (Level 1) (2marks)
i. Bw1 kolo konto na jaane ko ba to. (Level 2) (4x2=8marks)
j. Keira yuu tu wom ke b1 mo se ko bere tayuu kom jasse?(Level 3)
(4x3=12marks)
SEINA TAANE (NAME OF AUTHOR: ALEXIS L. DANTI / TITLE OF POEM: ZULA NY$$RE)
11. a. Poponno kikio ye t1 mo na woli pa se seina taane tayuu kom kuri ke jasse? (Level 3)
(5x2=10marks)
n. Le nonoga wonnu tilei seina taane dem wone ye n beret e na woli pa taane dem lamma tei. (Level 2)
(5x2=10marks)
880
PAPER 3
NI KIKIA [MAKA 50]
20 Miti
POPWARA – A
Tetere Berem (Maka 5)
N wo’ wane n ta n na ye wdo to n bere ne?
36. N yere mo b1?
37. N nu`I yeim ne mo?
38. N yeini n keb1 mo n siu ma`a ne?
39. N beeri n vu yeim mo da yanto ni ne?
40. B1 mo n bo`e se n ke jwa d1 ne?
POPWARA – B
Kwei poponem popwara dedoa n ga ba`a ba`a (15 marks)
Ka taa kwei liri y44y44 ye wo`o mo na daane Ghana tiina to. Balo na kwei liri y44 yerane to yeini ba me mo. Liri
yeini se leiri n44na bon`a de ba ye-daa mo. Liri y44 y44 kweim wae ko jaane toone ko tui se na ch4ge yera zul a yam to
`wane. Liri y44r4 kweem ch4ge yedaane, toto`a dedaane wo`o maama ne. Liri y44ro na jaane kolo se tui to ye ch4ge, mo.
F4gem naa yagem wora se ko lage wola mo, y44rem dedaane bampono mo. Ka yage liri y44ro kweem t4ge de peenem dedaane
bare mo. Berem dedaane yi-poro mo ye zeinim zola. Zurigaluu mo wo’ woli se éja yeizura ye dé wo-l4`4 konto dé two kom ne.
POPWARA – C
P11re / Bwia dedaane leira (Maka 30)
Kuri wo`o kolo nmo ha lage n dare n`44nd kulo n na lage to ko ba`a ne.
Example: Busankeffle pu-jare amo daa kam ne.
Bwia na sa`e to:
9. B1 mo jaane busankane puyare ko tui? (Level 2)
10. Busankane puyare jege`aara y4 mo? (Level 2)
10. Nmo bobo`a ne b1 mo wo’ pa busankane pu-jare tu tega? (Level 3)
11. Kaana y4 nw n wo’ pan siluuli bu yu-dwo`I na gwei o ja puga to? (Level 3)
Bimi abajaa
881
9. Vawola yagera mow o kasem ne? (Level 1)
10. Nabaara kui d4 mo dé di? Kuri dem dini ny44re ye b1 mo? (Level 2)
9. Nmo bobo`a ye b1 mo dedaane Ghana taana zamesem sikuul ne? (Level 3)
882
NZEMA
SAMPLE QUESTIONS
NGYENU A
Ngy1nu 1hye l1 nyeleb1nloa ngakyile A-D, Ye nuhua ne m44 ye 1dw1k1miza ne m4 f44wo la.
S/n Content Standard/Indicator Item** DoK Level
1. 1.1.2.L1.2: K4ns4nante 1hye m4 m4ɔ le mbabonle telera mɔɔ ane 1mpi 2
la a le ………………………
Describe the consonants of the
Ghanaian Language using the A./m/
right parameters (e.g., voicing, B./n/
place of articulation and manner C./p/
of articulation). D./q/
2. 1.1.2. LI.1: Mele Vawolo al1ra, b1b4 me w4 1tafinlimal1 ne anzi, 1
mel1h kulukuluy1l1 subane y11 1tafinlimal1 ne abo
Describe the vowels of the
Ghanaian Language using the kpogya ATR wɔ me 1bɔl1 nu. Duzu al1ra ne abo a le
right parameters (e.g., lip posture, me?
tongue height and part of the A./a/
tongue). B./i/
C./u/
D./ɔ/
3. Fa edw1kpɔk1 mɔ anu ko wula !dend1munli ne anu maa 3
ɔhile ny1le1 mɔɔ 1hɔ zo 1zi la.
A.1l1wie
B.wiele
C.wie
D.1wie
883
4. 1.2.1. LI.1: Y1menle Dunawie ke Adwo ɔ ze. Dzu edw1mgbɔk1 1
abusua a edw1kpɔk1 ‘ze’ mɔɔ wɔ 1dend1munli ne anu
Categorise nouns according to
their types (e.g., proper, common, la finde ɔ no a?
abstract, concrete, etc.) A.Munli Duma
B.Duma Gy1gye
C.Duma Gyegye
D.Duma Kpal1
5. Ngilenukpɔ mɔɔ wɔ 1dend1munli Aama bɔ b1 –sa- nu 2
bɔ dahuu biala anu le a le boni?
A.Aama bɔ b1-sa-nu bɔlo
B.Bɔ b1-sa-nu bɔlo dahuu biala
C.B1 –sa-nu bɔlo dahuu biala
D.Aama bɔ bɔlo
6 3.2.2.LI.2. Kilehilevol1 bie vale edw1mgbɔk1 “abusua” y11 “kpanyinli” 2
bɔle nu nyianle edw1kpɔk1 “abusuakpanyinli”. Duzu
edw1mgbɔk1 fofol1 1nyianl1 adenle a ɔ luale zo ɔnyianle
Use the various processes of
edw1kpɔk1 fofol1 ne a?
word formation to form new A.Edw1nubɔl1
B.Edw1k1nel1
C.Edw1nwobɔl1
words. D.Edw1zop1l1
7 3.2.2.LI.2. Use the various ɔmɔ Akuaba fi sua nu la ɔhanle k1 ɔnr1dɔ kpanwo ɔnr1maa 2
kabenla ɔdidi soma. Edw1gbɔk1 fofol1
processes of word formation to
1nyianl1 adenle 1hye mɔ boni a ɔvale zo ɔnyianle
edw1k1kɔk1 didi a?
form new words.
A.Edw1nubɔl1
B.Edw1nwobɔl1
C.Edw1zozil1
D.Edw1zop1l1
884
8 1.3.1.LI.2 B1wo sonla, ɔt1nla aze, ɔnyia abusua, ɔwu na b1ie ye. 3
Mek1nloa ny1le1 ngakyile 1hye mɔ boni a di moa maa
Discuss the processes of initiation
into adulthood (puberty rites: ɔnyia nzonl1y1l1 a?
before, during and after).
A.1z1ney1l1
B.Agyal1 gyal1
C.Duniadonl1
D.Azeziel1
9 1.3.2.LI.1. Explore the traditional Y1menle Nyameke Le belemgbunli wɔ Meboame now 2
governance structure (father, y11 eza ɔle kilehulevole mɔɔ ze debie kile kpal1 wɔ sua ne
family head, clan head). azo. ɔle Y1menle Owusu Arane agyak1-anu-gyinlavole-
kpanyinhi wɔ arane maanzinli asopiti ne anu la awuvuanyi.
Saa y1nea a gyinlabel1 wɔ sua ne azo a? K1 ɔle?
A.Belemgbunli wɔ Meboamenwo
B..Kuehulevol1 Kpal1
C. Y1menle Owusu ɔ ze
D.Dɔketa Akuba awuvuanyi
10 1.4.1.LI.1 Explore the structure of Wɔ y1 Gana azua ne mo azo, adenle boni a 1
libation in the respective belemgbunli dua zo y1 nz1l1l1 a?
Ghanaian Languages (invocation,
message, conclusion) A.1kpond1l1
B.1bizal1
C.ngonyiayel1
D.1d1neyel1
**Items should reflect the 21st Century Skills required by the learning outcomes/indicators
885
SAMPLE PAPER 2 QUESTIONS
SECTION A
READING AND COMPREHENSION: DURATION (30MINS)
[10 MARKS]
Read the following passage and answer all the questions that follow it.
Kenga adawuu 1hye nay eye edw1k1miza ne mɔ mɔɔ doa zo la amuala anloa.
Egyiniliy1l1, f1l1hyel1 nee ny1oaziel1 le adiabo nee azoko1le1 ko mɔɔ anwo hyia kpal1 wɔ sonla 1b1labɔl1 mu na ɔboa wɔ maanlema anyunluhɔl1 nu
a. ɔl1 ye ngane dɔɔwo mɔɔ bie mɔ a le
ale1 1lual1, ny1moa 1ziel1. Egyinliy1l1, f1l1hye nee ny1moaziel1 le sonla ngoane adiabo: ɔmaa ngɔzo. Gyima y11 ezukoa gyinlabel1 gyinla
kpundii. Nwol1 nvaso1 ne zonle t1la ale1 mɔɔ ɔmaa ɔboa wɔ ezukoa gyinlabel1 ndenle ngakyile mu, maanlema nee maalenu niny1ne ngakyile
nu.
Mɔɔ ɔwɔ ɔ bo 1ke la a da nvaso1 mɔɔ wɔ egyinliy1l1, f1l1hyel1 wee ny1moaziel zo la ali a.
Ale1 1nyanil1 le uvaso1 mɔɔ y1nyia wɔ egyiriy1l1, f1lhyel1 nee nymoaziel1 zo a ɔluak1
yemɔ y11 le titili mɔɔ ewiade amra dua zo nyia ale1 a 1hye le ale1 1lual1 y11 ny1moa 1ziel1 mɔɔ y1dua zo y1nyia al1e now ninny1ne ngakyile mɔɔ
bie mɔ a le ale1mra, bakamra. ale1nya, nane y11 nane ny1fonzu le mɔɔ menli hyia now la.
Eguinliy1l1, f1l1hyel1 nee ny1moaziel1 boa dɔɔwo ala wɔ mane/bieezukoa gyinlabel1 nu. ɔle debie titli amuala ezukoa gyinlabel1 nu. Eza ɔbuke gyima
ndenle ɔmaa maaulema dɔɔwo ne ala. Bieko mɔɔ wɔ maanle maanle mɔɔ 1t1nyianile anhuuluhɔl1 la azo la azed1nlanl1 nu gyiegyiniliy1l1, f1l1hyel1
nee ny1moaziel1 nu a ɔlbahola yeaboa amaa y1adu ehyia bo amaa menli anyia gyima ay1 na maanle nee azua azua zo ezukoa zo akpogya.
Bieko, egyinliy1l1, f1l1hyel1 nee ny1moaziel1 boa maa kɔmp1l1 kɔmp1l1 niny1ne mɔɔ b1hyia now la b1kakyihakyi nu b1y1 niny1ne fofol1.
B1fa dw1s1, ak1nla. Nwolemra b1kakyi nu
b1y1 ndanl11ne 1hye un bie la niny1ne titili mɔɔ sonla hyia now a; t1 yemɔ a 1b1labɔl1 1v1l1.
Nu, ng1k1ba now banebɔl1 na ate ngyegyal1 mɔɔ anr11 anr11 maanlenu 1hakyil1 bava ara menli ne anwo zo la azo.
Answer all the questio1ns below. Each question carries 1 mark
(a). Kile adwenle titili ne mɔɔ wɔ adawu ne anu la.
(b) Kile gyima nsa mɔɔ egyiniliy1l1, f1l1hyel1 nee ny1moaziel1 di wɔ sonla 1b1labɔl1 nu la.
(c). Gyinila ndonwo mɔɔ f1ta wɔ adawu ne aru la ezo kilehile nu maa y1nwu k1 egyiriliy1l1,
f1l1yel1 nee ny1moaziel1 si boa wɔ ezukoa gyinlabel1 mu la.
(d). Duzu a y1adu ehyia bo’ abo kile wɔ adamu ne anu a?
(e). Saa niny1ne mɔɔ y1moaziel1 nu azo te a, duzu maanle bie anynluhol1 nu a?
886
(f). Duzu edw1mgbɔk1 abusua a edw1k1kpɔk1 ne mɔɔ b1p1 ɔ bo wɔ adw1 1hye …… bay1 1v1l1
anu la vi a?
(g). Duzu fol1dula nwiɔ y11 1bava wadu 1 gnwo wɔ egyinliy1l1, f1l1hyel1 nee ny1moaziel1
now a?
(h). Kilehile nu maa yanu k1 1si 1te egyiniliy1l1, f1l1hyel1 nee ny1moazie l1 a le sonla ngoane
adiabo/abo k1 mɔɔ b1hile yw wɔ adawu ne anu la.
Note: Any appropriate response goes for 1 mark
NFYENU B
FɔNɔGYI
Ye adw1k1miza ko p1 anloa wɔ ngy1nu 1hye anu
8. a. Duzu a b1f1l1 ye 1nd1 wɔ wɔ ane1 ne anu a? level one
d. Kilehile nu maa y1nwu 1nel1 ngakyile nwiɔ mɔɔ wɔ wɔ ane1 ne amu
la. Level two
c. Kilehile nu maa y1nwu nvaso1 nwiɔ mɔɔ wɔ 1nel1 zo wɔ ane1 ne amu la.
Level two
9. a. Kile ngakyile nwiɔ mɔɔ finde kɔnsɔ nante nee vawolo avinli la. Level two
b. Gyinla 1leka mɔɔ b1bɔ ye, k1si b1bɔ ye nee golɔtese ne gyinlabel1 ne azo
kile kɔnsɔ nante al1ra 1hye mɔ subane
i. /s/
ii. /b/
3. Gyinla 1tafinlimal1 ne 1leka mɔɔ b1fa b1bɔ, ye gyinlabel1 ne wɔ tal1 ketekete
ne afoa nu nee mbabonle ne kulukuluy1l1 anz11 tat1l1y1l1 zo kile vawolo
1hye mɔ subane
1. /a/
2. /ɔ/
887
NFYENU D
NWOBIEHANL!; MEK! (SOMIN)
(30 Marks)
Fa edw1mgɔk1 mɔɔ dwɔ 1ya nna (400) la k1l1 nwobie 1hye mɔ anu ko.
1. Radio gyima bie 1l1y1 nwobiehanl1 now 1zul1 wɔ edw1k1 1hye “Debie titili mɔɔ fa ndoloboalid1 ba wɔ Ghana Maanle ye anu k1
maanle somla kpal1 la” anwo. K1mɔ 1le maanle soula kpal1 la, k1l1 edw1k1 mɔɔ b1banlea ye wɔ 1zul1 ne amu la, kilehile nu
maa y1nwu niny1ne titili nsa mɔɔ fa ndoloboaliel1 ba la na kue ndenle nsa mɔɔ b1dua zoa b1badu ɔ bo la.
2. !diema nrenyia mɔɔ 1l1bɔ wɔ sukuluhɔl1 ne answo kak1 la kulo k1 1k1y1 maany1l1ni ɔluak1 yemɔ wɔ nu t1l K1 1k1y1 kilehilevol1 la.
Wɔ adenle fofol1 zo, 1 nli nook kulo k1 1y1 kilehilevol1. Gyima nwiɔ 1hye boni y11 1 nye die nwol1 a kule niny1nr nsa mɔɔ ɔti 1kulo mɔɔ
wɔ va la.
3. !dawɔ a 1le tend1vol1 mɔɔ li moa wɔ wɔ kpolerazul1 ekpunli ne mɔɔ su kpolera
wɔ tidw1k1, “Mgbavol1 mɔɔ kɔ amanvoa la boa wɔ Ghana Maanle ne anyunluhɔl1 nu t1la b1dab1 mɔɔ b1de nu la. K1l1 mɔɔ 1bava
wɔado gua la.
4. K1l1 adawu na dwula ye k1, ‘……….Mɔɔ 1wɔl1 1ha 1l1 la, ɔnwɔ sonwe a ɔsuol ye.”
5. K1 k1lata kɔmaa wɔ sua ne aza belemgbunli ne na suzu nzenzale1 nsa mɔɔ b1bahola b1ay1 ye wɔ b1 agyal1 maamul1 now la.
6. K1l1 k1lata kɔmaa 1 gɔnwo n aka ndenle nsa mɔɔ 1y1 abusuaa kpanyinli a 1balua
zo wɔamaa koy1l1 ara wɔ abusua ne anu la kue yee.
888
B!-NLOA-NU ADWELIELILE
20 minutes
NGYENU A
B1l now alilal1
Mekpa wɔ ky1l1 !bahola wɔaha now edw1k1 wɔahile me ɔ?
1. K1 b1f1l1 wɔ 1?
2. Mienwu a evi a?
3. K1 1si 1edi wɔ 1nwomenleliel1 mek1 ne 1?
4. Nienwu a wɔhɔ ye kwenlensa ye alaa?
5. !bahola wɔaha giyina mɔɔ kenle bie 1bay1 la anwo ngyehy1le1 mɔɔ wɔy1 la wɔahile me ɔ?
NGYENU B
Ye !gyengade1 1hye mɔ anu ko na Kenya ye kpole. Nyile 1tane tane1 1val1 le debie mɔɔ gyegye Ganama kpal1 a. Menli mɔɔ bɔ ɔ bo fa nuile 1tane
1tane ta wɔ ndenle nwiɔ azo la ka nu mɔɔ b1ngola b1ngyakyi a. Nyile ne maa ngakyile ba b1 adwenle nee b1 sonla baka ne mɔ anu ɔlua zo
b1 adwenle y1 basaa. Nyile stane 1tane 1nlonl1 kola bu 1bonle la ati. Nyile kola s1kye agɔnwol1val1, gyima y11 titli kpɔk1del1. Nuhua
1vil1 hyia ak1nrazile nee b1tianulil1 kpal1. Ngilehilel1 nee b1 nye. 1bukil1 a le niny1ne titli nwiɔ mɔɔ y1alua zo y1azi nyile 1tane 1val1
adenle a: Saa y1ka y1 now y1bɔ nu a, y1bahola y1atia equlenza 1hye na y1ad1nla anzondwol1 nu.
NGYENU C
Ye tidw1k1 ko na kiile wɔ adwenle wɔ nwol1 Ndonwo; Kile wɔ adwenle wɔ k1 mb1da
1nrenz1l1 1zi 1zɔ weɔɔ wɔ wɔ sua zo la anwo.
Edw1k1miza mɔɔ doa zo
1. Niny1ne mɔɔ fa mb1da 1nr1nz1l1 ba la bie mɔ a le boni?
2. Duzu ngyegyel1 a mb1da 1nr1nz1l1 fa ba a?
3. !nea duzu a y1baho y1 ay1 de mb1da 1nr1nz1l1 zo a?
4. Duzu fol1dul1 a 1bava wɔamaa 1 gɔnwo mɔɔ 1 nee ye kɔ sukulu na ɔl1nrenz1 la a?
889
Edw1k1miza bie mɔ
1. Vawolo al1ra ny1a wɔ wɔ ane1 ne anu a?
2. Duzu evoyia a b1di ye wɔ wɔ zol1 a?
3. Duzu adwenle y11 1l1 w wɔ Nzema ane1 ne mɔɔ b1suka ye wɔ sukulu ne vbcg mɔ anu la anwo a?
890
TWI (AKWAPEM)
SECTION A
Yi nea 1 fata bua n1mmisa a edidi so yi ano
S/n Content Standard/Indicator Item** DoK Level
1. 1.1.2.L1.2: Anofafa anom nnyigyei a enu mpi y1 2
Describe the consonants of A./m/
the Ghanaian Language using B./n/
the right parameters (e.g., C./p/
voicing, place of articulation D./r/
and manner of articulation).
2. 1.1.2. LI.1: Mey1 akyi 1nne nnigyei kurukuruwa a 1w ɔ soro 1
Describe the vowels of the mey1 hena?
Ghanaian Language using the
right parameters (e.g., lip A./a/
B./i/
posture, tongue height and
C./u/
part of the tongue). D./ɔ/
3. Yi ns1mfua a edidi so yi biako a 1y1 ayesie kabea mu na 3
fa wie ɔkasamu yi. Kwame ………sukuu.
A.ɔrewia
B.awie
C.owie
D.wie
4. 1.2.1. LI.1: Owura Tuwofo 1y1 Akua papa. Papa no y1 edin b1n 1
Categorise nouns according wɔ ɔkasamu no mu.
to their types (e.g., proper,
common, abstract, concrete, A.Nea yesom a 1y1 yie
B.Nea yehunu
891
etc.) C.Nea Yenhunu
D.Edin pa
5. Kyer1 nkasae a 1wɔ ɔkasamu yi me: Ama bɔ nsa bɔɔl da biara. 2
A.Ama bɔ nsa bɔɔl da biara.
B.bɔ nsaa bɔɔl da biara
C.nsa bɔɔl da biara
D.Ama bɔ bɔɔl
6 3.2.2.LI.2. ɔkyer1kyer1 no de ns1mfua abien bɔɔ mu y11 as1mfua 2
Use the various processes of biako ɔkyer1kyer1ni ne pinyin b1y11 ɔkyer1kyer1panyin.
word formation to form new Ns1mfua nkbon b1n na ɔde dii dwuma? ?
words.
A.Nkekabon
B.f1m
C.nkabom
D.Ntwaso
7 3.2.2.LI.2. Mmofra no y11 wɔ maame Bae-Bae bere a ɔrefi fie no. Ns1mfua 2
Use the various processes of nkasbom b1n na ɔde dii dwuma no?
word formation to form new A.Nkekabom
words. B.Nkasbom
C.Nkakuho
D.Ntimu
8 1.3.1.LI.2 Wɔwoo obi, ɔtenaa ase, onyaa abusua, owui 1na wosiee no. 3
Ammane ahorow a edidi so yi mu nea 1wɔ he na 1ma
Discuss the processes of
initiation into adulthood nnipa sue di kan?
(puberty rites: before, during A.Owu
and after). B.ware
C.Abadinto
D.Bragoru
9 1.3.2.LI.1. Explore the Owura Kwakye y1 ɔhene wɔ Amonokurom na ɔ no ara nso ne 2
traditional governance ɔker1kyer1ni a ɔbɔ ne ho mmɔden wɔ kuro no mu. Ne ba ne
structure (father, family head, owura Owusu a ɔy1 Mansin soafo na ne wɔfaase ne dɔketa
892
clan head). Akosua a ɔwɔ Mantam no mu ayare sabea k1se no mu.
Ne dibea ahorow yi mu nea 1wɔ he ne 1y1 k1se pa ara?
A.Ne dibea s1 ɔhene wɔ Amanokurom
B.Ne dibea s1 ɔkyer1kyer1ni a ɔbɔ ne ho
mmɔden pa ara.
C.Ne dibea s1 Owusu Papa
D.Ne dibea s1 Akosua wɔfa
10 1.4.1.LI.1 Explore the Wɔ y1 amammer1 mu no, ɔkwan b1n so na ɔhene fa so ne 1
structure of libation in the nananom di nkitaho?
respective Ghanaian
A.Abisa
Languages (invocation,
B.Akɔm
message, conclusion) C.Nkankye
D.Nsagu
**Items should reflect the 21st Century Skills required by the learning outcomes/indicators
893
SECTION A
COMPREHENSION
[10 MARKS]
Kenkan nea edidi so yi mu na bua as1mmosa a edidi so yi.
Kuadwuma y1 nnipa abrabɔ mu fapem a 1boa no wɔ asefena mu, na etumi boa ma mpuntu ba wɔn man no mu. 1wɔ bkorabata ahorow bebree bi
te s1 mfude, mmoayan, mpataay1n ne nnuadua. Kuadwuma y1 nnipa abrabɔ mu fapem; 1ma y1n aduan di, 1ma y1n aduan di, 1ma y1n
adwumay1, na 1ma ɔman no nso tu mpɔn wɔ sikas1m mu. 1ho mfaso tr1w kɔ akyi sen aduane a ɔde ma ara kwa kɔsi s1 1b1boa sikas1m asetena
nnne1ma ahorow a dwa y1n ho ahyia.
Nea edi so yi y1 as1ntitiriw bi 1twe adwene si hia a kuay1 ho hia so. Aduane a wɔy1 ne ade titiriw a 1ho hia wɔ kuay1 mu efis1 1y1
aduane si hia a kuay1 ho hia so. Aduane a
wɔy1 ne ade titiriw a 1ho hia wɔ kway1 mu efis1 1y1 aduane fibua titiriw ma wiase nyinaa. 1y1 nnɔbae a wobedua ne mmoa a wob1y1n wɔn
de ay1 nnuan ahorow a aburo, atoko, nnuaba, atodode nam ne nnnufusu nnipa hi aka ho.
Kuay1 boa ɔman no sikas1m k1se yiye pa ara. 1y1 ade titiriw a 1boa ɔman bi mu nnipa fa
k1se no ara nya adwuma y1 ho kwan. Nea 1ka ho no, nnipa pii a wɔwɔ aman a afei na worenya nkɔso mu no de wɔn ho to kuay1 so de nya wɔn
asetena ade. Kuay1 mu aba a
wob1ma atu mpɔn ne sika a wonya no betumi aboa ama ohia so ate 1nam adwumay1 a wɔtam hɔfo sikas1m mu yiedi a wɔb1ma anya nkɔso no so.
1nam kuay1 so nso, wɔde nnse1ma a
wɔde nnɔbae bi te s1 asaawafuturu, asikyre, ne ngo aba di dwuma wɔ ntama, asikyire ne atosode ngo a wɔy1 no mu. Saa nne1ma yi bi y1 nne
atitiriw a nnipa hia s1 any1 saa a anka asetena b1y1 den.
Nea etwa to nso y1 s1nea 1b1y1 a kuay1 b1ma wɔhw1 ahu s1 nne1ma b1kɔ so atena hɔ daa. Kuay1 a 1kɔ so daa no hy1 asaase akwanhosane,
abɔde a nkwa wo mu a etumi gyina ano, na wim nsakrae a anka ebetumi anya nsunsuano bɔne k1se mpo wo nnipa asetena so no so 1te.
Ns1mmisa
a. Ka aduan titiriw a ewɔ akenkans1m no mu.
b. Kyer1w adwuma abi1sa a kuay1 di wɔ asetenamu. nkwa fapem s1de1 kuay1 boa sikas1m mu.
c. Fa nhw1so ahorow a 1fata fi akenkans1m no me, kyer1kyer1 s1de1 kuay1 boa
d. sikas1m no mu no.
e. nea 1te ohia so kyer1 s1n wɔ akankans1n no mu.
f. Nsunsuanso b1n na kuay1 mu nne1ma a wɔy1 a 1soye benya wɔ ɔ man bi nkɔso so?
g. Din b1n na wode b1ma eyi wo ɔkasa nhyehye1 mu? b1y1 de.
894
h. Afutu abien b1n na wode b1ma w’adamfo wɔ kuay1 ho?
SECTION D
COMPOSITION
Fa ns1mfua a endua nsen ahaasa kyer1w nea edidi so yi mu biako p1ho as1m
1. Radio dwumadibea bi rey1 “essay” ankansi ho bhyehye1 wɔ as1mti bi ho; Nea 1de k1t1asehy1ba Ghanaman mua woy1 ɔmanbapa a
1ha w’adwene. Kyer1 as1m bi a, 1s1 s1 wosusu ho wɔ akansi no mu a 1rekyer1kyer1 nneama abi1ma a 1de k1t1asehy1 ba ne akwan
abi1ma a wob1fe so atu ase.
2. Wo nua a ɔhw1 wo sukuu p1 s1 wob1y1 ɔmany1fo. Wo maame de ɔp1 s1 wob1y1
ɔkyer1kyer1ni. De1 1wɔ he na w’ani gye ho? Kyer1 senti abi1na a w’ani gye nea wafa
no ho.
3. Woy1 ɔkesefo a wodi kan wɔ adwenkyer1 dwumadi a 1regye akyine wɔ asnti a
1rekyer1 s1 wɔn a wɔtu kwen wɔ amanone kop1 adwuma boa ɔmen no mpuntu sen wɔn a wɔte ɔman no mu. Kyer1 w’adwene.
4. Kyer1w ay1sm bia n’awiei ne s1 nea ɔwɔ aka no suro somsmo.
5. Kyer1w krataa kɔma no kurom hene na kyer1 no nsakrae abi1sa a wop1 s1 wop1 s1 1ba awaregye mu.
6. Kyer1 krataa kɔma no kurom hene na kyer1 no nsakrae abi1sa a s1 woy1 abusuapanyin a wode babe abusua no mu.
895
SECTION E:
WRITTEN LITERATURE OF THE GHANAIAN LANGUAGE
Bua as1mmisa hiako p1 fi fa yi me
AY1S1M J. N. OWUSU, WO GYEGYIREGYE
9. a. Susuu adesua abien a wo nyaa fii nhoma ni mu, na fa nhw1so ahorow a 1fata
fi nhoma no mu fa foa wo ns1m titiriw no so.
e. Hwehw1 du titiriw abien a nipa titiriw da no adi na 1maa njoma
as1ntitiriw no da adi.
AHW1ARU R. M. OPONG, APUENE
10. a. 1heta na as1m no su?
11. b. Kyer1 nkitahodi no ho nsunsuanso.
i. ɔkwan b1n so so na dwuma a onipa titiriw no dii no nyaa ahw1goru as1nti
no so nk1nt1nt1nso.
896
TWI ASANTE
SAMPLE QUESTIONS
SECTION A
From the options lettered A-D, choose the one that best answers the question that follows.
S/n Content Standard/Indicator Item** DoK Level
1. 1.1.2.L1.2: Anofafa anom nnyegyee1 a, emu moi y1? 2
Describe the consonants of the A./m/
Ghanaian Language using the B./n/
right parameters (e.g., voicing, C./p/
place of articulation and D./q/
manner of articulation).
2. 1.1.2. LI.1: M1y1 akyire 1nne nnyegyee1 kurukuruwa a, 1wɔ soro, 1
m1y1 hwan?
Describe the vowels of the
Ghanaian Language using the A./a/
right parameters (e.g., lip B./i/
posture, tongue height and part C./u/
of the tongue). D./ɔ/
3. Yi ns1mfua a, 1didi soɔ yi mu baako a, 1y1 ay1asie kabea 3
na fa wie ɔkasamu yi; Kwame……………… sukuu.
A.ɔrewiee
B.Awie
C.ɔwie
D.wie
4. 1.2.1. LI.1: Owura Tuwohofo y1 Akua papa. Papa no y1 edin b1n wɔ 1
ɔkasamu no mu. ?
Categorise nouns according to
their types (e.g., proper, A.De1 y1hunu
common, abstract, concrete, B.Din hunu
etc.) C.De1 y1nhunu
D.Din pa
897
5. Kyer1 nkasae1 a 1wɔ ɔkasamu yi mu; Amma bɔ bɔɔlo da biara. 2
A.Amma bɔ bɔɔlo
B.bɔ bɔɔlo da biara
C.bɔɔlo da biara
D.Amma bɔ bɔɔlo
6 3.2.2.LI.2. ɔkyer1kyer1ni no de ns1mfua mmienu bɔɔ mu y11 2
as1mfua baako y11 ɔkyer1kyer1nipanin. Ns1mfua
Use the various processes of b1n na ɔde dii dwuma no.
A.Nkekabon
word formation to form new B.F1m
C.Nkabom
words. D.Ntwasoɔ
7 3.2.2.LI.2. Use the various Mmɔfra no y11 wɔn maame bae bae ber1 a, ɔrefiri fie no 2
nse1fua nkabom b1 na ɔdi dii dwuma no.
processes of word formation to A.Nkekabɔm
B.Nkabom
form new words. C.Nkabuho
D.Nti mu
8 1.3.1.LI.2 Wɔuoo obi, ɔtenaa ase, ɔnyaa abusua, owui1 na wɔsiee no. 3
Amane1 ahodoɔ a, 1didi soɔ yi, 1mu de1 1wɔ he na 1maa no
Discuss the processes of
initiation into adulthood nipasu a edi kan.
(puberty rites: before, during A.Owuo
and after). B.Awase1
C.Abadintoɔ
D.Bragorɔ
898
9 1.3.2.LI.1. Explore the Owura Kwakye y1 ɔhene wɔ Amanokrom na ɔno ara nso a ɔy1 2
traditional governance kyer1kyer1ni a, ɔbɔ ne ho mmɔden 1wɔ kuro no mu. Ne ba
structure (father, family head, ne Owura Owusu a, ɔy1 ɔmansinisoafoɔ na ne wɔfase ne Dɔkota
clan head). Akosua a, ɔwɔ mantam no; ayaresabea k1se1 no mu, Ne
Dibea ahodoɔ yi mu
de1 1wɔ he na 1y1 k1se1 pa ara?
A.Ne dibea s1 ɔhene wɔ Amanokrom
B.Ne dibea s1 ɔkyer1kyer1ni a ɔbɔ ne ho mmɔden pa
ara.
C.Ne dibea s1 Owusu papa
D.Ne dibea s1 Akosua wɔfa
10 1.4.1.LI.1 Explore the structure Wɔ Y1n amammer1 mu kwan b1n so na ɔhene fa so ne 1
of libation in the respective nananom di nkitaho.
Ghanaian Languages
A.Abisa
(invocation, message,
B.Akɔm
conclusion)
C.Nkankye1
D.Nsaguo
**Items should reflect the 21st Century Skills required by the learning outcomes/indicators
899
COMPREHENSION
[10 MARKS]
Kenkan de1 1didi soɔ yin a bua ns1mmisa a 1wɔ ase1 no nyinaa s1de1 1fata
Kuadwuma y1 nnipa abrabɔ mu fapem a, 1boa no wɔ asetena mu na 1tumi boa ma mpuntuo ba ɔman no mu. 1wɔ nkorabata ahodoɔ bebree te s1
mfude1, mmoay1n, mpatay1n ne nnuadua.
Kuadwuma y1 nnipa abrabɔ mu fapem; 1ma y1n aduane di 1ma adwuma na 1ma ɔman no nsoso tu mpɔn wɔ sikas1m mu. 1ho mfasoɔ tr1 kɔ akyiri
sen aduane ne nne1ma ahodoɔ a, atwa y1n ho ahyia.
De1 1di soɔ yi y1 ns1ntitire bi a, 1twe adwene si hia a, kuwy1 ho hia so, aduane a, wɔy1 ne ade1 titire a, 1ho hia wɔ kuay1 mu 1firi nnɔae1 a,
w1b1dua ne mmoa wɔb1y1n wɔ de ay1 aduane ahodoɔ a, aburoo, nnuaba, atosode1, nam ne nnfusoɔ a, nnipa hi aka ho.
Kuay1 boa ɔman no sikas1m yie pa ara. 1y1 ade titire a, 1boa ɔman ne wiase nyinaa
sikas1m 1san nso ma ɔmon bi mu nnipa fa k1se1 nya adwumay1 ho akwan ahodoɔ, nea 1ka ho no, mmipa pii a, wɔwɔ aman a, afei na wɔrenya
nkɔsoɔ mu de wɔn ho to kuay1 de nya wɔn asetenadie.
Kuay1 mu aba a wɔb1ma atu 1nam adwmay1 ne sika a, wɔnya no b1tumi aboa ama ohia so ate. 1nam adwumay1 a, wɔb1ma ne mpɔtamhɔfoɔ
sikas1m mu yiedie a, wɔb1ma anya nkɔsoɔ no so.
1nam kuay1 nso so no, wɔde nnoɔma a, wɔde b1y1 adwuma ma nnsumakuo ahodoɔ. Wɔde nnɔbae bi te s1 asaawafuturo, asikyire ne ngo aba di
dwuma wɔ ntema, asikire ne
atosode1 ngo a, wɔy1 mu. Saa nnoɔma yi bi y1 nne1ma atitire a nnipa hia s1 1ny1 saa a anka asetena b1y1 den.
Nea 1twa toɔ nanso 1y1 s1nea 1b1y1 a, kuay1 b1ma wɔahw1 ahu s1 nne1ma b1kɔ so atena hɔ daa.
Kuay1 a, 1kɔ so daa no hy1 asaase akwahosan, abɔde1 a, nkwa wom, abɔde1 a, nkwa wom a, 1tumi ghyina ano, ma wiem nsakrae1 a anka
1b1tumi anya nk1nt1bsoɔ bɔne k1se1 mpo wɔ nnipa asetena so no ate.
Kuay1 y1 adwene mu adwumay1kuo a 1ma sika ne adwuma titire a, 1di dwuma titire wɔ nnipa nkwa a, wɔb1ma akɔ so atena hɔ na 1boa ma
amanfoɔ nyinaa nya nkɔsoɔ.
A. Ka adwene titire a, 1wɔ akenkans1m no mu.
B. Twer1 dwumma mmi1nsa a kuay1 di wɔ nnipa astena mu.
900
C. Fa nhw1soɔ ahodoɔ, 1fata 1firi akenkans1m no mu kyer1kyer1 s1nea kuway1 boa sikas1m mu.
D. Kyer1kyer1 adwene a, 1kyer1 s1, kuay1 ne nnipa nkwa fapem s1nea wɔde di swuma wɔ akenkans1m no mu.
E. Nea 1te ohia so kyer1 s1n akenkans1m no mu.
F. Nsunsuansoɔ b1n na kuway1 mu nne1ma a, wɔy1 a 1so te1 no b1nya wɔ ɔman bi
nkɔsoɔ so.
G. Din b1n na wɔde wie wɔ ɔkasa nhyehy1e1 mu; asetena b1y1 den.
H. Afutuo mmienu na wɔde b1ma wadamfo no wɔ kuay1 ho.
ESSAY
Fa ns1mfua a ensue nssene ahaasa twer1 de1 edidi soɔ yi mu baako p1 ho as1m.
1. Radio dwumadibea bi rey1 essay akansie ho nhyehy1e1 wɔ as1nti bi ho; Nea 1de
k1t1asehy1 as1m bi a, 1s1 s1 wosusu ho wɔ akansie no mu a, 1kyer1kyer1 nne1ma mmi1nsa a, 1de k1t1asehy1 ba ne akwan mmi1nsa
a, wob1fa so atu ase1.
2. Wo nua a, ɔhw1 wo sukuu p11 ɔmanyɔfoɔ a, wo maame de1 ɔp1 s1 woy1 ɔkyer1kyer1ni. De1 1wɔ he na w’anigye ho? Kyer1 s1nti mmi1nsa a,
w’anigye de1 wɔfae1 no ho.
3. Woy1 ɔkasafoɔ a, ɔdikan wɔ adwenkyer1 dwumadie a 1regye akyinnye1 wɔ as1ntitire a, 1kyer1 s1; Wɔn a wɔtu kwan kɔ amannɔne kɔp1
adwuma boa ɔman no nkɔsoɔ sene wɔn a, wɔte ɔman no mu kyer1 q’adwene.
4. Twer1 ay1s1m bi a, m’awiee1 ne s1; Nea ɔwɔ aka no no soro sonosono.
5. Twer1 krɔtaa kɔma wo kuromhene na kyer1 nsakrae1 mmi1nsa a, wɔp1 s1 1ba awaregyee1 mu.
6. Twer1 krataa kɔma w’adamfo na kyer1 no akwan ahodoɔ mmie1nsa a, s1 woy1 abusuapanin a, wode nkabom b1ba abusua no mmu.
901
SECTION E
WRITTEN LITERATURE OF THE GHANAIAN LANGUAGE
Bua as1mmisa ba ako p1 firi ɔfa yi mu.
A. Susu adesua mmienu a, wo nyaa firii nwoma no mu, na fa nhw1soɔ ahodoɔ a, 1fata firi nhoma no mu fa foa wo ns1m titire no
so.
B. Hwehw1 su titire mmienu a, nnipa titire da no adi na 1maa nwoma as1ntitire no da adi
AHW!GOR$
A. 1hefa na as1m no sii1
B. Kyer1 nkitahodie no ho nsunsuansoɔ
C. ɔkwan b1n so na dwuma a, onipa titire no dii1 no nyaa ahw1gorɔ as1nti no so nk1nt1nsoɔ.
ANWONS!M
A. ɔkwan b1n so na tebea a, ɔwo no mu nyaa nsunsuansoɔ wɔ anwons1m no mu.
B. Kyer1 kasasu ahodoɔ mmienu a, 1wɔ anwons1m np me a, ɔtwer1foɔ no de dii dwuna no.
902
GOVERNMENT
INTRODUCTION
The document provides a comprehensive summative assessment guide for teachers in the subject area, Government. It sets out philosophy, vision,
goals, assessment objectives and the scheme of examination for Government, and explains how to assess learners’ knowledge, skills and
competence throughout the three-year period of studying Government using the depth of knowledge (DoK) levels. Thematic areas for the
assessment include Basics of Government, Indigenous and Contemporary Governance in Ghana, Constitution and Organs of Government, State and
Non-state Actors, Ghana in the Community of Nations, and Globalisation and Development. The Curriculum, Teacher Manual and learner
materials were the main documents used in the preparation of the scheme of assessment.
PURPOSE
The purpose of the Detailed Syllabus is to align the Learning Outcomes (LO), Content Standards (CS), Learning Indicators (LIs) and the various
content areas in the Government curriculum to the scheme of assessment. This will enable examiners to set examinations that provide evidence and
confirmation of learning outcomes upon completion of the programme and to ascertain the extent to which learners have gained specific knowledge,
skills and competence in studying Government.
PHILOSOPHY
The philosophy underlying the study of Government is to develop learners with effective leadership and problem-solving skills through enquiry-
based learning environment that can transform them to become functional citizens in society.
VISION
Learners equipped with effective leadership skills, the spirit of patriotism and the ability to solve societal problems to become global citizens
capable of pursuing further studies or proceeding to the world of work and adult life.
GOAL
Develop understanding of the principles underlying the study of government, engage in governance processes and be able to synthesise public
policies at both local, national and international levels for socio-economic development of Ghana
903
SCHEME OF EXAMINATION
The subject examination will consist of two papers, namely Paper 1 and Paper 2. Paper 1 will consist of 50 multiple-choice questions
and will have a duration of 1 hour. Paper 2 will be divided into two sections, namely Section A and Section B, with five question each
and will last for 2 hours in total.
Candidates are required to answer all questions in Paper 1. In Paper 2, candidates are required to answer four questions in total, with two
questions from Section A and another two from Section B, each question carrying 15 marks. Paper 1 will carry 40% of the total marks
and Paper 2 60%.
To summarise:
Paper 1:
Comprises Multiple Choice (Objective) questions
Number of questions: 50
Duration: 1 hour
Paper 2:
Comprises Essay Questions in two Sections (A and B)
Number of questions: 10 (5 in each Section), from which candidates will answer a total of 4 questions (2 from each section).
Duration: 2 hours
904
STRUCTURE OF DETAILED SYLLABUS FOR GOVERNMENT
YEAR ONE LEARNING CONTENT LEARNING LEVELS OF
STRAND SUB-STRAND OUTCOMES STANDARDS INDICATORS ASSESSMENT
Basics of 1.1.1LO.1 1.1.1.CS.1 1.1.1.LI.1 1.1.1.AS.1
GOVERNMENT Government Evaluate the Demonstrate 1. Analyse the Level1: Recall
AND meanings, understanding of meanings of Level 3: Strategic
DEVELOPMENT concepts, the meanings, Government. reasoning
principles, and basic concepts,
importance of principles, and 2. Analyse basic
Government. importance of concepts and principles Level 3: Strategic
Government. of Government. reasoning
Level 4: Extended
3. Explain the critical thinking and
reasoning
importance of the study
of Government.
Level 2: Skills of
conceptual
understanding
YEAR TWO SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
STRAND OUTCOMES STANDARDS INDICATORS ASSESSMENT
Basics of 2.1.1.LO.1 2.1.1.CS.1 2.1.1.LI.1 2.1.1.AS.1
GOVERNMENT Government Evaluate the Demonstrate 1. Explain the concept Level 2: Skills of
AND concept of understanding of citizenship. conceptual
DEVELOPMENT citizenship in the and application understanding
context of Ghana of citizenship, 2. Discuss how Level 3: Strategic
rights, and citizenship is acquired reasoning
responsibilities to in Ghana.
the state Level 3: Strategic
905
2.2.1.LO.2 3. Explain the meaning reasoning
Analyse the and types of rights.
relevance of Level 2: Skills of
rights and 4. Examine how citizens’ conceptual
responsibilities rights are protected. understanding
towards the state Level 3: Strategic
5. Establish the
reasoning
symbiotic relationship
between the
Level 3: Strategic
responsibility of the
reasoning
state towards citizens
and vice versa in
Level 4: Extended
national development.
critical thinking and
reasoning
6.Discuss how the
rights of citizens can be
Level 3: Strategic
restricted
reasoning
YEAR THREE SUB-STRANDS LEARNING CONTENT LEARNING LEVELS OF
STRAND OUTCOMES STANDARDS INDICATORS ASSESSMENT
Basics of 3.1.1.LO.1 3.1.1.CS1 3.1.1.LI.1 3.1.1.AS.1
GOVERNMENT Government Examine the Demonstrate 1. Discuss the systems Level 3: Strategic
AND relationship knowledge and of government. reasoning
DEVELOPMENT between the understanding
systems of and application 2. Provide reasons for
government and of the systems of Ghana’s adoption of a
Ghana’s government unitary system of Level 4: Extended
adoption of the government. critical thinking and
unitary system reasoning
of government.
906
YEAR ONE SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
STRAND OUTCOME STANDARDS INDICATORS ASSESSMENT
GOVERNMENT Indigenous and 1.1.2.LO.1 1.1.2 CS.1 1.1.2.LI.1 1.1.2.AS.1
AND contemporary Examine the Exhibit 1. Describe the Level2: Skills of
DEVELOPMENT governance in structure and understanding structure of indigenous conceptual
Ghana relevance of and application system of government understanding
traditional of the indigenous in Ghana. Level 3: Strategic
leaders using systems of reasoning
examples from government in 2. Describe how
the environment Ghana traditional leaders
contribute to the socio- Level 3: Strategic
economic development reasoning
of Ghana.
YEAR TWO SUB-STRANDS LEARNING CONTENT LEARNING LEVELS OF
STRAND OUTCOMES STANDARDS INDICATORS ASSESSMENT
GOVERNMENT Indigenous and 2.1.2.LO.1 2.1.2.CS.1 2.1.2.LI.1 2.1.2.AS.1
AND contemporary Assess the Demonstrate 1. Examine the features Level 3: Strategic
DEVELOPMENT governance in features of knowledge and of a democratic system reasoning
Ghana democracy and understanding of of governance.
good governance the contemporary Level 2: Skills of
governance 2. Analyse the features conceptual
system in Ghana of good governance. understanding
Level 3: Strategic
reasoning
907
YEAR THREE LEARNING CONTENT LEARNING LEVELS OF
SUB-STRANDS
STRAND OUTCOME STANDARDS INDICATOR ASSESSMENT
GOVERNMENT Indigenous and 3.1.2.LO.1 3.1.2.CS.2 3.1.2.LI.2 3.1.2.AS.2
AND contemporary Evaluate the Compare 1. Assess the Level 3: Strategic
DEVELOPMENT governance in relevance of indigenous and democratic features of reasoning
Ghana democratic contemporary the indigenous
features of governance in governance system.
indigenous Ghana
governance 2. Examine the role of
system the chieftaincy
institution in Level 4: Extended
contemporary critical thinking and
governance in Ghana reasoning
YEAR ONE SUB-STRANDS LEARNING CONTENT LEARNING LEVELS OF
STRAND 2 OUTCOMES STANDARDS INDICATOR ASSESSMENT
Constitution and 1.2.1.LO.1 1.2.1.CS.1 1.2.1.LI.1 1.2.1.AS.1
CONSTITUTION, Organs of Evaluate the Demonstrate 1. Explain the meaning Level 2: Skills of
INSTITUTIONS AND Government meaning and knowledge and of constitution and conceptual
ADMINISTRATION types of the understanding of constitutionalism understanding
constitution the constitution
and organs of 2. Discuss the various
government types of constitution
1.2.1.LO.2 Level 3: Strategic
Examine the reasoning
meanings, types 3. Explain the meaning, Level 4: Extended
and structure of composition and types critical thinking and
908
the organs of of the executive. reasoning
government
4. Explain the meaning,
types, and structure of Level 2: Skills of
the legislature. conceptual
understanding
5. Explain the meaning
and structure of the Level 2: Skills of
judiciary. conceptual
understanding
Level 3: Strategic
reasoning
Level 3: Strategic
reasoning
YEAR TWO LEARNING CONTENT LEARNING LEVELS OF
SUB-STRANDS
STRAND 2 OUTCOMES STANDARDS INDICATORS ASSESSMENT
CONSTITUTION, Constitution and 2.2.1.LO.1 2.2.1.CS.1 2.2.1.LI.1 2.2.1.AS.1
INSTITUTIONS AND organs of Examine the Demonstrate 1. Examine the Level 2: Skills of
ADMINISTRATION government functions of the knowledge functions of the conceptual
organs of understanding executive organ of understanding
government and appreciation government.
of the organs of
government 2. Discuss the
significance of the Level 3: Strategic
legislature in a reasoning
democratic state.
909
3. Discuss the role of
the judiciary in a
democratic state. Level 3: Strategic
reasoning
YEAR THREE SUB-STRANDS LEARNING CONTENT LEARNING LEVELS OF
STRAND 2 OUTCOMES STANDARDS INDICATORS ASSESSMENT
CONSTITUTION, Constitution and 3.2.1.LO.1 3.2.1.CS.1 3.2.1.LI.1 3.2.1.AS.1
INSTITUTIONS AND organs of Examine the Demonstrate 1. Examine salient Level 2: Skills of
ADMINISTRATION government/ State significance of understanding features of the 1992 conceptual
and non-state the 4th and appreciation Republican understanding
actors in Ghana Republican of the 1992 Constitution. Level 3: Strategic
Constitution of Republican reasoning
Ghana and Constitution 2. Describe separation
justify the of powers, checks, and
existence of balances. Level 3: Strategic
Separation of reasoning
Powers and 3. Discuss the relevance
Checks and of the existence of the
Balances separation of powers
checks and balances in Level 3: Strategic
Ghana. reasoning
910
YEAR ONE SUB-STRANDS LEARNING CONTENT LEARNING LEVELS OF
STRAND 2 OUTCOMES STANDARDS INDICATORS ASSESSMENT
CONSTITUTION, State and non-state 1.2.2LO.1 1.2.2.CS.1 1.2.2.LI.1 1.2.2.AS.1
INSTITUTIONS AND actors in Ghana Use information Exhibit 1. Explain how public Level 3: Strategic
ADMINISTRATION in the knowledge and opinion influences reasoning
environment to understanding of public policy decisions Level 4: Extended
analyze how state-society critical thinking and
public opinion, relations in 2. Discuss the reasoning
the mass media, Ghana principles of mass
and political media
parties shape Level 2:Skills of
national 3. Explain political conceptual
discourse. party and its structure understanding
and pressure groups Level 3: Strategic
reasoning
Level 3: Strategic
reasoning
YEAR TWO SUB-STRANDS LEARNING CONTENT LEARNING LEVELS OF
STRAND 2 OUTCOMES STANDARDS INDICATORS ASSESSMENT
CONSTITUTION, State and non-state 2.2.2.LO.1 2.2.2.CS.2 2.2.2.LI.1 2.2.2.AS.1
INSTITUTIONS AND actors in Ghana Assess how the Demonstrate 1. Mass media and Level 3: Strategic
ADMINISTRATION mass media, understanding and democratic state. reasoning
political parties application of Level 4: Extented
and the electoral state-society critical thinking and
relations in Ghana
commission 2. Discuss party reasoning
shape systems
democratic Level 2: Skills of
consolidation conceptual
3. Assess the understanding
911
2.2.2.LO.2 significance of the EC Level 3: Strategic
Evaluate local in Ghana’s democratic reasoning
government practice
sytem, Public Level 4: Extented
Service and e- 4. Describe critical thinking and
governance in decentralisation, types, reasoning
Ghana and structure of Ghana’s
local government system.
Level 2: Skills of
5.Describe the Public
Service
conceptual
understanding
Level 3: Strategic
reasoning
6.Distinguish between e-
government and
e-governance
Level 2: Skills of
conceptual
understanding
Level 2: Skills of
conceptual
understanding
912
YEAR THREE SUB-STRAND LEARNING CONTENT LEARNING LEVEL OF
STRAND 2 OUTCOMES STANDARDS INDICATOR ASSESSMENT
CONSTITUTION, State and non-state 3.2.2.LO.1 3.2.2.CS.2 3.2.2.LI.2 3.2.2.AS.2
INSTITUTIONS AND actors in Ghana Examine the Evaluate state- 1. Discuss the role of Level 2: Skills of
ADMINISTRATIONS relevance of society relations political parties in a conceptual
political parties and democratic state understanding
and elections in administration
a democratic 2. Assess the types and
society functions of elections Level 3: Strategic
reasoning
3. Assess the effects of
3.2.2.LO.2 the concept of
Evaluate e- decentralisation on
governance in development. Level 4: Extended
service delivery critical thinking and
at the district and 4.Examine the reasoning
national levels functuons and
challenges of the Public
Service
Level 3: Strategic
5. Examine the reasoning
relevance of E-
governance in the
socio-economic
development of Ghana
Level 2: Skills of
conceptual
unserstanding
Level 3: Strategic
reasoning
913
YEAR ONE SUB-STRAND LEARNING CONTENT LEARNING LEVEL OF
STRAND 3 OUTCOMES STANDARDS INDICATORS ASSESSMENT
GHANA IN THE Ghana in the 1.3.1.LO.1 1.3.1.CS.1 1.3.1.LI.1 1.3.1.AS.1
GLOBAL SYSTEM Community of Examine the Demonstrate 1. Identify and explain Level 2: Skills of
Nations meaning of state knowledge and state and non-state conceptual
and non-state understanding of actors in the understanding
actors and their Ghana’s external international system
role in the relations
international 2. Discuss the role of
system state and non-state
actors in the Level 3: Strategic
international system reasoning
YEAR TWO SUB-STRAND LEARNING CONTENT LEARNING LEVEL OF
STRAND 3 OUTCOMES STANDARDS INDICATORS ASSESSMENT
GHANA IN THE Ghana in the 2.3.1.LO.3 2.3.1.CS.3 2.3.1.LI.3 2.3.1.AS.3
GLOBAL SYSTEM Community of Evaluate the Demonstrate 1. Discuss Diplomacy Level 2: Skills of
Nations determinants and knowledge and conceptual
actors of understanding of 2.Examine the understanding
Ghana’s foreign Ghana’s external determinants of
policy relations Ghana’s foreign policy Level 3: Strategic
reasoning
3. Discuss the actors
and institutions
involved in Ghana’s
foreign policy (e.g.
Executive, Parliament, Level 3: Strategic
Ministry of Foreign reasoning
Affairs,
Embassies/High
Commissions.
914
YEAR 3 SUB-STRANDS LEARNING CONTENT LEARNING LEVEL OF
STRAND 3 OUTCOME STANDARDS INDICATORS ASSESSMENT
GHANA IN THE Ghana in the 3.3.1.LO.1 3.3.1.CS.1 3.3.1.LI.1 3.3.1.AS.1
GLOBAL SYSTEM Community of Evaluate Demonstrate 1. Assess Ghana’s Level 3: Strategic
Nations Ghana’s foreign knowledge, foreign policy of good reasoning
policy towards understanding, neighbourliness Level 4: Extended
neighbouring and appreciation critical thinking and
states, of Ghana’s 2. Analyse Ghana’s reasoning
continental external relations foreign policy towards
Africa, and the the Economic Level 3: Strategic
United Nations Community of West reasoning
African States
(ECOWAS), African
Union (AU) European
Union (EU), and United
Nations Organization
(UNO)
YEAR 2 SUB STRAND 2 LEARNING CONTENT LEARNING LEVEL OF
STRAND 3 OUTCOMES STANDARDS INDICATORS ASSESSMENT
GHANA IN THE Globalisation and 2.3.2.LO.1 2.3.2.CS.1 2.3.2.LI.1 2.3.2.AS.1
GLOBAL SYSTEM development Assess Demonstrate 1. Explain the meanings Level 3: strategic
globalisation, knowledge and and characteristics of thinking
characteristics, understanding of globalisation
and types globalisation and
the development 2. Discuss the types of
of states globalisation
Level 3: strategic
thinking
915
YEAR 3 SUB STRAND 2 LEARNING CONTENT LEARNING LEVEL OF
STRAND 3 OUTCOMES STANDARDS INDICATORS ASSESSMENT
GHANA IN THE Globalisation and 3.3.2.LO.1 3.3.2.CS.1 3.3.2.LI.1 3.3.2.AS.1
GLOBAL SYSTEM development Evaluate the Demonstrate 1. Assess the effect of Level 2: Skills of
effects of knowledge and globalisation on the conceptual
globalisation understanding of development of the understanding
globalisation and Ghanaian economy Level 3: Strategic
development of reasoning
states 2. Discuss the measures
aimed at mitigating the
negative effect of
globalisation on
Ghana’s development
Level 3: Strategic
reasoning
916
SAMPLE QUESTIONS
MULTIPLE CHOICE/OBJECTIVES QUESTION
S/n Learning Indicator Item** DoK
Level
1. 2.2.2.LI. 1 What is the main disadvantage of a single party system of 1
government?
Discuss party systems
A. Limited political representation
B. Inefficient decision-making process
C. Weak national unity
D. Low voter turnout
2. 2.3.2. LI.1 Which of the following phenomena is considered to have had 2
the most significant impact on global political, socio-
Explain the meanings and economic and technological development? The
characteristics of globalisation
A. Industrial Revolution.
B. Rise of Global trade.
C. Age of Exploration.
D. Digital Revolution.
3. 3.3.1. LI.1 Why has Ghana continually maintained her membership with 3
the Economic Community of West African States
Analyse Ghana’s foreign policy (ECOWAS)? To
towards the Economic
Community of West African A. promote regional economic integration.
States (ECOWAS), African B. establish a common currency.
Union (AU) European Union C. improve military cooperation.
D. increase foreign direct investment.
(EU), and United Nations
Organization (UNO)
917
4. 3.3.1. LI.1 Which of the following options does not emphasize the 3
Assess Ghana’s foreign policy significance of Ghana adopting a foreign policy of good
of good neighbourliness neighbourliness ?
A. Promoting regional security and conflict resolution
B. Boosting trade and economic ties among states
C. Enhancing diplomatic relationship
D. Reducing participation in regional cooperation
5 1.2.1. LI.1 Which of the following concepts best represents the idea of 2
constitutionalism?
Examine the features of a
democratic system of A. Rule of Law
governance. B. Popular sovereignty
C. Separation of Powers
D. Judicial activism
6 1.2.1. LI.1 What is the term for an agreed set of regulations, 1
conventions and customs by which a state is governed?
Explain the meaning of
constitution and A. Statute
constitutionalism B. Legislation
C. Treaty
D. Constitution
7 1.2.1. LI.1 The proper structure of the Superior Courts of Judicature is 2
Explain the meaning and
structure of the judiciary. A. Magistrate Court, High Court and Supreme Court
B. Circuit Court, Appeal Court and the Supreme
Court
C. High Court, Appeal Court and Supreme Court
D. Juvenile Court, Appeal Court and Supreme Court,
918
8 1.2.1. LI.1 3
How does constitutionalism contribute to the effective
functioning of a democratic state?
Explain the meaning of
A. By concentrating power in the hands of a single
individual to ensure efficient decision-making.
constitution and
B. By establishing checks and balances that limit
abuse of power and uphold the rule of law.
constitutionalism
C. By eliminating the need for elections, thus saving
resources and preventing political conflict.
D. By allowing government officials to operate
without accountability for swift governance.
9 2.3.1. LI.1 Why should Ghana adopt a friendly attitude towards its 3
neighbouring countries? To
Assess Ghana’s foreign policy
of good neighbourliness A. dominate neighbouring states
B. promote effective competition
C. exercise peer leadership
D. promote regional stability and cooperation
10 3.1.1. LI.1 What system of government is a country with homogenous 2
cultures likely to adopt?
Provide reasons for Ghana’s
adoption of a unitary system of A. Unitary constitution
government. B. Federal constitution
C. Decentralisation
D. Bi-cameralisms
**Items should reflect the 21st Century Skills required by the learning outcomes/indicators
919
SAMPLE QUESTIONS ESSAY
GOVERNMENT PAPER 2
SECTION A: ELEMENTS OF GOVERNMENT
1. Explain five reasons why political parties are considered essential in the practice of democracy. 1.2.2.LI.1 L4
2. In what five ways can the ideas we learn about government in school be used to make
government institutions work better in real life? 1.1.1.LI.1 L3
3. Discuss five significance of public opinion in a democratic society. 1.2.2.LI.1 L2
SECTION B: GHANA IN THE GLOBAL SYSTEM
4. What strategies can Ghana implement to mitigate the adverse effects of globalization? 3.3.2.LI.1 L3
5. What are five strategies the Economic Community of West African States (ECOWAS)
can implement to secure the support of all member groups? 3.3.1.LI.1 L4
920
HISTORY
INTRODUCTION
This document sets out the subject-specific Philosophy, Vision and Goal and explains the External Examination Structure for assessing learners in
History. The detailed syllabus breaks the syllabus down into Strands and Sub-Strands. Each Sub-Strand has assigned Learning Outcomes (LO),
Content Standards (CS) and Learning Indicators (LI). A Level of Assessment (or multiple Levels of Assessment) has been allocated to each
Learning Indicator. The Examination Structure contains the number of Papers to be written, with details of the number of questions and the split of
questions between Strands. Paper 1 consists of an objective test, and Paper 2 consists of an essay-type test. Paper 1 provides a comprehensive
framework for constructing multiple-choice items/questions in History that appropriately reflects the learning outcomes and cognitive Depth of
Knowledge (DoK) levels of the History Curriculum. Paper 2 is designed to guide the construction of essay items/questions that assess learners'
understanding and analytical skills across the curriculum. The detailed syllabus incorporates Webb's Four Levels of Cognitive Complexity, ensuring
that items assess a range of skills from basic recall to extended thinking. The four Levels of Assessment are as follows:
Level 1: Recall
Level 2: Skills of conceptual understanding
Level 3: Strategic reasoning
Level 4: Extended critical thinking and reasoning
PURPOSE OF THE DOCUMENT
The purpose of this document is to provide a comprehensive framework for constructing assessment items in History that appropriately reflect the
learning outcomes and cognitive DoK levels of the History Senior High School curriculum. By outlining a structured table of specifications aligned
with the strands, sub-strands, learning outcomes (LOs), and learning indicators (LIs), this document serves as a guide for Examiners to develop a
balanced assessment that challenges students at various cognitive levels. The framework ensures that the assessment comprehensively evaluates
learners' understanding, skills, and abilities in History, promoting effective teaching and learning.
PHILOSOPHY AND VISION
History defines the identity of individuals, not only as members of an ethnic group but also as citizens of Ghana, which ultimately promotes
nationalism and global citizenship. Understanding the values, cultures, and collective experiences of our people is crucial for the survival of Ghana
as a nation. This history curriculum is aimed at helping learners understand the historical past as a holistic template of change and continuity to
develop and progress in life, as well as forecast future desired goals to solve problems of local and global significance. The vision seeks to develop
learners with relevant historical skills and competencies capable of critically examining historical records and exploring scientific details to solve
problems of local and global relevance.
921
GOALS
This syllabus is intended to:
(i) Equip learners with Gender Equality and Social Inclusion (GESI) and 21st-century skills and competencies to navigate, understand, and
apply history to solve problems of local and global relevance.
(ii) Equip learners with scientific, analytical, imaginative, creative, problem solving and critical thinking skills.
(iii) Equip learners with historical thinking skills.
(iv) Assist learners in tracing the origins of ancient kingdoms, societies, and states.
(v) Instil in learners a sense of patriotism and national consciousness.
(vi) Assist learners in identifying and upholding their cultural heritage and taking pride in it.
(vii) Prepare learners to become globally competitive.
SCHEME AND STRUCTURE OF EXAMINATION
The examination will consist of two papers: Paper 1 and Paper 2. They will be composite papers to be taken together.
Paper 1:
This will be a multiple-choice objective paper consisting of 50 questions. All the questions must be answered in one (1) hour for 50
marks.
Paper 2:
Paper 2 (essay) will consist of three sections: A, B, and C. Candidates are required to answer four (4) out of ten
(10) questions.
SECTION A: Historical Inquiry and Writing
This section of Paper 2 will consist of two source analysis questions, and candidates will be required to answer one (1)
question.
SECTION B: State And Societies in Pre-Colonial Times
This will consist of four (4) essay-type questions, and candidates will be required to answer at least one (1) question.
SECTION C: Age of Encounter, Independence and Post-Colonial Developments Up to the 20th Century
This will consist of four (4) essay-type questions, and candidates will be required to answer at least one (1) question.
922
STRUCTURE OF DETAILED SYLLABUS FOR HISTORY
STRAND 1 SUB- LEARNING OUTCOMES CONTENT LEARNING LEVELS OF
STRANDS (LO) STANDARDS (CS) INDICATORS (LI) ASSESSMENT
(AS)6
HISTORICAL 1. Nature and 1.1.1.LO.1 1.1.1.CS.1 Demonstrate 1.1.1. LI.1 1.1.1. AS. 1
INQUIRY Scope of Use appropriate historical understanding of the Trace the origins and Level 2: Skills of
AND History sources from the origins, meanings and meanings of the word conceptual
WRITING environment to nature of history as a ‘history’ using understanding
communicate effectively the discipline. conventional and non- Level 3: Strategic
origins, nature and scope of conventional sources. reasoning
history while demystifying 1.1.1. LI.2 1.1.1. AS.2
common misconception Analyse the nature and Level 2: Skills of
associated with the study of scope of history as an conceptual
history. academic discipline. understanding
Level 3: Strategic
reasoning
1.1.1. LI.3. 1.1.1 AS.3
Investigate some Level 2: Skills of
common conceptual
misconceptions understanding
associated with the Level 4: Extended
study of history. critical thinking and
reasoning
1.1.1.LO.2 1.1.1.CS.2 1.1.1.LI. 1 1.1.1 AS. 1
Use relevant sources from Exhibit knowledge on Justify why the study of Level 2: Skills of
the environment to the relevance of history history is relevant to conceptual
communicate meaningfully to human survival and individuals and the understanding
the role of history in society. development. society. Level 3: Strategic
reasoning
6
Regarding the levels of assessment column, while the highest level is noted, it should be taken to include lower levels of assessment.
923
1.1.1. LI.2 1.1.1. AS. 2
Analyse the need for Level 3: Strategic
the study of history in reasoning
Ghanaian schools
2. Sources And 2.1.2.LO.1 2.1.2.CS.1 2.1.2. LI.1 2.1.2. AS.1
Methods of Employ relevant historical Develop application of Categorise sources of Level 2: Skills of
Reconstructing skills to categorise, analyse skills in analysing and history into primary and conceptual
History historical sources, and detail interpreting primary secondary. understanding
how to contextualise and and secondary sources. Level 3: Strategic
corroborate them to reasoning
determine their overall 2.1.2. LI.2 2.1.2. AS.2
authenticity and reliability. Examine the Level 3: Strategic
authenticity of primary reasoning
and secondary sources. Level 4: Extended
critical thinking and
reasoning
2.1.2. LI.3 2.1.2. AS.3
Assess authentic online Level 2: Skills of
historical sources. conceptual
understanding
Level 3: Strategic
reasoning
3.1.2.LO.1 3.1.2.CS.1 3.1.2. LI.1 3.1.2. AS.1
Employ relevant historical Demonstrate the Corroborate historical Level 3: Strategic
skills to reconstruct history application of skills in sources and draw reasoning
and show how the skills can interpreting and conclusions. Level 4: Extended
provide better opportunities reconstructing the past. critical thinking and
for the development of reasoning
society. 3.1.2. LI.2 3.1.2. AS.2
Explore how methods Level 1: Recall
and skills for Level 3: Strategic
reconstructing history reasoning
924
can provide avenues for Level 4: Extended
societal development. critical thinking and
reasoning
STRAND 2 SUB- LEARNING CONTENT LEARNING LEVELS OF
STRANDS OUTCOME (LO) STANDARDS (CS) INDICATORS (LI) ASSESSMENT (AS)
STATES AND 1.Emergence of 1.2.1.LO.1 1.2.1.CS.1 1.2.1. LI.1 1.2.1. AS.1
SOCIETIES complex states Use relevant historical Demonstrate Examine the nature of Level 2: Skills of
IN PRE- evidence to reconstruct the understanding of pre- the earliest human conceptual
COLONIAL emergence of complex historic Ghana (50,000 culture in Ghana. understanding
TIMES human cultures in pre- BCE to 700CE). Level 3: Strategic
historic Ghana. reasoning
Level 4: Extended
critical thinking and
reasoning.
1.2.1. LI.2 1.2.1. AS.2
Analyse the pre-historic Level 2: Skills of
periods in Ghana. conceptual
understanding
Level 3: Strategic
reasoning
1.2.1.LO.2 1.2.1.CS.2 1.2.1. LI.1 1.2.1. AS.1
Use relevant historical Demonstrate Analyse the multiple Level 2: Skills of
evidence to analyse the understanding of the perspectives on the conceptual
diverse migration accounts diverse accounts of the migration accounts of understanding
and draw conclusions on emergence of major any major ethnic group Level 4: Extended
why and how the peoples of states in Ghana, that settled in each of critical thinking and
Ghana created settlements; including the causes of the three vegetational reasoning
recounting the key factors migration and creation zones in Ghana.
that led to their rise and of settlements.
decline. 1.2.1. LI.2 1.2.1. AS.2
Discuss the reasons for Level 2: Skills of
the migration of the conceptual
various ethnic groups understanding
into Ghana.
925
1.2.1. LI.3 1.2.1. AS.3
Recount factors Level 2: Skills of
responsible for the rise conceptual
and decline of major understanding
states and kingdoms in Level 3: Strategic
Ghana. reasoning
1.2.1.LO.3 1.2.1.CS.3 1.2.1. LI.1 1.2.1. AS.1
Use relevant historical Demonstrate Analyse the socio- Level 2: Skills of
sources in the environment knowledge of the cultural organisation of conceptual
to reconstruct the unique complex social, the major kingdoms in understanding
socio-cultural, political, and political, and scientific pre-colonial Ghana. Level 4: Extended
scientific systems of systems of selected critical thinking and
selected indigenous states and kingdoms in reasoning
Ghanaian states and Ghana. 1.2.1. LI.2 1.2.1. AS.2
kingdoms and compare with Examine the political Level 2: Skills of
contemporary Ghanaian organisation of states conceptual
society. and kingdoms in pre- understanding
colonial Ghana. Level 3: Strategic
reasoning
1.2.1. LI.3 1.2.1.AS. 3
Explain the unique Level 2: Skills of
methods of providing conceptual
health care in pre- understanding
colonial Ghana.
1.2.1. LI.4 1.2.1. AS.4
Analyse the history of Level 2: Skills of
Art and Technology in conceptual
pre-colonial Ghana. understanding
Level 3: Strategic
reasoning
3.2.1.LO.1 3.2.1.CS.1 3.2.1. LI.1 3.2.1. AS.1
Use relevant historical Demonstrate Trace the origin of Level 2: Skills of
926
evidence to reconstruct the understanding of human beings from a conceptual
history of the earliest human African pre-history diverse point of views understanding
culture in Africa and from the earliest times including scientific and Level 3: Strategic
compare the uniqueness of to 500 BCE and non-scientific theories. reasoning
complex African appreciate the unique
civilisations, making features of the complex
inferences to developments African civilisations. 3.2.1. LI.2 3.2.1. AS.2
in arts, technology, politics, Assess the factors Level 2: Skills of
economics, social life, leading to the conceptual
intellectual advancements, emergence of the understanding
and religion. earliest African states Level 3: Strategic
and kingdoms. reasoning
Level 4: Extended
critical thinking and
reasoning
3.2.1. LI.3 3.2.1. AS.3
Analyse the common Level 3: Strategic
features of the earliest reasoning
African civilisations Level 4: Extended
critical thinking and
reasoning
1.2.2.LO.1 1.2.2.CS.1 1.2.2. LI.1 1.2.2. AS.1
Employ relevant historical Demonstrate Examine agricultural Level 2: Skills of
skills to analyse historical knowledge and activities in pre-colonial conceptual
sources on the pre-colonial understanding of Ghana. understanding
economy and economic pre-colonial economy Level 3: Strategic
2. Pre-Colonial
activities in Ghana and and economic activities reasoning
Economy and
show how these activities in Ghana. 1.2.2. LI.2 1.2.2. AS.2
Economic
helped to sustain livelihood. Investigate the Level 2: Skills of
activities
existence and the conceptual
development of understanding
pre-colonial Ghanaian Level 3: Strategic
industries. reasoning
Level 4: Extended
927
critical thinking and
reasoning
1.2.2. LI.3 1.2.2. AS.3
Investigate the nature of Level 2: Skills of
trade and the conceptual
development of trading understanding
activities in pre-colonial Level 3: Strategic
Ghana. reasoning
Level 4: Extended
critical thinking and
reasoning
3.2.2.LO.1 3.2.2.CS.1 3.2.2.L1.1 3.2.2. AS.1
Use relevant historical Demonstrate Discuss the origin and Level 1: Recall
sources to trace origins of understanding of the nature of the Trans- Level 3: Strategic
the Trans-Saharan Trade, origins, organisation, Saharan Trade in reasoning
detailing in diverse modes and impact of the Africa.
its organisation and Trans-Saharan Trade.
3.2.2.L1.2 3.2.2. AS.2
communicating effectively
Assess the socio- Level 2: Skills of
its impact on pre-colonial
economic and political conceptual
Africa.
effects of the Trans- understanding
Saharan Trade on pre- Level 3: Strategic
colonial African reasoning
societies. Level 4: Extended
critical thinking and
reasoning
3.2.2.L1.3
Investigate reasons for
3.2.2. AS.3Level 3:
the decline of the
Strategic reasoning
Trans-Saharan Trade.
Level 4: Extended
critical thinking and
reasoning
928
STRAND 3 SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATOR ASSESSMENT
AGE OF 1. Religion and 1.3.1.LO.1 1.3.1.CS.1 1.3.1. LI.1 1.3.1. AS.1
ENCOUNTER religious Analyse continuity and Demonstrate Discuss the indigenous Level 2: Skills of
AND change change in religious beliefs understanding of the Ghanaian religious conceptual
EXCHANGES and practices in Ghana and religious change and beliefs and practices. understanding
UP TO 20TH communicate through continuity in Ghana. 1.3.1. LI.2
CENTURY variety of media, how Trace the advent and 1.3.1. AS.2
foreign religious beliefs influences of Islam and Level 3: Strategic
have influenced the Christianity in Ghana. reasoning
Ghanaian society.
3.3.1. LO 1 3.3.1.CS.1 3.3.1. LI.1 3.3.1. AS.1
Use relevant historical Demonstrate Discuss indigenous Level 2: Skills of
sources in the environment understanding of the African religious beliefs conceptual
to recount trends of change religious change and and practices. understanding
and continuity in African continuity in Africa. Level 3: Strategic
religious practices, reasoning
establishing the impact on 3.3.1.LI 2 3.3.1.AS 2
African societies. Trace the advent and Level 2: Skills of
influence of Islam and conceptual
Christianity on Africa. understanding
Level 3: strategic
reasoning
2. Global 2.3.2.LO.1 2.3.2.CS.1 2.3.2. LI.1 2.3.2. AS.1
Connections Recount the arrival and Exhibit knowledge and Identify the European Level 1: Recall
motives behind the understanding of the countries whose Level 2: Skills of
European's exploration to advent of European citizens sailed to the conceptual
the coast of Ghana detailing presence and activities coast of Ghana. understanding
some of the activities they along the coast of 2.3.2. LI.2 2.3.2. AS.2
engaged in. Ghana. Explore the diverse Level 3: Strategic
motives behind reasoning
European exploration of
the coast of Ghana.
929
2.3.2. LI.3 2.3.2. AS.3
Examine the changing Level 2: Skills of
patterns of trade with conceptual
the coming of understanding
Europeans. Level 3: Strategic
reasoning
3.3.2.LO.1 3.3.2.CS.1 3.3.2. LI.1 3.3.2. AS.1
Use relevant historical Demonstrate Investigate the nature Level 2: Skills of
sources to develop historical understanding of the and impact of the conceptual
perspective on the Trans- advent and impact of Trans-Atlantic Slave understanding
Atlantic Slave Trade in the Trans-Atlantic Trade. Level 3: Strategic
Africa and justify the forms Slave Trade in Africa. reasoning
of resistance Africans put up Level 4: Extended
against the Trans-Atlantic critical thinking and
Slave Trade. reasoning
3.3.2. LI.2 3.3.2. AS.2
Analyse the nature of Level 2: Skills of
African resistance conceptual
against the Trans- understanding
Atlantic Slave Trade. Level 3: Strategic
reasoning
Level 4: Extended
critical thinking and
reasoning
3. Prelude to 2.3.3.LO.1 2.3.3.CS.1 2.3.3. LI.1 2.3.3. AS.1
Colonisation Use relevant historical Demonstrate Examine sources on the Level 2: Skills of
and Colonial sources and skills to understanding of the processes leading to conceptual
Rule investigate chronologically processes leading to the colonial rule in the understanding
the major events leading to establishment of British Gold Coast. Level 3: Strategic
British rule in the Gold rule in the Gold Coast reasoning
930
Coast and communicate and the impact on the Level 4: Extended
effectively the long-term people of Ghana. critical thinking and
and short-term effects of reasoning
European presence in 2.3.3. LI.2 2.3.3. AS.2
Ghana. Assess the socio- Level 2: Skills of
political effects of conceptual
European (British) understanding
presence in Ghana. Level 3: Strategic
reasoning
Level 4: Extended
critical thinking and
reasoning
2.3.3. LI.3 2.3.3. AS.3
Examine the effects of Level 2: Skills of
the European presence conceptual
on the economy of understanding
Ghana. Level 3: Strategic
reasoning
Level 4: Extended
critical thinking and
reasoning.
3.3.3.LO.1 3.3.3.CS.1 3.3.3. LI.1 3.3.3. AS.1
Employ relevant historical Demonstrate Assess the Berlin Level 3: Strategic
skills to analyse and understanding of how Conference of 1884-85 reasoning
describe how Africa was the Europeans and its impact on Level 4: Extended
partitioned, the nature of scrambled for and Africa. critical thinking and
European rule, and the partitioned Africa and reasoning
involvement of Africans in how Africans were 3.3.3.LI 2 3.3.3.AS 2
the two world wars eventually drawn into Assess indirect and Level 3: Strategic
including how both the two world wars. direct rule systems in reasoning
influenced nationalism West Africa. Level 4: Extended
towards independence in critical thinking and
different African countries. reasoning
931
3.3.3. LI.3 3.3.3. AS.3
Assess Africa’s role in Level 3: Strategic
the First and Second reasoning
World Wars and how Level 4: Extended
this influenced the critical thinking and
independence struggle reasoning
across different regions.
4. Response to 2.3.4.LO.1 2.3.4.CS.1 2.3.4. LI.1 2.3.4. AS.1
Colonial Rule Use relevant historical Demonstrate Describe the nature of Level 2: Skills of
sources to investigate the understanding of the resistance against conceptual
activities of Ghanaian nature and activities of colonial rule in Ghana. understanding
nationalists and nationalist nationalist movements 2.3.4. LI.2
2.3.4. AS.2
movements and develop including their efforts Identify nationalist
Level 1: Recall
arguments on why their in resisting colonial movements in Ghana
Level 2: Skills of
actions were justified at the domination in the Gold before the World War II
conceptual
time, while exhibiting Coast. (WWII).
understanding
patriotism, loyalty, national
consciousness, tolerance, 2.3.4. LI.3 2.3.4. AS.3
teamwork, and other Analyse the activities of Level 2: Skills of
characters. nationalist movements conceptual
before the WWII. understanding
Level 3: Strategic
reasoning
Level 4: Extended
critical thinking and
reasoning
2.3.4.LI 4 2.3.4. AS.4
Identify nationalist Level 2: Skills of
movements in Ghana conceptual
after the WWII. understanding
2.3.4. LI.5 2.3.4. AS5
Examine post-WWII Level 2: Skills of
nationalist struggles in conceptual
Ghana that led to the understanding
932
attainment of Level 3: Strategic
independence. reasoning
Level 4: extended
critical thinking and
reasoning
3.3.4. LO.1 3.3.4.CS.1 3.3.4. LI.1
Use relevant historical Demonstrate Discuss the conditions 3.3.4. AS.1
sources to investigate the understanding of that led to African Level 2: Skills of
nature of African resistance Africans’ resistance resistance to colonial conceptual
against colonial rule and against colonial rule. rule. understanding
develop opinions on how
resistance against 3.3.4.LI 2
colonialism helped to Analyse the nature of 3.3.4.AS 2
exhibit traits such as African resistance Level 3: Strategic
patriotism, loyalty, national against colonial rule. reasoning
consciousness, tolerance
and teamwork.
STRAND 4 SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
INDEPENDEN 1.Socio- 2.4.1. LO 1 2.4.1.CS 1 2.4.1.LI 1 2.4.1.AS 1
CE AND POST- economic and Use diverse historical Demonstrate Examine the nature of Level 2: Skills of
COLONIAL political evidence to compare understanding of the the diarchic system of conceptual
DEVELOPME developments similarities and differences socio-economic and government in Ghana understanding
NTS in Ghana of the socio-economic and political developments from 1957 – 1960. Level 3: Strategic
(1957-2007) political development across in Ghana from 1957 - reasoning
the different regimes and 2007. 2.4.1.LI 2 2.4.1.AS 2
governments in Ghana Assess the socio- Level 2: Skills of
(1957-2007). economic and political conceptual
developments in Ghana understanding
933
from 1957 – 1969. Level 3: Strategic
reasoning
Level 4: Extended
critical thinking and
reasoning
2.4.1.LI 3 2.4.1.AS 3
Examine Ghana’s Level 2: Skills of
socio-economic and conceptual
political developments understanding
from 1969 – 1981. Level 3: Strategic
reasoning
2.4.1.LI 4 2.4.1.AS 4
Analyse the processes Level 1: Recall
leading to the birth of Level 3: Strategic
the Fourth Republic. reasoning
2.4.1.LI 5 2.4.1.AS 5
Assess the socio- Level 2: Skills of
economic and political conceptual
developments in Ghana understanding
from 1993-2007. Level 3: Strategic
reasoning
Level 4: Extended
critical thinking and
reasoning
934
HISTORY PAPER 1 SAMPLE QUESTIONS
S/N Learning Indicator Item** DoK Level
1. 1.1.2. LI.1 Which one of the following is widely regarded as the most accurate 1
Trace the origins and definition of history? The study of
meanings of the word A. political and commercial ties and treaties of the past.
‘history’ using B. activities of humans in time within a specified geographical area.
conventional and non- C. important aspects of a group’s culture.
conventional sources. D. past religious beliefs and international trade of a group of people.
2. i. LI.1: Which of the following is considered a primary source in writing history on 1
Categorize sources of World War 11? A
history into primary and
secondary A. documentary film produced in the twenty-first century.
B. letter written by a soldier on the battlefield.
C. modern textbook analyzing the causes of the War.
D. scholarly article reviewing the War.
3. 3.2.2.L1.1 Discuss the Which early commercial activity in the 3rd and 4th centuries connected 1
origin and nature of the traders across the Sahara, West Africa, and Europe? The
Trans-Saharan Trade in
A. Trans-Atlantic trade.
West Africa
B. Caravan trade.
C. Legitimate trade.
D. Trans-Atlantic slave trade.
4. 2.3.3. LI.2 Which of the following best describes a significant socio-political effect of 3
British presence in Ghana?
Assess the socio-political
effects of British presence A. The complete abolition of traditional leadership structures in
in Ghana Ghana.
B. The eradication of socio-economic inequalities across all ethnic
groups.
C. The immediate granting of full political independence to the
people of Ghana.
D. The introduction of Western-style education, which influenced
935
leadership and governance.
5. 3.3.3. LI.1 What was the primary consequence of the Berlin Conference's principle of 2
"effective occupation" for African territories?
Assess the Berlin
Conference of 1884-85 and
its impact on Africa
A. European powers had to demonstrate control of claimed territories
through administration and military presence
B. African leaders gained the right to negotiate directly with European
powers over territorial boundaries
C. European nations were required to share occupied territories with
other colonial powers
D. Colonial powers had to develop infrastructure in all claimed African
territories
6. 1.3.1. LI.2 Trace the One negative influence of Christianity on the Indigenous religion of the 2
advent and influences of people of the Gold Coast was that it led to
Islam and Christianity in
A. an increase in the practice of human sacrifices by the people
Ghana
living in the colony.
B. open defiance of traditional religious practices by the indigenes.
C. the banning of traditional religious practices in the colonies by
the Europeans.
D. an arrest of all traditional priests and priestesses living in the
colony.
7. 1.3.1. LI.2 Trace the Christianity and Islam were introduced to the Gold Coast mainly through 1
advent and influences of
A. commercial activities.
Islam and Christianity in
B. religious wars.
Ghana
C. formal education.
D. signing treaties.
8. 3.3.2. LI.1 How did the interactions between Europe and Africa in the 16th and 19th 3
century impact the social and political structures of African societies? It
Investigate the nature and
impact of the Trans- A. strengthened traditional African kingdoms and promoted political
Atlantic Slave Trade. stability.
936
B. led to the disruption of existing social structures, increased conflict
between African states, and weakened many political entities.
C. had no significant impact on African social and political structures.
D. resulted in the complete unification of all African societies under a
single political system.
9. 3.3.4. LI.1 Discuss the The emergence of educated elites during the era of Christian missionary 2
conditions that led to activities led to the
African resistance to
A. gradual formation of the nationalist movements in West Africa.
colonial rule in Africa
B. mass movement of the educated elite from West Africa to
Europe.
C. total breakdown of traditional institutions, such as chieftains in
West Africa.
D. increase in the efforts to replace traditional rules with European
systems.
10 3.3.2. LI.2 Assess the The suppression of the Trans-Atlantic slave trade in Africa took time 2
socio-economic and because
political effects of the
A. African economic and political systems were based on the trade.
Trans-Saharan Trade on
B. Africans and Europeans were busy expanding their territories.
pre-colonial West African
C. the slaves themselves were not interested in their freedom.
societies
D. the suffering of the slaves was yet to be uncovered.
937
HISTORY PAPER 2 SAMPLE QUESTIONS
Paper 2 consists of three sections: A, B, and C. Candidates are required to answer four questions, one from section A and at least one from sections
B and C. All questions carry a total of 15 marks.
S/N Learning Item** DoK
Indicator Level
SECTION A
HISTORICAL INQUIRY AND WRITING
1.2.1.CS.3 OPTION 1: State And Societies in Pre-Colonial Times
Demonstrate
1. Study the background information and sources carefully and then answer all the questions.
knowledge of
the complex
social, Background information
political, and Before the arrival of Europeans, the people of Ghana had a unique way of expressing their deepest values
scientific and philosophical and religious thoughts. They conveyed their ideas through various forms of artistic
systems of creations. Study the images [A, B, C and D] below and answer the questions using your knowledge of the
selected states history of Ghana:
and kingdoms
in Ghana
1.2.1. LI.4
Analyse the A B C D
history of Art
and
Technology in
pre-colonial
(a) Identify the various art and technological industries that produced Sources A, B, C, and D.
Ghana. AS Level 1
938
(b) Describe the philosophical ideas behind one Adinkra symbol in Source A
AS Level 2
(c) Study all the sources. How might these symbols reflect the beliefs or values of the people who
created them? AS Level 4
.
3.3.3.CS.1 OPTION 2: Age of Encounter and Exchanges up to the 20th Century
Demonstrate
understanding 2. Study the background information and sources carefully and then answer all the questions.
of how the
Europeans Background Information
scrambled for In 1884, a pivotal event in African history unfolded. Some European Countries convened in what was
and known as The Berlin Conference. This gathering was not just a discussion of Africa’s resources but a
partitioned moment that shaped the continent's future. The conference aimed to partition Africa, establishing rules to
Africa and divide resources among Western countries, a decision that would come at the expense of the African
how Africans people. Study the Sources below and answer the questions using your knowledge of the history of Africa:
were Source A
eventually
drawn into the
two world
wars.
3.3.3. LI.1
Assess the
Berlin
Conference of
1884-85 and
its impact on
Africa.
939
Source B (From Cecil Rhodes, Confession of Faith, 1877)
‘I contend that we [Britons] are the first race in the world, and the more of the world we inhabit, the better it
is for the human race. . . . It is our duty to seize every opportunity of acquiring more territory, and we
should keep this one idea steadily before our eyes that more territory simply means more of the Anglo-
Saxon race, more of the best, the most human, most honourable race the world possesses.’
Source C (The Rhodes coloss)
2. (a) According to Source A, which European countries were competing for a position in Africa?
AS Level 1
940
(b) Study all the sources. How did the Berlin Conference lead to the colonisation of Africa?
AS Level 4
2.4.1.CS 1 Option 3: Independence and Post-colonial Developments up to the 20th Century
Demonstrate
3. Study the background information and sources carefully, and then answer all the questions
understanding
of the socio- Background information
economic and
political On January 13, 1972, the military seized control of the government of Ghana for the second time under the
developments leadership of Lieutenant Colonel I.K. Acheampong. The army justified its action by accusing the civilian
in Ghana government, led by Kofi A. Busia, of failing to address the various problems facing the Ghanaian armed
from 1957 - forces. Study the Sources below and answer the questions using your knowledge of the history of Ghana.
2000. Source A:
Excerpt: Transcript for [Colonel I.K. Acheampong | Post-Coup National Broadcast | Ghana Military
Takeover | January 1972] https://www.youtube.com/watch?v=4YeuJteJVY0
"The Government is a military government, which will rule with advice from certain
eminent civilians in the country. I would like to emphasise immediately that this coup was
not initiated by the armed forces merely to satisfy our selfish ends. As I said in my earlier
broadcast, the takeover was occasioned principally by the hypocrisy of the Busia regime,
coupled with the inefficient management by that regime of our economy. The malpractices
2.4.1.LI 3 which existed before the 1966 coup are still with us. And there was no prospect of seeing
Examine an end of them. Matters got steadily worse, especially in the economic field, and it became
Ghana’s obvious that the Busia Government had no clue as to how to arrest the position. In simple
socio- terms, we are almost like a nation at war, without an external enemy. The National
economic and Redemption Council have therefore decided to place the economy of Ghana on a war
political footing. We are soldiers, who know one way of dealing with crisis situations, and that is
developments action. I want to assure the nation that we shall spare no effort and no sacrifice will be too
from 1969 – great for us, in this gigantic task of winning a great economic war."
1981.
941
Source B
Daily Graphic [Market Women Support Military Coup | Accra, Ghana | January 21, 1972]
3. (a) How do Sources A and B illustrate different forms of support for the 1972 military takeover
in Ghana? AS Level 2
(b) According to Source A, what were the two main reasons Colonel Acheampong provided to
justify the military coup against the Busia government? AS Level 2
(c ) Using evidence from both sources, analyse how the military coup leaders sought to
legitimise their takeover of power in January 1972. AS Level 3
942
SECTION B
STATES AND SOCIETIES IN PRE-COLONIAL TIMES
1.2.1.CS.1 4. How are the archaeological findings about the Kintampo culture important in the reconstruction 4
Demonstrate of Ghana's history? Provide five different ideas to explain your answer.
understanding
of pre-historic
Ghana
(50,000 BCE
to 700CE)
1.2.1. LI.1
Examine the
nature of the
earliest
human culture
in Ghana.
1.2.1.CS.3 5. Analyse five (5) roles of women in providing health care in pre-colonial Ghana and explain how 4
Demonstrate
knowledge of their contributions shaped community well-being and societal structures.
the complex
social,
political, and
scientific
systems of
selected states
and kingdoms
in Ghana.
1.2.1. LI.3
Explain the
unique
943
methods of
providing
health care in
pre-colonial
Ghana.
SECTION C
AGE OF ENCOUNTER, INDEPENDENCE AND POST-COLONIAL DEVELOPMENTS UP TO
THE 20TH CENTURY
3.3.4.CS.1 6. How did Africans resist colonial rule, and what role did individuals and groups play towards the 4
Demonstrate struggle for Independence across Africa?
understanding
of Africans’
resistance
against
colonial rule.
3.3.4.LI 2
Analyse the
nature of
African
resistance
against
colonial rule.
2.4.1.CS 1 7. How successful were the economic measures of the Kwame Nkrumah Government after 4
Demonstrate
independence? Discuss five different measures.
understanding
of the socio-
economic and
political
developments
in Ghana
from 1957 -
944
2000.
2.4.1.LI 2
Assess the
socio-
economic and
political
developments
in Ghana
from 1957 –
1969.
2.4.1.CS 1 8. Evaluate the effectiveness of Ghana's governance from 1969 to 1981. Ensure you discuss two 4
Demonstrate economic and three political developments in your answer.
understanding
of the socio-
economic and
political
developments
in Ghana
from 1957 -
2000.
2.4.1.LI 3.
Examine
Ghana’s
socio-
economic and
political
developments
from 1969 –
1981
945
HOME ECONOMICS DETAILED SYLLABUS
1. INTRODUCTION
This document serves as an extensive guide for Home Economics examiners for SHS/SHTS/STEM Curriculum. It highlights the
philosophy, vision and goals of the Home Economics Curriculum over a three-year period. The syllabus specifies how to assess learners’
knowledge, skills and competencies using Depth of Knowledge (DoK) levels, differentiation, and proficiency levels aligned with the
curriculum’s strands, sub-strands, learning outcomes, content standards, learning indicators and assessment levels. As a resource for
teachers, it covers essential content areas such as Management Principles for Quality Living, Responsible Family Living, Psychosocial
Aspects of Clothing, Textiles in Clothing, Clothing and Textiles Technology, Food for Healthy Living, and Food Production Technology. It
also provides specific learning indicators for assessment. The document emphasizes the systematic planning, delivery, and assessment of
course content, ensuring alignment with DoK levels in test item distribution: 30% at level 1, 40% at level 2 and 30% at levels 3 and 4 for
Papers 1 and 2 whereas 3 will be a practical examination which cover DoK level 1 through to 4. This structure allows examiners to structure
examinations that cover learning indicators and assess the extent to which learners have acquired specific knowledge, skills and
competencies in Home Economics.
2. PURPOSE
The purpose of the Detailed Syllabus is to align the Content Standards (CSs), Learning Outcomes (LOs) and Learning Indicators (LIs) in the
Home Economics Curriculum, Teacher Manual and Learning Materials with the structure and scheme of assessment. This alignment will
ensure standardisation of School-Based Assessment and External Assessments. It ensures that both the external assessment body, the West
African Examination Council (WAEC), and Home Economics teachers adhere to the specified forms of assessment in relation to the
learning indicators and DoK Levels of assessment in the Home Economics curriculum.
3. PHILOSOPHY
The next generation of Home Economists will be empowered through observation, curiosity, innovation and exposure to practically related
concepts and opportunities that leverage hands-on activities on the creative use and application of scientific principles in food and nutrition,
clothing and textiles and management in living in a learner-centered environment to enable them further their education and/or proceed to
the world of work.
4. VISION
A learner equipped with family life management skills and competencies to create clothing, nutritious food, and establish industries that
contribute meaningfully to the socio-economic development of Ghana.
946
5. GOAL
To equip learners with the 21st Century skills, competencies, knowledge, values, and attitudes needed for further educational pursuits, world
of work and adult life.
6. SCHEME AND STRUCTURE OF THE EXAMINATION
The assessment for the Home Economics SHS/SHTS/ STEM Curriculum comprises three papers: Paper 1, Paper 2 and Paper 3, all of which
are mandatory.
Paper 1 will consist of 40 multiple choice questions (1 mark each), all of which should be answered within 50 Minutes. Each question will
have four possible answers: a key (correct answer) and three distractors (incorrect answers) from which learners will be expected to choose
the correct answer. This paper will be structured to assess all the DoK levels 1 through to 4 (30:40:30).
Paper 2 will consist of six essay questions in three sections (A, B and C). Each section has two questions. Candidates will be required to
answer one question from each section. Each question will carry 20 marks, making the total score for Paper 2 (60 marks). The duration of
the paper will be 1hour: 30 minutes. This paper will be structured to assess all the DoK levels 1 through to 4 (30:40:30).
Paper 3: This paper is practical test that is designed to assess learners at all the DoK Levels 1 through to 4 with a focus on critical thinking,
reasoning and problem solving. The paper is divided into two sections. Section A and B. Section A covers the Strand Food and Nutrition
and Section B covers the Strand Clothing and Textiles. Each Section will last 2 hours and will be conducted on different days under the
supervision of an itinerant examiner. Each Section is scored out of 50 Marks, totalling 100 Marks. This paper will be structured to assess all
the DoK levels 1 through to 4 (30:40:30).
947
7. DETAILED SYLLABUS FOR HOME ECONOMICS
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENTS
YEAR ONE
1. Management (1.1.1.LO.1) (1.1.1.CS.1) (1.1.1.LI.1) (1.1.1.AS.1)
1. Management Principles for Application of Demonstrate Describe the scope of Level 1 Recall
In Living Quality Living knowledge and values of knowledge and management in living. Level 2 Skills of conceptual
management in living in understanding of the understanding
their everyday life. importance of (1.1.1.LI.2) Level 3 Strategic reasoning
management in Discuss the importance of Level 4 Extended critical
living. management in living. thinking and reasoning
(1.1.1.AS.2)
(1.1.1.LI.3) Level 1 Recall
Identify career Level 2 Skills of conceptual
opportunities in understanding
management in living. Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
(1.1.1.AS.3)
Level 1 Recall
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
948
(1.1.1.LO.2) (1.1.1.CS.2) (1.1.1.LI.1) (1.1.1.AS.1)
Application of Demonstrate Discuss the focus of Level 1 Recall
management principles knowledge, management. Level 2 Skills of conceptual
in everyday activities. understanding and understanding
application of (1.1.1.LI.2) Level 3 Strategic reasoning
management Discuss the characteristics Level 4 Extended critical
principles for quality of management thinking and reasoning
living. (1.1.1.AS.2)
Level 1 Recall
(1.1.1.LI.3) Level 2 Skills of conceptual
Discuss management understanding
processes. Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
(1.1.1.AS.3)
Level 1 Recall
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
2.Responsible (1.1.2.LO.1) (1.1.2. CS.1) (1.1.2.L1.1) (1. 1. 2. AS.1)
Family Living Use the knowledge of Demonstrate Explain the concept Level 1 Recall
family systems, roles and knowledge and family. Level 2 Skills of conceptual
stages of the family life understanding of the understanding
cycle to build healthy concept of family life Level 3 Strategic reasoning
family relationships. (1.1.2.LI.2) Level 4 Extended critical
Identify the role of thinking and reasoning
families in the (1.1.2.AS.2)
development of Level 1 Recall
individuals, families and Level 2 Skills of conceptual
the society. understanding
949
Level 3 Strategic reasoning
(1.1.2.LI.3) Level 4 Extended critical
Examine the different thinking and reasoning
stages of family life cycle (1.1.2.AS.3)
and their implications. Level 1 Recall
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
2.Responsible (1.1.2.LO.2) (1.1.2.CS.2) (1.1.2.L1.1) (1.1.2.AS.1)
Family Living Employ the knowledge Demonstrate Describe the relationships Level 1 Recall
of the interrelationship knowledge and between families and the Level 2 Skills of conceptual
between families and understanding of the society. understanding
societies to contribute interconnections Level 3 Strategic reasoning
meaningfully to the between the family Level 4 Extended critical
development of the and the society. thinking and reasoning
society.
(1.1.2.LI.2) (1.1.2.AS.2)
Discuss the contribution Level 1 Recall
of family to the society. Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
(1.1.2.L1.3) (1.1.2.AS.3)
Examine the contribution Level 1 Recall
of the society to the Level 2 Skills of conceptual
family. understanding
950
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning.
2. Clothing and 1.Psychosocial (1.2.1.LO.1) (1.2.1.CS.1) (1.2.1.LI.1) (1.2.1.AS.1)
Textiles Aspect of Select clothing suitable Demonstrate Explain the concept Level 1 Recall
Clothing for various occasions; knowledge and clothing. Level 2 Skills of conceptual
apply different understanding of the understanding
techniques in caring and concept of clothing, Level 3 Strategic reasoning
maintaining clothing. reasons for wearing Level 4 Extended critical
clothes, care and thinking and reasoning
maintenance.
(1.2.1.LI.2) (1.2..AS.2)
Classify clothes under Level 1 Recall
various categories. Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
(1.2.1.LI.3) (1.2..AS.3)
Discuss the reasons for Level 1 Recall
wearing clothes. Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning.
Level 4 Extended critical
thinking and reasoning
(1.2.1.LI.4) (1.2.2.AS.4)
Analyse various Level 1 Recall
ways/techniques for Level 2 Skills of conceptual
caring and maintaining understanding
clothing. Level 3 Strategic reasoning
951
Level 4 Extended critical
thinking and reasoning
1.Psychosocial (1.2.1.LO.2) (1.2.1.CS.2) (1.2.1.LI.1) (1.2.1.AS.1)
Aspect of Ability to use the Demonstrate Discuss wardrobe Level 1 Recall
Clothing knowledge, skills, knowledge, planning Level 2 Skills of conceptual
principles to plan understanding and understanding
wardrobe to groom skills in the Level 3 Strategic reasoning
appropriately for application of the Level 4 Extended critical
different occasions. principles of dress thinking and reasoning
sense and
cosmetology.
(1.2..LI.2) (1.2.1.AS.2)
Plan a wardrobe Level 1 Recall
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
(1.2.1.LI.3) (1.2.1.AS.3)
Explain good grooming in Level 1 Recall
relation to dress sense. Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
(1.2.1.LI.4) (1.2.1.AS.4)
Examine the factors that Level 1 Recall
promote good grooming Level 2 Skills of conceptual
understanding
952
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
2.Clothing and 2.Textiles in (1.2.2.LO.1) (1.2.2.CS.1) (1.2.2.LI.1) (1.2.2.AS.1)
Textiles Clothing Apply knowledge, Demonstrate Explain the concept fibres. Level 1 Recall
understanding of fibres scientific knowledge, Level 2 Skills of conceptual
and skills in the understanding and understanding
construction of clothing skills in Fibres in (1.2.2. LI.2) Level 3 Strategic reasoning
items. clothing Classify fibres according Level 4 Extended critical
to sources. thinking and reasoning
(1.2.2.AS.2)
Level 1 Recall
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
3.Clothing (1.2.3.LO.1) (1.2.3.CS.1) (1.2.3.LI.1) (1.2.3.AS.1)
Production and Apply the knowledge, Demonstrate Discuss sewing supplies Level 1 Recall
Technology skills, values and knowledge, Level 2 Skills of conceptual
attitudes to select and understanding and (1.2.3.LI.2) understanding
produce clothing items skills in clothing Discuss the various Level 3 Strategic reasoning
construction arrangement of fullness. Level 4 Extended critical
processes thinking and reasoning
(1.2.3.LI.3) (1.2.3.AS.2)
Demonstrate how to make Level 1 Recall
arrangement of fullness. Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
953
(1.2.3.LI.4) Level 4 Extended critical
Discuss openings and thinking and reasoning
fastenings.
(1.2.3.AS.3)
Level 1 Recall
(1.2.3.LI.5) Level 2 Skills of conceptual
Demonstrate how to make understanding
openings and fastenings. Level 3 - Strategic reasoning
Level 4 - Extended critical
thinking and reasoning.
(1.2.3.AS.4)
Level 1 Recall
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking
and reasoning
(1.2.3.AS.5)
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning.
3.FOOD AND 1.Food for (1.3.1.LO.1) (1.3.1.CS.1) (1.3.1.LI.1) (1.3.1.AS.1)
NUTRITION healthy living Use the knowledge in Demonstrate Explain basic concepts in Level 1 Recall
food and nutrition to knowledge and food and nutrition. Level 2 Skills of conceptual
select and use food understanding of understanding
appropriately for healthy food and nutrition for Level 3 Strategic reasoning
living. healthy living. Level 4 Extended critical
954
thinking and reasoning
(1.3.1.LI.2)
Classify food
commodities under the
various food groups. (3.1.1.AS.2)
Level 1 Recall
Level 2 Skills of conceptual
(1.3.1.LI.3) Understanding.
Discuss food habits/ Level 3 Strategic reasoning
lifestyles and their Level 4 Extended critical
implications on nutritional thinking and reasoning
status of individual’s
families and societies. (1.3.1. AS.3)
Level 1 Recall
Level 2 Skills of conceptual
(1.3.1.LI.4) understanding
Analyse factors that Level 3 Strategic reasoning:
influence food habits/ Level 4 Extended critical
lifestyles. thinking and reasoning
(3.1.1.AS.4)
Level 1 Recall
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning:
Level 4 Extended critical
thinking and reasoning
955
(1.3.1.LO.2) (1.3.1.CS.2) (1.3.1.LI.1) (1.3.1.AS.1)
Employ scientific Demonstrate Explain the concept of Level 1 Recall
knowledge and skills in knowledge, food spoilage and food Level 2 Skills of conceptual
food storage to ensure understanding of storage. understanding
food safety to promote food spoilage and Level 3 Strategic reasoning
healthy living. skills in food storage. (1.3.1.LI.2) Level 4 Extended critical
Discuss the causes of food thinking and reasoning
spoilage.
(1.3.1.AS.2)
(1.3.1.LI.3) Level 1 Recall
Demonstrate how to store Level 2 Skills of conceptual
various food commodities. understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
(1.3.1.AS.3)
Level 1 Recall
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
2.Food (1.3.2.LO.1) (1.3.2.CS.1) (1.3.2.LI.1) (1.3.2.AS.1)
Production Plan and design the food Demonstrate Compare the types of food Level 1 Recall
Technology laboratory layout. knowledge and laboratories. Level 2 Skills of conceptual
understanding in understanding
innovative ways of Level 3 Strategic reasoning
planning and using (1.3.2.LI.2) Level 4 Extended critical
food laboratories. Evaluate the factors that thinking and reasoning
affect food laboratory
planning (1.3.2.AS.2)
956
Level 1 Recall
Level 2 Skills of conceptual
(1.3.2.LI.3) understanding
Suggest ways of re- Level 3 Strategic reasoning
designing a food Level 4 Extended critical
laboratory. thinking and reasoning
(1.3.2.AS.3)
Level 1 Recall
Level 2 Skills of conceptual
understanding
(1.3.2.LI.4) Level 3 Strategic reasoning
Discuss ways of ensuring Level 4 Extended critical
hygiene in the food thinking and reasoning
laboratory
(1.3.2.AS.4)
Level 1 Recall
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
(1.3.2.LO.2) (1.3.2.CS.2) (1.3.2.LI.1) (1.3.2.AS.1)
Use the knowledge in Demonstrate Discuss the types of Level 1 Recall
nutrition to enrich and knowledge, beverages and their uses. Level 2 Skills of conceptual
fortify beverages. understanding and understanding
skills in the Level 3 Strategic reasoning
application of (1.3.2.LI.2) Level 4 Extended critical
scientific principles Analyse how to enrich or thinking and reasoning
in beverage fortify beverages.
957
production (1.3.2.AS.2)
Level 1 Recall
(1.3.2.LI.3) Level 2 Skills of conceptual
Experiment with beverage understanding
production. Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
(1.3.2.AS.3)
Level 1 Recall
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
YEAR TWO
1. Management 1.Management (2.1.1.LO.1) (2.1.1.CS.1) (2.1.1.LI.1) (2.1.1.AS.1)
in Living Principles for Employ the knowledge Demonstrate Explain the concept, Level 1 Recall
Quality Living and skills of resources to knowledge and resources. Level 2 Skills of conceptual
identify, develop, understanding of understanding
preserve and make developing and Level 3 Strategic reasoning
efficient use of resources managing family (2.1.1.LI.2) Level 4 Extended critical
to meet the needs of resources Discuss the characteristics thinking and reasoning
958
individuals, families and of resources
society (2.1.1.AS.2)
Level 1 Recall
(2.1.1.LI.3) Level 2 Skills of conceptual
Analyse ways individuals understanding
and families can develop Level 3 Strategic reasoning
and utilize their resources. Level 4 Extended critical
thinking and reasoning
(2.1.1.LI.4)
Apply management (2.1.1.AS.3)
processes in resource Level 1 Recall
management to achieve Level 2 Skills of conceptual
individual, family and understanding
community goals. Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
(2.1.1.AS.4)
Level 1 Recall
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
(2.1.1.LO.2) (2.1.1.CS.2) (2.1.1.LI.1) (2.1.1.AS.1)
Exhibit the ability to use Demonstrate Discuss decision making. Level 1 Recall
the knowledge, principles knowledge, Level 2 Skills of conceptual
and skills of decision understanding and understanding
making and application of Level 3 Strategic reasoning
communication to make decision-making Level 4 Extended critical
appropriate decisions to principles to achieve thinking and reasoning
959
achieve individual, individual, family (2.1.1.LI.2)
family and societal goals and community goals Compare types of (2.1.1.AS.2)
to improve quality of life decision-making Level 1 Recall
processes individuals and Level 2 Skills of conceptual
families employ. understanding
(2.1.1.LI.3) Level 3 Strategic reasoning
Exhibit good Level 4 Extended critical
communication skills in thinking and reasoning
family decision making
process. (2.1.1.AS.3)
Level 1 Recall
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
2. Responsible (2.1.2.LO.1) (2.1.2. CS.1) (2.1.2.L1.1) (2.1.2. AS.1)
Family Living Demonstrate the ability Demonstrate Explain the concept of Level 1 Recall
to apply the knowledge knowledge and housing. Level 2 Skills of conceptual
and skills to select, understanding of understanding
design, acquire and housing Level 3 Strategic reasoning
provide housing to meet (2.1.2.LI.2) Level 4 Extended critical
the needs of individuals Explore ways of acquiring thinking and reasoning
and families. a house.
(2.1.2. AS.2)
Level 1 Recall
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
960
(2.1.2.LO.2) (2.1.2.CS.2) (2.1.2. L1.1) (2.1.2.AS.1)
Apply the knowledge, Demonstrate Explain the concept of Level 1 Recall
values, principles and knowledge, home improvement. Level 2 Skills of conceptual
skills of home furnishing understanding and understanding
to create comfortable, application of skills (2.1.2.LI.2) Level 3 Strategic reasoning
friendly and improved in furnishing the Identify furnishes used for Level 4 Extended critical
home settings to meet home to meet home improvement. thinking and reasoning
individuals and family’s individual and family
needs. needs. (2.1.2.L1.3) (2.1.2.AS.2)
Exhibit skills of Level 1 Recall
furnishing the home for Level 2 Skills of conceptual
comfort in different understanding
settings. Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
(2.1.2. AS.3)
Level 1 Recall
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
2. Clothing and 1.Psychosocial (2.2..LO.1) (2. 2. 1.CS.1) (2.2.1.LI.1) (2. 2. 1.AS.1)
Textiles Aspect of Learners apply Demonstrate Identify the various figure Level 1 Recall
Clothing knowledge and skills in knowledge and types. Level 2 Skills of conceptual
selecting clothes to fit the understanding of understanding
various figure types. figure types and (2.2.1.LI.2) Level 3 Strategic reasoning
skills in dress sense. Analyse the various figure Level 4 Extended critical
types in relation to thinking and reasoning
clothing. (2. 2. 1.AS.2)
Level 1 Recall
961
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
2.Textiles in (2.2.2.LO.1) (2.2.2.CS.1) (2.2.2.LI.1) (2. 2. 2.AS.1)
Clothing Apply knowledge, Demonstrate Explain the concept fabric Level 1 Recall
understanding and skills knowledge and Level 2 Skills of conceptual
to select, use and care for understanding of understanding
clothing. fabric construction (2.2.2.LI.2) Level 3 Strategic reasoning
and their implication Analyse fibre Level 4 Extended critical
in clothing combinations in fabrics. thinking and reasoning
production (2. 2. 2.AS.2)
Level 1 Recall
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
(2.2.1. LI.3) thinking and reasoning
Examine various fabric
construction in clothing (2. 2. 2.AS.3)
production. Level 1 Recall
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
3.Clothing (2.2.3.LO.1) (2.2.3.CS.1) (2.2.3.LI.1) (2.2.3.AS.1)
Production and Learners apply sewing Demonstrate Discuss garment features. Level 1 Recall
Technology processes and technology knowledge, Level 2 Skills of conceptual
understanding
to construct clothing understanding and Level 3 Strategic reasoning
articles and packages. skills of sewing Level 4 Extended critical thinking
962
processes and (2.2.3.LI.2) and reasoning
packaging Make samples of garment
features. (2.2.3.AS.2)
Level 1 Recall
Level 2 Skills of conceptual
(2.2.3.LI.3) understanding
Pre-image and sketch Level 3 Strategic reasoning
designs for clothing. Level 4 Extended critical
thinking and reasoning
(2.2.3.LI.4) (2.2.3.AS.3)
Demonstrate free hand Level 1 Recall
pattern cutting technique. Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
(2.2.3.LI.5) (2.2.3.AS.4)
Make creative fabrics Level 1 Recall
craft. Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
(2.2.3.LI.6)
Package clothing articles
using appropriate (2.2.3.AS.5)
materials. Level 1 Recall
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
963
Level 4 Extended critical
thinking and reasoning
(2.2.3.AS.6)
Level 1 Recall
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
3. Food and 1.Food for (2.3.1.LO.1) (2.3.1.CS.1) (2.3.1.LI.1) (2.3.1.AS.1)
Nutrition Healthy Living Employ knowledge, Demonstrate Discuss the factors to Level 1 Recall
understanding and skills knowledge, consider when planning Level 2 Skills of conceptual
in meal planning to plan understanding and meals for the family and understanding
nutritious meals for the skills in meal special groups Level 3 Strategic reasoning
special groups of planning to meet the Level 4 Extended critical
individuals in the family health needs of the thinking and reasoning
with special needs. family and special (2.3.1.LI.2)
groups. Plan meals for the special (2.3.1.AS.2)
groups of individuals in Level 1 Recall
the family Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
1.Food for (2.3.1.LO.2) (2.3.1.CS.2) (2.3.1.LI. 1) (2.3.1.AS.1)
Healthy Living Apply the various Demonstrate skills in Prepare meals for the Level 1 Recall
principles, resources and the preparation of special groups of Level 2 Skills of conceptual
skills in meal preparation meals for the special individuals in the family understanding
to prepare, cook and groups in the family Level 3 Strategic reasoning
serve dishes for the and exhibit skills in (2.3.1.LI. 2) Level 4 Extended critical
special groups in the table/tray setting. Set a table/tray to serve thinking and reasoning
family the prepared dishes
964
(2.3.1.AS.2)
Level 1 Recall
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
(2.3.1.LO.3) (3.2.1.CS.3) (2.3.1.LI.1) (2.3.1.AS.1)
Employ scientific Demonstrate Explain food preservation Level 1 Recall
knowledge, principles, knowledge, and its importance Level 2 Skills of conceptual
skills and resources to understanding and understanding
preserve food skills in the (2.3.1.LI.2) Level 3 Strategic reasoning
application of Describe the various Level 4 Extended critical
scientific principles methods of food thinking and reasoning
in food preservation preservation and
and packaging packaging. (2.3.1.AS.2)
(2.3.1.LI.3) Level 1 Recall
Prepare some preserves Level 2 Skills of conceptual
using scientific principles. understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
(2.3.1.AS.3)
Level 1 Recall
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning.
965
2.Food (2.3.2.LO.1) (2.3.2.CS.1) (2.3.2.LI.1) (2.3.2.AS.1)
Production Exhibit the ability to use Demonstrate Discuss the various Level 1 Recall
Technology the knowledge and knowledge of the methods of heat transfers Level 2 Skills of conceptual
principles in heat transfer scientific application understanding
to select the appropriate of heat transfer in Level 3 Strategic reasoning
cooking methods in meal cooking. Level 4 Extended critical
preparation. (2.3.2.LI.2) thinking and reasoning
Relate the various
principles of heat transfer
to the methods of cooking. (2.3.2.AS.2)
Level 1 Recall
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning.
(2.3.2.LO.2) (2.3.2.CS.2) (2.3.2.LI.1) (2.3.2.AS.1)
Use scientific Demonstrate Distinguish between food Level 1 Recall
knowledge, principles knowledge, additives and condiments. Level 2 Skills of conceptual
and skills to produce understanding and understanding
natural food additives skills in development (2.3.2.LI.2) Level 3 Strategic reasoning
and condiments for and use of food Experiment to develop Level 4 Extended critical
exhibition. additives and natural colours from thinking and reasoning
condiments. natural food sources. (2.3.2.AS.2)
Level 1 Recall
Level 2 Skills of conceptual
(2.3.2.LI.3) understanding
Produce/prepare food Level 3 Strategic reasoning
additives and condiments Level 4 Extended critical
and label them. thinking and reasoning
(2.3.2.AS.3)
Level 1 Recall
966
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
(2.3.2.LO.3) (2.3.2.CS.3) (2.3.2. LI.1) (2.3.2.AS.1)
Use scientific Demonstrate Discuss the types of flour Level 1 Recall
knowledge, principles knowledge, used in flour cookery. Level 2 Skills of conceptual
and skills to produce understanding and (2.3.2 LI.2) understanding
enriched flour products skills in the Discuss the basic Level 3 Strategic reasoning
for exhibition. application of ingredients used in flour Level 4 Extended critical
scientific principles cookery. thinking and reasoning
in Flour cookery and (2.3.2. LI.3)
enrichment. Experiment with flour (2.3.2.AS.2)
products and ways to Level 1 Recall
enrich/fortify them. Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
(2.3.2.AS.3)
Level 1 Recall
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
967
YEAR THREE
1. Management 1.Management (3.1.1.LO.1) (3.1.1.CS.1) (3.1.1.LI.1) (3.1.1.AS.1)
in living principles for Employ the knowledge, Demonstrate Explain the concepts of Level 1 Recall
Quality living values and skills of knowledge, consumer education. Level 2 Skills of conceptual
consumer education in understanding and understanding
daily consumer related application of (3.1.1.LI.2) Level 3 Strategic reasoning
activities consumer education. Compare consumer Level 4 Extended critical
behaviours and identify thinking and reasoning.
good consumer skills. (3.1.1.AS.2)
Level 1 Recall
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
2.Responsible (3.1.2.LO.1) (3.2.1. CS.1) (3.1.2..L1.1) (3.1.2.AS.1)
Family Living Demonstrate skills in the Demonstrate Identify various facilities Level 1 Recall
care and maintenance of knowledge and and environment within Level 2 Skills of conceptual
home facilities using understanding of the and outside the home. understanding
local and modern concept of home Level 3 Strategic reasoning
technology. management. (3.1.2.LI.2) Level 4 Extended critical
Discuss ways to care and thinking and reasoning
maintain the various (3.1.2.AS.2)
surfaces in the home Level 1 Recall
environment. Level 2 Skills of conceptual
understanding
(3.1.2.LI.3) Level 3 Strategic reasoning
Demonstrate the ability to Level 4 Extended critical
care and maintain the thinking and reasoning
various surfaces in the (3.1.2.AS.3)
home. Level 1 Recall
968
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
Level 4 Extended critical
thinking and reasoning
2. Clothing and 1. Psychosocial (3.2.1.LO.1) (3.2.1.CS.1) (3.2.1.LI.1) (3.2.1.AS.1)
Textile Aspect of Employ knowledge, Demonstrate Explore career Level 1 Recall
Clothing understanding of clothing knowledge, opportunities in the Level 2 Skills of conceptual
production and understanding of Clothing and Textiles understanding
entrepreneurial skills to clothing production industry. Level 3 Strategic reasoning
choose their career and entrepreneurial (3.2.1.LI.2) Level 4 Extended critical
opportunities based on skills necessary for Analyse skills, values and thinking and reasoning
their skills and interest. gainful employment attitudes needed for the
career opportunities (3.2.1.AS.2)
identified. Level 1 Recall
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
2.Textiles in (3.2.2.LO.1) (3.2.2.CS.1) (3.2.2.LI.1) (3.2.2.AS.1)
Clothing Apply knowledge and Demonstrate Explain fabric finishes Level 1 Recall
skills in finishes to select, knowledge, Level 2 Skills of conceptual
use and care for fabrics understanding and understanding
and clothing. skills in clothing Level 3 Strategic reasoning
finishes Level 4 Extended critical
thinking and reasoning.
(3.2.2.LI.2)
Discuss the types of fabric
969
finishes (3.2.2.AS.2)
Level 1 Recall
Level 2 Skills of conceptual
(3.2.2.LI.3) understanding
Analyse the implications Level 3 Strategic reasoning
of the finishes to each Level 4 Extended critical
fabric use. thinking and reasoning
(3.2.2.AS.3)
Level 1 Recall
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
3.Clothing (3.2.3.LO.1) (3.2.3.CS.1) (3.2.3.LI.1) (3.2.3.AS.1)
Production and Employ various work Demonstrate Discuss work ethics in Level 1 Recall
Technology ethics, attitudes, values in knowledge, Clothing and Textiles Level 2 Skills of conceptual
planning, exhibiting, understanding of industry. understanding
modelling and clothing production Level 3 Strategic reasoning
establishment of clothing and entrepreneurial (3.2.3.LI.2) Level 4 Extended critical
and textile industries. skills necessary for Plan and mount exhibition thinking and reasoning
gainful employment. for finished Clothing and
Textiles products. (3.2.3.AS.2)
Level 1 Recall
Level 2 Skills of conceptual
(3.2.3.LI.3) understanding
Organise modelling and Level 3 Strategic reasoning
fashion show Level 4 Extended critical
thinking and reasoning
970
(3.2.3.AS.3)
Level 1 Recall
(3.2.3.LI.4) Level 2 Skills of conceptual
Establishing and understanding
managing a Clothing and Level 3 Strategic reasoning
Textiles enterprise Level 4 Extended critical
thinking and reasoning
(3.2.3.AS.4)
Level 1 Recall
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning.
3. Food and 1.Food for (3.3.1.LO.1) (3.3.1.CS.1) (3.3.1.LI.1) (3.3.1.AS.1)
Nutrition Healthy Living Exhibit knowledge and Demonstrate Discuss the types of Level 1 Recall
understanding of knowledge and entertainment Level 2 Skills of conceptual
Ghanaian festive and understanding of understanding
festival occasions. Ghanaian festive and (3.3.1.LI.2) Level 3 Strategic reasoning
festival occasions Identify various festive/ Level 4 Extended critical
and their associated festivals/occasions/events thinking and reasoning
dishes. you observe/celebrate. (3.3.1.AS.2)
Level 1 Recall
(3.3.1.LI.3) Level 2 Skills of conceptual
Discuss festive and understanding
festival dishes served at Level 3 Strategic reasoning
various special Level 4 Extended critical
occasions/events. thinking and reasoning
971
(3.3.1.AS.3)
Level 1 Recall
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning.
(3.3.1.LO.2) (3.3.1.CS.2) (3.3.1.LI.1) (3.3.1.AS.1)
Use various skills, Demonstrate skills in Plan festive and festival Level 1 Recall
resources and principles preparing meals for meals suitable for various Level 2 Skills of conceptual
in meal preparation to special occasions /events. understanding
plan, prepare, cook and occasions/events/fun Level 3 Strategic reasoning
serve various festive ction Level 4 Extended critical
dishes for special thinking and reasoning
occasions (3.3.1.AS.2)
/events/functions. (3.3.1.LI. 2) Level 1 Recall
Prepare and cook dishes Level 2 Skills of conceptual
for festive/festivals / understanding
occasions/events. Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning.
2.Food (3.3.2.LO.1) (3.3.2.CS.1) (3.3.2.LI.1) (3.3.2.AS.1)
Production Apply knowledge, Demonstrate Discuss the various types Level 1 Recall
Technology principles, creative and knowledge and of sugars/sweeteners and Level 2 Skills of conceptual
innovative skills in sugar understanding of their uses in everyday life. understanding
craft to decorate varied sugars and the Level 3 Strategic reasoning
confectionery products. application of (3.3.2.LI.2) Level 4 Extended critical
creative and Apply creative skills in thinking and reasoning
innovative skills in sugar craft in decorating
sugar craft. flour products. (3.3.2.AS.2)
Level 1 Recall
Level 2 Skills of conceptual
972
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
(3.3.2.LO.2) (3.3.2.CS.2) (3.3.2.LI.1) (3.3.2.AS.1)
Use knowledge, Demonstrate Discuss ethnic recipes in Level 1 Recall
principles, skills and knowledge, Ghanaian communities Level 2 Skills of conceptual
resources to produce understanding and understanding
different/suitable recipes skills in the Level 3 Strategic reasoning
to meet the food and application of Level 4 Extended critical
nutritional needs of scientific principles thinking and reasoning
families and societies. in developing
recipes. (3.3.2.LI.2)
Improve existing and
extinct ethnic recipes (3.3.2.AS.2)
Level 1 Recall
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
Level 4 Extended critical
thinking and reasoning.
(3.3.2.LO.3) (3.3.2.CS.3) (3.3.2.LI.1) (3.3.2.AS.1)
Identify, select and use Demonstrate Package food products Level 1 Recall
suitable food packaging knowledge, and suggest various Level 2 Skills of conceptual
resources to package understanding of strategies to market them understanding
various finished food food production and Level 3 Strategic reasoning
products to make them entrepreneurial skills Level 4 Extended critical
handy and marketable necessary for gainful thinking and reasoning
employment
973
(3.3.2 LI.2) (3.3.2.AS.2)
Discuss work ethics in Level 1 Recall
food industry Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning.
(3.3.2. LI.3)
Plan and mount exhibition
for finished food products. (3.3.2.AS.3)
Level 1 Recall
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
(3.3.2 LI.4) thinking and reasoning
Explore career
opportunities in the foods
(3.3.2.AS.4)
industry. Level 1 Recall
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
974
SAMPLE QUESTION- PAPER 1
CONTENT
S\N STANDARD\LEARNING ITEM LEVEL(DoK)
INDICATOR
1. (1.1.2.LI.3) A managerial decision made during the expanding stage of the Level 2
family life cycle is
Examine the different
stages of family life cycle A. choosing life partners for children.
and their implications. B. looking for jobs for children.
C. Parenting their children.
D. preparing children to leave home.
2. (1.3.1.LI.3) To maintain food security in the home, food items should be Level 1
Demonstrate how to store A. bought from supermarkets.
various food commodities. B. dried in the sun always.
C. stored appropriately.
D. well-fortified with vitamins.
3. (1.2.1.LI.3) An adolescent needs sportswear for his/her exercise program. Level 3
The most important factor to consider that will influence the
Discuss the reasons for choice of sportswear is
wearing clothes.
A. comfortability.
B. cost of the item.
C. durability.
D. parental preference.
4. (2.1.2.LI.2) Accra Metropolitan Assembly demolished a house in the city Level 2
center because the owner did not seek permission from the
Explore ways of acquiring
975
a house. Town and City Council. The type of regulation violated is
A. Aesthetic regulation.
B. Building regulation.
C. Housing regulation.
D. Zoning regulation.
5. (2.1.1.LI.2) Akumaa spends most of her time with friends and social Level 2
media, so could not submit her assignment within the deadline
Compare types of decision- given. This shows that time
making processes
individuals and families A. can be substituted.
employ. B. has alternate use.
C. is flexible.
D. is limited.
6. (1.3.1.LI.2) Which of the following food items mainly provide protein for Level 1
building the body?
Classify food commodities
under the various food A. Groundnut, lard, palm oil and margarine.
groups. B. Meat, eggs, beans and milk.
C. Millet, rice, maize and soya beans.
D. Wheat, orange, cabbage and melon-seeds.
7. (3.2.3.LI.3) Ama made a garment for her graduation. At the event, she Level 3
walked down the aisle to show off her dress. What is this
Organise modelling and activity called?
fashion show.
A. dancing.
B. marching.
C. modelling.
D. walking.
8. (3.1.2.LI.3) The correct order of cleaning a living room is Level 3
Demonstrate the ability to I. dust furniture.
care and maintain the II. open windows.
various surfaces in the III. straighten cushions.
976
home. IV. sweep the floor.
A. II, IV, I and III
B. III, I, II and IV
C. I, II, IV and III
D. III, II, I and IV
9. (2.3.1.LI. 1) A pregnant woman with high blood pressure and anaemia Level 2
needs foods high in iron and vegetables. Which of these food
Prepare meals for the groups should she eat?
special groups of
individuals in the family. A. animal and animal products.
B. cereals and wholegrains.
C. nuts and oily seeds.
D. starchy root and plantain.
10. (3.2.3.LI.1) The moral principles or code of conduct that guide operations Level 1: Recall
in the field of work is termed
Discuss work ethics in
Clothing and Textiles A. approaches.
industry. B. ethics.
C. principles.
D. rules.
977
PAPER 2 (ESSAY TEST)
SECTION A
S/N CONTENT ITEM ASSESSEMENT
STANDARD/LEARNING LEVEL
INDICATOR
1 1.3.1.LI.1) (a) i) Explain with one example of each the difference between Level 2
food storage and food preservation.
Explain the concept of food &
spoilage and food storage.
Level 3
(1.3.1.LI.3)
Demonstrate how to store
various food commodities.
(2.3.1.LI.1)
Explain food preservation
and its importance.
(2.3.1.LI.1) ii) A farmer harvested two baskets full of fresh mudfish from Level 2
his fishpond. He sold some and his son advised him to preserve
Explain food preservation &
the remaining for family use. State two benefits of preserving
and its importance
the fish. Level 3
978
(2.3.1.LI.1) (b) i) Your diabetic uncle who is spending one month with you Level 3
does not appreciate the value of planning daily meals. Outline
Discuss the factors to
four advantages of planning his meals.
consider when planning
meals for the family and
special groups
(2.3.1.LI.2)
Plan meals for the special
groups of individuals in the
family
(1.3.1.LI.3) ii) A friend is obese and has been advised by a medical doctor Level 2
to lose weight. Explain to your friend two ways to help reduce
Discuss food habits/ weight.
lifestyles and their
implications on nutritional
status of individual’s
families and societies.
(2.3.1.LI. 2) (c) Gabby learnt about the importance of table laying and eating Level 2
together as a family in the Home Economics class. He was
Set a table/tray to serve the able to convince his family to lay a simple table and have their
prepared dishes evening meals together. State four reasons why it is important
to set a table and have meals together.
979
SECTION B
S/N CONTENT ITEM ASSESSEMENT
STANDARD/LEARNING LEVEL
INDICATOR
2. 1.2.1.LI.1) (a) i) A husband decides to plan a wardrobe for his pregnant Level 2
wife.
Discuss wardrobe planning
Explain three factors he should consider when planning a
(1.2..LI.2) wardrobe for her. Level 3
Plan a wardrobe
(2.2.2.LI.1) (ii) Explain why cotton fabric is suitable for a pregnant Level 2
woman’s clothes.
Explain the concept fabric
Level 3
(2.2.2.LI.2)
Analyse fibre combinations
in fabrics.
(1.2.1.LI.4) (b) Provide a detailed, step-by-step guide on how to care for Level 4
clothing items made of cotton fabric.
Analyse various
ways/techniques for caring
and maintaining clothing.
(1.2.1.LI.3) (c) Kofi failed a job interview because his appearance was Level 3
considered poor. He had an unkept hairstyle, wrinkled clothing
Explain good grooming in and lacked personal grooming.
relation to dress sense.
980
1.2.1.LI.4)
Examine the factors that As a Home Economics learner, suggest five practical ways Kofi
promote good grooming. can improve his appearance to make a better impression in
future interviews.
981
SECTION C
S/N CONTENT ITEM ASSESSEMENT
STANDARD/LEARNI LEVEL
NG INDICATOR
3. (1.2.1.LI.4) (a) During a family breakfast, milk was accidentally Level 3
spilled on the cotton tablecloth and left unwashed for
Analyse various two days. Outline systematically how to remove the
ways/techniques for stain on the cloth.
caring and maintaining
clothing.
(2.1.2.LI.2) (b) The Mensah’s have moved into a new house and Level 2
would like to make the living room attractive using
Identify furnishes used hard and soft furnishes. Explain the use of Hard and
for home improvement. Soft furnishings and give an example each. Level 3
(2.1.2.L1.3)
Exhibit skills of
furnishing the home for
comfort in different
settings.
982
(1.1.2.L1.1) (c) Mr. Akoto and Auntie Mansa contracted an Level 2
ordinance marriage. Mr. Akoto had two children and
Explain the concept Auntie Mansa had a child before the marriage. The
family. couple had a son after the marriage. Level 3
(i) State the type of family they have now.
(1.1.2.LI.2)
(ii) Enumerate two advantages of the new family.
Identify the role of
families in the (iii) Explain three disadvantages of the new family.
development of
individuals, families and
the society.
(1.1.2.LI.3)
Examine the different
stages of family life
cycle and their
implications.
983
PAPER 3 (PRACTICAL TEST)
SECTION A (FOODS AND NUTRITION)
S/N CONTENT ITEM ASSESSEMENT
STANDARD/LEARNING LEVEL
INDICATOR
1. (2.3.1.LI. 1) Your sister who is hypertensive is returning home Level 4
from abroad.
Prepare meals for the
special groups of (a) Prepare, Cook and serve a one-course lunch for
individuals in the family her.
(b) Set the lunch table.
(2.3.1.LI. 2)
Set a table/tray to serve the
prepared dishes.
984
SECTION B: CLOTHING AND TEXTILES
2. (2.2.3.LI.2) (50 Marks) Level 4
Make samples of garment
features. You are expected to cut and insert a sleeve in an
armhole of a bodice.
(2.2.3.LI.4)
Demonstrate free hand
pattern cutting technique.
985
INFORMATION AND COMMUNICATIONS TECHNOLOGY
1. INTRODUCTION
The Information and Communications Technology (ICT) syllabus has been developed specifically for assessment purposes to provide a
standardised framework for evaluating the proficiency and competency of learners in ICT. Teachers are encouraged to utilise the Information
and Communications Technology Curriculum for Secondary Education provided by the National Council for Curriculum and Assessment
(NaCCA) of the Ministry of Education, along with the Information and Communications Technology Teachers Manual, for instructional
purposes.
2. PURPOSE
This document aligns the ICT assessment syllabus with the ICT curriculum, ICT Teacher Manual, and learning materials for teaching the ICT
subject at the SHS/SHTS. It ensures that the strands, sub-strands, and content standards are well aligned across all the documents. Additionally,
it shows the learning indicators with the appropriate DOK assessment levels. However, the content could be assessed with a higher or lower
level of challenge and cognitive engagement.
3. Philosophy of Information and Communications Technology
The next generation of ethical digital literates can be empowered through observation, curiosity, and exposure to related computing concepts
and tools that leverage practical activities in a learner-centred environment leading to global and local relevance.
4. Vision for Information and Communications Technology
To prepare learners with 21st Century Skills and Competencies to ethically use and apply computing systems to solve real-world problems for
economic development.
5. Goal for Information and Communications Technology
The goal of the computing curriculum is to provide learners with the knowledge, skills and tools that will allow them to apply and use
computing tools in a creative way to meet the needs of individuals, society, and the economy.
6. SCHEME AND STRUCTURE OF ASSESSMENT
The assessment will consist of three papers: 1, 2, and 3. Candidates shall write Papers 1 and 2 as a composite paper at the same sitting, which will
last two hours and fifteen minutes. Paper 3 shall be taken at a different practical session and will last two hours
986
7. STRUCTURE OF DETAILED SYLLABUS
STRAND SUB- LEARNING OUTCOMES CONTENT LEARNING INDICATORS LEVELS OF
STRAND STANDARDS ASSESSMENT
1.1.1.LO.1 1.1.1.CS.1 1.1.1.LI.1 1.1.1.AS.1
Create multimedia documents Demonstrate knowledge and Describe software, hardware, and other Level 2: Skills of
using appropriate computing understanding of the use of computing features needed to create a conceptual
tools various computing tools to document. understanding
responsibly create
multimedia documents 1.1.1.LI.2 1.1.1.AS.2
containing text, images etc. Create, Edit and Format text and Level 4: Extended
e.g., birthday cards/Flyers for paragraphs (Cut, Copy, Bold, Italic, critical thinking
a specified purpose Tables, Find and Replace, Format and reasoning
Sub-Strand 1 Painter, Spelling & Grammar check,
Styles) using desktop/online computing
ORGANISIN tools (word processing software e.g.,
G, MS Word, Google Docs) keyboard,
mouse etc. 1.1.1.AS.3
STRAND 1 MANAGING
AND 1.1.1.LI.3 Level 3: Strategic
ICT IN
PRSENTING reasoning
THE Enhance lists by sorting, renumbering,
INFORMATI
SOCIETY and customising list styles using
ON USING
desktop/online computing tools (word
ESSENTIAL
processing software e.g., MS Word,
PRODUCTIVI
Google Docs) keyboard, mouse etc. 1.1.1.AS.4
TY TOOLS
1.1.1.LI.4 Format the overall Level 4: Extended
appearance of a page through colours, critical thinking
watermarks, headers and footers, page and reasoning
layout, paragraph and line, change
capitalisation, bordering and shading,
perform bullets and numbering, do page
column, tables, graphics) using
desktop/online computing tools (word
processing software e.g., MS Word,
Google Docs) keyboard, mouse etc.
987
STRAND SUB- LEARNING OUTCOMES CONTENT LEARNING INDICATORS LEVELS OF
STRAND STANDARDS ASSESSMENT
Sub-Strand 1 1.1.1.LO.1 1.1.1.CS.1 1.1.1.LI.5 1.1.1.AS.5
ORGANISING, Create multimedia documents Demonstrate knowledge and Save and print documents (Save, Save Level 2: Skills of
MANAGING using appropriate computing understanding of the use of As, Print) conceptual
AND tools. various computing tools to understanding
PRSENTING responsibly create
INFORMATIO multimedia documents
N USING containing text, images etc.
ESSENTIAL e.g., birthday cards/Flyers for
STRAND 1 PRODUCTIVIT a specified purpose
Y TOOLS
ICT IN 2.1.1.LO.1 2.1.1.CS.1 2.1.1.LI.1 2.1.1.AS.1 Level 2:
THE Skills of conceptual
SOCIETY Utilise knowledge of Demonstrate knowledge and Describe Spreadsheet software
Spreadsheet software to create understanding of Analysing workbooks, worksheets, cell referencing 2.1.1.AS.2 Level 4:
functions for data analysis, numerical data using Extended critical
interpret graphs and manipulate Spreadsheet software 2.1.1.LI.2 thinking and
tables Create and utilise formulas and reasoning
functions for data analysis.
2.1.1.AS.3 Level 4:
2.1.1.LI.3 Extended critical
thinking and
Generate and interpret graphs and charts reasoning
to visualise data
2.1.1.AS.4 Level 3:
2.1.1.LI.4 Strategic reasoning
Apply sorting and filtering operations to 2.1.1.AS.5
manipulate tables.
Level 2: Skills of
2.1.1.LI.5 conceptual
Save and print workbooks and understanding
worksheets (Save, Save As, Print)
988
LEARNING OUTCOMES CONTENT LEARNING INDICATORS LEVELS OF
STANDARDS ASSESSMENT
SUB-
STRAND
STRAND 1 Sub-Strand 1 3.1.1.LO.1 3.1.1.CS.1 3.1.1.LI.1 3.1.1.AS.1
ICT IN ORGANISING, Develop and use essential skills Demonstrate knowledge and Discuss Presentation Software and its Level 3: Strategic
THE MANAGING to communicate information understanding of Features (Windows, Animation, reasoning
SOCIETY AND using presentation software and Presentation software and Transition, Presenter view slides, Master
PRSENTING desktop publishing tools. Desktop Publishing Software slides)
INFORMATIO 3.1.1.AS.2
N USING 3.1.1.LI.2
ESSENTIAL Level 4: Extended
Develop slides, format tables, and
PRODUCTIVIT critical thinking
incorporate charts, graphs, animation,
Y TOOLS and reasoning
and transitions in a slide presentation.
3.1.1.AS.3
3.1.1.LI.3
Level 3: Strategic
Create and save a publication using
reasoning
desktop publishing software, such as
MS Publisher or Adobe InDesign and
Scribus.
3.1.1.AS.4
3.1.1.LI.4
Level 3: Strategic
Utilise basic tools in desktop publishing reasoning
to add pictures, text boxes, tables, word
art, and picture frames to a publication.
989
STRAND SUB- LEARNING OUTCOMES CONTENT LEARNING INDICATORS LEVELS OF
STRAND STANDARDS ASSESSMENT
1.1.2.LO.1 1.1.2.CS.1 1.1.2.LI.1 1.1.2.AS.1
Demonstrate knowledge and Explain digital devices and their
Explain and apply digital and Level 2: Skills of
understanding of Emerging importance.
social media platforms conceptual
Technologies. 1.1.2.LI.2
understanding
Differentiate between desktops, laptops,
STRAND 1 smart gadgets (tablets), and servers 1.1.2.AS.2 Level 3:
Sub-Strand 2 1.1.2.LI.3 Strategic reasoning
ICT IN Explore the purpose and uses of
THE smartphones, digital cameras, wearable 1.1.2.AS.3 Level 3:
SOCIETY devices, game devices, e-book readers, Strategic reasoning.
EMERGING
portable and digital media players.
TECHNOLOGI
2.1.2.LO.1 2.1.2.CS.1 2.1.2.LI.1 2.1.2.AS.1
ES AND
Evaluate the applications and Demonstrate knowledge and Discuss the use of technology in Level 3: Strategic
APPLICATION
implications of technology in understanding of Emerging education, healthcare, manufacturing, reasoning
S
various sectors of society Technologies government, finance, entertainment, 2.1.2.AS.2
transport, and business. Level 2. Skills of
Identify and analyse technology 2.1.2.LI.2 Conceptual
usage patterns across different Identify technologies used by home understanding
user categories. users, small/home office users, mobile
users, power users and enterprise users.
3.1.2.LO.1 3.1.2.CS.1 3.1.2.LI.1 3.1.2.AS.1
Analyse and Discuss the Affordances
Analyze and discuss the Demonstrate knowledge and Level 3: Strategic
and Impact of Digital Tools in Various
affordances and impact of understanding of emerging reasoning
Domains.
digital tools in various domains. technologies.
3.1.1.L1.2
Evaluate the Role of Social Media as 3.1.2.AS.2
Evaluate the role of social media Communication and Collaboration Level 3: Strategic
as communication and Tools in Society. (Example Facebook, reasoning
collaboration tools in society. Twitter, Instagram, LinkedIn, YouTube
STRAND etc.
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LEARNING OUTCOMES CONTENT LEARNING INDICATORS LEVELS OF
STANDARDS ASSESSMENT
SUB-
STRAND
1.1.3.LO.1 1.1.3.CS.1 1.1.3.LI.1 1.1.3.AS.1
Discuss and use Internet Demonstrate knowledge and Describe the evolution of the Internet
Level 1: Skills of
applications. understanding of the use of and identify the Internet service
conceptual
the Internet. providers and their functions.
understanding
1.1.3.LI.2
Explore how data travels on the Internet, 1.1.3.AS.2
how the IP addressing system functions Level 3: Strategic
and discuss surfing the Web, creating reasoning
and use of e-mail and mailing lists.
2.1.3.LO.1 2.1.3.CS.1 2.1.3.LI.1 2.1.3.AS.1
Navigate the Web effectively Demonstrate knowledge and Navigate the Web effectively using Web Level 2: Skills of
Sub-Strand 3 using a Web browser and understanding of the World addresses, browsers, Web apps, and conceptual
CONNECTIN analyse the features and Wide Web. mobile platforms. understanding.
STRAND 1
G AND multimedia content found on
websites. 2.1.3.LI.2 2.1.3.AS.2
ICT IN COMMUNICA Analyse and discuss the features and Level 3: Strategic
THE TING multimedia content found on Websites reasoning
SOCIETY ONLINE (Graphics, Audio, Videos, Plug-ins)
3.1.3.LO.1 3.1.3.CS.1 3.1.3.LI.1 3.1.3.AS.1
Create and Set up Communication Tools
Utilize various collaboration Demonstrate knowledge and Level 3: Strategic
(Synchronous(Real-time) and/or
tools for effective understanding of reasoning
Asynchronous Communication) (Zoom,
communication and Collaboration tools for
Google Meet, Facebook, other video
synchronization Communication and
conferencing platforms, instant
synchronization.
messaging, telephone conversation /
Email, messengers, Intranet, etc.) 3.1.3.AS.2
3.1.3.L1.2 Discuss the Type of Websites Level 3: Strategic
and EDigital Media on the Web reasoning
(Graphics, Audio, Videos, Plug-ins)
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SUB- . LEARNING OUTCOMES CONTENT LEARNING INDICATORS LEVELS OF
STRAND
STRAND STANDARDS ASSESSMENT
1.2.1.LO.1 1.2.1.CS.1 1.2.1.LI.1 1.2.1.AS.1
Classify network types and topologies. Level 3: Strategic
Connect and use wired and Demonstrate basic
reasoning
wireless networks. knowledge and 1.2.1.LI.2
understanding of guided and Classify transmission media used to 1.2.1.AS.2
unguided network systems. send and receive data in a network Level 3: Strategic
environment. reasoning
2.2.1.LO.1 2.2.1.CS.1 2.2.1.LI.1 2.2.1.AS.1
STRAND 2 Understand the concepts and Demonstrate basic Understand the Concepts and Level 1: Skills of
Sub-Strand 1 differences between knowledge and Differences Between Client/Server and conceptual
NETWORK Client/Server and Peer-to-Peer understanding of guided and Peer-to Peer Networks. understanding
SYSTEMS Networks. unguided network systems.
FOR 2.2.1.LI.2 2.2.1.AS.2
GUIDED AND Describe and explain common Describe and Explain Common Network Level 3: Strategic
TRANSMIT UNGUIDED
TING network communication Communication Protocols and reasoning
NETWORK protocols and standards, such as Standards, such as Ethernet, TCP/IP,
INFORMA SYSTEMS
TION Ethernet, TCP/IP, HTTP(s), HTTP(s), SMTP, FTP, Wi-Fi, LTE,
SMTP, FTP, Wi Fi, LTE, Bluetooth, IrDA, RFID, and NFC.
Bluetooth, IrDA, RFID, and
NFC.
3.2.1.LO.1 3.2.1.CS.1 3.2.1.LI.1 2.2.1.AS.1
Connect and use Standards and Demonstrate basic Describe Commonly used Devices (e.g., Level 3: Strategic
devices for network knowledge and broadband, modems, wireless access reasoning
communication. understanding of guided and points, routers, network cards, hubs and
unguided network systems switches).
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SUB- . LEARNING CONTENT STANDARDS LEARNING INDICATORS LEVELS OF
STRAND
STRAND OUTCOMES ASSESSMENT
1.2.2.LO.1 1.2.2.CS.1 1.2.2.LI.1 1.2.2.AS.1
Discuss and evaluate the Demonstrate knowledge and Discuss Physical Safety Risks Level 3: Strategic
physical safety hazards and understanding of Safety and (Electrocution, Fire hazard, Tripping reasoning
their prevention in the use of Security Issues in the use of hazard, Personal injury) in the use of
computers. computers. computers.
1.2.2.LI.2 1.2.2.AS.2
Discuss Causes of Physical Safety Risks Level 3: Strategic
of computer equipment. reasoning
STRAND 2 1.2.2.LI.3 1.2.2.AS.3
Sub-Strand 2 Apply preventive measures on physical Level 3: Strategic
NETWORK safety risks (e.g. Increase the number of reasoning
SYSTEMS wall sockets and do not use too many
FOR COMPUTER extension blocks)
TRANSMIT AND
TING 2.2.2.LO.1 2.2.2.CS.1 2.2.2.LI.1 2.2.2.AS.1
INFORMATIO
INFORMA Understand and evaluate the Demonstrate knowledge and Understand and evaluate the risks Level 3: Strategic
N SECURITY
TION risks associated with the use understanding of safety and associated with the use of ICT, including reasoning
of ICT and suggest possible security issues in ICT Internet and network attacks (e.g.,
preventive mechanisms to cyberbullying, malware, botnets, denial-
mitigate them. of-service attacks, spoofing, hardware
theft, and firewalls).
2.2.2.AS.2
2.2.2.LI.2 Level 4: Extended
Discuss and implement preventive critical thinking
mechanisms to mitigate computer network and reasoning
attacks (e.g., antivirus software, hardware
and software, and firewalls).
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3.2.2.LO.1 3.2.2.CS.1 3.2.2.LI.1 3.2.2.AS.1
Investigate cyber security or Demonstrate knowledge and Discuss the Fundamental Objectives of Level 3: Strategic
crimes related to computer understanding of Safety and Computer Security. reasoning
systems. security Issues in ICT.
3.2.2.LI.2 3.2.2.AS.2
Discuss the Threats to Computer Security Level 3: Strategic
and how to Prevent such Threats. reasoning
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SAMPLE QUESTIONS
INFORMATION AND COMMUNICATION TECHNOLOGY
PAPER 1- OBJECTIVES
S/N Content Standard/Indicator Item** DoK Level
1. 1.1.1.LI.4 Which of the following actions could result in a change in the size 2
of a text in MS Word?
Format the overall appearance
of a page through colours,
watermarks, headers and
I. Pressing the keyboard keys Ctrl + C
footers, page layout, paragraph
and line, change capitalisation, II. Pressing the keyboard keys Ctrl + S
bordering and shading, perform
III. Going to the Home tab and selecting style
bullets and numbering, do page
column, tables, graphics) using IV. Pressing the keyboard keys Ctrl + Shift + P
desktop/online computing tools
(word processing software e.g., A. I and II only
MS Word, Google Docs) B. I and III only
keyboard, mouse etc.
C. II and IV only
D. III and IV only
2. 2.1.3.LI.2 Plug-ins enhance the functionality of a website by 2
Analyse and discuss the features A. increasing website security.
and multimedia content found B. providing additional features.
on Websites C. increasing bandwidth usage.
D. improving the colour scheme.
(Graphics, Audio, Videos, Plug-
ins)
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3. 3.1.1.LI.2 A student wants to apply effects to a text within a presentation that 3
will add movement and emphasis. Which of the following actions
will help achieve this? On the
Develop slides, format tables,
A. transition tab, choose a transition style.
and incorporate charts, graphs,
B. animations tab, choose an animation.
animation, and transitions in a
C. design tab, choose format background.
slide presentation.
D. design tab, choose a theme.
4. 3.1.1.LI.1 Which of the following file extensions is the default for MS 1
PowerPoint?
A. .docx
Discuss Presentation Software
and its Features (Windows, B. .pptx
Animation, Transition, C. .pdf
Presenter view slides, Master
slides) D. .txt
5. 2.1.1.LI.4 You are tasked with creating a table in MS Excel to organise data 2
efficiently. Which of these actions can be used to create the table?
I. Go to the insert tab and select “Table”
Apply sorting and filtering
II. Right-click on the worksheet and choose “Insert
operations to manipulate tables.
Table”
III. Use the keyboard shortcut Ctrl + T
A. I and II only
B. I and III only
C. II and III only
D. I, II and III
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6. 2.1.1.LI.2 Which of the following functions in MS Excel is used to count the 2
number of cells in a range with content that meets a specific
condition?
Create and utilise formulae and
A. =COUNT( )
functions for data analysis.
B. =COUNTA( )
C. =COUNTIF( )
D. =COUNTBLANK( )
7. 1.1.1.LI.3 Which of the following actions will insert a hyperlink in MS Word? 2
Enhance lists by sorting, I. Press the keyboard keys Ctrl + H
renumbering, and customising II. Press the keyboard keys Ctrl + K
list styles using desktop/online III. Go to the Insert tab and choose Hyperlink
computing tools (word IV. Go to the Home tab and choose Hyperlink
processing software e.g., MS
Word, Google Docs) keyboard,
A. I and III only
mouse etc.
B. II and IV only
C. I and IV only
D. II and III only
8. 2.2.2.LI.2 2
Why is it important to update antivirus software regularly?
A. To speed up the performance and efficiency of the computer
Discuss and implement
B. To ensure it can detect and respond to new types of threats
preventive mechanisms to C. To back up all data and configurations of the system
mitigate computer network D. To synchronise it with other installed system and application
attacks (e.g., antivirus software, software
hardware and software, and
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firewalls).
9. 3.2.2.LI.2 A company reports that several employees received emails 3
requesting their login credentials to access the company's intranet.
The email appeared to originate from the IT department but was
Discuss the Threats to later identified as a phishing attempt.
Computer Security and how to
Which action would most effectively prevent the success of such
Prevent such Threats
attacks in future?
A. Educate employees to recognise and report suspicious
emails.
B. Encrypt all incoming and outgoing email messages.
C. Install antivirus and antispyware software on employee
computers.
D. Secure the network with a firewall to block unauthorised
access.
10. 1.1.2.LI.2 3
Which of the following reasons best explains how using a server
instead of a desktop can improve the performance of a small
Differentiate between desktops, business network?
laptops, smart gadgets (tablets),
A. Desktops are better used for hosting websites compared to
and servers
servers.
B. Desktops consume more power and are more inefficient
compared to servers.
C. Servers allow multiple users to share and centralise
resources.
D. Servers are portable and easier to carry around for meetings.
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PAPER 2 - ESSAY
Note that each question is scored 20 marks.
1 1
1.1.2.LI.1 List five ways a digital media platform differs from traditional
media.
Explain digital devices and their
importance
2
3.1.1.LI.2 Describe one advantage and one disadvantage of using social media
for personal communication.
Analyse and Discuss the
Affordances and Impact of Digital
Tools in Various Domains.
3
3.1.1.LI.2 Explain one ethical consideration users should consider when
sharing information on social media platforms.
Evaluate the Role of Social Media
as Communication and
Collaboration Tools in Society.
(Example Facebook, Twitter ,
Instagram, LinkedIn, YouTube,
etc.)
2 1.2.2.LI.1 List five personal injuries that could result from poor posture while 1
using a computer.
Discuss Physical Safety Risks
(Electrocution, Fire hazard,
Tripping hazard, Personal injury)
in the use of computers
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1.2.2.LI.3 Describe two ways to prevent eye strain when using a computer for 2
extended periods.
Apply preventive measures on
physical safety risks (Increase the
number of wall sockets and do not
use too many extension blocks)
1.2.2.LI.2 Explain one way that improper cabling can cause fire hazards in the 3
use of computers.
Discuss Causes of Physical Safety
Risks of computer equipment.
3 1
1.2.1.LI.1 State two types of computer networks based on size and scope.
Classify network types and
topologies
1.2.1.LI.2 2
Compare two characteristics of wired and wireless transmission
Classify transmission media used media.
to send and receive data in a
network environment
4
1.2.1.LI.2 Propose one possible solution to improve data transmission
efficiency in a congested wireless network environment. [8 Marks]
Classify transmission media used
to send and receive data in a
network environment
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PAPER 3 - PRACTICALS
1. MS WORD: CREATE A PROFESSIONAL RESUME (40Marks)
Objective: Design a well-formatted and professional CV using MS Word, incorporating text formatting, layout design, and document
features.
Instructions:
i. Create a document:
(2.1.1.LI.5, open & saving DoK 2, Entering details DoK 3
Open MS Word and create a new blank document.
Save your document with the filename "Professional_CV_Candidates_Index_Number.docx."
Enter your full name and contact information (see “Notes” at the bottom of the question) at the top of the document.
Add the following headings for the sections: "Objective," "Education," "Work Experience," and "Skills."
ii. Formatting and Layout:
(2.1.1.LI.2, Formatting fonts DoK 2, 1.1.1.LI.4 Entering & styling details DoK 3)
Format the headings using the “Times New Roman” font style, font size “14”, and “bold” style.
Use “Times New Roman” font style and font size “12” for all other text
Use bullet points to list your educational qualifications and work experience.
Apply consistent font style and size throughout the document for a professional look.
iii. Design and Customization:
(2.1.1.LI.4, Insertion of line DoK 2, Styling details DoK 3)
Insert a horizontal line below your contact information to separate it from the rest of the resume.
Use the "Table" feature to present the "Skills" section to list at least three skills.
iv. Advanced Features:
(2.1.1.LI.4, Insertion of line DoK 2, Styling details DoK 3)
Add a "References" section at the end of the document. Use the "Insert Hyperlink" feature to link to a sample reference letter stored
locally on your computer or in a cloud service.
Review the document for spelling and grammar errors using the "Spelling & Grammar" tool and make necessary corrections.
v. Save and Submit:
(2.1.1.LI.5, Insertion of line DoK 2, Styling details DoK 3)
Save the document to update it.
Submit the completed resume for review.
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Notes: Use these details for the contents of the CV
For name and address, use [Candidates full name] and [Address of Candidates School]
Objective
Driven and detail-oriented high school graduate seeking an internship at a forward-thinking company.
Education
WASSCE Certificate
ABC Senior High School, Accra, Ghana
Graduated: June 2023
Relevant Courses: ICT, Mathematics, English, Business Studies
Work Experience
Sales Assistant (Intern)
XYZ Retail Store, Winneba, Ghana
June 2022 - August 2022
Assisted customers with inquiries and product selection
Managed inventory and organised stock
Collaborated with team members to achieve monthly sales targets.
Volunteer Tutor
Local Community Center, Koforidua, Ghana
January 2022 - May 2022
Tutored students in mathematics and computer basics
Developed lesson plans and activities to engage students in learning.
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Skills
Technical Skills: Proficient in Microsoft Office Suite (Word, Excel, PowerPoint), basic HTML and CSS, and graphic design tools.
Communication: Strong verbal and written communication skills, with experience in public speaking and presentation.
Teamwork: Proven ability to work effectively in diverse teams, demonstrated through group projects and extracurricular activities.
Languages: Fluent in English and Twi.
**Items should reflect the 21st Century Skills required by the learning outcomes/indicators
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LITERATURE-IN-ENGLISH
1. INTRODUCTION
This document is made up of the philosophy, vision, goals and the examination scheme for Literature-in-English. It also includes the list of
prescribed texts for learners as well as the detailed examination syllabus.
2. PURPOSE
The purpose of the use of this document is to assess the summative achievement of learners in Literature-in-English. The assessment covers
all details in the curriculum and the Teacher Manual. The details of all the four levels of the Depth of Knowledge (DoK) are measured
across the questions.
3. PHILOSOPHY
It is possible for every learner to attain her or his potential by appreciating life through literature, by critiquing literary works, and by
creating her or his own. Learners can do so by relating texts to their own experiential environment.
4. VISION
This syllabus is designed to enable candidates to appreciate Literature-in-English as an important part of their overall educational
development, to stimulate their critical thinking and creativity as well as to develop their tolerance and cultural diversity.
5. GOALS
The goal of the syllabus is to test candidates’:
a) critical response to, and awareness of, how Literature functions;
b) knowledge of the terms necessary for the evaluation and description of Literature;
c) ability to distinguish types of Literature, their techniques of composition and modes of appeal;
d) competence in appreciating and critiquing literary texts at their various levels of meaning (e.g. surface and implied);
e) ability to respond imaginatively to Literature through an effective and organised use of language and
f) competence in literary skills to create their own literary pieces.
6. EXAMINATION SCHEME
Candidates will be required to take three (3) compulsory papers: Papers 1, 2 and 3.
Paper 1 (objective) and Paper 2 (Essay) will be taken at the same sitting.
Paper 3 (Practical) will be taken at a different sitting.
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The total marks for the three (3) papers are 100 marks.
The three (3) papers will be as follows:
PAPER 1 - OBJECTIVE TEST (1 hour)
Candidates will be required to answer 50 compulsory questions for (25 marks)
Twenty (20) questions on general knowledge of literature, ten (10) questions on unseen prose, ten (10) questions on unseen poetry and ten
(10) questions on the selected Shakespearean text (Romeo and Juliet).
PAPER 2 - ESSAY (1 hour)
Candidates are required to answer THREE essay type questions on EITHER:
i) TWO African texts and ONE non-African text.
OR
ii) TWO non-African texts and ONE African text.
i) Section A – African and non-African Prose (15 marks)
Four (4) Questions will be set: Two (2) on African Prose and two (2) on non-African Prose. Candidates are expected to answer ONLY
ONE (1) question on either African Prose or non-African Prose.
ii) Section B – African and non-African Drama (15 marks)
Four (4) Questions will be set: Two (2) on African Drama and two (2) on non-African Drama. Candidates are expected to answer ONLY
ONE (1) question on either African Drama or non-African Drama.
iii) Section C – African and Non-African Poetry (15 marks)
Four (4) Questions will be set: Two (2) on African Poetry and two (2) on non-African Poetry. Candidates are expected to answer ONLY
ONE (1) question on either African Poetry or non-African Poetry.
PAPER 3- PRACTICALS (30 marks)
Candidates will be required to create and perform their own literary piece on ONE (1) genre from a list of selected themes.
i) Prose
ii) Drama
iii) Poetry
1005
The selected themes will be sent to the schools when candidates are in their final year of study. Candidates will write a synopsis detailing the
significance of the theme to their work. They should perform their written piece and video record it. Both the recorded video and the written
piece should be submitted to WAEC for assessment.
GUIDELINES ON PRACTICALS
The test shall assess:
i) Title/ Accuracy (2 marks)
ii) Structure/composition (depending on the genre) (2 marks each for the 3 major areas – exposition, climax/conflict
and resolution = 6 marks)
iii) Character development (2 marks)
iv) Theme/content (3 marks)
v) Creative Language (figurative and expression) (2 marks)
(i to v) (15 marks)
vi) Performance – (15 marks)
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LIST OF PRESCRIBED TEXTS FOR LITERATURE-IN-ENGLISH
AFRICAN POETRY
PAPER 1: OBJECTIVE TEST
SECTION A
Part I: This comprises 20 compulsory multiple choice/objective questions set on Literary Appreciation and General Knowledge of
Literature.
Part II: This comprises 20 compulsory multiple choice/objective questions set on an Unseen – Poem (10 questions) and Prose Passage
(10 questions).
SECTION B:
This comprises ten (10) compulsory multiple choice context questions set on William Shakespeare: Romeo and Juliet
PAPER 2: PROSE, DRAMA & POETRY
SECTION A: PROSE
Four (4) Questions will be set: Two (2) on African Prose and two (2) on non-African Prose. Candidates are expected to answer ONLY
ONE question on either African Prose or non-African Prose.
One of the following texts will be studied:
AFRICAN PROSE
Manu Herbstein : The Boy who spat in Sargrenti's eye
NON-AFRICAN PROSE
Harper Lee : To Kill a Mockingbird
SECTION B: DRAMA
Four (4) Questions shall be set: Two (2) on African Drama and two (2) on non-African Drama. Candidates are expected to answer
1007
ONLY ONE question on either African Drama or non-African Drama.
One of the following texts will be studied:
AFRICAN DRAMA
Efua Sutherland : The Marriage of Anansewa
NON-AFRICAN DRAMA
Arthur Miller : The Crucible
SECTION C: POETRY
Four (4) Questions will be set: Two (2) on African Poetry and two (2) on non-African Poetry. Candidates are expected to answer ONLY
ONE question on either African Poetry or non-African Poetry.
One of the following texts shall be studied:
AFRICAN POETRY
(i) Gabriel Okara : Once Upon a Time
(ii) Wole Soyinka : Night
(iii) S.O.H. Afriyie –Vidza : Hearty Garlands
NON-AFRICAN POETRY
(i) Geoffrey Chaucer : The Nun’s Priest’s Tale (shortened)
(ii) Maya Angelou : Still I Rise
(iii) Fleur Adcock : The Telephone Call
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LIST OF PRESCRIBED TEXTS FOR LITERATURE-IN-ENGLISH
AFRICAN POETRY
1. Gabriel Okara – Once Upon a Time
Once upon a time, son,
they used to laugh with their hearts
and laugh with their eyes:
but now they only laugh with their teeth,
while their ice-block-cold eyes
search behind my shadow.
There was a time indeed
they used to shake hands with their hearts:
but that’s gone, son.
Now they shake hands without hearts
while their left hands search
my empty pockets.
‘Feel at home!’ ‘Come again’:
they say, and when I come
again and feel
at home, once, twice,
there will be no thrice-
for then I find doors shut on me.
So I have learned many things, son.
I have learned to wear many faces
like dresses – home face,
office face, street face, host face,
cocktail face, with all their conforming smiles
like a fixed portrait smile.
And I have learned too
to laugh with only my teeth
and shake hands without my heart.
I have also learned to say, ‘Goodbye’,
1009
when I mean ‘Good-riddance’:
to say ‘Glad to meet you’,
without being glad; and to say ‘It’s been
nice talking to you’, after being bored.
But believe me, son.
I want to be what I used to be
when I was like you. I want
to unlearn all these muting things.
Most of all, I want to relearn
how to laugh, for my laugh in the mirror
shows only my teeth like a snake’s bare fangs!
So show me, son,
how to laugh; show me how
I used to laugh and smile
once upon a time when I was like you.
2. Wole Soyinka – Night
Your hand is heavy, Night, upon my brow.
I bear no heart mercuric like the clouds,
to dare.
Exacerbation from your subtle plough.
Woman as a clam, on the sea's crescent.
I saw your jealous eye quench the sea's
Fluorescence, dance on the pulse incessant
Of the waves. And I stood, drained
Submitting like the sands, blood and brine
Coursing to the roots. Night, you rained
Serrated shadows through dank leaves
Till, bathed in warm suffusion of your dappled cells
Sensations pained me, faceless, silent as night thieves.
Hide me now, when night children haunt the earth
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I must hear none! These misted cells will yet
Undo me; naked, unbidden, at Night's muted birth.
3. S.O.H. Afriyie –Vidza – Hearty garlands
For a person who has lived as long
And one who, as well, has done much
As you
Life’s whole process blooms into stark beauty
And failures give no trite, crippling regrets
Yet. On occasion, shamed, horrid green-eyed
Envy fights benign Felicitation exclusively couched
For you
By us who won’t be left out of today’s joy
And must send you warm hearty birthday garlands
You must, you wondrous mentor of rogues like us,
Receive copious blessings today; and stay well blessed
To you
Age eighty-five is life’s smiley, cloudless dawn
It is the gainful twilight of fulfilled dreams
Hope now nods in contented concert with spent desires
Now restful Hope neither nags nor raves nor rants
At you
But your heart sits on garlanded satin shores
Looking out to sea for health delivering vessels
From the subdued heights of your lofty conquered toils
And from flights of vanquished steps, at five and eighty,
Must you
Watch us strive and beat your mahogany chest in pride
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You must shake your own hands like iroko agama
March on, old boy, do, and clinch yonder untamed gain
For yon lies mop-up work and higher tasks still
By you
To be accomplished; then must you hear trumpet sound
That to a guru must blow solo musical bravo
As you give yourself a cosy comfy treat today
Reclining in reminiscing and fondling a lingering smile
Could you
A certain style of locomotion all your own recall,
Best and aptly but simply dubbed ‘poetic walking’?
NON-AFRICAN POETRY
1. Geoffrey Chaucer – The Nun’s Priest’s Tale (shortened)
Once, long ago, there dwelt a poor old widow
In a small cottage, by a little meadow
Beside a grove and standing in a dale.
This widow-woman of whom I tell my tale
Since the sad day when last she was a wife
Had led a very patient, simple life.
Little she had in capital or rent.
But still, by making do with what God sent.
She kept herself and her two daughters going.
Three hefty sows - no more - were all her showing.
Three cows as well; there was a sheep called Molly.
Sooty her hall, her kitchen melancholy,
And there she ate full many a slender meal;
There was no sauce piquante to spice her veal,
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No dainty morsel ever passed her throat,
According to her cloth she cut her coat.
Repletion never left her in disquiet
And all her physic was a temperate diet,
Hard work for exercise and heart's content.
And rich man's gout did nothing to prevent
Her dancing, apoplexy struck her not;
She drank no wine, nor white, nor red had got.
Her board was mostly served with white and black,
Milk and brown bread, in which she found no lack;
Broiled bacon or an egg or two were common,
She was in fact a sort of dairy-woman.
She had a yard that was enclosed about
By a stockade and a dry ditch without,
In which she kept a cock called Chanticleer.
In all the land for crowing he'd no peer;
His voice was jollier than the organ blowing
In church on Sundays, he was great at crowing.
Far, far more regular than any clock
Or abbey bell the crowing of this cock.
The equinoctial wheel and its position
At each ascent he knew by intuition;
At every hour - fifteen degrees of movement -
He crowed so well there could be no improvement.
His comb was redder than fine coral, tall
And battlemented like a castle wall,
His bill was black and shone as bright as jet,
Like azure were his legs and they were set
On azure toes with nails of lily white,
Like burnished gold his feathers, flaming bright.
This gentlecock was master in some measure
Of seven hens, all there to do his pleasure.
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They were his sisters and his paramours,
Coloured like him in all particulars;
She with the loveliest dyes upon her throat
Was known as gracious Lady Pertelote.
Courteous she was, discreet and debonair,
Companionable too, and took such care
In her deportment, since she was seven days old
She held the heart of Chanticleer controlled,
Locked up securely in her every limb;
what a happiness his love to him!
And such a joy it was to hear them sing,
As when the glorious sun began to spring.
In sweet accord, My Love is far from land
- For in those far off days I understand
All birds and animals could speak and sing.
(shortened)
2. Maya Angelou – Still I Rise
You may write me down in history
With your bitter, twisted lies,
You may trod me in the very dirt
But still, like dust, I'll rise.
Does my sassiness upset you?
Why are you beset with gloom?
‘Cause I walk like I've got oil wells
Pumping in my living room.
Just like moons and like suns,
With the certainty of tides,
Just like hopes springing high,
Still I'll rise.
1014
Did you want to see me broken?
Bowed head and lowered eyes?
Shoulders falling down like teardrops,
Weakened by my soulful cries?
Does my haughtiness offend you?
Don't you take it awful hard
‘Cause I laugh like I've got gold mines
Diggin’ in my own backyard.
You may shoot me with your words,
You may cut me with your eyes,
You may kill me with your hatefulness,
But still, like air, I’ll rise.
Does my sexiness upset you?
Does it come as a surprise
That I dance like I've got diamonds
At the meeting of my thighs?
Out of the huts of history’s shame
I rise
Up from a past that’s rooted in pain
I rise
I'm a black ocean, leaping and wide,
Welling and swelling I bear in the tide.
Leaving behind nights of terror and fear
I rise
Into a daybreak that’s wondrously clear
I rise
Bringing the gifts that my ancestors gave,
I am the dream and the hope of the slave.
1015
I rise
I rise
I rise.
3. Fleur Adcock – The Telephone Call
They asked me ‘Are you sitting down?
Right? This is Universal Lotteries’,
they said. ‘You’ve won the top prize,
the Ultra-super Global Special.
What would you do with a million pounds?
Or, actually, with more than a million –
not that it makes a lot of difference
once you’re a millionaire.’ And they laughed.
‘Are you OK?’ they asked – ‘Still there?
Come on, now, tell us, how does it feel?’
I said ‘I just…I can’t believe it!’
They said ‘That’s what they all say.
What else? Go on, tell us about it.’
I said ‘I feel the top of my head
has floated off, out through the window,
revolving like a flying saucer.’
That’s unusual’ they said. ‘Go on.’
I said ‘I’m finding it hard to talk.
My throat’s gone dry, my nose is tingling.
I think I’m going to sneeze – or cry.’
‘That’s right’ they said, ‘don’t be ashamed
of giving way to your emotions.
It isn’t every day you hear
you’re going to get a million pounds.
Relax, now, have a little cry;
1016
we’ll give you a moment…’ ‘Hang on!’ I said.
‘I haven’t bought a lottery ticket
for years and years. And what did you say
the company’s called?’ They laughed again.
‘Not to worry about a ticket.
We’re Universal. We operate
A retrospective Chances Module.
Nearly everyone’s bought a ticket
in some lottery or another,
once at least. We buy up the files,
feed the names into our computer,
and see who the lucky person is.’
‘Well, that’s incredible’ I said.
‘It’s marvellous. I still can’t quite…
I’ll believe it when I see the cheque.’
‘Oh,’ they said, ‘there’s no cheque.’
‘But the money?’ ‘We don’t deal in money.
Experiences are what we deal in.
You’ve had a great experience, right?
Exciting? Something you’ll remember?
That’s your prize. So, congratulations
from all of us at Universal.
Have a nice day!’ And the line went dead.
1017
3. DETAILED EXAMINATION SYLLABUS
STRAND SUB- LEARNING CONTENT LEARNING ASSESSMENT
STRAND OUTCOMES STANDARDS INDICATORS LEVELS
1. Exploring 1.General 1.1.1. LO.1 1.1.1. CS.1 1.1.1. LI.1 1.1.1. AS.1
Literature Knowledge in
Use knowledge and Demonstrate Explain the concepts, Level 1 Recall
Literature
understanding of understanding and types and importance of
Level 2: Skills of
concepts, types, interest in Literature-in- literature
conceptual understanding
importance of English and make
literature and literary meaningful connections Level 3: Strategic
genres in relation to to text and life. reasoning
oral and written
literature.
1.1.1. L1.2 1.1.1. AS.2
Differentiate between Level 3: Strategic
oral and written reasoning
literature
Level 4: Extended critical
thinking and reasoning
1.1.1. L1.3 Compare 1.1.1. AS.3
and contrast the
Level 3: Strategic
relationship between
reasoning
genres in oral and
written literature. Level 4: Extended critical
thinking and reasoning
1.1.1. LO.2 1.1.1. CS.2 1.1.1. LI.2 1.1.1. AS.2
Use the tools in
Use varied literary Demonstrate knowledge Level 3: Strategic
analysing varied level
tools for analysing and understanding in the reasoning
appropriate texts
texts for pleasure to
1018
create love and tools of literary analysis Level 4: Extended critical
interest in literature thinking and reasoning
2. Prose 2. Knowing 1.2.1. LO.1 1.2.1. CS.1 1.2.1. LI.1 1.2.1. AS.1
your narrative
Establish meaning Demonstrate knowledge Discuss short stories Level 1: Recall
elements
by exploring a and understanding of a and novels of varied
Level 2: Skills of
variety of prose variety of prose fictional contexts for pleasure
conceptual understanding
fictional texts for texts
pleasure.
1.2.1. LI.2 1.2.1. AS.2
Make distinctions Level 2: Skills of
amongst a variety of conceptual understanding
prose fiction texts
Level 3: Strategic
reasoning
Level 4: Extended critical
thinking and reasoning.
1.2.1. LI.3 1.2.1. AS.3
Establish the purposes Level 4: Extended critical
and appeal of a variety thinking and reasoning.
of prose texts.
1.2.1. LO.2 1.2.1. CS.2 1.2.1. LI.1 1.2.1. AS.2
Analyse the author’s Demonstrate Review knowledge and Level 1: Recall
creation of elements understanding of how understanding of the
Level 3: Strategic
of prose. novelists use elements of tools of literary
reasoning
prose to create narratives analyses, e.g. elements
of prose. Level 4: Extended critical
1019
thinking and reasoning.
1.2.1. LI.2 1.2.1. AS.2
Use the knowledge Level 2: Skills of
gained to examine how conceptual understanding
an author creates plot
Level 3: Strategic
and setting
reasoning
Level 4: Extended critical
thinking and reasoning
1.2.1. LI.3 1.2.1. AS.3
Examine characters and Level 1: Recall
themes, and how they
Level 3: Strategic
reflect context and
reasoning
society.
Level 4: Extended critical
thinking and reasoning
1.2.1. LI.4 1.2.1. AS.3
Discuss how the Level 1: Recall
elements of language
Level 2: Skills of
and style enhance
conceptual understanding
meaning in fictional
texts Level 3: Strategic
reasoning
Level 4: Extended critical
thinking and reasoning
1020
2. Prose 2 Appreciation 1.2.2. LO.1 1.2.2. CS.1 1.2.2. LI.1 1.2.2. AS.1
Apply the Demonstrate knowledge Establish the Level 1: Recall
knowledge of and understanding in relationship between
Level 3: Strategic
aspects of context, diversity in contexts, context and setting.
reasoning
plot structures and plots and settings as tools
setting in for interpreting narrative
interpreting the text. texts.
1.2.2. LI.2 1.2.2. AS.2
Examine different types Level 2: Skills of
of plot devices using conceptual understanding
level appropriate texts.
Level 3: Strategic
reasoning
Level 4: Extended critical
thinking and reasoning
1.2.2. LI.3 1.2.2. AS.3
Analyse the relationship Level 2: Skills of
between/among plot, conceptual understanding
subplots and conflict.
Level 3: Strategic
reasoning
Level 4: Extended critical
thinking and reasoning
2. Prose 3. From 1.2.3. LO.1 1.2.3. CS.1 1.2.3. LI.1 1.2.3. AS.1
narrative to
Adapt and create Exhibit creative writing Produce summaries of Level 2: Skills of
craft
new narrative pieces. skills by producing short longer texts exhibiting conceptual understanding
stories created as different parts and types
Level 3: Strategic
fictional prose. of plot structures.
1021
reasoning
Level 4: Extended critical
thinking and reasoning
1.2.3. LI.2 1.2.3. AS.2
Produce a narrative Level 3: Strategic
piece with the elements reasoning
learned (plot and
Level 4: Extended critical
setting).
thinking and reasoning
1.2.3. LI.3 1.2.3. AS.3
Dramatise shorter Level 3: Strategic
portions of narrative reasoning
texts such as subplots.
Level 4: Extended critical
thinking and reasoning
1.2.3. LI.4 1.2.3. AS.4
Write a review of other Level 2: Skills of
learners’ pieces and conceptual understanding
some novels.
Level 3: Strategic
reasoning
Level 4: Extended critical
thinking and reasoning
3. Drama 1. Knowing 1.3.1. LO.1 1.3.1. CS.1 1.3.1. LI.1 1.3.1. AS.1
your dramatic
Discuss drama and Demonstrate Review knowledge in Level 2: Skills of
elements
its elements in understanding of drama elements of prose and conceptual understanding
dramatic texts. and its elements, apply them in the
Level 3: Strategic
contribution of setting discussion of elements
1022
and characterisation in of drama reasoning
dramatic texts.
Level 4: Extended critical
thinking and reasoning
1.3.1. LI.2 1.3.1. AS.2
Explain the significance Level 1: Recall
of plot
Level 2: Skills of
conceptual understanding
1.3.1. LI.3 1.3.1. AS.3
Identify the various Level 4: Extended critical
conflicts in drama texts thinking and reasoning
and explain how these
move the plot forward
1.3.1. LO.2 1.3.1. CS.2 1.3.1. LI.1 1.3.1. AS.1
Discuss the Demonstrate Discuss the significance Level 3: Strategic
contribution of understanding of drama of setting to the reasoning
setting in dramatic and its elements, development of selected
Level 4: Extended critical
texts. contribution of setting drama texts
thinking and reasoning
and characterisation in
dramatic texts.
1.3.1. LO.3 1.3.1. CS.3 1.3.1. LI.1 1.3.1. AS.1
Discuss Demonstrate Examine the types of Level 2: Skills of
characterisation in understanding of drama characters by making conceptual understanding
dramatic texts. and its elements, distinctions between
Level 3: Strategic
contribution of setting direct and indirect
reasoning
characterisation in characterisation in
dramatic texts different selected Level 4: Extended critical
1023
dramatic texts. thinking and reasoning
1.3.1. LI.2 1.3.1. AS.2
Analyse similarities and Level 1: Recall
differences
Level 2: Skills of
between/amongst
conceptual understanding
characters in relation to
their actions and Level 3: Strategic
decisions reasoning
Level 4: Extended critical
thinking and reasoning
2. 1.3.2. LO.1 1.3.2. CS.1 1.3.2. LI.1 1.3.2. AS.1
Appreciation
Interpret how plot, Demonstrate knowledge Identify the use of plot, Level 2: Skills of
setting, and character and understanding of setting and characters in conceptual understanding
contribute to the tools of appreciation in drama texts
Level 3: Strategic
meaning of drama analysing varied drama
reasoning
texts. texts.
1.3.2. LI.2 1.3.2. AS.2
Analyse the importance Level 2: Skills of
of plot, setting and conceptual understanding
characters in the
Level 3: Strategic
development of drama
reasoning.
texts.
Level 4: Extended critical
thinking and reasoning
1024
1.3.2. LI.3 1.3.2. AS.3
Discuss the use of Level 1: Recall
dramatic devices in
Level 2: Skills of
different level
conceptual understanding
appropriate drama texts.
Level 3: Strategic
reasoning
1.3.2. LI.4 1.3.2. AS.4
Appreciate dramatic Level 3: Strategic
texts for their reasoning
empathetic effect
Level 4: Extended critical
thinking and reasoning
1.3.2. LO.2 1.3.2. CS.2 1.3.2. LI.1 1.3.2. AS.1
Make a distinction Demonstrate Explain how themes are Level 3: Strategic
between themes and understanding between developed to bring out reasoning
style in appreciating dramatic elements and the main concerns of
Level 4: Extended critical
drama texts for dramatic devices in drama texts
thinking and reasoning
effect. appreciating drama texts
for effect.
1.3.2. LI.2 1.3. AS.2
Discuss the effects of Level 3: Strategic
the elements of style on reasoning
drama texts
Level 4: Extended critical
thinking and reasoning
1025
1.3.2. LI.3 1.3.2. AS.3
Discuss the use of Level 3: Strategic
dramatic devices in reasoning
different appropriate
Level 4: Extended critical
drama texts
thinking and reasoning
1.3.2. LI.4 1.3.2. AS.4
Apply the knowledge of Level 3: Strategic
theme and style to reasoning
appreciate level
Level 4: Extended critical
appropriate drama texts
thinking and reasoning
3. From Script 1.3.3. LO.1 1.3.3. CS.1 1.3.3. LI.1 1.3.3. AS.1
to Stage
Use the skills Exhibit knowledge and Perform monologues of Level 2: Skills of
acquired to produce understanding of chosen scenes from a conceptual understanding
and perform a drama scripting and performing variety of plays.
Level 3: Strategic
sketch. drama pieces.
reasoning
Level 4: Extended critical
thinking and reasoning.
1.3.3. LI.2 1.3.3. AS.2
Perform skits of chosen Level 2: Skills of
scenes from a variety of conceptual understanding
plays
1.3.3. LI.3 1.3.3. AS.3
Write and perform Level 3: Strategic
simple skits from reasoning
stories read
1026
1.3.3. LI.4 1.3.3. AS.4
Write and perform a Level 2: Skills of
sketch on relevant conceptual understanding
themes and values such
Level 4: Extended critical
as honesty, hard work
thinking and reasoning
and patriotism
1.3.3. LI.5 1.3.3. AS.5
Write and produce Level 2: Skills of
plays using the skills conceptual understanding
acquired
Level 3: Strategic
reasoning
Level 4: Extended critical
thinking and reasoning
4. Poetry 1. Knowing 1.4.1. LO.1 1.4.1. CS.1 1.4.1. LI.1 1.4.1. AS.1
your poetic
Apply the skills Engage with a variety of Analyse different forms Level 1: Recall
elements
gained to analyse poetic forms for pleasure of narrative poems
Level 2: Skills of
varied forms of and aesthetic effect (Epics, Ballads, Idyll,
conceptual understanding
narrative poetry with lay) with increasing
increasing difficulty complexity of meaning Level 3: Strategic
for meaning and and effect reasoning
effect.
1.4.1. L1.2. 1.4.1. AS.2
Distinguish between the Level 2: Skills of
features of narrative conceptual understanding
poems and lyrical
Level 3: Strategic
poems in context.
reasoning
1027
Level 4: Extended critical
thinking and reasoning
2. 1.4.2. LO.1 1.4.2. CS.1 1.4.2. LI.1 1.4.2. AS.1
Appreciation Analyse poems to
Demonstrate Interpret poems in Level 2: Skills of
unpack meanings to
understanding of context beyond literal conceptual understanding
reflect diverse
multiple meanings and meanings to show
contexts and issues. Level 3: Strategic
central ideas in given deeper connections
reasoning
poems.
Level 4: Extended critical
thinking and reasoning
1.4.2. LI.2 1.4.2. AS.2
Discuss the dominant Level 2: Skills of
theme in a poem and conceptual understanding
analyse in detail how it
Level 3: Strategic
develops throughout the
reasoning.
poem
1.4.2. LO.2 1.4.2. CS.2 1.4.2. LI.1 1.4.2. AS.1
Communicate personal
Analyse poems Using the Point, Level 2: Skills of
and critical responses to
presenting personal Evidence, Explanation conceptual understanding
poems through different
response and textual (PEE) format, quote
perspectives. Level 3: Strategic
evidence, using PEE and discuss strong and
reasoning
approach exhaustive textual
evidence to support a Level 4: Extended critical
personal analysis of thinking and reasoning
simple short poems
1028
1.4.2. LI.2 1.4.2. AS.2
Focus on the process of Level 3: Strategic
Reflective Learning for reasoning
literary appreciation.
Level 4: Extended critical
(Keep Journals)
thinking and reasoning
3. From verse 1.43. LO.1 1.4.3. CS.1 1.4.3. LI.1 1.4.3. AS.1
to performance
Adapt and Communicate personal Perform parts of Level 1: Recall
reconstruct existing and critical response to selected poems Level 2: Skills of
poetic pieces through poems through different conceptual understanding
pastiches and perspectives.
Level 3: Strategic
performances.
reasoning
Level 4: Extended critical
thinking and reasoning
1.4.3. LI.2 1.4.3. AS.2
Reconstruct a poem Level 2: Skills of
into another creative conceptual understanding
expression (song,
Level 3: Strategic
painting, parodies)
reasoning
Level 4: Extended critical
thinking and reasoning
1.4.3. LI.3 1.4.3. AS.3
Create short poems Level 3: Strategic
reasoning
Level 4: Extended critical
thinking and reasoning
1029
2. Prose 2. Knowing 2.2.1. LO.1 Establish 2.2.1. CS 1 Demonstrate 2.2.1. LI 1 2.2.1. AS.1
your elements meaning by knowledge and
Examine the structure Level 1: Recall
exploring a variety understanding of a
of fiction and Level 2: Skills of
of non-fiction prose variety of prose non-
nonfiction texts conceptual understanding,
texts. fiction texts
Level3: Strategic
reasoning
2.2.1. LI 2 2.2.1. AS.2
Compare the key Level 2: Skills of
elements of fiction and conceptual understanding
non-fiction texts.
Level 3: Strategic
reasoning
2.2.1. LO 2 2.2.1. CS 2 Demonstrate 2.2.1. LI .1 2.2.1. AS.3
knowledge of how
Analyse the author’s Discuss the Level 1: Recall
authors apply style and
use of themes and development of themes Level 2: Skills of
themes in their creative
style in creating throughout the selected conceptual understanding,
works.
works prose texts.
Level 3: Strategic
reasoning
2.2.1. L. 2 2.2.1. AS.4
Discuss the Level 2: Skills of
development of style in conceptual understanding
the selected prose texts.
2.2.1. LI. 3 2.2.1. AS.5
Discuss how author’s Level 3: Strategic
use of style is important reasoning
in bringing out themes
Level 4: Extended critical
1030
in their works. thinking and reasoning
2.2.1. LI. 4 2.2.1. AS.6
Discuss authors’ use of Level 3: Strategic
theme and style in reasoning
creating non-fiction
Level 4: Extended critical
texts.
thinking and reasoning
2.Prose 2 Appreciation 2.2.2. LO.1 2.2.2. CS 1 Demonstrate 2.2.2. LI 1 2.2.2. AS.1
knowledge and
Apply the Examine more themes Level 1: Recall
understanding of
knowledge of themes in novels through the Level 2: Skills of
diversity in themes and
and style in major incidents and conceptual understanding,
style as tools for
interpreting the related ideas
interpreting narrative Level 3: Strategic
selected texts.
texts. reasoning
2.2.2. LI 2 2.2.2. AS.2
Discuss the different Level 2: Skills of
aspects of style authors conceptual understanding,
used in creating their Level 3: Strategic
works. reasoning
2.2.2. LI. 3 2.2.2. AS.3
Examine the overall Level 4: Extended critical
impact of the author’s thinking and reasoning
narrative devices used
and their effect on
meaning.
1031
2.2.2. LO.2 2.2.2. CS. 2 2.2.2. LI 1 2.2.2. AS.1
Communicate personal
Apply knowledge of Discuss the steps of Level 2: Skills of
and critical responses to
elements of prose in critiquing prose texts conceptual understanding,
narratives through
critiquing using strong and Level 3: Strategic
different contextual
narrative/prose texts exhaustive textual reasoning
factors.
evidence from both
Level 4: Extended critical
explicit and inferential
thinking and reasoning
material.
2.2.2. LI 2 2.2.2. AS.2
Develop complete Level 2: Skills of
essays based on the conceptual understanding
critique done on the
Level 3: Strategic
prose texts.
reasoning
Level 4: Extended critical
thinking and reasoning
2. Prose 3. From 2.2.3. LO.1 2.2.3. CS.1 2.2.3. LI 1 2.2.3. AS.1
narrative to
Make adaptations of Exhibit creative writing Produce summaries of Level 2: Skills of
craft
existing works and skills by producing some selected novels conceptual understanding
write novels by novels as fictional and based on varied themes.
Level 3: Strategic
applying the non-fictional prose.
reasoning
narrative writing
skills. Level 4: Extended critical
thinking and reasoning
2.2.3. LI .2 2.2.3. AS.2
Produce narrative Level 2: Skills of
pieces employing conceptual understanding
different styles.
Level 3: Strategic
1032
reasoning
Level 4: Extended critical
thinking and reasoning
2.2.3. LI .3 2.2.3. AS.3
Apply the narrative Level 3: Strategic
writing skills to edit and reasoning
review short stories
Level 4: Extended critical
created.
thinking and reasoning
3. Drama 1. Knowing 2.3.1. LO.1 2.3.1. CS.1 2.3.1. LI.1 2.3.1. AS.1
your dramatic
Use the knowledge Demonstrate knowledge Identify the forms in Level 1: Recall
elements
in forms of drama in and understanding of a varied drama texts
Level 2: Skills of
exploring varied variety of dramatic forms
conceptual understanding
drama texts. in analysing varied texts.
2.3.1. LI.2 2.3.1. AS.2
Distinguish amongst the Level 1: Recall
forms of drama texts
Level 2: Skills of
selected
conceptual understanding
2.3.1. LI.3 2.3.1. AS.3
Examine how the forms Level 3: Strategic
are developed in varied reasoning
texts
Level 4: Extended critical
thinking and reasoning
1033
2. 2.3.2. LO.1 2.3.2. CS.1 Demonstrate 2.3.2. LI.1 2.3.2. AS.1
Appreciation knowledge and
Use the dramatic Identify and explain Level 2: Skills of
understanding of tools of
tools to appreciate themes, style and conceptual understanding,
appreciation in analysing
varied drama texts. language in drama texts Level 3: Strategic
varied dramatic texts.
reasoning
2.3.2. LI.2 2.3.2. AS.2
Explain how themes, Level 2: Skills of
style and language are conceptual understanding,
developed to bring out
Level 3: Strategic
the main concerns of
reasoning,
drama text
Level 4: Extended critical
thinking and reasoning
2.3.2. LI.3 2.3.2. AS.3
Analyse the use of Level 3: Strategic
dramatic devices in reasoning,
varied level appropriate
Level 4: Extended critical
drama texts.
thinking and reasoning
2.3.2. LI.4 2.3.2. AS.4
Appreciate drama texts Level 4: Extended critical
that reflect diverse thinking and reasoning
context and concerns
3. From script 2.3.3. LO.1 2.1.3. CS.1 2.3.3. LI.1 2.3.3. AS.1
to stage
Apply the Exhibit knowledge and Write a drama piece on Level 3: Strategic
knowledge gained in understanding of varied themes depicting reasoning,
appreciating drama analysing, scripting, and real world events
Level 4: Extended critical
texts to script, edit
1034
and perform drama performing drama pieces. thinking and reasoning
pieces
2.3.3. LI.2 2.3.3. AS.2
Perform parts/full Acts Level 2: Skills of
and scenes conceptual understanding
Level 3: Strategic
reasoning
4. Poetry 1. Knowing 2.4.1. LO.1 2.4.1. CS.1 2.4.1. LI.1 2.4.1. AS.1
your poetic
Examine the forms Engage with a variety of Explore the different Level 1: Recall
elements
of lyrical poetry of poetic forms for pleasure forms of lyrical poems Level 2: Skills of
increasing difficulty and its aesthetic effect. (Elegy, Ode, Sonnet, conceptual understanding
for meaning, effect Haiku) using interesting
and pleasure. level appropriate
examples for pleasure.
2.4.1. LI.2 2.4.1. AS.2
Distinguish between the Level 2: Skills of
features of lyrical conceptual understanding
poems in context.
Level 3: Strategic
reasoning
2.4.1. LI.3 2.4.1. AS.3
Compare and contrast Level 3: Strategic
the use of language in reasoning
lyrical poetry to bring
Level 4: Extended critical
out its beauty (aesthetic
thinking and reasoning
value)
1035
2.4.1. LO.2 2.4.1. CS.2 2.4.1. LI.1 2.4.1. AS.1
Analyse the use of Demonstrate Discuss how these Level 1: Recall
stylistic devices and understanding of how elements of style in
Level 2: Skills of
how they contribute style contributes to the poems (form, literary
conceptual understanding
to the meaning of meaning of lyrical devices, diction, tone,
lyrical poems. poems. mood, imagery and so
on.) contribute to
meaning.
2.4.1. LI.2 2.4.1. AS.2
Analyse the aesthetic Level 2: Skills of
qualities of these conceptual understanding
elements (form, literary
Level 3: Strategic
devices, diction, tone,
reasoning
mood, imagery) used in
a poem to achieve Level 4: Extended critical
certain effects thinking and reasoning
2.4.1. LI.3 2.4.1. AS.3
Compare and contrast Level 3: Strategic
how different poets reasoning
experiment with the
Level 4: Extended critical
different poetic devices.
thinking and reasoning
2. 2.4.2. LO.1 2.4.2. CS.1 2.4.2. LI.1 2.4.2. AS.1
Appreciation
Identify and compare Demonstrate Discuss the dominant Level 1: Recall
multiple meanings, understanding of themes in the selected
Level 2: Skills of
central ideas/themes multiple meanings, poems.
conceptual understanding
and use them in central ideas/themes
writing essays on critically in a poem from
poems through
1036
different different perspectives.
perspectives
2.4.2. LI.2. 2.4.2. AS.2
Analyse in detail how Level 3: Strategic
themes develop reasoning
throughout the poems.
Level 4: Extended critical
thinking and reasoning
2.4.2. LI.3 2.4.2. AS.3
Examine the overall Level 3: Strategic
impact of the poet's reasoning
specific word choices
Level 4: Extended critical
on meaning and themes
in relation to other
poetic elements such as
imagery, tone, mood,
and words with
multiple meanings.
2.4.2. LO.2 2.4.2. CS.2 2.4.2. LI.1 2.4.2. AS.1
Communicate personal
Analyse poems Review literary devices Level 1: Recall
and critical responses to
presenting personal and poetic elements in
poems through different Level 2: Skills of
responses and textual selected poems.
perspectives. conceptual understanding
evidence using PEE
Approach.
2.4.2. LI.2 2.4.2. AS.2
Use the knowledge on Level 3: Strategic
poetic elements and reasoning
1037
devices to critique a Level 4: Extended
poem and write a critique
complete essay by
citing strong and
exhaustive textual
evidence.
3. 2.4.3. LO.1 2.4.3. CS.1 2.4.3. LI.1 2.4.3. AS.1
From verse to Apply the skills in Construct and perform Create a stanza of a Level 2: Skills of
performance poetic elements and pieces of poetry in poem using a simple conceptual understanding
devices in creating various styles. template as a guide.
Level 3: Strategic
stanzas of poems and
reasoning
perform them.
Level 4: Extended critical
thinking and reasoning
2.4.3. LI.2 2.4.3. AS.2
Edit and perform the Level 2: Skills of
poem created in class. conceptual understanding
Level 3: Strategic
reasoning
2. Prose 1 Knowing 3.2.1. LO1 3.2.1. CS 1 Demonstrate 3.2.1. LI 1 3.2.1. AS.1
your elements knowledge and
Apply the Discuss the significance Level 2: Skills of
understanding in prose
knowledge of the of contexts of texts in conceptual understanding
elements in interpreting
elements of prose in shaping the texts' main
varied prose texts Level 3: Strategic
interpreting varied concerns.
reasoning
texts.
Level 4: Extended critical
thinking and reasoning
1038
3.2.1. LI 2 3.2.1. AS.2
Analyse the elements of Level 3: Strategic
prose useful in reasoning
comparing/contrasting
Level 4: Extended critical
characters.
thinking and reasoning
2 Appreciation 3.2.2. LO1 3.2.2. CS 1 Demonstrate 3.2.2. LI 1 3.2.2. AS.1
knowledge and
Use the knowledge Examine and articulate Level 3: Strategic
understanding of the
of elements and the main themes in reasoning
elements of prose and
literary devices in prescribed texts.
literary devices in Level 4: Extended critical
analysing selected
analysing varied prose thinking and reasoning
texts.
texts.
3.2.2 LO2 3.2.2. LI 2 3.2.2. AS.2
Communicate Analyse aspects of plot Level 3: Strategic
personal and critical and their effect on reasoning
responses to readers.
Level 4: Extended critical
narratives through
thinking and reasoning
different
perspectives 3.2.2. LI 3 3.2.2. AS.3
Examine the Level 2: Skills of
significance of some of conceptual understanding
the literary devices in
Level 3: Strategic
appreciating their
reasoning
prescribed text.
3.2.2. LI 4 3.2.2. AS.4
Examine the Level 3: Strategic
characterisation
1039
techniques of the writer. reasoning
Level 4: Extended critical
thinking and reasoning
3.2.2. LI 5 3.2.2. AS.5
Develop essays on the Level 3: Strategic
critique done on reasoning
fictional and non-fiction
Level 4: Extended critical
texts.
thinking and reasoning
3.2.2. LI 6 3.2.2. AS.6
Apply knowledge of Level 3: Strategic
elements of prose and reasoning
literary devices in
Level 4: Extended critical
critiquing a variety of
thinking and reasoning
prose texts.
2. Prose 3. From 3.2.3. LO 1 3.2.3. CS 1 3.2.2. LI 1 3.2.2. AS.1
narrative to
Create, construct and Demonstrate Draft and organise Level 3: Strategic
craft
communicate clear, understanding of the use arguments with the reasoning
organised and of variety of writing support of textual
Level 4: Extended critical
coherent arguments, skills (including evidence for writing or
thinking and reasoning
essays and fictional dialogue) to construct speaking.
narratives. creative essays and
3.2.2. LI 2 3.2.2. AS.2
narrative pieces.
Use the PEE approach Level 3: Strategic
to develop and organise reasoning
examination style
Level 4: Extended critical
essays.
thinking and reasoning
1040
3.2.2. LI 3 3.2.2. AS.3
Apply their knowledge Level 3: Strategic
of appropriate meta reasoning
language and prose-
Level 4: Extended critical
specific conventions to
thinking and reasoning
review or create their
own narrative pieces.
3. Drama Knowing your 3.3.1. LO.1 3.3.1. CS.1 3.3.1. LI.1 3.3.1. AS.1
dramatic
Use knowledge of Demonstrate knowledge Discuss the connection Level 2: Skills of
elements
forms of drama in and understanding of a between dramatic forms conceptual understanding
analysing varied variety of dramatic forms and themes.
Level 3: Strategic
texts. in analysing varied texts.
reasonin
3.3.1. LI.2 3.3.1. AS.2
Compare and contrast Level 3: Strategic
the different dramatic reasoning.
forms in varied texts.
Appreciation 3.3.2. LO.1 Use 3.3.2. CS. 1 Demonstrate 3.3.2. LI.1 3.3.2. AS.1
dramatic tools in knowledge and
Appreciate drama texts Level 3: Strategic
appreciating varied understanding of tools of
for their empathetic reasoning
dramatic texts. appreciation in analysing
effects using the
varied dramatic texts. Level 4: Extended critical
dramatic tools.
thinking and reasoning
3.3.2. LI.2 3.3.2. AS.2
Use tools of Level 3: Strategic
appreciation and reasoning
dramatic elements in
Level 4: Extended critical
analysing varied texts.
1041
thinking and reasoning
3.3.2. LI.3 3.3.2. AS.3
Critique selected Level 3: Strategic
speeches of selected reasoning
characters and how they
Level 4: Extended critical
influence the
thinking and reasoning
development of the
plot.
3.3.2. LI.4 3.3.2. AS.4
Appreciate varied Level 3: Strategic
drama texts for their reasoning
empathetic effects.
Level 4: Extended critical
thinking and reasoning
From Script to 3.3.3LO.1 3.3.3. CS.1 3.3.3. LI.1 3.3.3. AS.1
Stage
Create and convert Exhibit knowledge and Use the skills acquired Level 4: Extended critical
drama pieces/scripts understanding of to create drama pieces. thinking and reasoning
for performance. analysing, scripting,
3.3.3. LI.2. 3.3.3. AS.2
converting and
performing drama pieces. Convert drama pieces Level 4: Extended critical
into stories. thinking and reasoning
3.3.3. LI.3 3.3.3. AS.3
Perform the drama Level 4: Extended critical
pieces created. thinking and reasoning
1042
4. Poetry 1. Knowing 3.4.1. LO.1 3.4.1. CS.1 3.4.1. LI.1 3.4.1. AS.1
your poetic
Use the elements of Demonstrate knowledge Review the elements of Level 1: Recall
elements
poetry in analysing and understanding of poetry
Level 2: Skills of
different types of how authors apply the
conceptual understanding
poetry. elements of poetry in
their works. Level 3: Strategic
reasoning
Level 4: Extended critical
thinking and reasoning
3.4.1. LI. 2 3.4.1. AS.2
Discuss the use of Level 2: Skills of
elements of poetry in conceptual understanding
varied selected poems.
Level 3: Strategic
reasoning
Level 4: Extended critical
thinking and reasoning
3.4.1. LI.3 3.4.1. AS.3
Compare and contrast Level 3: Strategic
how different poems reasoning
exploit the elements to
Level 4: Extended critical
create meaning.
thinking and reasoning
2. 3.4.2. LO.1 3.4.2. CS.1 3.4.2. LI.1 3.4.2. AS.1
Appreciation
Use knowledge and Demonstrate knowledge Discuss how writers Level 2: Skills of
understanding of and critical explore the elements in conceptual understanding
multiple meanings, understanding of making meaning in
Level 4: Extended critical
central ideas, multiple meanings, their works
1043
themes, language central ideas, themes, thinking and reasoning
and elements of language and elements of
poetry in critiquing poetry critically in poems
varied poems. from different
perspectives. 3.4.2. LI.2 3.4.2. AS.2
Compare how different Level 2: Skills of
authors create meanings conceptual understanding
using poetic elements in
Level 4: Extended critical
different poetic forms.
thinking and reasoning
3.4.2. LI.3 3.4.2. AS.3
Compare how different Level 2: Skills of
authors create multiple conceptual understanding
meanings using the
Level 4: Extended critical
poetic elements
thinking and reasoning
indifferent poetic
forms.
3.4.2. LI.4 3.4.2. AS.4
Critique the works of Level 3: Strategic
different authors using reasoning
the skills gained.
Level 4: Extended critical
thinking and reasoning
3. From verse 3.4.3. LO.1 3.4.3. CS.1 3.4.3. LI.1 3.4.3. AS.1
to performance
Use multiple Create and perform Create poems of varied Level 3: Strategic
meanings, central poetic pieces. lengths on a range of reasoning
ideas/themes, and issues
Level 4: Extended critical
poetic elements in
thinking and reasoning
creating varied
1044
poems for 3.4.3. LI.2 3.4.3. AS.2
performance.
Perform the poems Level 3: Strategic
created through diverse reasoning
modes
Level 4: Extended critical
thinking and reasoning
1045
SAMPLE QUESTION
S/n Content Standard/Indicator Item** DoK Level
1. 1.1.1. LI.1 SECTION A 1
Explain the concepts, types and PART I
importance of literature
GENERAL KNOWLEDGE OF LITERATURE ((25 marks)
From the options lettered A-D, choose the one that best answers the
questions that follow.
1. The introductory section of a novel is referred to as______
A. epilogue.
B. prologue.
C. intermission.
D. resolution.
2. 2. A long poem which describes country life is known as ______ 1
A. elegy.
B. pastoral.
C. haiku.
D. sonnet.
3. 1.1.1. LI.2 Read the extract below and answer question 3. 2
Use the tools in analysing
varied level appropriate texts The stuttering lips of my pen
And the screeching voice of my nib
1046
3. The dominant literary device of the underlined expression in the above
lines is called
A. simile.
B. oxymoron.
C. parallelism.
D. personification.
4. 1.2.1. LI.1 PART II 3
Review knowledge and UNSEEN POETRY AND PROSE
understanding of the tools of
literary analyses, e.g. elements Read the extract below and answer questions 4 and 5.
of prose. Dzifa dressed gorgeously, dreamily, and when she undressed, she selected a
bright gold negligee to wear so that the yellow stain would not be seen. She
looked around the bedroom for the last time to affirm that the pleasant room,
grown well over the two decades, was spick and span. She opened the
drawer of the bedside table and cautiously removed the gun. It was shiny
black, and terrifyingly cold. She placed it next to the mobile phone and
called Kukua in Sekondi-Takoradi. Dzifa listened to the echo of the distant
ringing. And then there was a soft “Hi mom!”
4. The underlined expression creates a sense of ______
A. disturbance.
B. fear.
C. confusion
D. sadness.
5. 2
5. The writer employs _____________ as a tool in narrating the story.
A. flashback
B. climax
C. superstition
D. suspense
1047
6 1.4.2. LI.1 Oliver Goldsmith’s poem ‘The Deserted Village’ reveals many aspects of 2
life in 18th century Britain. A church service here provides a clear insight in
Interpret poems in context
only four lines:
beyond literal meanings to
show deeper connections Read the extract below and answer questions 6 and 7.
At church, with meek and unaffected grace
His looks adorned the venerable place
Truth from his lips prevailed with doubled sway
And fools who came to scoff remained to pray
6. The central message that the persona seeks to convey from the above
is______
A. gratitude.
B. indifference.
C. praise.
D. repentance.
7 7. The above extract is a____
A. couplet .
B. quatrain.
C. sestet.
D. tercet.
8 1.3.2. LI.1 SECTION B 3
Explain how themes are Answer all the questions in this section WILLIAM SHAKESPEARE: Romeo
developed to bring out the and Juliet
main concerns of drama texts
Read each extract below from the drama text Romeo and Juliet and
answer the questions that follow from 8 – 10.
1048
Extract 1:
"Two households, both alike in dignity,
In fair Verona, where we lay our scene,
From ancient grudge break to new mutiny,
Where civil blood makes civil hands unclean."
(Prologue, 1-4)
8. What is the main theme introduced in the prologue above?
A. family feud
B. fate vs. free will
C. love vs. hate
D. social status
9 1.3.2. LI.2 Extract 2: 2
Discuss the effects of the "O Romeo, Romeo! wherefore art thou Romeo?
elements of style on drama
texts Deny thy father and refuse thy name;
Or if thou wilt not, be but sworn my love,
And I'll no longer be a Capulet."
(Juliet, 2.2, 33-36)
9. What is Juliet asking Romeo to do?
A. Deny his family
B. Fight Tybalt
C. Leave Verona
D. Recognise his family
1049
10 1.3.2. LI.4 3
Apply the knowledge of theme Extract 3:
and style to appreciate level
appropriate drama texts "Love is a smoke made with the fume of sighs;
Being purged, a fire sparkling in lovers' eyes;
Being vexed, a sea nourished with lovers' tears:
What is it else? A madness most discreet,
A choking gall, and a preserving sweet."
(Romeo, 1.1, 196-200)
10. Which of the following is not part of Romeo’s definition of love?
A. A powerful feeling
B. A fleeting passion
C. A sever madness
D. A painful obsession
PAPER 2 (45 marks)
You are required to write THREE essays – ONE on an African text: ONE
on a Non-African text: and ONE on any of your choice. Each question is
worth 15 marks, so you should divide your time equally. You should write on
only ONE topic in each section.
In writing your essay, you should be guided by the following:
1. Discuss the general theme of the text
2. Describe characters/setting or describe literary devices stated in the
question
1050
2.2.2. LI 1 Examine more SECTION A 3
themes in novels through the
major incidents and related Answer one question only from this section. All questions carry equal marks
ideas. of 15.
AFRICAN PROSE
Manu Herbstein - The Boy who spat in Sargrenti’s eye
1. The protagonist’s views suggest that the impact of dominance in his
society is unsafe. By considering three instances of dominance, show
how the writing makes an impact on the reader.
2. Investigate the importance of symbols of power and identity in the
overall context of the novel. Give three clear pieces of evidence to
support your answer.
NON- AFRICAN PROSE
Harper Lee- To Kill a Mockingbird
3. Racial discrimination is the major theme of To Kill a Mockingbird.
Consider carefully three ways in which Tom Robinson is affected by
racism in the narrative.
4. Calpurnia is a significant individual in the novel. Assess with three
references to the novel the role she plays in the development of the
plot.
3.2.2. LI 6 Apply knowledge of
elements of prose and literary
devices in critiquing a variety
of prose texts.
1051
2.3.2. LI.3 Analyse the use of SECTION B
dramatic devices in varied
level appropriate drama texts. Answer one question only from this section.
AFRICAN DRAMA
Efua Sutherland: The Marriage of Anansewa
5. Giving three clear examples as evidence, show the significance of the
theme of deception in the play.
6. Discuss three reasons why Ananse feigns the death of Anansewa to
the chiefs.
NON-AFRICAN DRAMA
Arthur Miller: The Crucible
2.3.2. LI.4 Appreciate drama
texts that reflect diverse 7. With three specific references to relevant evidence, examine how the
context and concerns. title of Arthur Miller’s play The Crucible relates to the theme of
superstition.
8. How does Reverend Hale’s character portray his religious and moral
outlook in the play?
1.4.2. LI.1 Using the Point, SECTION C
Evidence, Explanation (PEE)
format, quote and discuss strong Answer one question only from this section
and exhaustive textual evidence to
support a personal analysis of
AFRICAN POETRY
simple short poems. 1. Examine the extent to which any three language features of Night
make an impact on the reader.
2. Discuss three aspects of significance which the title of the poem
Once Upon a Time reveals about modern society.
1052
NON-AFRICAN POETRY
3. Examine the extent to which Chaucer's use of any three speaking
animals and birds heighten the humour in The Nun’s Priest’s Tale.
4. Considering the structure of Telephone Call, discuss in three ways,
how the irony of the situation develops in the poem.
PAPER 3 4
2.2.3. LI 2 Produce narrative
pieces employing different styles.
PRACTICAL TEST (30 marks)
Answer one question only from this section
This aspect is purely to test candidates’ creative abilities in relation to their
knowledge on the three genres of literature. Candidates will be required to
create and perform their own literary piece on ONE (1) genre from a list of
selected themes.
An instruction to candidates on the practical test, including selected themes,
will be sent to the schools two months to the day of performance. And on the
day of performance, an itinerant examiner will be present at the schools to
assess each candidate’s work. Candidates will present their complete
2.3.3. LI.1 Write a drama piece on synopsis to the itinerant examiner before their performance. Each candidate
varied themes depicting real
will perform within 30 minutes.
world events.
Examples of themes that could be worked on:
1. Love is more powerful than hate.
2. Fear is sometimes more dangerous than danger itself.
3. True heroism requires complete and utter selflessness.
4. True humility is an element to success.
5. Patriotism is the master mind to national development.
1053
Create a literary piece using ONLY ONE of the following genres:
a) Prose: Write a short story with not less than 450 words but not more
than 500 words on ONLY ONE of the given themes.
OR
- Drama: Write one act play with four scenes in about 500 words on
3.4.3. LI.1 Create poems of varied
lengths on a range of issues. ONLY ONE of the given themes.
OR
b) Poetry: Write a poem of not less than 14 lines and not more than 20
lines on ONLY ONE of the given themes.
**Items should reflect the 21st Century Skills required by the learning outcomes/indicators
1054
MANUFACTURING ENGINEERING
1. INTRODUCTION
The Manufacturing Engineering detailed syllabus is a comprehensive guide for item writers aimed at developing items that will elicit and
provide learners with the necessary knowledge and skills for success in manufacturing engineering, aligning with Sustainable Development
Goals 4 and 9. It fosters the full potential of learners through practical and preparing them for further studies, work, and adult life by
emphasising foundational knowledge and interactive teaching methods. It includes the purpose goal, philosophy, vision, goal, and scheme
and structure of the examination. It also covers strands from Materials for Manufacturing, Design and Prototyping and Manufacturing Tools,
Equipment and Processes to their application in designing and managing manufacturing systems while emphasising practical skills for real-
world challenges in the industry.
2. PURPOSE
The purpose of the Detailed Manufacturing Engineering Syllabus is to align the learning outcomes, content standards and learning indicators
to the appropriate levels of assessment (Dok levels). It is also to align the curriculum, the teacher manual and the scheme of assessment.
3. PHILOSOPHY
The examination syllabus has been evolved from the STEM Manufacturing Engineering curriculum. It is designed to test candidates’
relevant knowledge and skills to design, analyse and control local and global manufacturing processes in line with 21st century skills and
competencies.
4. VISION
Equip graduates with the relevant knowledge and skills to design, analyse and control local and global manufacturing processes.
5. GOALS
The syllabus is designed to assess candidates’:
(i) knowledge and understanding of core areas in materials for manufacturing and technology, design and prototyping, manufacturing tools
and equipment.
(ii) ability to apply technologies in optimising manufacturing systems, minimising waste, maximising productivity and fostering a culture
of innovation and continuous improvement.
(iii) ability to design, create and develop a prototype in line with quality standards and safety regulations and procedures.
1055
6. SCHEME AND STRUCTURE OF THE EXAMINATION
There shall be three papers: Paper 1, 2 and 3 all of which must be taken. Papers 1 and 2 will be a composite paper taken at one sitting.
Paper 1: This will consist of forty (40) multiple choice questions for forty (40) marks to be answered in 1 hour.
Paper 2: This will consist of five questions of which candidates will be required to answer any four questions for sixty (60) marks within 1
hour, 30 minutes.
NB: Paper 1 and Paper 2 will be taken at a single sitting for a total of two (2) hours thirty (30) minutes
Paper 3: This will be a project-based assessment for 100 marks.
Candidates will be expected to execute the project within two weeks.
The question paper will be given to the candidates two weeks before the date of the examination. This will enable the candidates to conduct
the following:
a. Implementation of the design process;
b. Securing required materials and tools;
c. Fabrication of components/ parts.
Candidates will be expected to assemble the components/ parts and test within six (6) hours at the laboratory/ workshop on the final day of
the two (2) weeks.
The project will be executed under the supervision of itinerant examiners and assessed by the same.
Candidates will respond to one of two (2) possible questions, that will require candidates to design and prototype.
1056
7. DETAILED SYLLABUS
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
1: MATERIALS FOR MANUFACTURING
Sub-strand 2.1.1.LO.1 2.1.1.CS.1 2.1.1.LI.1 2.1.1.AS.1
1. Classification of Classify materials as Demonstrate knowledge Group materials as metals, Level 1 Recall
materials. metals, ceramics and and understanding of ceramics and polymers
Level 2 Skills of conceptual
polymers based on their chemical properties and based on their chemical
understanding
chemical properties, structures of materials. properties.
structure, and synthesis and Level 3 Strategic reasoning
processing methods.
2.1.1.LI.2
2.1.1.AS.2
Explain the chemical
properties as reactivity, Level 2 Skills of conceptual
flammability and toxicity understanding
of materials.
Level 3 Strategic reasoning
2.1.1.LI.3
Classify materials based on
2.1.1.AS.3
their structure.
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
2.1.1.LI.1
1057
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
2.1.1.CS.2 Identify types of materials 2.1.1.AS.1
processing methods.
Demonstrate the Level 1 Recall
understanding in materials
processing and synthesis.
1058
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
2.1.1.LI.2 2.1.1.AS.2
Classify materials as Level 1 Recall
metals, ceramics and
Level 2 Skills of conceptual
polymers according to
understanding
their processing methods.
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning.
2.1.1.LI.3
2.1.1.AS.3
Group materials according
Level 1 Recall
to their synthesis.
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
1059
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
3.1.1.LO.1 3.1.1.CS.1 3.1.1.LI.1 3.1.1.AS.1
Group and identify Demonstrate understanding Outline the importance of Level 1 Recall
materials as advanced in the use of advanced advanced materials such as Level 2 Skills of conceptual
materials and discuss their materials. semiconductors, understanding
applications in the biomaterials, smart and
manufacturing industry. nanomaterials.
3.1.1.LI.2
3.1.1.AS.2
Explain the structure of
Level 1 Recall
semiconductors as
Level 2 Skills of conceptual
engineering materials.
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
3.1.1.AS.3
3.1.1.LI.3 Level 1 Recall
Level 3 Strategic reasoning
State the applications of
Level 4 Extended critical
semiconductors,
thinking and reasoning
biomaterials, smart
materials and
nanomaterials.
1060
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
3.1.1.AS.1
3.1.1.LI.1 Level 2 Skills of conceptual
understanding
Classify bamboo based on
Level 3 Strategic reasoning
its structure, physical
3.1.1.CS.2 Level 4 Extended critical
properties and processing.
thinking and reasoning
Demonstrate knowledge of
3.1.1.AS.2
bamboo as a material for
manufacturing. Level 3 Strategic reasoning
Level 4 Extended critical
3.1.1.LI.2
thinking and reasoning.
State the application of
bamboo in manufacturing.
2. Properties of 1.1.2.LO.1 1.1.2.CS.1 1.1.2.LI.1 1.1.2.AS.1
materials
Examine the physical and Demonstrate knowledge Explain thermal Level 2 Skills of conceptual
mechanical properties of and understanding of the conductivity, specific heat understanding
materials physical properties of capacity, thermal
Level 3 Strategic reasoning
materials expansion, melting point
and thermal diffusivity as Level 4 Extended critical
thermal properties of thinking and reasoning
materials.
1.1.2.LI.2
1061
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
Explain electrical
conductivity, electrical
1.1.2.AS.2
resistivity, dielectric
strength and temperature Level 3 Strategic reasoning
coefficient of resistance as
electrical properties of
materials.
1.1.2.LI.1
Explain hardness,
brittleness, ductility,
strength, malleability,
1.1.2.CS.2 toughness, elasticity and
plasticity as mechanical
Demonstrate knowledge in 1.1.2.AS.1
properties of materials.
the mechanical properties
Level 2 Skills of conceptual
of materials. 1.1.2.LI.2
understanding
Explain permeability,
Level 3 Strategic reasoning
retentivity and reluctance
as magnetic properties of Level 4 Extended critical
materials. thinking and reasoning.
1.1.2.AS.2
Level 2 Skills of conceptual
understanding
1062
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
Level 3 Strategic reasoning
2.1.2.LO.1 2.1.2.CS.1 2.1.2.LI.1 2.1.2.AS.1
Explain and measure the Demonstrate knowledge Explain loading, stress and Level 2 Skills of conceptual
tensile properties of and understanding of strain of materials for understanding
materials. loading, stress and strain of manufacturing.
Level 3 Strategic reasoning
materials.
2.1.2.LI.2
2.1.2.AS.2
Outline the effects of
Level 3 Strategic reasoning
loading, stress and strain
on materials. Level 4 Extended critical
thinking and reasoning.
2.1.2.CS.2
2.1.2.AS.1
2.1.2.LI.1
Demonstrate understanding
Level 1 Recall
on the tensile properties of Explain elongation, elastic
1063
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
materials. limit, modulus of Level 3 Strategic reasoning
elasticity, yield strength
and tensile strength of
materials.
2.1.2.LI.2
Measure the tensile 2.1.2.AS.2
properties of steel using
Level 1 Recall
the tensile test.
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning.
3.1.2.LO.1 3.1.2.CS.1 3.1.2.LI.1 3.1.2.AS.1
Explain and measure the Demonstrate knowledge Explain the mechanical Level 4 Extended critical
mechanical properties of properties of a bamboo thinking and reasoning
of mechanical properties of
bamboo and explain that material.
bamboo.
materials can fail through
creep, fatigue or fracture.
3.1.2.LI.2 3.1.2.AS.2
Measure the tensile Level 1 Recall
strength of bamboo Level 3 Strategic reasoning
1064
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
material.
3.1.2.LI.1 3.1.2.AS.1
3.1.2.CS.2 Explain the term failure of Level 1 Recall
materials Level 3 Strategic reasoning
Demonstrate understanding
Level 4 Extended critical
of the failure of materials.
thinking and reasoning.
3.1.2.AS.2
3.1.2.LI.2 Level 1 Recall
Level 2 Skills of conceptual
Distinguish between creep,
understanding
fatigue or fracture in
Level 3 Strategic reasoning
failure of materials.
STRAND 2: DESIGN AND PROTOTYPING
3. Design and drawing 1.2.1.LO.1 1.2.1.CS.1 1.2.1.LI.1 1.2.1.AS.1
for manufacture
Use drawing instruments Demonstrate knowledge Demonstrate the use of Level 1 Recall
properly to draw the and skill in the drawing instruments in Level 2 Skills of conceptual
borderline and title block development of surfaces. product design. understanding
for a drawing. Level 3 Strategic reasoning
1065
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
1.2.1.LO.2 1.2.1.LI.2 1.2.1.AS.2
Apply the principle of Develop the surfaces of Level 1 Recall
development of surfaces to models for manufacturing. Level 3 Strategic reasoning
develop products.
1.2.1.LO.3 1.2.1.AS.3
1.2.1.LI.3
Explain the use of design Level 3 Strategic reasoning
Demonstrate
process in solving problem. Level 4 Extended critical
understanding of the
thinking and reasoning
design process.
1.2.1.AS.4
1.2.1.LO.4 1.2.1.LI.4
Level 1 Recall
Use freehand sketches and Demonstrate the Level 4 Extended critical
visualisation of objects to importance of freehand thinking and reasoning
express a design idea sketching and visualisation
of objects in the design of
products.
1066
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
2.2.1.LO.1 2.2.1.CS.1 2.2.1.LI.1 1.2.1AS.1
Explain the importance of Demonstrate skills in State the importance of Level 3 Strategic reasoning
freehand sketch, projection freehand sketch of a freehand sketch in product
of objects, detailed and product design. design.
assembly drawings in
product design and
manufacturing. 2.2.1.LI.2
1.2.1.AS.2
Apply freehand sketch in
product design. Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
2.2.1.LI.1
2.2.1.CS.2
1.2.1.AS.1
Outline the importance of
Demonstrate knowledge
isometric projection in Level 3 Strategic reasoning
and understanding of the
product design.
projection of objects as Level 4 Extended critical
necessary for product thinking and reasoning.
design.
2.2.1.LI.2
Explain the application of 1.2.1.AS.2
first angle orthographic
Level 1 Recall
projection in product
design. Level 2 Skills of conceptual
1067
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
2.2.1.LI.1
2.2.1.CS.3 Outline the importance of
sectioning, dimensioning, 2.2.1.AS.1
Demonstrate that detailed
and tolerance of geometric
and assembly drawings are Level 1 Recall
objects.
significant for product
Level 2 Skills of conceptual
design and manufacturing.
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
2.2.1.LI.2 thinking and reasoning
Explain the application of
detailed and assembly
2.2.1.AS.2
drawings in product design
and modelling. Level 1 Recall
Level 3 Strategic reasoning
1068
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
Level 4 Extended critical
thinking and reasoning
3.2.1.LO.1 3.2.1.CS.1 3.2.1.LI.1 3.2.1.AS.1
Understand the Demonstrate knowledge Outline the importance of Level 1 Recall
representation of materials, the representation of Level 2 Skills of conceptual
and understanding of the
machine components, limits materials and machine understanding
and fits in production importance of the components in production Level 4 Extended critical
drawings. drawing. thinking and reasoning
representation of materials
and machine components in
production drawing.
3.2.1.AS.2
3.2.1.LI.2
Level 1 Recall
Explain the application of
Level 2 Skills of conceptual
limits and fits in
understanding
production drawing
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning.
3.2.1.AS.1
Level 1 Recall
3.2.1.LI.1
Level 2 Skills of conceptual
Explain the application of understanding
3.2.1.CS.2
detailed drawings in
Demonstrate production drawings.
1069
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
understanding in 3.2.1.AS.2
Production drawing. 3.2.1.LI.2 Level 1 Recall
Draw part-drawings of a Level 4 Extended critical
machine part. thinking and reasoning
4. Rapid Prototyping 1.2.2.LO.1 1.2.2.CS.1 1.2.2.LI.1 1.2.2.AS.1
Explain the principles and Demonstrate knowledge Explain the fundamental Level 2 Skills of conceptual
essence of rapid and understanding of the difference between understanding
prototyping for product basic principles of product conventional prototyping
Level 3 Strategic reasoning
development. prototyping and product and rapid prototyping.
development.
1.2.2.LI.2
1.2.2.AS.2
Discuss the principles and
process of rapid Level 1 Recall
prototyping.
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
1.2.2.LI.1
Explain the advantages and
1.2.2.CS.2
disadvantages of rapid
Demonstrate that prototyping.
1.2.2.AS.1
prototyping is essential for
1070
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
product development. Level 3 Strategic reasoning
1.2.2.LI.2
Discuss the applications of
rapid prototyping in
manufacturing.
1.2.2.AS.2
Level 3 Strategic reasoning
3.2.2.LO.1 3.2.2.CS.1 3.2.2.LI.1 3.2.2.AS.1
Explain rapid prototyping Demonstrate Explain the importance of Level 1 Recall
(RP) technologies and use rapid prototyping Level 2 Skills of conceptual
understanding in rapid
them to build a prototype. technologies. understanding
prototyping technologies I.
3.2.2.AS.2
3.2.2.LI.2
Level 1 Recall
Distinguish between solid- Level 2 Skills of conceptual
based and liquid-based understanding
rapid prototyping
technologies.
3.2.2.AS.1
Level 1 Recall
3.2.2.LI.1 Level 2 Skills of conceptual
3.2.2.CS.2 understanding
Explain power-based
Demonstrate skills in rapid prototyping technology in
prototyping II. manufacturing
1071
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
3.2.2.AS.2
3.2.2.LI.2 Level 4 Extended critical
thinking and reasoning
Build a prototype using
available technologies.
STRAND 3: MANUFACTURING TOOLS, EQUIPMENT AND PROCESSES
5. Manufacturing 1.3.1.LO.1 1.3.1.CS.1 1.3.1.LI.1 1.3.1.AS.1
tools and equipment.
Apply the principles of Demonstrate knowledge Set the datum for a work Level 1 Recall
marking out, measurement and understanding of piece and select
Level 3 Strategic reasoning
and gauging; and accurate marking out and coordinates systems for
use of industry standards in measurement. dimensioning an object. Level 4 Extended critical
manufacturing a product. thinking and reasoning
1072
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
1.3.1.LI.2 1.3.1.AS.2
Produce a mark out on a Level 2 Skills of conceptual
work piece. understanding
Level 3 Strategic reasoning
1.3.1.LI.1
Understand standard unit
of measurement for work
1.3.1.AS.1
pieces.
Level 1 Recall
1.3.1.CS.2
Level 2 Skills of conceptual
Demonstrate knowledge 1.3.1.LI.2
understanding
and understanding of
Describe and use gauges to
standards, measurement,
measure the dimensions of
and gauging in the
a work piece. 1.3.1.AS.2
manufacturing process.
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning.
1073
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
3.3.1.LO.1 3.3.1.CS.1 3.3.1.LI.1 3.3.1.AS.1
Recognise and use cutting Demonstrate knowledge Identify and classify Level 2 Skills of conceptual
tools and modern machine and understanding of the cutting tools used in understanding
tools. manufacturing. Level 3 Strategic reasoning
use of cutting tools and
modern machine tools. 3.3.1.AS.2
3.3.1.LI.2 Level 3 Strategic reasoning
Level 4 Extended critical
Demonstrate the
thinking and reasoning.
application and use of
cutting tools in
manufacturing.
3.3.1.AS.1
3.3.1.LI.1 Level 2 Skills of conceptual
understanding
Explain computer
3.3.1.CS.2
numerically controlled
Demonstrate understanding (CNC) machine as a
of modern machine tools. machine tool.
3.3.1.LI.2
3.3.1.AS.2
1074
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
Understand the operation Level 1 Recall
and application of a CNC Level 4 Extended critical
machine. thinking and reasoning.
6. Manufacturing 1.3.2.LO.1 1.3.2.CS.1 1.3.2.LI.1 1.3.2.AS.1
Processes
Apply the principles of bulk Demonstrate knowledge Understand the Level 1 Recall
deformation and sheet and understanding the fundamentals of metal
Level 2 Skills of conceptual
metal working to roll, principle of bulk forming.
understanding
forge, cut, bend and draw deformation and sheet
metal sheets. metal working to roll, Level 3 Strategic reasoning
forge, cut, bend and draw
metal sheets.
1.3.2.LI.2
1.3.2.AS.2
Discuss rolling, forging
Level 3 Strategic reasoning
and extrusion as bulk
deformation forming Level 4 Extended critical
process. thinking and reasoning.
1075
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
1.3.2.CS.2 1.3.2.AS.1
Demonstrate knowledge 1.3.2.LI.1 Level 1 Recall
and understanding of
Recognise and identify Level 3 Strategic reasoning
standards, measurement
dies and presses used for
and gauging in the Level 4 Extended critical
sheet metal working
manufacturing process. thinking and reasoning.
operations.
1.3.2.AS.2
1.3.2.LI.2
Level 1 Recall
Discuss cutting, bending
and drawing as sheet metal Level 2 Skills of conceptual
working operations. understanding
Level 4 Extended critical
thinking and reasoning.
3.3.2.LO.1 3.3.2.CS.1 3.3.2.LI.1 3.3.2.AS.1
Explain the working Demonstrate understanding Discuss the fundamentals Level 1 Recall
of material removal of material removal Level 2 Skills of conceptual
principles of a center-lathe
processes using processes and principles of understanding
machine and use the lathe conventional machining operation of the centre-
processes. lathe machine.
machine to perform a
simple material removal
3.3.2.AS.2
process.
3.3.2.LI.2 Level 2 Skills of conceptual
understanding
Recognise and gain
Level 3 Strategic reasoning
understanding of turning,
1076
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
drilling and milling
operations using the
centre-lathe machine.
3.3.2.AS.1
3.3.2.LI.1
Level 3 Strategic reasoning
Recognise and gain
3.3.2.CS.2 understanding of grinding
operations.
Demonstrate
3.3.2.AS.2
understanding of material
3.3.2.LI.2 Level 4 Extended critical
removal processes using
thinking and reasoning.
Perform a material
abrasive processes.
removal process using a
lathe machine.
7. Safety, Quality and 1.3.3.LO.1 1.3.3.CS.1 1.3.3.LI.1 1.3.3.AS.1
the Environment.
Describe the importance of Demonstrate an Identify potential hazards Level 1 Recall
safety, health and understanding of the in the workplace.
Level 2 Skills of conceptual
environment considerations importance of workplace
understanding
for the manufacturing safety and workplace
industry. organisation. 1.3.3.LI.2 1.3.3.AS.2
Follow general safety Level 2 Skills of conceptual
practices in the workplace. understanding
Level 3 Strategic reasoning
1077
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
1.3.3.LO.2 1.3.3.CS.2 1.3.3.LI.1 1.3.3.AS.1
Explain the positive and Demonstrate an Describe the social and Level 2 Skills of conceptual
negative effects understanding of ways in economic consequences understanding
manufacturing industries which the manufacturing that a manufacturing
Level 3 Strategic reasoning
have on the society. industry affects society. activity can have or has on
individuals and society.
1.3.3.LI.2
Explain how the
manufacturing industry
1.3.3.AS.2
affects the local and
international economy. Level 2 Skills of conceptual
(e.g. With respect to job understanding
creation, standard of
Level 3 Strategic reasoning
living, sustainability and
conservation of the
environment.)
2.3.3.LO.1 2.3.3.CS.1 2.3.3.LI.1 2.3.3.AS.1
Discuss methods of Demonstrate an Demonstrate knowledge of Level 2 Skills of conceptual
applying different types of understanding of the various types of hazard understanding
hazards controls. procedures to ensure safety controls ( administrative
Level 3 Strategic reasoning
in the manufacturing engineering, personal
industry. protective equipment)
1078
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
2.3.3.LI.2 2.3.3.AS.2
Analyse the effects that Level 2 Skills of conceptual
various manufacturing understanding
activities have on the
Level 3 Strategic reasoning
environment (e.g. the
effects of waste disposal, Level 4 Extended critical
power consumption, thinking and reasoning.
processes of raw material.)
2.3.3.LI.1
2.3.3.AS.1
Explain the benefits of
Level 2 Skills of conceptual
using environmentally
understanding
friendly processes and
2.3.3.CS.2 products in the Level 3 Strategic reasoning
manufacturing process.
Demonstrate an
understanding of ways in
which a manufacturing
2.3.3.LI.2
industry affects the 2.3.3.AS.2
environment. Describe recent terms in
Level 1 Recall
the local manufacturing
industry Level 2 Skills of conceptual
understanding
(e.g. globalisation, rise in
energy cost, and increase Level 3 Strategic reasoning
in environmental
Level 4 Extended critical
awareness) and their
thinking and reasoning.
effects on the nation as a
1079
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
whole.
3.3.3.LO.1 3.3.3.CS.1 3.3.3.LI.1 3.3.3.AS.1
Explain regulations and Demonstrate an Analyse relevant safety Level 1 Recall
compliance issues and understanding of tests based on national and
Level 2 Skills of conceptual
procedures for the manufacturing industry international guidelines
understanding
manufacturing industry. safety regulations and and principles.
compliance. Level 3 Strategic reasoning
3.3.3.LI.2
3.3.3.AS.2
Examine the regulatory
agency penalties and Level 1 Recall
criteria for corrective
Level 2 Skills of conceptual
actions.
understanding
Level 3 Strategic reasoning
1080
STRAND LEARNING CONTENT LEARNING LEVELS OF ASSESSMENT
OUTCOMES STANDARDS INDICATORS
3.3.3.CS.2 3.3.3.LI.1 3.3.3.AS.1
Demonstrate an Describe the role of quality Level 1 Recall
understanding of the use of control in manufacturing
Level 2 Skills of conceptual
quality assurance and process.
understanding
quality control in
manufacturing. Level 3 Strategic reasoning
3.3.3.LI.2
3.3.3.AS.2
Explain the various
Level 1 Recall
functions of quality control
and quality assurance in Level 2 Skills of conceptual
the manufacturing process. understanding
Level 3 Strategic reasoning
3.3.3.LI.3
Analyse and utilise quality 3.3.3.AS.3
control data to make
Level 1 Recall
decisions.
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning.
1081
SAMPLE QUESTIONS
Paper 1
S/n Content Standard/Indicator Item** DoK
Level
1. 3.1.1.CS.1 Which of the following is an impact of the evolution of materials on 1
technological advancement? It
Demonstrate understanding in the use
of advanced materials. (A) limits the development of new technologies.
(B) increases environmental pollution.
3.1.1.LI.1 (C) enables the development of new technologies.
Outline the importance of advanced (D) makes new materials more difficult to work with.
materials such as semiconductors,
biomaterials, smart and
nanomaterials.
2. 3.1.1.CS.1 The most appropriate material for the manufacture of an aircraft 1
fuselage is
Demonstrate understanding in the use
of advanced materials. (A) aluminium alloy.
(B) cast iron.
3.1.1.LI.3 (C) copper.
State the applications of (D) steel.
semiconductors,
biomaterials, smart materials and
nanomaterials.
1082
3. 1.1.2.CS.1 Which of the following thermal properties best describes how well a 2
material transfers heat?
Demonstrate knowledge and
understanding of the physical (A) Conductivity
properties of materials (B)Diffusivity
(C) Expansion
(D) Stability
1.1.2.LI.1
Explain thermal conductivity,
specific heat capacity, thermal
expansion, melting point and thermal
diffusivity as thermal properties of
materials.
4. 1.1.2.CS.2 Which of the following properties influences the choice of material for 2
making guitar strings?
Demonstrate knowledge in the
mechanical properties of materials. (A) Brittleness
(B) Hardness
1.1.2.LI.1 (C) Strength
Explain hardness, brittleness, (D) Toughness
ductility, strength, malleability,
toughness, elasticity and plasticity as
mechanical properties of materials.
5. 1.2.1.CS.1 You are to manufacture keyholders to be used as wedding gifts. Which 1
of the following steps would be the most appropriate to start with?
Demonstrate knowledge and skill in
the development of surfaces. (A) Concept design
(B) Material selection
1.2.1.LI.3 (C) Rapid prototyping
Demonstrate understanding of the (D) Quality control
1083
design process.
6. 1.3.1.CS.1 What is the main reason for establishing a datum on an engineering 2
workpiece?
Demonstrate knowledge and
understanding of marking out and (A) Increase cutting speed
measurement.
(B) Enhance aesthetic appeal
(C) Remove cutting chips
1.3.1.LI.1
(D) Serve as a reference point
Set the datum for a workpiece and
select coordinate systems for
dimensioning an object.
7. 1.3.1.CS.1 Which of the following is the most important factor to consider in 2
marking out a workpiece?
Demonstrate knowledge and
understanding of marking out and (A) Accuracy
measurement.
(B) Aesthetics
(C) Precision
1.3.1.LI.2
(D) Size
Produce a mark out on a workpiece.
8. 2.1.1.CS.1 Which of the following best explains a key difference between the
reactivity of metals and ceramics?
Demonstrate knowledge and
understanding of chemical properties (A) Metals lose electrons and form oxides more readily, making
and structures of materials. them more reactive with oxygen, while ceramics, composed of
stable ionic and covalent bonds, are less reactive.
2.1.1.LI.2
(B) Metals gain electrons and form oxides more readily, making
Explain the chemical properties as
them more reactive with oxygen, while ceramics, composed of
reactivity, flammability and toxicity
stable ionic and covalent bonds, are less reactive.
of materials.
(C) Metals lose electrons and form oxides more readily, making
them less reactive with oxygen, while ceramics, due to their
1084
crystalline structure, are less stable and more reactive.
(D) Metals, due to their crystalline structure, are less stable and more
reactive, while ceramics lose electrons and form oxides more
readily, making them less reactive with oxygen
9. 2.1.1.CS.1 You are tasked to design tongs for picking crucibles in a foundry. Which
of the following properties would be most critical to consider when
Demonstrate knowledge and
selecting a material for this purpose?
understanding of chemical properties
and structures of materials. I. Thermal conductivity
II. Flammability
III. Reactivity
2.1.1.LI.2 IV. Toxicity
Explain the chemical properties as (A)II and IV
reactivity, flammability and toxicity (B)I and II
of materials. (C)II and III
(D)I and IV
10. 2.3.2.CS.2 A manufacturing company is designing a new product that requires a 3
non-permanent joint. Which of the following factors are most critical
Demonstrate understanding of
when selecting the appropriate joining method?
Joining and Assembly Processes.
(A)Cost and ease of assembly
(B)Strength and durability of the joint
2.1.LI.1 (C)Disassembly and reusability
(D)Compatibility and reliability
Identify and explain the difference
between non-permanent and
permanent joining processes
**Items should reflect the 21st Century Skills required by the learning outcomes/indicators
1085
Paper 2
S/n Content Standard/Indicator Item** DoK
Level
1. 1.1.1.CS.2 (a)Compare and contrast two characteristics of materials suitable for 3
the automobile and medical industries.
Demonstrate knowledge and
understanding of how to classify
materials according to their use.
1.1.1.LI.1
Distinguish between different kinds of
materials according to their use.
1.1.1.CS.1 (b) State the relationship between material science and engineering. 2
Demonstrate knowledge and
understanding of the fundamentals of
engineering materials.
1.1.1.LI.1
Explain the relationship between
materials science and engineering.
1.1.2.CS.1 (c)(i) You are required to recommend a material that conducts 1
electricity and can be easily shaped into wires for use in a
Demonstrate knowledge and
manufacturing application. Would you recommend a metal or a non-
understanding of the physical
metal?
properties of materials
(ii) Explain your answer in 1(c)(i) 2
1.1.2.LI.1
Explain thermal conductivity, specific
heat capacity, thermal expansion,
melting point and thermal diffusivity
as thermal properties of materials.
1086
2 1.3.2.CS.1 (a) Explain the cutting, bending and drawing activities involved in 2
manufacturing metal brackets.
Demonstrate knowledge and
understanding the principle of bulk
deformation and sheet metal working
to roll, forge, cut, bend and draw metal
sheets.
1.3.2.LI.1
Understand the fundamentals of metal
forming.
1.3.2.CS.1 (b) State two advantages and one disadvantage of using rolling as a 2
bulk deformation process.
Demonstrate knowledge and
understanding the principle of bulk
deformation and sheet metal working
to roll, forge, cut, bend and draw metal
sheets.
1.3.2.LI.1
Understand the fundamentals of metal
forming.
1.3.2.CS.1 (c) Explain how dies and presses complement each other to achieve a 3
successful sheet metal operation.
Demonstrate knowledge and
understanding the principle of bulk
deformation and sheet metal working
to roll, forge, cut, bend and draw metal
sheets.
1087
1.3.2.LI.1
Recognize and identify dies and
presses used for sheet metal working
operations.
3 1.3.3.CS.1 (a) Explain the concept of workplace safety practices. 2
Demonstrate an understanding of the
importance of workplace safety and
workplace organisation.
1.3.3.LI.1
Identify potential hazards in the
workspace.
2.3.3.CS.2 (b) Explain how the manufacturing industry influences sustainability 3
and environmental conservation.
Demonstrate an understanding of ways
in which a manufacturing industry
affects the environment.
2.3.3.LI.1
Explain the benefits of using
environmentally friendly processes
and products in the manufacturing
1.3.3.CS.1 (c) State four hazards associated with manufacturing workplaces. 1
Demonstrate an understanding of the
importance of workplace safety and
workplace organizational hazards.
1.3.3.LI.1
Identify potential hazards in the
workspace.
1088
Paper 3
INSTRUCTIONS TO CANDIDATES
(a) Answer one question only.
(b) Provide design concepts, detailed and assembly drawings on A2 Sheets (drawings should contain border lines, dimensions and title
blocks).
(c) Poster Presentation should be done on A0 cardboards/ sheets.
(d) Part 1: The following should be included in your Design Project Reports (See Table 1) for submission on the day of oral examination
(Exhibition):
Table 1: Design Process
Step Design Stage
1 Definition of Problem
2 Research/Design Questions
3 Conceptual Designs (Minimum of three)
4 Evaluation of Solutions (Conceptual Designs)
5 Developing the solution (Chosen/Final Detailed Design)
6 Prototyping (Manufacturing Processes and Tools)
7 Testing of Prototype and Results
8 Recommendation for Improvement (Customer Feedback)
(a) Part 2: The following should be included in your Poster Presentation to be used for your Project Exhibition and Testing on the day of
oral examination (Exhibition):
i. Background (Including the aim and objectives of the project)
ii. Final Assembly/ Detailed Drawing (3D)
iii. Prototyping (Manufacturing Processes and Tools)
iv. Test Results
v. Recommendations for future improvement
1089
1. Many households in Ghana still rely on traditional cooking methods, which can harm health and the environment.
Design and fabricate an affordable, efficient, and environmentally friendly cookstove. Level 4
2. Waste management is a critical issue in many Ghanaian cities and towns. Develop an innovative waste
management solution that promotes recycling to reduce environmental impact. Level 4
1090
MATHEMATICS
1. INTRODUCTION
This syllabus serves as the roadmap to success in Mathematics at the senior high school level in Ghana. It outlines the essential knowledge,
skills, and competencies learners are expected to develop throughout their three years of Mathematics and demonstrates how these will be
assessed.
The SHS Mathematics curriculum is designed with the future of the learners in mind. It emphasizes critical thinking, problem-solving, and
technological proficiency – skills that are crucial in today's rapidly evolving job market. By mastering these competencies, learners will not
only excel in their examinations but also prepare themselves for real-world challenges and diverse career opportunities.
2. PURPOSE
This document contains:
(iv) The philosophy, vision and goals behind our Mathematics curriculum
(v) The examination scheme, which details the structure and content of the papers used for external summative assessment
(vi) A table showing clear alignment between learning outcomes and indicators
The primary purpose of this document is to serve as a comprehensive guide for learners, teachers, examiners and educational stakeholders.
(i) Examiners will use this document as a primary reference when constructing test papers.
(i) Teachers will use this document to align their classroom instruction with examination requirements. This will eventually ensure
consistency in curriculum delivery, differentiation, inclusivity and assessment practices across different SHS in the country.
(ii) Learners will use this document to understand the requirements of the curriculum, measure their progress, and guide their learning
behaviours for further studies and life-long learning
3. PHILOSOPHY
Every learner can develop their potential in mathematics through creative and innovative ways to become life-long learners, apply
mathematical skills and competencies to solve everyday problems, further their education and/or proceed to the world of work.
1091
4. VISION
Mathematically enthusiastic learners who are highly interested in the subject and are capable of reasoning, modelling, representing and
making use of mathematical tools and technology to solve problems in real life, further their studies and/or proceed to the world of work.
5. GOAL
The goals of teaching and learning mathematics are to encourage and enable students to:
(i) recognise that mathematics pervades the world around us and appreciate the worth, supremacy and magnificence of mathematics;
(ii) develop tolerance and perseverance when solving problems;
(iii) use the language, symbols and notation of mathematics appropriately;
(iv) develop mathematical curiosity and use inductive and deductive reasoning when solving problems;
(v) develop Ghanaian values and appreciate the existence of diversity in Ghanaian society and the world at large;
(vi) develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics;
(vii) become assertive in using mathematics to analyse and solve problems both in school and in real-life situations;
(viii) develop abstract, logical and critical thinking and the ability to reflect critically upon their work and the work of others;
(ix) develop a critical appreciation of information and communication technology in mathematics.
6. EXAMINATION SCHEME
There will be two papers, Paper 1 (Objective) and Paper 2 (Essay). Both papers must be taken. The overall score will be the straight sum of
the scores from Paper 1 and Paper 2. Therefore, the overall maximum total from both papers will be 150 marks.
1
Paper 1 (Objective) – 1 4 hours
This paper shall comprise 𝟒𝟎 multiple-choice items testing all the four strands from the curriculum. Candidates are expected to attempt all
the questions. The paper will carry 𝟒𝟎 marks.
Paper 2 (Essay) - 2 hours
This paper will consist of two sections, A and B, detailed below. The paper will carry 𝟏𝟏𝟎 marks in total.
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SECTION A – All questions compulsory
This section will contain ten (10) compulsory questions (Q1 to Q10) carrying a total of 50 marks. The questions will sample from all
sub-strands of the curriculum. Further detail can be found in the Item Specification Table.
SECTION B – Longer questions, from which learners can choose
This section will contain eight (8) questions (Q11 to Q18) each carrying 10 marks. These questions will be of greater length and
difficulty. There will be two (2) questions from each strand. Candidates must select six (6) to answer, with at least one question from
each strand, for a total of 60 marks. Further detail can be found in the Test Specification Table.
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7. DETAILED SYLLABUS
The table below summarises the curriculum document. However, there are some differences when compared with the curriculum document.
(i) Some learning indicators in the curriculum document have been merged or split to form the learning indicators in this syllabus. In
some cases, this means that the code used for a learning indicator in this syllabus does not match, sometimes, the code used in the
curriculum document. For example:
Learning indicators in the curriculum document Learning indicator in this syllabus
1.1.1.LI.1 “Determine the properties of subsets (for two-set
problems), their vocabulary and operations and use them to have been 1.1.1.LI.1 “Determine the properties of
solve real-life problems.” combined to form subset (for two and three set problems), their
vocabulary and operations including set
1.1.1.LI.3 “Establish the relationship between and among equations and D’Morgan’s law.”
three sets, including set equations and de Morgan’s law.”
(ii) Other learning indicators have been re-written to make them clearer for the purposes of assessment and for this reason the wording
may not exactly match the wording given in the curriculum document. For example, the indicator 2.1.1.LI.2 “Use mathematical
connections to explore the relevance of surds, indices and logarithms and their applications to scientific concepts” has been re-written
as “Investigate real-life problems using laws and properties of indices and logarithm” in this syllabus. The scope and expectations of
such learning indicators have not changed.
The “assessment levels” column gives an example of the level that each learning indicator could be assessed at. The assessment levels are
given using Webb’s Depth of Knowledge (DoK) framework. More information about this framework can be found in the curriculum
document.
The assessment levels given in this syllabus should NOT be viewed as an upper limit on the level that a learning indicator could be assessed
at. In mathematics, content can be assessed with a higher or lower level of challenge and cognitive engagement and there is an expectation
that learners should be able to engage in problem-solving across the curriculum.
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LEARNING CONTENT ASSESSMENT
STRAND SUB-STRAND LEARNING INDICATORS
OUTCOMES STANDARDS LEVELS
Numbers Real Number and 1.1.1.LO.1 1.1.1.CS.1 1.1.1.LI.1 1.1.1.AS.1
for Numeration System Apply the relationship Demonstrate knowledge Develop real number system Level 1: Recall
everyday and differences between and understanding of real using closure property
life the set of rational and number System and the
irrational numbers and operations of the various
use them to solve subsets
problems
1.1.1.LO.2 1.1.1.LI.2 1.1.1.AS.2
Analyse and solve real Distinguish between rational and Level 2: Skills of
world problem irrational numbers using conceptual
involving union, conversion of common understanding
intersection, fractions to decimals
compliment of sets and
apply these to three sets
of problem using
simple surveys.
1.1.1.LO.3 1.1.1.LI.3 1.1.1.AS.3
Establish the Establish the properties of real Level 2: Skills of
connection between numbers with respect to conceptual
number bases and commutative, associative, understanding
modular arithmetic and identity, inverse, distributive etc.
apply these
relationships to the
concept of place value
1.1.1.CS.2 1.1.1.LI.1 1.1.1.AS.1
Demonstrate knowledge Determine the properties of Level 3: Strategic
and an understanding of subset (for two and three set reasoning
real number systems with problems), their vocabulary and
respect to the concepts operations including set
and vocabulary of sets, equations and D’Morgan’s law
establish their relationship
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and carry out simple 1.1.1.LI.2 1.1.1.AS.2
surveys using the Establish the relationship Level 2: Skills of
properties of sets between three set problems conceptual
including set equations understanding
1.1.1.LI.1 1.1.1.AS.1
1.1.1.CS.3 Investigate the concept and Level 2: Skills of
Demonstrate existence of modulo arithmetic conceptual
understanding of the in learners’ environment and understanding
concept of modulo introduce it as arithmetic of Level 3: Strategic
arithmetic and solve real remainders and solve problems reasoning
life problems involving them
Numbers 2.1.1.LO.1 2.1.1.CS.1 2.1.1.LI.1 2.1.1.AS.1
for Evaluate the Demonstrate knowledge Carry operations on surds and Level 1: Recall
everyday relationship between and an understanding of rationalize monomial
life the laws and properties surds, indices and denominators
of surds, indices, and logarithms and establish 2.1.1.LI.2 2.1.1.AS.2
logarithms and apply their laws and properties Explain the concept of indices Level 2: Skills of
them to solve with and logarithms with examples conceptual
radicals understanding
2.1.1.LO.2 2.1.1CS.2 2.1.1.LI.1 2.1.1.AS.1
Apply the laws and Demonstrate knowledge Compose and decompose laws Level 2: Skills of
properties of indices and understanding of the of logarithms and properties conceptual
and logarithms to solve laws and properties of with exponents and apply the understanding
real-life problems indices and logarithms concepts
and their applications to 2.1.1.LI.2 2.1.1.AS.2
solve problems Investigate real-life problems Level 3: Strategic
using laws and properties of reasoning
indices and logarithm
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Proportional 1.1.2.LO.1 1.1.2.CS.1 1.1.2.LI.1 1.1.2.AS.1
Reasoning Make connections Demonstrate an Establish the concepts fraction Level 3: Strategic
between fractions and understanding of and investigate the connections reasoning
decimals and use them proportional reasoning between fractions and decimal
to use daily problems involving fractions and its numbers
operations and use it to
Numbers solve real-life problems 1.1.2.LI.2 1.1.2.AS.2
for including rounding off ( Establish additive and Level 2: Skills of
everyday decimal places and multiplicative inverses of conceptual
life significant figures) fractions. understanding
1.1.2.LO.2 1.1.2.CS.2 1.1.2.LI.1 1.1.2.AS.1
Create strategies for Demonstrate a conceptual Analyse daily activities/issues/ Level 2: Skills of
solving problems understanding of businesses involving percentage conceptual
involving percentages proportional reasoning on change including simple understanding
percentages and use problems involving personal or Level 3: Strategic
everyday life problems household finance (such utility reasoning
including simple interest, bills, exchange rate, project
discount, profit and loss, budgeting, school fees etc.)
commission etc.
2.1.2.LO.1 2.1.2.CS.1 2.1.2.LI.1 2.1.2.AS.1
Establish the Demonstrate knowledge Establish the relationship among Level 3: Strategic
similarities among and an understanding of ratio, rates and proportions reasoning
ratios, rates, and ratios, rates and
proportions and use proportions and use it to
these to solve problems solve real-world problems
2.1.2.LO.2 2.1.2.CS.2 2.1.2.LI.1 2.1.2.AS.1
Analyse the relevance Demonstrate an Establish and apply the Level 4: Extended
of ratios, rates, and understanding of relevance of the concept of ratio, critical thinking and
proportions in solving proportional reasoning rates and proportions and make reasoning
day to day problems using mathematical generalisations to solve
connections among ratios, problems in financial
rates and proportions to mathematics, health, sports, etc.
solve daily problems
including compound
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interest, tax (VAT, E-
levy), utilities,
depreciation, etc.
3.1.2.LO.1 3.1.2.CS.1 3.1.2.LI.1 3.1.2.AS.1
Establish the validity of Demonstrate conceptual Investigate to establish Level 3: Strategic
logical argument and understanding of logical differences between variables in reasoning
use it to make relevant reasoning to solve real- situational groups (symbolic
decisions in problem life problems logic), make valid argument and
solving draw logical conclusion
3.1.2.LO.2 3.1.2.CS.1 3.1.2.LI.1 3.1.2.AS.1
Analyse the impact of Demonstrate the Use proportional reasoning to Level 2: Skills of
variations and conduct conceptual understanding investigate the various types of conceptual
simple investigation to of proportionality in variations i.e. direct, inverse, understanding
day-to-day problems relation to variation. joint and partial variations and
extend this to make
generalisations.
Algebraic Application of 1.2.1.LO.1 1.2.1.CS.1 1.2.1.LI.1 1.2.1.AS.1
Reasoning expressions, Formulate algebraic Demonstrate knowledge Use variables to formulate Level 3: Strategic
equations and expressions using and an understanding of mathematical expressions, reasoning
inequalities patterns to create algebraic expressions and factorise algebraic expressions Level 4: Extended
. models in solving real- solve real-life problems involving quadratic trinomials critical thinking and
life problems (e.g. with them such as perfect squares and reasoning
linear and quadratic difference of two squares
functions)
1.2.1.LI.2
Apply operations on simple
algebraic fractions involving 1.2.1.AS.2
monomials and binomial Level 3: Strategic
denominators and determine the reasoning
conditions under which Level 4: Extended
algebraic fractions is zero or critical thinking and
undefined reasoning
1098
1.2.1.LO.2 1.2.1.CS.2 1.2.1.LI.1 1.2.1.AS.1
Model and solve linear Demonstrate knowledge Construct and interpret formulae Level 2: Skills of
equations and and understanding of for given problems involving conceptual
inequalities in one equations and inequalities change of subject understanding
variable in one variable and apply
to solve problems
2.2.1.LO.1 2.2.1.CS.1 2.2.1.LI.1 2.2.1.AS.1
Solve linear equations Demonstrate knowledge Solve simultaneous linear Level 3: Strategic
in two variable using and understanding of the equations involving two reasoning
elimination, substitution concept of simultaneous variables using elimination,
and graphical methods equation involving two substitution and graphical
variables and apply to methods and the application to
solve problems solve word problems
Patterns and 1.2.2.LO.1 1.2.2.CS.1 1.2.2.LI.1 1.2.2.AS.1
Relationships Distinguish between Demonstrate an Distinguish between relations Level 3: Strategic
Spatial sense relations and functions, understanding of and functions using graphs and reasoning
determine the rules and mapping, relations and interpret. Investigate
draw graphs of functions and the ability relationships between two
functions and interpret to interpret graphs of a number set and determine rules
them function. for mappings or functions
1.2.2.LO.2 1.2.2.CS.2 1.2.2.LI.1 1.2.2.AS.1
Determine the gradient Demonstrate an Knowledge of coordinate of two Level 2: Skills of
and equation of a understanding of gradient points to find gradient, conceptual
straight and find the and equation of a straight midpoint, equation of a line. understanding
distance between two line, magnitude of a line
points on the straight segment and its
line applications
2.2.2.LO.1 2.2.2.CS.1 2.2.2.LI.1 2.2.2.AS.1
Explore patterns of a Demonstrate Explore patterns of sequence; Level 2: Skills of
sequence using plane understanding of patterns continue with more terms, find conceptual
figures and find the nth and relations involving nth term and sum of the first nth understanding
term and the sum of the sequence and series terms of AP and GP.
first nth terms of 2.2.2.LI.2 2.2.2.AS.2
arithmetic and Application of AP and GP to Level 1: Recall
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geometric progressions. real-life problems Level 2: Skills of
Solve problems conceptual
involving financial understanding
mathematics and Level 3: Strategic
exponential growth reasoning
Level 4: Extended
critical thinking and
reasoning
3.2.2.LO.1 3.2.2.CS.1 3.2.2.LI.1 3.2.2.AS.1
Solve problems on Demonstrate an Identify and solve quadratic Level 2: Skills of
quadratic functions and understanding of the equations including graphical conceptual
equations concept of quadratic methods and find the max and understanding
functions and equations min points.
and solve problems with 3.2.2.LI.2 3.2.2.AS.2
them Identify and explain the axis of Level 3: Strategic
symmetry, write its equation and reasoning
solve linear equations
simultaneously using graphs
Geometry 1.3.1.LO.1 1.3.1.CS.1 1.3.1.LI.1 1.3.1.AS.1
Around Us Draw and describe Demonstrate a conceptual Draw and describe angle with Level 3: Strategic
angles of various understanding of spatial various measures including reasoning
measures; solve sense with respect to acute, right, straight, obtuse and
problems on angles, parallel lines, reflex angles and solve problems
Pythagorean theorem; transversal and polygons on them.
parallel lines, and apply their properties 1.3.1.LI.2 1.3.1.AS.2
perpendicular lines and to solve problems Solve problems involving Level 3: Strategic
transversal; use the perpendicular lines, parallel reasoning
exterior angle theorem lines, transversal and pairs of
of a triangle and angle formed between them
calculate the sums of 1.3.1.LI.3 1.3.1.AS.3
interior and exterior State and apply exterior angle Level 2: Skills of
angles of polygons theorem of a triangle to solve conceptual
problems and identify the understanding
various properties of special Level 3: Strategic
1100
triangles reasoning
1.3.1.LI.4 1.3.1.AS.4
Solve problems on Pythagorean Level 3: Strategic
theorem by identifying reasoning
situations that involve right-
triangles
1.3.1.LI.5 1.3.1.AS.5
State and use the properties of Level 3: Strategic
quadrilaterals and calculate the reasoning
sum of interior angle and
exterior angles of a polygon
2.3.1.LO.1 2.3.1.CS.1 2.3.1.LI.1 2.3.1.AS.1
Carry out a variety of Demonstrate a conceptual Identify and translate an object Level 3: Strategic
transformation through understanding of spatial or point by translating vector reasoning
translation, reflection, sense regarding changes and describe the image
rotation and and invariance achieved 2.3.1.LI.2 2.3.1.AS.2
enlargement of plane by performing a Identify and explain the Level 3: Strategic
shapes and identify skill combination of successive reflection of an object in a reasoning
drawing as an transformations mirror line and describe the
enlargement/reduction (reflection, translation, image points of shapes in a
of a plane shape rotation) in a 2-D shape reflection
2.3.1.LI.3 2.3.1.AS.3
Identify shapes with rotational Level 3: Strategic
symmetry and show the image reasoning
of an object (or point) after a
rotation about the origin (or
point)
2.3.1.LI.4 2.3.1.AS.4
Carry out an enlargement of a Level 2: Skills of
plane shape given a scale factor conceptual
understanding
1101
3.3.1.LO.1 3.3.1.CS.1 3.3.1.LI.1 3.3.1.AS.1
Draw circles for given Demonstrate a conceptual Identify parts of a circle and Level 1: Recall
radii and use the circle understanding of spatial draw circles for given radii
theorems; identify the sense with respect to 3.3.1.LI.2 3.3.1.AS.2
tangent as circles and their theorems Application of all circle theorem Level 2: Skills of
perpendicular to the and the applications of its properties including alternate conceptual
radius the point of properties to solve segment theorem to solve understanding
contact and verify that problems problems Level 3: Strategic
tangent drawn from an reasoning
external point to the Level 4: Extended
same circle are equal critical thinking and
when measured from reasoning
their point of contact 3.3.1.LI.3 3.3.1.AS.3
Verify that tangents drawn from Level 2: Skills of
an external point to the same conceptual
circle are equal when measured understanding
from their point contact Level 3: Strategic
reasoning
Level 4: Extended
critical thinking and
reasoning
3.3.1.LO.2 3.3.1.CS.2 3.3.1.LI.1 3.3.1.AS.1
Perform geometric Demonstrate knowledge Construction of angles such 750, Level 2: Skills of
construction of and understanding of 1050, 1350 and 1500 conceptual
quadrilaterals and given geometrical construction, understanding
loci use the knowledge to 3.3.1.LI.2 3.3.1.AS.2
construct plane shapes Construction of triangles or Level 2: Skills of
and apply these in the quadrilaterals under given conceptual
world around them conditions understanding
Level 3: Strategic
reasoning
3.3.1.LI.3 3.3.1.AS.3
Construction of particular locus Level 3: Strategic
1102
for a given condition reasoning
Measurement 1.3.2.LO.1 1.3.2.CS.1 1.3.2.LI.1 1.3.2.AS.1
Interpret information Demonstrate knowledge Recognise a vector as a quantity Level 2: Skills of
about real-world and an understanding of with both magnitude and conceptual
applications of vectors the concept of direction and representation of a understanding
and recognise vectors measurement with respect vector in two spaces
with the same to bearings and vectors geometrically as a directed line
magnitude and direction segment with directions
but different position as expressed in different ways e.g.
equal vectors 3200, N400W vectors with same
magnitude and direction but
different position has equal
vectors
1.3.2.LO.2 1.3.2.CS.2 1.3.2.LI.1 1.3.2.AS.1
Investigate and Demonstrate conceptual The three basic trigonometric Level 2: Skills of
determine the understanding of the basic ratios (tangent, sine and cosine) conceptual
trigonometric functions trigonometric ratios and of an acute angle in degrees. understanding
of special angles and their application to solve
solve problems using problems 1.3.2.LI.2 1.3.2.AS.2
the three basic Trigonometric functions of Level 3: Strategic
trigonometric ratios special angles (300, 450, and 600) reasoning
and use of calculator to
determine the values of sine,
cosine and tangent of angles up
to 3600
1.3.2.LI.3 1.3.2.AS.3
Solve problems using the three Level 3: Strategic
basic trigonometric ratios for reasoning
angle from 00 to 3600 in
standard positions
1.3.2.LO.3 1.3.2.CS.3 1.3.2.LI.1 1.3.2.AS.1
Identify and compare Demonstrate conceptual Identify and compare referents Level 2: Skills of
referents for SI and understanding of the for SI and imperial area
1103
imperial area measurement of perimeter measurement of regular conceptual
measurement, estimate and area of circles and composite and irregular 2-D understanding
the perimeter of 2-D quadrilaterals shapes including decimal and
shapes and solve fractional measurement
problems that involve a
given regular, 1.3.2.LI.2 1.3.2.AS.2
composite or irregular Estimate the perimeter and area Level 3: Strategic
2-D shapes of a given regular composite or reasoning
irregular 2-D shapes and solving
contextual problems involving
them
2.3.2.LO.1 2.3.2.CS.1 2.3.2.LI.1 2.3.2.AS.1
Carry out addition, Demonstrate knowledge Addition, subtraction and scalar Level 2: Skills of
subtraction, and scalar and understanding of multiplication on vectors conceptual
multiplication of measurement with respect represented as directed line understanding
vectors and investigate to operation on bearings segments in 2-space and in
with and without and vectors Cartesian form in 2 and 3-space
technology some
properties ( e.g 2.3.2.LI.2 2.3.2.AS.2
commutative, Determine the properties Level 3: Strategic
associative, distributive (commutative, associative, reasoning
properties) of the distributive etc.) of the
operations operations on vectors through
investigation with or without
technology
2.3.2.LI.3 2.3.2.AS.3
Solve problems involving Level 3: Strategic
addition, subtraction, scalar reasoning
multiplication of vectors
including problems arising from
real-world applications
2.3.2.LO.2 2.3.2.CS.2 2.3.2.LI.1 2.3.2.AS.1
Determine the inverse Demonstrate and an Determine the inverse of Level 3: Strategic
of trigonometric ratios, understanding of the trigonometric ratios ( graphs reasoning
1104
calculate angle of inverse of trigonometric excluded) and their application
elevation and ratios and angles of in the field astronomy,
depression in everyday elevation/depression and engineering, physics, geometry
life situation and apply apply the knowledge to and navigation
the knowledge to calculate distances and
calculate distances and height 2.3.2.LI.2 2.3.2.AS.2
height Solve real-life problems Level 2: Skills of
involving angles of elevation conceptual
and depression and identify understanding
everyday life situation on these Level 3: Strategic
concepts reasoning
2.3.2.LO.3 2.3.2.CS.3 2.3.2.LI.1 2.3.2.AS.1
Determine the volume Demonstrate conceptual Problems that involve SI and Level 2: Skills of
and capacity of solid understanding of the imperial units in surface area conceptual
shapes and solve measurement of surface measurements and verify the understanding
problems that involve area, volume and capacity solutions Level 3: Strategic
SI and imperial units in of solid shapes reasoning
surface area, volume 2.3.2.LI.2 2.3.2.AS.2
and capacity Problems that involve SI and Level 2: Skills of
measurements imperial units in volume and conceptual
capacity measurements understanding
Level 3: Strategic
reasoning
2.3.2.LI.3 2.3.2.AS.3
Real-world problems that Level 2: Skills of
involve the volume/capacity of a conceptual
3-D object understanding
Level 3: Strategic
reasoning
1105
3.3.2.LO.1 3.3.2.CS.1 3.3.2.LI.1 3.3.2.AS.1
Draw graphs of given Demonstrate conceptual Graphs of given trigonometric Level 3: Strategic
trigonometric functions understanding of functions and their use to solve reasoning
and use them to trigonometric graphs and related problems
determine equations use them to solve 3.3.2.LI.2 3.3.2.AS.2
and solve related trigonometric equations Use trigonometric graphs to Level 3: Strategic
problems determine equations reasoning
Making Statistical reasoning 1.4.1.LO.1 1.4.1.CS.1 1.4.1.LI.1 1.4.1.AS.1
sense of and its application in Decide whether or not a Demonstrate a conceptual Classify data(primary and Level 3: Strategic
and using real life selected data collection understanding of the secondary) as reasoning
data method is appropriate appropriateness of data quantitative(discrete and
given a particular data, collection methods to continuous), qualitative
justify responses, and collect everyday life data (nominal and ordinal),
collect both qualitative numerical, categorical grouped,
and quantitative data ungrouped, etc.
with the appropriate 1.4.1.LI.2 1.4.1.AS.2
methods Identify and validate Level 2: Skills of
quantitative data collection conceptual
methods (survey/questionnaire, understanding
interviews, observation, existing
data and probability) and use
them to collect everyday life
data
1.4.1.LI.3 1.4.1.AS.3
Identify and validate qualitative Level 2: Skills of
data collection methods conceptual
(interviews, observations, focus understanding
group, oral histories, online
tracking, social media
monitoring, etc.) and use them
to collect everyday life data
1106
1.4.1.LO.2 1.4.1.CS.2 1.4.1.LI.1 1.4.1.AS.1
Organise and present Demonstrate conceptual Organize and present data Level 2: Skills of
data understanding of data (grouped/ungrouped) using conceptual
(grouped/ungrouped) organisation and frequency tables, line graphs, understanding
using frequency tables, presentation for grouped pie charts, multiple bar graphs, Level 3: Strategic
line graphs, pie charts, and ungrouped data infographics, etc, including reasoning
multiple bar graphs including 3-D generating 3-D graphs/charts
infographics etc.; graphs/charts with with appropriate digital
generate 3-D appropriate digital technology (where available)
graphs/charts with technology and solving problems on them
appropriate digital 1.4.1.LI.2 1.4.1.AS.2
technology (where Analyse (including using Level 2: Skills of
available) and solve appropriate computer conceptual
problems on them applications) and interpret data understanding
using descriptive statistics (i.e Level 3: Strategic
measures of central reasoning
tendency/location, minimum Level 4: Extended
and maximum values) and critical thinking and
justify which of the averages
reasoning
best represent the data
1.4.1.LI.3 1.4.1.AS.3
Mathematical arguments to Level 3: Strategic
support personal choices as well reasoning
as incorporate the views and
perspectives of others to assess
and make inference from data
presented in everyday life
(including class discussions,
school debates, textbooks,
school clubs etc.)
1.4.1.LO.3 1.4.1.CS.3 1.4.1.LI.1 1.4.1.AS.1
Design and execute a Demonstrate the ability to Develop and execute a project Level 3: Strategic
project by posing and embark on a project with a team by collecting and reasoning
1107
refining questions to involving the collection, analysing data within the school
collect, analyse and analysis and interpretationenvironment and giving useful
interpret quantitative of quantitative and conditions and
and /or qualitative data qualitative data within therecommendations(including the
directly from the school school environment use of appropriate computer
community and beyond, application, e.g. Excel)
draw useful conclusion 1.4.1.LI.2 1.4.1.AS.2
and make Present a project report to your Level 3: Strategic
recommendations. class or at a school forum, reasoning
including the use of presentation Level 4: Extended
software such as power point, critical thinking and
infographics, etc., and publish reasoning
the report in a school magazine,
school notice board, school
social media platform etc.
2.4.1.LO.1 2.4.1.CS.1 2.4.1.LI.1 2.4.1.AS.1
Design a data collection Demonstrate conceptual Design a data collection Level 3: Strategic
instrument and justify understanding of data instrument (questionnaire, reasoning
its appropriateness for handling in relation to interview guide, checklist,
collecting everyday life designing and validating a observation guide etc.) by
data to address a variety of data collection employing a feasible digital
contextual issue methods technology ( where available)
and using it to collect real-life
data
2.4.1.LI.2 2.4.1.AS.2
Evaluate a given set of data and Level 2: Skills of
/or its instrument by identifying conceptual
potential problems related to understanding
bias, use of language, gender, Level 3: Strategic
ethics, cost, time, privacy, reasoning
cultural sensitivity etc. Level 4: Extended
critical thinking and
reasoning
1108
2.4.1.LO.2 2.4.1.CS.2 2.4.1.LI.1 2.4.1.AS.1
Construct and interpret Demonstrate an Organize and present data Level 3: Strategic
a variety of data understanding of data (grouped/ungrouped) by means reasoning
presentation methods, presentations and analyse of the ogive, waffle diagrams,
including cumulative for grouped and box and whisker plots, etc.,
frequency curve ungrouped data and including generating 3-D graphs
(ogive), waffle describe the relationship and solving and/or posing
diagrams, etc. and between the measures of problems
describe the dispersion in data displays 2.4.1.LI.2 2.4.1.AS.2
relationship between Analyse and interpret data using Level 2: Skills of
the measures of measures of dispersion and conceptual
dispersion in data justify which of these measures understanding
displays to solve and/or best suits the data. Level 3: Strategic
pose problem reasoning
2.4.1.LI.3 2.4.1.AS.3
Use mathematical arguments to Level 3: Strategic
support personal choices as well reasoning
as incorporate views and
perspectives of others to
evaluate and make inference
from data presented in everyday
life (including live debate on
TV, radio, social media
platforms, newspaper,
magazines etc.)
2.4.1.LO.3 2.4.1.CS.3 2.4.1.LI.1 2.4.1.AS.1
Carry out mini projects Demonstrate the ability to Develop and implement project Level 3: Strategic
involving data handling carry out a mini-project plan for the collection, analysis reasoning
(data collection, involving the collection, and interpretation of data with Level 4: Extended
analysis and analysis and interpretation useful conclusion and critical thinking and
interpretation) of of quantitative and recommendations (including the reasoning
quantitative and qualitative data beyond use of appropriate computer
qualitative data beyond the school environment application e.g. Excel) within
the school environment and beyond the school.
1109
2.4.1.LI.2 2.4.1.AS.2
Present a project report Level 3: Strategic
including the use of power reasoning
point, infographics etc.
3.4.1.LO.1 3.4.1.CS.1 3.4.1.LI.1 3.4.1.AS.1
Establish simple Demonstrate Establish simple mathematical Level 2: Skills of
mathematical understanding of data relationships between two conceptual
relationship between handling involving simple variables in a given understanding
two variables in a given mathematical observational or experimental
observational or relationships of bivariate context; illustrate using scatter
experimental context; data in observational and graphs and use them to solve
illustrate using scatter experimental contexts and/or pose problems
graphs and use them to 3.4.1.LI.2 3.4.1.AS.2
solve and/or pose Collect data from an Level 3: Strategic
problems experimental study in which the reasoning
interest is based on treatment
and non-treatment (control)
groups. Illustrate the data using
scatter graphs and find the
relationship between the
variables, if any
3.4.1.LO.2 3.4.1.CS.2 3.4.1.LI.1 3.4.1.AS.1
Compare different data Demonstrate the ability to Compare the quality of different Level 2: Skills of
sets and use compare different data data sets using knowledge and conceptual
mathematical sets and use appropriate skills acquired from data understanding
vocabulary and vocabulary to contribute analysis techniques you learned
language (concretely, to mathematical and in earlier statistics work
pictorially, everyday discussions and
1110
symbolically, spoken or make inferences about the3.4.1.LI.2 3.4.1.AS.2
written) to contribute to information gathered Discuss data information Level 2: Skills of
mathematical and published in (local and/or conceptual
everyday discussions international TV stations, understanding
using valid and reliable newspapers, journals etc.) by
data to explain and making useful inferences from
justify the information the data to draw conclusions
produce from the data and/or to explain other
phenomena
Probability /Chance 1.4.2.LO.1 1.4.2.CS.1 1.4.2.LI.1 1.4.2.AS.1
Determine the sample Demonstrate conceptual List the elements of the Sample Level 1: Recall
space for simple and understanding of simple space from a simple or
compound probability and compound probability compound experiment involving
experiments involving experiments involving two independent events
independent events two independent events
express the probabilities
1.4.2.LI.2 1.4.2.AS.2
of given events as
Determine the probabilities of Level 2: Skills of
fractions, decimals,
independent events and express conceptual
percentages and/or
the results as fractions, understanding
ratios and solve
decimals, percentages and/or
problems in everyday
ratios
life problems
1.4.2.LI.3 1.4.2.AS.3
Solve everyday life problems Level 3: Strategic
involving the probability to two reasoning
independent events
2.4.2.LO.1 2.4.2.CS.1 2.4.2.LI.1 2.4.2.AS.1
Demonstrate a Demonstrate a conceptual List the elements of the sample Level 2: Skills of
conceptual understanding of simple space from a simple or conceptual
understanding of simple and compound probability compound experiment involving understanding
and compound experiments involving two dependent events
1111
probability experiments two dependent events 2.4.2.LI.2 2.4.2.AS.2
involving two Solve everyday life problems Level 3: Strategic
dependent events involving the probability of two reasoning
dependent events
3.4.2.LO.1 3.4.2.CS.1 3.4.2.LI.1 3.4.2.AS.1
Explain how a given Demonstrate an Identify examples from print Level 3: Strategic
probability from print understanding of the role and electronic media e.g. reasoning
and electronic media of probability in society Newspapers, television, and the
influences individual and apply probability internet, where probability is
decisions; select and reasoning to analyse and used and explain how the given
analyse real-life data to make useful predictions probability influences individual
solve problems about everyday life events decisions
involving the 3.4.2.LI.2 3.4.2.AS.2
probability of two Solve everyday life problems Level 3: Strategic
dependent and involving the probability of two reasoning
independent events dependent and independent Level 4: Extended
events including addition and critical thinking and
multiplication laws reasoning
1112
Sample Questions
Mathematics
S/n Indicator Items for Paper 1 DOK
1. 3.3.1.LI.2 2
Application of all circle
theorem properties
including alternate
segment theorem to solve
problems Fig. 1
NOT DRAWN TO SCALE
In Figure 1, M, N and P, are points on the circle with centre O. ̅̅̅̅̅
𝑀𝑃 is a
diameter and
∠𝑂𝑁𝑃 = 35° . Find the value of ∠𝑀𝑂𝑁.
A. 35°
B. 55°
C. 70°
D. 110°
2. 1.2.2.LI.1 A group of students decided to contribute money to buy sports equipment. 2
The cost of the equipment is shared in the ratio of their ages. If Ama is 15
Establish and apply the
years old, Kojo is 18 years old, and Yaw is 12 years old, and the total cost
relevance of the concept
of the equipment is GH₵450, how much should Kojo contribute?
of ratio, rates and
proportions and make A. GH₵120.00
generalisations to solve B. GH₵135.00
problems in financial C. GH₵150.00
mathematics, health, D. GH₵180.00
sports, etc.
1113
3. 2.1.2.LI.1 The time it takes to complete a task varies inversely as the number of 2
workers. If 6 workers can complete the task in 8 hours, how many hours
Establish and apply the
will it take 12 workers to complete the task?
relevance of the concept
of ratio, rates and A. 4
proportions and make B. 6
generalisations to solve C. 8
problems in financial D. 16
mathematics, health,
sports, etc.
4. 3.3.2.LI.3 A painter is to place a ladder against a vertical wall such that it forms an 2
angle of 60° with the ground. If the ladder is 10 meters long, determine
Solve problems using the
how high the ladder will reach the wall?
three basic trigonometric
ratios for angle from 00 A. 𝟓√𝟑 meters
to 3600 in standard B. 10√3 meters
positions
C. 3√5 meters
D. 5√5 meters
5. 4.4.1.LI.2 A researcher collects data on the examination scores of two groups of 3
Analyse (including using students. Group X has a mean score of 70 and a standard deviation of 5,
appropriate computer while Group Y has a mean score of 75 and a standard deviation of 10.
applications) and
Which of the following is the best interpretation of the data?
interpret data using
descriptive statistics (i.e
measures of central A. Group Y had more consistent scores than Group X
tendency/location, B. Group X had more consistent scores than Group Y
minimum and maximum C. Group Y performed better on average than Group X
D. Group X performed the same on average as Group Y
1114
values) and justify which
of the averages best
represent the data
6. 1.1.2.LI.1 A trader buys goods for 𝐺𝐻𝑐15,000.00 and decides to add a profit of 20% 2
Establish and apply the on the cost price. However, to clear the goods, a 10% discount was allowed
relevance of the concept of
on the selling price. Determine the profit percentage the trader makes on
ratio, rates and proportions
and make generalisations to the goods.
solve problems in financial
mathematics, health, sports, A. 8%
etc. B. 9 %
C. 10 %
D. 12%
7. 1.1.2.LI.1 A woman has two options to invest in an investment firm: 3
Establish and apply the Option 1: invest GH₵1,200.00 at a simple interest rate of 6% per annum
relevance of the concept
for 4 years.
of ratio, rates and
proportions and make
Option 2: invest GH₵1,000.00 at a simple interest rate of 8% per annum
generalisations to solve
problems in financial for 4 years. Which amongst the following yields a higher interest, and by
mathematics, health, how much?
sports, etc. A. Option 1 yields GH₵28 more interest.
B. Option 2 yields GH₵32 more interest.
C. Option 1 yields GH₵32 more interest.
D. Option 2 yields GH₵28 more interest.
8. 2.1.2.LI.1 A water tank is being filled by two pipes. The first pipe can fill the tank 2
alone in x hours and the second pipe can fill it in y hours. Write an equation
Establish and apply the
to represent the combined rate at which both pipes fill the tank given the
relevance of the concept
time t.
of ratio, rates and
1115
𝑦
proportions and make A. 𝑡 = 1+𝑥+𝑦
generalisations to solve 𝑥+𝑦
B. 𝑡 =
problems in financial 𝑥𝑦
𝑥
mathematics, health, C. 𝑡 = 𝑥+𝑦
sports, etc. 𝒙𝒚
D. 𝒕 = 𝒙+𝒚
9. 3.4.2.LI.2 Kwame is taking a quiz in class. The quiz has 5 questions, and each 2
question has 4 possible answers. Kwame guesses all his answers because he
Solve everyday life
didn’t study for the quiz. What is the probability that Kwame will get all 5
problems involving the
answers correct by guessing?
probability of two
dependent and 1
1. 4
independent events
including addition and 𝟏
2.
multiplication laws 𝟏𝟎𝟐𝟒
1
3. 625
1
4. 5
10. 2.3.2.LI.1 The dimensions of a cuboid are: length (4 + 𝑥) 𝑚𝑒𝑡𝑟𝑒𝑠, width 𝑥 𝑚𝑒𝑡𝑟𝑒𝑠 2
Addition, subtraction and and height 2 𝑚𝑒𝑡𝑟𝑒𝑠. If the volume of the cuboid is 42 𝑐𝑢𝑏𝑖𝑐 𝑚𝑒𝑡𝑟𝑒𝑠,
scalar multiplication on determine the possible value of 𝑥.
vectors represented as
directed line segments in A. 7
2-space and in Cartesian
B. 6
form in 2 and 3-space
C. 4
D. 3
1116
S/n Indicator Items for Paper 2 DoK Level
Section A
1 4.4.1.LI.2 Write down four numbers such that: 2
Analyse (including using a. their 𝑚𝑒𝑎𝑛 = 50
appropriate computer
applications) and b. their 𝑚𝑜𝑑𝑒 = 50
interpret data using c. their 𝑟𝑎𝑛𝑔𝑒 = 50
descriptive statistics (i.e
measures of central
tendency/location,
____ ____ ____ ____
minimum and maximum
values) and justify which
of the averages best
represent the data
2 2.2.1.LI.1 A boutique sells shirts and pairs of trousers. 2
Solve simultaneous Each shirt (S) costs the same amount, and each pair of trousers (T) costs the
linear equations same amount.
involving two variables
If the total cost of 3 shirts and 5 pairs of trousers is 𝐺𝐻₵1,050.00.
using elimination,
substitution and and the total cost of 4 shirts and 2 pairs of trousers is GH₵700.00.
graphical methods and
the application to solve Find the cost of one shirt and one pair of trousers.
word problems
1117
S/n Indicator Items for Paper 2 Section B DoK Level
1. 1.2.1.LI.1 It takes a motorist 𝑦 hours to travel from his home to his place of work if he 3
drives at a speed of 𝑥 km/h. A new speed limit, 𝑠 km/h, is imposed on the
Use variables to
road.
formulate mathematical
expressions, factorise It takes the motorist z hours longer to travel from his home to his place of
algebraic expressions work if he drives at the new speed limit.
involving quadratic
trinomials such as perfect
squares and difference of 𝑥𝑦
(a)Show that 𝑠 = 𝑦+𝑧 . Explain your answer.
two squares
(b)From the result in a., find y in terms of 𝑥, 𝑧 and 𝑠.
(c)Given that 𝑠 = 80, 𝑦 = 2 and 𝑧 = 0.25, find the value of 𝑥.
1118
PERFORMING ARTS SYLLABUS
1. INTRODUCTION
In a bold move to transform the educational landscape, the Performing Arts has been introduced as a new subject at the secondary education
level in Ghana. This innovative discipline combines the dynamic realms of Dance, Music, and Drama to foster a holistic learning
experience. By integrating these art forms, learners will embark on a transformative journey of self-discovery, creativity, and skill-building,
preparing them for success in an ever-evolving world. As we delve into the world of Performing Arts, we will explore its far-reaching
benefits, from cognitive development and emotional intelligence to cultural understanding and career readiness. Join us as we uncover the
power of Performing Arts in shaping the next generation of creative thinkers, problem solvers, and leaders.
2. PURPOSE
This syllabus outlines how the assessment will evaluate candidates' proficiency in the performing arts, encompassing dance, music, and
drama. Candidates will be expected to demonstrate the application of the knowledge they have acquired to exhibit artistic competencies.
For optimal performance, candidates must cultivate positive attitudes, values, and artistic insight, along with fostering innovative,
imaginative, and creative skills to address the questions posed.
3. PHILOSOPHY
The Performing Arts syllabus empowers the learner to develop creative, narrative, design, identity, entrepreneurial, innovation, and
knowledge through artistic competencies that connect the world of work and further education if teachers provide the needed opportunities
for learner-centred activities to make performing arts functional, leading to Global and Local (Glocal) relevance.
4. VISION
The vision of the Performing Arts syllabus is to nurture a functional learner, knowledgeable, skilled, open-minded and adaptive to changes
and uncertainties of the 21st century, who applies artistic practice processes in producing creative products and programmes for
developmental communication, life-long learning and “Glocal” trends.
5. GOALS
The main goal of the Performing Arts Curriculum is to develop individuals who are literate and good problem solvers with the ability to
think creatively and have both the confidence and competence to participate fully in the Ghanaian society as responsible local and global
citizens. The specific goals of the Performing Arts Curriculum are:
1. Educates the learner in the Performing Arts, and through the Performing Arts (head, heart, hands and hi-tech or 4-H Therapy).
2. Develops the learners’ thinking ability, reasoning power and an understanding of the world and its cultures.
3. Provides learners with the opportunity to respond and act creatively according to intuition.
1119
4. Instils in the learner a lifelong critical mind: analytical and problem-solving skills, creative and innovative skills.
5. Develops the emotional, material, spiritual, cultural and intellectual life of an individual.
6. Strengthens the power of imagination, creative thinking and self-expression.
7. Predisposes the learner to technical, vocational and entrepreneurial skills needed for industrialisation.
8. Develops in the learner the skill of appreciation and appraisal of the creative arts and the artists /artistes.
6. SCHEME OF EXAMINATION
The examination will consist of three papers: Paper 1, Paper 2 and Paper 3.
A total of 150 marks is allocated and the assessment will last for 165 minutes (2 hours 45 minutes).
Theoretical components of the Performing Arts will be tested through Paper 1 and 2
Paper 1 will consist of 40 compulsory multiple-choice questions and will last for 60 minutes. This will carry 40 marks.
Paper 2 will consist of two sections – sections A and B. Candidates will be required to answer three essay questions in total.
Section A consists of one question which is compulsory for 20 marks. In Section B, candidates will be required to answer
two (2) questions out of four (4) with each question attracting 15 marks. The Paper will last 90 minutes and will carry 50 marks.
Paper 3 will be the “Performance Test” which will consist of assessments of the development and performance of the artistic
product. For eventual performance, candidates will present a performance piece, individually or in a group of not more than 10
candidates, lasting for not more than 15 minutes, addressing a relevant local/global social or topical issue. The assessment will be
conducted by an examiner who will adhere to a predetermined set of criteria to allocate marks accordingly. A total of 60 marks is
allocated for the assessment of Paper 3.
7. DETAILED SCHEME OF EXAMINATION
PAPER 1: Objective Test lasting 60 minutes
This paper will consist of 40 multiple-choice questions totalling 40 marks and lasting for 60 minutes. This is mainly to assess the DoK
level 1 – recall and level 2 – skills of conceptual understanding.
PAPER 2: Essay (Sections A & B) lasting 90 minutes
This paper is divided into two sections (A & B). Candidates will be required to answer a specific set of questions in each section. Paper 2 is
mainly to assess the DoK level 3 - Strategic Reasoning.
Section A: Candidates will be required to answer one compulsory question that will carry 20 marks.
1120
Section B: Candidates will be required to answer two (2) easy questions out of three (3) that will carry 15 marks each, having
a total of 30 marks for this section.
PAPER 3: Performance Test lasting not more than 15 minutes
This paper will consist of a question that would require the candidate (individually or in a group of not more than 10 candidates) to develop
and perform an artistic product that addresses a relevant local/global social or topical issue that will attract 60 marks. This is mainly to assess
the DoK level 4 – Extended critical thinking and reasoning
8. STRUCTURE OF DETAILED SYLLABUS
Pointers:
Assessment levels reflect the highest achievable level of indicator
Some indicators split to cover two skills (e.g. identify and explain) for such, the corresponding levels have been indicated
Flow of LIs into the DoKs
(Identify/recall – Level 1), (Plan/research – Level 2), (Explain – Level 3), (Perform/develop/analyse – Level 4)
Strand Sub-strand Learning Outcomes Content Standards Learning Indicators Level of Assessment
Foundations in 1. Rudiments in 1.1.1.LO.1 1.1.1 .CS.1 1.1.1.LI.1 1.1.1.AS.1
Artistic Performing Arts Apply the elements of Demonstrate knowledge Identify and explain the Level 1 Recall
Knowledge the Performing Arts to and understanding of the elements of the Performing Level 2 Skills of conceptual
and Processes develop, compose and elements in the Arts used to develop, understanding
perform artistic Performing Arts to compose and perform
product(s) (dance, develop, compose and artistic products in Dance Level 3 Strategic reasoning
music and drama or a perform artistic
collaboration). product(s) in dance, Level 4 Extended critical
music and drama or a 1.1.1.LI.2 thinking and reasoning
collaboration. Identify and explain the
elements of the Performing
Arts used to develop,
compose and perform
artistic products in Music.
1.1.1.AS.2
1121
1.1.1.LI.3 Level 1 Recall
Identify and explain the
Level 2 Skills of conceptual
elements of the Performing understanding
Arts used to develop,
compose and perform Level 3 Strategic reasoning
artistic products in Drama. Level 4 Extended critical
thinking and reasoning
Level 1 Recall
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
2.1.1.LO.1 2.1.1.CS.1 2.1.1.LI.1 2.1.1.AS.1
Apply ICTs—software Demonstrate Identify and explain the
and other Performing accomplished level function(s) of ICTs— Level 1 Recall
Arts production knowledge in the use of software, and other
equipment to develop, ICTs—software, and Level 2 Skills of conceptual
Performing Arts technical understanding
compose and perform other Performing Arts production equipment used
artistic products (DANCE, MUSIC, for performing / presenting Level 3 Strategic reasoning
[DANCE, MUSIC, DRAMA) technical
/ producing and recording Level 4 Extended critical
DRAMA, or a production equipment for
collaboration]. performing / presenting / the artistic product(s) in thinking and reasoning
producing and recording DANCE.
1122
the artistic products.
2.1.1.LI.2 2.1.1.AS.2
Identify and explain the
function(s) of ICTs— Level 1 Recall
software, and other
Level 2 Skills of conceptual
Performing Arts technical understanding
production equipment used
for performing / presenting Level 3 Strategic reasoning
/ producing and recording Level 4 Extended critical
the artistic products in thinking and reasoning
MUSIC.
2.1.1.AS.3
2.1.1.LI.3
Identify and explain the
Level 1 Recall
function(s) of ICTs—
software, and other Level 2 Skills of conceptual
Performing Arts technical understanding
production equipment used
for performing / presenting Level 3 Strategic reasoning
/ producing and recording Level 4 Extended critical
the artistic products in thinking and reasoning
DRAMA.
3.1.1.LO.1 3.1.1.CS.1 3.1.1.LI.1 3.1.1.AS.1
Communicate Demonstrate advanced Research DANCE Level 1 Recall
effectively about the skills in understanding performing arts literature in Level 2 Skills of conceptual
evolution and knowledge in the Ghana and the West understanding
development of performing arts African Sub-Region and
performing arts [DANCE, MUSIC, and apply it to techniques and Level 3 Strategic reasoning
[DANCE, MUSIC, DRAMA] literature performances in its artistic
and DRAMA] in Level 4 Extended critical
related to Ghana and the product(s) thinking and reasoning
Ghana and the West-
West African sub-region.
African sub-region.
3.1.1.LI.2 3.1.1.AS.2
1123
Research MUSIC Level 1 Recall
performing arts literature in Level 2 Skills of conceptual
Ghana and the West understanding
African Sub-Region and
apply it to techniques and Level 3 Strategic reasoning
performances in its artistic Level 4 Extended critical
product(s) thinking and reasoning
3.1.1.AS.3
3.1.1.LI.3 Level 1 Recall
Research DRAMA Level 2 Skills of conceptual
performing arts literature in understanding
Ghana and the West
African Sub-Region and Level 3 Strategic reasoning
apply it to techniques and Level 4 Extended critical
performances in its artistic thinking and reasoning
product(s)
2. Skills in 1.1.2.LO.1 1.1.2.CS.1 1.1.2.LI.1 1.1.2.AS.1
Performance Explore skills in Demonstrate knowledge Develop skills and apply Level 1 Recall
performance by and skills in Performing them to dance techniques. Level 2 Skills of conceptual
presenting a five to Arts artistic product(s) understanding
ten-minute artwork [DANCE, MUSIC or
based on any DRAMA, or a Level 3 Strategic reasoning
emerging Ghanaian collaboration] and
topical issues. Level 4 Extended critical
develop a repertoire of thinking and reasoning
five to ten-minute
presentations/performanc
es that exhibit 1.1.2.LI.2
1.1.2.AS.2
approaching proficiency Develop skills and apply
Level 1 Recall
level skills in a them to playing musical
Performing Arts area. instruments of their choice: Level 2 Skills of conceptual
1124
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
1.1.2.LI.3 thinking and reasoning
Develop skills and apply
them to Drama techniques.
1.1.2.AS.3
Level 1 Recall
Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
1.1.2.LI.4
Select a five to ten-minute
1.1.2.AS.4
artistic product(s) repertoire
Level 1 Recall
[DANCE, MUSIC,
DRAMA, or a Level 2 Skills of conceptual
collaboration] based on an understanding
emerging Ghanaian topical Level 3 Strategic reasoning
issue for
presentation/performance. Level 4 Extended critical
thinking and reasoning
1.1.2.LI.5
Rehearse the selected
repertoire [DANCE, 1.1.2.AS.5
Level 1 Recall
MUSIC, DRAMA, or a
collaboration] of five to ten- Level 2 Skills of conceptual
minute artistic product(s) understanding
based on an emerging Level 3 Strategic reasoning
Ghanaian topical issue.
Level 4 Extended critical
1125
thinking and reasoning
1.1.2.LI.6
Present/Perform the
selected repertoire of five to
1.1.2.AS.6
ten-minute artistic
Level 1 Recall
product(s) [DANCE,
MUSIC or DRAMA, or a Level 2 Skills of conceptual
collaboration] that depicts understanding
any emerging Ghanaian
topical issue. Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
2.1.2.LO.1 2.1.2.CS.1 2.1.2.LI.1 2.1.2.AS.1
Explore skills in Demonstrate Develop ICT software skills Level 1 Recall
performance by accomplished level skills and apply them to
Level 2 Skills of conceptual
selecting and in ICT-software in techniques in Dance.
understanding
presenting a five to choreography for
ten-minute artistic DANCE; Level 3 Strategic reasoning
product(s) [DANCE, composing/playing
MUSIC, DRAMA, or musical instruments for Level 4 Extended critical
a collaboration] based MUSIC and thinking and reasoning
on any emerging script/playwriting for
African topical issue. DRAMA; and further 2.1.2.AS.2
engagements in ensemble 2.1.2.LI.2 Level 1 Recall
work for all three areas Develop ICT software skills
[DANCE, MUSIC, and and apply them to Level 2 Skills of conceptual
DRAMA, or a understanding
composing/presenting
collaboration] based on Music artistic product(s) of Level 3 Strategic reasoning
emerging African topical their choice.
issues. Level 4 Extended critical
thinking and reasoning
2.1.2.LI.3
Develop ICT-software 2.1.2.AS.3
Level 1 Recall
skills and apply them to
Level 2 Skills of conceptual
1126
techniques in Drama. understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
2.1.2.LI.4
Rehearse, using ICT-
software, a selected 2.1.2.AS.4
repertoire of five to ten- Level 1 Recall
minute artistic product(s) Level 2 Skills of conceptual
developed based on an understanding
emerging Ghanaian topical
Level 3 Strategic reasoning
issue.
Level 4 Extended critical thinking
and reasoning
2.1.2.LI.5
Present/Perform, using
ICT-software, a selected 2.1.2.AS.5
repertoire of five to ten- Level 1 Recall
minute artistic product(s)
developed that depicts any Level 2 Skills of conceptual
understanding
emerging Ghanaian topical
issue and digitally record Level 3 Strategic reasoning
the performance.
Level 4 Extended critical
2.1.2.LI.6 thinking and reasoning
Respond to, and make
connections with, how the
2.1.2AS.6
five to ten-minute artistic
Level 1 Recall
product(s) developed that
depicts any emerging Level 2 Skills of conceptual
African topical issue understanding
connects to life experiences Level 3 Strategic reasoning
to explore new perspectives
and new realisations. Level 4 Extended critical
thinking and reasoning
1127
3.1.2.LO.1 3.1.2.CS.1 3.1.2.LI.1 3.1.2.AS.1
Explore skills in Demonstrate advanced Develop skills in rehearsing Level 1 Recall
performance by knowledge and skills in a selected repertoire of five Level 2 Skills of conceptual
presenting a five to Performing Arts artistic to ten-minute Performing understanding
ten-minute artistic product(s) [DANCE, Arts artistic product(s)
product(s) [DANCE, MUSIC, DRAMA, or a [DANCE, MUSIC, Level 3 Strategic reasoning
MUSIC, DRAMA, or, collaboration] and DRAMA, or a
a collaboration] based develop a repertoire of Level 4 Extended critical
collaboration], based on any thinking and reasoning
on emerging global five to ten-minute
global issue.
topical issues. presentations/performanc
es that exhibit advanced
level skills in the 3.1.2.LI.2 3.1.2.AS.2
Performing Arts area. Present/Perform a selected Level 1 Recall
repertoire of five to ten-
minute artistic product(s) Level 2 Skills of conceptual
understanding
developed that depicts any
global issue and record the Level 3 Strategic reasoning
performance.
Level 4 Extended critical
thinking and reasoning
3.1.2.LI.3
Identify and analyse the 3.1.2.AS.3
artistic expressions of Level 1 Recall
Performing Arts artistic
product(s). Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
3.1.2.LI.4
Communicate and connect 3.1.2.AS.4
one’s own and others' life
1128
experiences to new Level 1 Recall
perspectives and new Level 2 Skills of conceptual
realisations to the selected understanding
artistic product(s)
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
3. 1.1.3.LO.1 1.1.3.CS.1 1.1.3.LI.1 1.1.3.AS.1
Communications Use varying Demonstrate approaching Summarize the various Level 1 Recall
in the Performing Performing proficiency level skills to Performing Arts processes
Level 2 Skills of conceptual
Arts Arts language forms clearly communicate the [DANCE, MUSIC,
understanding
and various Performing Arts DRAMA, or a
mechanics that processes [DANCE, collaboration] using the Level 3 Strategic reasoning
communicate MUSIC, DRAMA, or a appropriate terminologies
the emerging collaboration], using associated with the Level 4 Extended critical thinking
Ghanaian topical appropriate language, and processes (concept and reasoning
issues meaningfully to making connections to development, composition
enhance the relationships between and performance)
social interactions, Performing Arts and
connect to other arts. 1.1.3.LI.2
the other arts and Explain ways by which the 1.1.3.AS.2
everyday Performing Arts [DANCE, Level 1 Recall
life experiences. MUSIC, DRAMA, or a Level 2 Skills of conceptual
collaboration] are understanding
connected and related to the Level 3 Strategic reasoning
other art forms in the Level 4 Extended critical thinking
Ghanaian society. and reasoning
2.1.3.LO.1 2.1.3.CS.1 2.1.3.LI.1 2.1.3.AS.1
Use varying Demonstrate Summarise the various Level 1 Recall
Performing Arts accomplished level skills Performing Arts processes
Level 2 Skills of conceptual
language forms, to clearly communicate undertaken
understanding
mechanics the various Performing using the appropriate
that communicate the Arts processes, using terminologies associated Level 3 Strategic reasoning
emerging African appropriate language, and with the processes
1129
topical issues making connections to (concept development, Level 4 Extended critical thinking
meaningfully to the relationships between composition and and reasoning
enhance social Performing Arts and performance).
interactions, connect other arts.
to the other arts and
everyday life 2.1.3.LI.2 2.1.3.AS.2
experiences. Explain ways by which the Level 1 Recall
Performing Arts are Level 2 Skills of conceptual
connected and understanding
related to the other art
forms in the African Level 3 Strategic reasoning
society.
Level 4 Extended critical thinking
and reasoning
3.1.3.LO.1 3.1.3.CS.1 3.1.3.LI.1 3.1.3.AS.1
Use varying Demonstrate advanced Summarize the various Level 1 Recall
Performing Arts level skills to clearly Performing Arts processes
Level 2 Skills of conceptual
language forms, communicate the various undertaken
understanding
mechanics that Performing Arts using the appropriate
communicate the processes, using terminologies associated Level 3 Strategic reasoning
emerging Global appropriate language, and with the processes
topical issues making connections to (concept development, Level 4 Extended critical
meaningfully to the relationships between composition, performance, thinking and reasoning
enhance social Performing Arts and etc.)
interactions, connect other arts.
to the other arts and 3.1.3.AS.2
everyday life 3.1.3.LI.2 Level 1 Recall
experiences. Explain ways by which the Level 2 Skills of conceptual
Performing Arts are
understanding
connected and related to
Level 3 Strategic reasoning
other art forms in the
Level 4 Extended critical
Global Society.
thinking and reasoning
1130
Business Cycle in 1.1.4.LO.1 1.1.4.CS.1 1.1.4.LI.1 1.1.4.AS.1
the Performing Apply problem- Demonstrate approaching Identifying Performing Arts Level 1 Recall
Arts solving and marketing proficiency level skills in business opportunities and
Level 2 Skills of conceptual
skills and techniques understanding and challenges.
understanding
to address explored knowledge of business
performing arts opportunities and Level 3 Strategic reasoning
business opportunities challenges in the
and challenges. Performing Arts industry Level 4 Extended critical
and apply business ideas thinking and reasoning
to solve them.
1.1.4.AS.2
1.1.4.LI.2 Level 1 Recall
Analyse business
opportunities and Level 2 Skills of conceptual
challenges in Performing understanding
Arts sector. Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
1.1.4.LI.3 1.1.4.AS.3
Level 1 Recall
Apply marketing techniques
and strategies to access Level 2 Skills of conceptual
identified business understanding
opportunities to address
challenges of the Level 3 Strategic reasoning
Performing Arts sector. Level 4 Extended critical
thinking and reasoning
1.1.4.AS.4
Level 1 Recall
1.1.4.LI.4 Level 2 Skills of conceptual
Draft a business plan for the understanding
production of Perfroming
1131
artwork(s) Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
2.1.4.LO.1 2.1.4.CS.1 2.1.4.LI.1 2.1.4.AS.1
Identify processes of Demonstrate Exhibit proficiency level Level 1 Recall
building brands understanding and skills in the conduct of Level 2 Skills of conceptual
(artistes, product accomplished level skills research on businesses understanding
brands), Intellectual in planning the within the performing arts
Property, and development processes sector: Event planning, Level 3 Strategic reasoning
marketing techniques for building and Management, Branding and
(4P’s: product, price, managing brands, the 4Ps Level 4 Extended critical
Marketing. thinking and reasoning
promotion and place) and Intellectual Property
in the Performing in the Performing Arts
Arts. businesses. 2.1.4.AS.2
2.1.4.LI.2 Level 1 Recall
Analyse performing arts
Level 2 Skills of conceptual
business problems,
understanding
opportunities and formulate
recommendations for action Level 3 Strategic reasoning
to enhance the socio- Level 4 Extended critical thinking
economic well-being of and reasoning
society.
3.1.4.LO.1 3.1.4.CS.1 3.1.4.LI.1 3.1.4.AS.1
Identify and apply the Demonstrate Exhibit high proficiency in Level 1 Recall
factors and/or understanding of explaining business Level 2 Skills of conceptual
elements of the knowledge and advanced concepts in the Performing understanding
Performing Arts in level skills in event Arts Sector.
product planning and planning, management, Level 3 Strategic reasoning
management, business contract and
branding, marketing law, media Level 4 Extended critical
techniques, business communication, thinking and reasoning
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contracts and stagecraft, product
copyright issues in the branding, product life 3.1.4.AS.2
Performing Arts cycle, and marketing 3.1.4.LI.2 Level 1 Recall
Business. techniques in Performing Apply knowledge of Level 2 Skills of conceptual
Arts business. performing arts business understanding
concepts to develop a Level 3 Strategic reasoning
business plan to solicit Level 4 Extended critical
thinking and reasoning
funding for a Performing
Arts project.
Artistic Developing 1.2.1.LO.1 1.2.1.CS.1 1.2.1.LI.1 1.2.1.AS.1
Practice Artistic ideas and Develop a plan to Demonstrate approaching Research topical issues that Level 1 Recall
Works execute a performing proficiency level skills reflect ideas from Level 2 Skills of conceptual
arts artistic product(s) and knowledge in pre- indigenous knowledge understanding
[DANCE, MUSIC, production activities of systems for artistic
DRAMA, or a the performing arts product(s) planning. Level 3 Strategic reasoning
collaboration] that artistic produc(s)
reflects indigenous [DANCE, MUSIC, Level 4 Extended critical
knowledge systems DRAMA or, a thinking and reasoning
collaboration] that reflect
indigenous knowledge
systems 1.2.1.AS.2
1.2.1.LI.2 Level 1 Recall
Plan to create/produce a
Performing Arts artistic Level 2 Skills of conceptual
product(s) using indigenous understanding
knowledge systems. Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
2.2.1.LO.1 2.2.1.CS.1 2.2.1.LI.1 2.2.1.AS.1
Develop a plan to Demonstrate Develop and plan the Level 1 Recall
execute a performing accomplished level skills execution of a performing Level 2 Skills of conceptual
arts artistic product(s) in pre-production arts artistic product in understanding
[DANCE, MUSIC, activities (developing and DANCE, MUSIC,
1133
DRAMA, or a planning) of performing DRAMA, or a collaboration Level 3 Strategic reasoning
collaboration] that arts artistic product in that reflects emerging
Level 4 Extended critical
reflects emerging DANCE, MUSIC, African topical issues using thinking and reasoning
African topical issues DRAMA, or a ICT
using ICT. collaboration that reflects
emerging African topical
issues using ICT. 2.2.1.AS.2
2.2.1.LI.2 Level 1 Recall
Plan the execution of the
rehearsal and production of Level 2 Skills of conceptual
the performing arts artistic understanding
product in [DANCE, Level 3 Strategic reasoning
MUSIC, DRAMA, or a
collaboration] developed Level 4 Extended critical
that reflects emerging thinking and reasoning
African topical issues using
ICT
3.2.1.LO.1 3.2.1.CS.1 3.2.1.LI.1 3.2.1.AS.1
Develop a plan to Demonstrate advanced Research, identify, and Level 1 Recall
execute a performing level skills in pre- interrogate emerging global Level 2 Skills of conceptual
arts artistic product production activities topical issues that affect the understanding
[DANCE, MUSIC, (developing and production/presentation of
DRAMA, or a planning) of performing artistic product(s) planning Level 3 Strategic reasoning
collaboration] that arts artistic product(s) and execution.
reflects emerging Level 4 Extended critical
[DANCE, MUSIC, thinking and reasoning
global topical issues.
DRAMA or a
collaboration] that 3.2.1.AS.2
3.2.1.LI.2 Level 1 Recall
identify and interrogate Review, revise, rehearse, and
emerging global topical fix the Performing Art artistic Level 2 Skills of conceptual
issues. product(s) planned based on understanding
emerging global issues Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
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Refining and 1.2.2.LO.1 1.2.2.CS.1 1.2.2.LI.1 1.2.2.AS.1
Completing Apply skills and Demonstrate approaching Review, revise, rehearse, Level 1 Recall
Artistic Works for knowledge in proficiency level skills and fix the Performing Arts
Level 2 Skills of conceptual
Presentation production activities, and knowledge in artistic product(s) planned
understanding
executing a planned executing a planned based on indigenous
performing arts artistic performing arts artistic knowledge systems. Level 3 Strategic reasoning
product(s) [DANCE, product(s); performing
/producing/ recording it, Level 4 Extended critical
MUSIC, DRAMA or, thinking and reasoning
and organising post-
a collaboration] that production activities
identify and [DANCE, MUSIC, 1.2.2.LI.2 1.2.2.AS.2
interrogate Indigenous DRAMA, or, a Perform/produce/present Level 1 Recall
knowledge systems. collaboration] that the planned performing arts
identify and interrogate artistic product(s). Level 2 Skills of conceptual
indigenous knowledge understanding
systems. Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
1.2.2.LI.3
1.2.2.AS.3
Record the performing arts
Level 1 Recall
creative product(s) for post
production activities. Level 2 Skills of conceptual
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
2.2.2.LO.1 2.2.2.CS.1 2.2.2.LI.1 2.2.2.AS.1
Refining, producing, Demonstrate Rehearse, Level 1 Recall
or/and executing a accomplished level skills produce/present/perform,
Level 2 Skills of conceptual
performing arts artistic in producing, presenting, and fix the performing arts
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product(s) [DANCE, recording, and artistic product(s) understanding
MUSIC, DRAMA, or undertaking post- [DANCE, MUSIC,
Level 3 Strategic reasoning
a collaboration] that production activities of DRAMA, or a
reflects emerging performing arts artistic collaboration] developed Level 4 Extended critical
African topical issues product(s) [DANCE, that reflects emerging thinking and reasoning
using ICT. MUSIC, DRAMA, or a African topical issues using
ICT
collaboration] that
reflects emerging topical
African issues using ICT.
2.2.2.LI.2 2.2.2.AS.2
Record the performing arts Level 1 Recall
Level 2 Skills of conceptual
creative product(s) created understanding
with ICT-software for post- Level 3 Strategic reasoning
production activities. Level 4 Extended critical
thinking and reasoning
3.2.2.LO.1 3.2.2.CS.1 3.2.2.LI.1 3.2.2.AS.1
Apply comprehensive Demonstrate advanced Perform/produce/present the Level 1 Recall
knowledge and exhibit level skills in making planned performing arts
artistic product(s) and record Level 2 Skills of conceptual
advanced level skills comprehensive decisions
it for post-production understanding
of pre-production, about the creation of
production and post- activities Level 3 Strategic reasoning
novel artistic products
production activities [DANCE, MUSIC,
of the performing arts Level 4 Extended critical
DRAMA or a thinking and reasoning
artistic product
collaboration] in a
[DANCE, MUSIC,
DRAMA or a collaborative and
collaboration] that integrated environment of
identify and performing artistes;
interrogate cultural, presenting, producing and
historic, and global recording their master
belief systems. performance that identify
and interrogate cultural,
historic, and global belief
systems.
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Analysis and Critically 1.3.1.LO.1 1.3.1.CS.1 1.3.1.LI.1 1.3.1.AS.1
Interpretation responding to Apply skills and Demonstrate approaching Identify and evaluate the Level 1 Recall
one’s own and knowledge in proficiency level skills elements of
Level 2 Skills of conceptual
others’ creative examining and in interpreting and production/presenting/perfo
understanding
works appraising own and understanding own and rming the artistic
others' artistic others’ performing arts product(s). Level 3 Strategic reasoning
product(s) [DANCE, artistic product(s)
[DANCE, MUSIC, Level 4 Extended critical
MUSIC, DRAMA or, thinking and reasoning
DRAMA or, a
a collaboration] that collaboration] based on
identify and Ghanaian indigenous 1.3.1.AS.2
interrogate indigenous knowledge systems. 1.3.1.LI.2 Level 1 Recall
knowledge systems. Identify and analyse the
artistic expressions of Level 2 Skills of conceptual
Performing Arts artistic understanding
product(s). Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
1.3.1.AS.3
Level 1 Recall
1.3.1.LI.3
Evaluate the aesthetics of Level 2 Skills of conceptual
Performing Arts artistic understanding
product(s).
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
2.3.1.LO.1 2.3.1.CS.1 2.3.1.LI.1 2.3.1.AS.1
Examine and appraise Demonstrate Identify and evaluate the Level 1 Recall
own and others' accomplished level skills elements of Level 2 Skills of conceptual
artistic product(s) in interpreting and production/presenting/perfo understanding
[DANCE, MUSIC, understanding own and rming of the artistic
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DRAMA, or a others' performing arts product(s). Level 3 Strategic reasoning
collaboration] that artistic product(s)
Level 4 Extended critical
used ICT. [DANCE, MUSIC,
thinking and reasoning
DRAMA, or a
collaboration] based on
emerging African topical 2.3.1.AS.2
issues that used ICT. 2.3.1.LI.2 Level 1 Recall
Identify and analyse the
artistic expressions of Level 2 Skills of conceptual
Performing Arts product(s). understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
3.3.1.LO.1 3.3.1.CS.1 3.3.1.LI.1 3.3.1.AS.1
Examine and appraise Demonstrate advanced Identify, analyse, and Level 1 Recall
own and others' level skills in interpreting evaluate the elements and Level 2 Skills of conceptual
artistic product(s) and understanding own artistic expressions of understanding
[DANCE, MUSIC, and others' Performing production/presenting/perfo
DRAMA or a Arts artistic products rming the artistic product(s) Level 3 Strategic reasoning
collaboration] [DANCE, MUSIC,
DRAMA or a created Level 4 Extended critical
identify and interrogate thinking and reasoning
emerging global topical
issues,
Connecting 1.3.2.LO.1 1.3.2.CS.1 1.3.2.LI.1 1.3.2.AS.1
Artworks with Life Apply skills in Demonstrate approaching Identify and connect Level 1 Recall
Experiences communicating and proficiency level skills in Performing Arts artistic
Level 2 Skills of conceptual
connecting own and communicating and product(s) to life
understanding
others' artistic connecting own and experiences.
product(s) [DANCE, others' artistic product(s)
1138
MUSIC, DRAMA, or [DANCE, MUSIC, Level 3 Strategic reasoning
a collaboration] to life DRAMA, or a
Level 4 Extended critical
experiences to explore collaboration] to life
thinking and reasoning
new perspectives and experiences to explore
new realisations. new perspectives and
new realisations. 1.3.2.AS.2
1.3.2.LI.2 Level 1 Recall
Communicate and connect
one’s own and others’ life Level 2 Skills of conceptual
experiences to new understanding
perspectives and new Level 3 Strategic reasoning
realisations.
Level 4 Extended critical
thinking and reasoning
2.3.2.LO.1 2.3.2.CS.1 2.3.2.LI.1 2.3.2.AS.1
Communicate and Demonstrate Identify and connect Level 1 Recall
connect own and accomplished level skills performing arts artistic
Level 2 Skills of conceptual
others' artistic in communicating and product(s) to life
understanding
products [DANCE, connecting own and experiences
MUSIC, DRAMA, or others' artistic products Level 3 Strategic reasoning
a collaboration] to life [DANCE MUSIC,
experiences to explore DRAMA, or a Level 4 Extended critical
new perspectives and collaboration] to life thinking and reasoning
new realizations. experiences for the
exploration of 2.3.2.AS.2
perspectives and new 2.3.2.LI.2 Level 1 Recall
realisations. Communicate and connect
one’s own and others' life Level 2 Skills of conceptual
understanding
experiences to new
perspectives and new Level 3 Strategic reasoning
realisations.
Level 4 Extended critical
thinking and reasoning
1139
3.3.2.LO.1 3.3.2.CS.1 3.3.2.LI.1 3.3.2.AS.1
Connect personal Demonstrate advanced Identify, communicate and Level 1 Recall
interests, experiences, level skills or ability to connect one’s own and Level 2 Skills of conceptual
ideas, and knowledge put-together and relate others' life experiences to understanding
to creating, knowledge and personal performing arts artistic
performing, and experiences to the product(s) to new Level 3 Strategic reasoning
responding to making of artistic perspectives and new
critiquing of artistic products [DANCE, Level 4 Extended critical
realisations thinking and reasoning
products [DANCE, MUSIC, DRAMA, or a
MUSIC, DRAMA or a collaboration] and
collaboration]. discussing how artistic
products communicate
new perspectives or
realisations.
1140
SAMPLE QUESTION
PAPER 1
S/n Learning Indicator Item DoK Level
1. 2.1.1.LI.3 Which software is commonly used for non-linear video 1
editing in performing arts production?
Identify and explain the
function(s) of ICTs—software, A. Adobe Photoshop
and other Performing Arts B. Adobe Audition
technical production equipment C. Adobe Premiere Pro
used for performing / D. Autodesk Maya
presenting / producing and
recording the artistic products
in DRAMA.
2. 1.1.1.LI.1 Why would a performing artiste use "spatial awareness" in an 1
artistic product? To
Identify and explain the
elements of the Performing A. convey emotions through facial expressions and body
Arts used to develop, compose language
and perform artistic products in B. create harmony and balance in musical compositions
DANCE C. develop characters and backstory in scriptwriting
D. understand the relationship between the body and the
performance space
3. 2.3.1.LI.3 How can ICT be effectively used to enhance the aesthetic 3
qualities of a Performing Arts product based on emerging
Evaluate the aesthetic qualities
African topical issues? By
of the artistic Performing Arts
product(s) A. creating an immersive online experience that neglects
the artistic product
B. ignoring ICT altogether to focus on traditional
performance elements
C. incorporating virtual reality elements as a distraction
from the issue
D. using digital projections to provide contextual
information
1141
4. 3.1.1.LI.2 Which of the following Ghanaian music genres is known for 1
its fusion of traditional Akan music with Western musical
Research MUSIC performing
elements?
arts literature in Ghana and the
West African Sub-Region and
apply it to techniques and
A. Afrobeats
performances in its artistic
B. Highlife
product(s) C. Hiplife
D. Palm wine music
Scenario:
The local theatre company, "Spotlight Productions," is facing financial difficulties due to
declining ticket sales and increasing operational costs. The company's artistic director, Rachel,
is determined to find innovative solutions to ensure the company's survival.
5. 1.1.4.LI.3 What should be Rachel’s primary focus to ensure Spotlight 3
Productions' profitability?
Apply marketing techniques
and strategies to access A. Attracting new talent to the company
identified business B. Diversifying revenue streams and reducing financial
opportunities to address risks
challenges of the Performing C. Expanding the company's performance schedule
Arts sector. D. Managing the company's online presence
6. 2.1.4.LI.1 Which branding strategy is effective for performing arts 2
organisations to build a strong reputation?
Exhibit proficiency level skills
in the conduct of research on A. Changing branding elements frequently to stay trendy
businesses within the B. Creating a consistent visual identity across all platforms
performing arts sector: Event C. Focusing solely on social media presence
planning, Management, D. Concentrating only on customer feedback and reviews
Branding and Marketing.
7. 2.1.2.LI.1 In the filming of dance, what is the primary function of a jib 2
arm?
Develop ICT software skills
1142
and apply them to techniques
in DANCE.
A. Adjusting lighting levels and intensity during filming
B. Creating special visual effects and graphics
C. Providing stable camera movements from various
angles
D. Recording high-quality audio and sound effects
8. 3.2.1.LI.1 What is the main purpose of researching emerging global 2
topical issues in the pre-production phase of a performing arts
Research, identify, and
project? To
interrogate emerging global
topical issues that affect the A. identify potential funding sources
production/presentation of B. develop a marketing strategy
artistic product(s) planning and C. select a theme or concept for the artistic product
execution. D. understand the target audience's preferences
Scenario: "The Inheritance"
Location: A rural village in Ghana, West Africa
Characters:
- Ama, a 25-year-old woman who has just lost her father
- Kofi, Ama's 30-year-old brother
- Nana, the village elder
Scenario:
Ama's father has passed away, leaving behind a small plot of land and a few livestock. According to
traditional customs, the land and property should be inherited by the eldest son, Kofi. However, Ama's
father had expressed his wish for Ama to inherit the land, as she had taken care of him and the farm for
many years.
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Nana, the village elder, is called upon to mediate the dispute. However, Nana upholds the traditional
customs, stating that women cannot inherit land. Ama is devastated and feels that her rights have been
denied.
Use the content of the scenarios to answer the following questions.
9. 3.2.1.LI.2 How do traditional customs and societal norms perpetuate gender 3
inequalities in the scenario? By
Plan an artistic Performing Arts
product(s) [Dance, Music, Drama A. encouraging women to participate in village decision-
or Collaborated] based on making
B. promoting equal rights and opportunities for women
emerging global issues
C. providing education and economic empowerment to women
D. upholding old fashioned believes and practices
What can be done to address the gender inequalities in this scenario
and promote women's rights in rural African communities?
A. Denying women access to education and economic
opportunities
B. Educating community leaders and members about women's
rights and gender equality
C. Implementing policies that restrict women's participation in
village decision-making
D. Strengthening traditional customs that perpetuate
patriarchal values
10. 2.1.4.LI.2 What is an essential aspect of managing intellectual property 3
in the performing arts industry?
Analyse performing arts business
problems, opportunities and A. Focusing solely on patents for technical innovations
formulate recommendations for B. Applying selective intellectual property laws to avoid
action to enhance the socio- bureaucracy
economic well-being of society. C. Registering trademarks and copyrights to prevent
unauthorized use
D. Sharing creative work without permission to promote
collaboration
1144
PHYSICAL EDUCATION AND HEALTH (ELECTIVE)
INTRODUCTION
The Physical Education and Health (Elective) syllabus is designed to evaluate learners’ knowledge, skills, and competencies in physical education
and health. This syllabus aims to promote physical fitness, understanding of health principles, and practical skills essential to succeed in further
studies, the world of work and adult life.
Physical Education and Health (Elective) plays a critical role in promoting holistic development among learners by emphasising the importance of
physical activity, healthy living, and wellness. The syllabus is structured to cover diverse aspects of physical and health education, including
nutrition, mental health, disease prevention, and the scientific principles underpinning physical activity. It also integrates practical applications,
including coaching and officiating in various sports and athletic disciplines.
The examination consists of three papers: Papers 1 and 2, which are a composite written examination, and Paper 3, which focuses on practical
skills. This approach ensures that learners are assessed not only on theoretical knowledge but also on their ability to apply practical skills in real-
world scenarios.
PURPOSE
The purpose of this detailed syllabus is directed towards assessing learners’ knowledge, development of practical skills, competencies and critical
thinking skills essential for success in the dynamic fields of Physical Education and Health.
PHILOSOPHY
The Philosophy underpinning the secondary school physical education and health curriculum is to provide opportunities for every learner to develop
their potential to the fullest within a conducive environment supported by skilled teachers. Every learner needs to be equipped with skills and
competencies for lifelong healthy living and to be able to further their education or proceed to the world of work.
VISION
The vision of the SHS physical education and health curriculum is to prepare learners equipped with relevant skills and competencies to progress
and succeed in further studies, the world of work and adult life. It is aimed at equipping all learners with the 21st Century skills and competencies
required to be responsible citizens and life-long learners. Young people will therefore be prepared to become effective, engaging, and responsible
citizens. This will enable them to contribute to the ongoing national physical activity and sport for health development to support the nation’s
economy and well-being.
1145
GOAL
The study of elective Physical Education and Health Curriculum seeks to provide learners with knowledge, experiences and 21st century skills to
enable them to become confident and pursue interesting career opportunities in the field of sports and further their education in order to become
useful contributors for national development.
SCHEME OF EXAMINATION
The exam will consist of three mandatory papers: Papers 1, 2, and 3, with a combined total of 150 marks. The final score will be scaled down to
70%.
Papers 1 and 2 will be combined into a single composite exam, which will be taken in one sitting of 2 hours and 30 minutes. Paper 1 (MCQ) and
paper 2 (essay) are two separate assessment documents. Both papers will be taken in the same sitting and the answers for paper 2 (essay) will be
collected before issuing questions for paper 1 (MCQ).
The papers will cover assessment levels 1-4, with Paper 3 to be taken before the written exams.
Paper 1: Will consist of 40 multiple-choice objective questions, to be completed in 1 hour for a total of 40 marks.
Paper 2: Will consist of five (5) essay questions with each carrying 20 marks and will last 1 hour and 30 minutes. Each essay
question will encompass all levels and can be distributed across all three strands. Candidates will be required to choose and
answer three of these questions, resulting in a maximum of 60 marks.
Paper 3: Will consist of a Practical test for School Candidates. The paper will consist of three sections, with the assessed discipline
amended every assessment window. The assessment will require candidates to perform skills in their chosen sport. The skills
being assessed will include performance of a sport skill, coaching and officiating. The candidates will split into small teams
so that every candidate can display their skills. This will focus on assessing practical skills that will be evaluated by itinerant
examiners (external examiner) before the Paper 1 and 2. The Paper 3 is to be completed in 50 minutes and is worth 50
marks.
The alternative test of practical work will consist of up to four questions, all questions must be answered by private
candidates within 1 hour and 30 minutes and is also worth 50 marks. Paper 3 will cover assessment levels two to four.
The target areas for assessment will include the following:
- Net games (eg. Badminton, volleyball, tennis, table tennis etc.)
- Jump events (eg., High jump, long jump. Triple jump, pole vault, etc).
1146
- Track/Run events (eg., Sprints, middle distance, long distance, hurdles, relay etc)
- Marathon
- Throw events (eg. Shot Put, discus, javelin, hammer, etc)
- Batting and fielding game
- Invasion games (eg. Football, handball, Basketball, field hockey, netball etc.)
- Practical First Aid
- Hand washing
- Disease control
- Designing activities for people
(Refer to the teacher manual for more disciplines)
Note:
1. School Candidates – Continuing students in each school offering PEH elective and sitting for the exam.
2. Private Candidates - Students sitting for the exams privately.
1147
1. DETAILED SYLLABUS
STRAND SUB- YEAR LEARNING CONTENT LEARNING LEVELS OF
STRAND OUTCOMES STANDARDS INDICATORS ASSESSMENT
Health 1.1.1.LO.1 1.1.1.CS.1 1.1.1.LI.1 1.1.1.AS.1
Education
Explain health and Demonstrate understanding Explain the concepts of Level 3 Strategic
wellness and their roles in health and wellness reasoning
of the concepts of health and
daily living.
wellness including mental
1
health
1.1.1.LI.2 1.1.1.AS2
Discuss the various Level 3 Strategic
components of health and reasoning
wellness.
2.1.1.LI.1 2.1.1.AS.1
Explain sexual and Level 3 Strategic
Health and 2.1.1.LO.1 2.1.1.CS.1 reproductive health and its reasoning
Wellness impact on health and
Design physical activities Demonstrate
2 wellness.
that can be used to understanding of the
develop each of the relationships between
components of health and health and wellness as well
2.1.1.LI.2 2.1.1.AS.2
wellness. as physical activity that
help develop the Identify types of Level 3 Strategic
components of health and contraception and their reasoning
wellness. impact on health and
Level 4 Extended
wellness.
critical thinking and
reasoning
1148
STRAND SUB- YEAR LEARNING CONTENT LEARNING LEVELS OF
STRAND OUTCOMES STANDARDS INDICATORS ASSESSMENT
3.1.1.LO.1 3.1.1.CS.1 3.1.1.LI.1 3.1.1.AS.1
Explain the concept of Demonstrate knowledge Explain the concept of mental Level 1 Recall
mental health and and understanding of health and identify the
Level 2 Skills of
identify the common mental health in common forms
conceptual
3 forms. adolescents
understanding
3.1.1.LI.2 3.1.1.AS.2
Explain how to cope with Level 3 Strategic
stress and anxiety. reasoning
3.1.1.LI.3 3.1.1.AS.3
Discuss how to cope with Level 3 Strategic
reasoning
Depression and prevention of
suicide.
1.1.2.LO.1 1.1.2.CS.1 1.1.2.LI.1 1.1.2.AS.1
Discuss nutrition and diet Demonstrate knowledge and Explain healthy living Level 3 Strategic
understanding of nutrition behaviour and how that
1149
STRAND SUB- YEAR LEARNING CONTENT LEARNING LEVELS OF
STRAND OUTCOMES STANDARDS INDICATORS ASSESSMENT
Nutrition in healthy living and diet in health. promotes physical health reasoning
and Diet in
1 and reasoning
Health
1.1.2.LI.2 1.1.2.AS.2
Discuss the role of nutrition Level 3 Strategic
in healthy living reasoning
1.1.2.LI.3 1.1.2.AS.3
Discuss the role of diet in Level 3 Strategic
healthy living reasoning
2.1.2.LO.1 2.1.2.CS.1 2.1.2.LI.1 2.1.2.AS.1
Analyse the relationship Demonstrate knowledge and Explain the concept of food Level 3 Strategic
between nutrition and diet understanding of the safety and wholesomeness reasoning
in healthy living relationship between
Level 4 Extended
nutrition and diet in health.
critical thinking and
2 reasoning
2.1.2.LI.2 2.1.2.AS.2
Discuss the impact of Level 3 Strategic
organic, genetically reasoning
modified, sugary and
processed foods on health.
1150
STRAND SUB- YEAR LEARNING CONTENT LEARNING LEVELS OF
STRAND OUTCOMES STANDARDS INDICATORS ASSESSMENT
2.1.2.LI.3 2.1.2.AS.3
Analyse the factors that Level 3 Strategic
affect food choices. reasoning
3.1.2.LO.1 3.1.2.LI.1 3.1.2.AS.1
Analyse nutrition and Discuss how to acquire and Level 3 Strategic
dietary practices and their maintain energy balance and reasoning
effects on the human metabolism through nutrition
3 body. and dietary habits.
3.1.2.LI.2 3.1.2.AS.2
3.1.2.CS.1
Discuss the role of nutrition Level 4 Extended
Demonstrate knowledge (school feeding programme- critical thinking and
and understanding of SFP) in the academic work reasoning
healthy nutrition and of learners
dietary practices and their
effects on the human body.
3.1.2.LI.3 3.1.2.AS.3
Analyse eating disorders and Level 3 Strategic
their effects on the human reasoning
body (anorexia nervosa,
bulimia nervosa and binge
eating and drinking).
1151
STRAND SUB- YEAR LEARNING CONTENT LEARNING LEVELS OF
STRAND OUTCOMES STANDARDS INDICATORS ASSESSMENT
Common 1 1.1.3.LO.1 1.1.3.CS.1 1.1.3.LI.1 1.1.3.AS.1
Human
Explain the concepts and Demonstrate knowledge Explain the concept of human Level 2 Skills of
Diseases
discuss the classification and understanding of the diseases conceptual
of human disease. concepts and classification of
understanding
diseases and levels of
management.
1.1.3.LI.2 1.1.3.AS.2
Discuss the classification of Level 3 Strategic
human disease reasoning
1.1.3.LI.3 1.1.3.AS.3
Discuss the various levels of Level 3 Strategic
prevention of disease. reasoning
2.1.3.AS.1
Level 1 Recall
2 Level 3 Strategic
reasoning
2.1.3.LO.1 2.1.3.CS.1 2.1.3.LI.1
Discuss factors that Demonstrate knowledge and Explain the various mental
promote positive mental understanding of emotional health conditions.
1152
STRAND SUB- YEAR LEARNING CONTENT LEARNING LEVELS OF
STRAND OUTCOMES STANDARDS INDICATORS ASSESSMENT
and emotional health. and mental health. 2.1.3.LI.2 2.1.3.AS.2
Discuss the factors that Level 3 Strategic
promote positive mental and reasoning
emotional health.
2.1.3.LI.3 2.1.3.AS.3
Discuss the impact of life Level 3 Strategic
choices on diseases. reasoning
3.1.3.LO.1 3.1.3.CS.1 3.1.3.LI.1 3.1.3.AS.1
Discuss types of injuries, Demonstrate knowledge Identify types of injuries. Level 3 Strategic
care and preventions. and understanding of injury reasoning
3
prevention and rehabilitation.
3.1.3.LI.2 3.1.3.AS.2
Describe the methods of Level 3 Strategic
preventing injuries. reasoning
3.1.3.LI.3 3.1.3.AS.3
Applying the modalities of Level 3 Strategic
injury prevention and reasoning
management in a practical
lesson.
1153
STRAND SUB- YEAR LEARNING CONTENT LEARNING
LEVELS OF ASSESSMENT
STRAND OUTCOMES STANDARDS INDICATORS
Physical 1.2.1.LO.1 1.2.1.CS.1 1.2.1.LI.1 1.2.1.AS.1
Education Apply physical Demonstrate Explain the concepts of Level 2 Skills of conceptual
activity concepts to knowledge and physical activity.
understanding
improve health understanding of
outcomes. physical activity
and principles
1 for healthy 1.2.1.LI.2 1.2.1.AS.2
living. Discuss the importance Level 3 Strategic reasoning
of physical activity for
healthy living.
1.2.1.LI.3 1.2.1.AS.3
Apply the concept of Level 3 Strategic reasoning
physical activity in
everyday life.
2.2.1.LO.1 2.2.1.CS.1 2.2.1.LI.1 2.2.1.AS.1
Discuss factors that Demonstrate Discuss injury Level 1 Recall
influence the knowledge and prevention before,
Physical Level 3 Strategic reasoning
adoption and understanding during and after
Activity adherence to regular of factors physical activity.
2
for physical activity influencing
Healthy participation for regular physical
Living healthy living. activity
participation for
healthy
Living.
1154
STRAND SUB- YEAR LEARNING CONTENT LEARNING
LEVELS OF ASSESSMENT
STRAND OUTCOMES STANDARDS INDICATORS
2.2.1.LI.2 2.2.1.AS.2
Discuss factors that Level 3 Strategic reasoning
influence adherence to
regular participation in
physical activity for
healthy living practice.
3.2.1.LI.1 3.2.1.AS.1
3.2.1.CS.1
3.2.1.LO.1 Explain the concept of Level 2 Skills of conceptual
Demonstrate physical fitness.
Discuss physical knowledge and understanding
fitness and develop understanding of
3 activities for health- physical fitness
related fitness and how to 3.2.1.LI.2 3.2.1.AS.2
components. develop the
Discuss health-related Level 3 Strategic reasoning
health-related
components of fitness.
components.
3.2.1.LI.3 3.2.1.AS.3
Design activities to Level 3 Strategic reasoning
improve health-related
fitness components.
1155
STRAND SUB- YEAR LEARNING CONTENT LEARNING
LEVELS OF ASSESSMENT
STRAND OUTCOMES STANDARDS INDICATORS
1.2.2.LO.1 1.2.2.CS.1 1.2.2.LI.1 1.2.2.AS.1Level 3 Strategic reasoning
Explain the training
Discuss the training Demonstrate principles for sports
principles of sports knowledge and performance.
1
performance. understanding
of the principles
in sports
1.2.2.LI.2 1.2.2.AS.2
Training performance.
Principles Apply the training Level 3 Strategic reasoning
for Sports principles for sports
Performance performance
2.2.2.LO.1 2.2.2.CS.1 2.2.2. LI.1 2.2.2. AS.1
Discuss and apply Demonstrate Discuss the principles Level 3 Strategic reasoning
training principles understanding of training for sports
2
for sports and application performance.
performance. of the principles
2.2.2. LI.2 2.2.2. AS.2
of training for
sports Apply the principles of Level 3 Strategic reasoning
performance. training for sports
performance.
3.2.2.LO.1 3.2.2.CS.1 3.2.2.LI.1 3.2.2. AS.1
Discuss and apply Demonstrate Discuss the principles Level 3 Strategic reasoning
the principles of knowledge and of periodisation.
periodisation for understanding of 3.2.2.LI.2 3.2.2. AS.2
3 training the principles of
Apply the principles of Level 3 Strategic reasoning
programme periodisation and
periodisation for
planning. its phases.
training programme
planning.
1156
STRAND SUB- YEAR LEARNING CONTENT LEARNING
LEVELS OF ASSESSMENT
STRAND OUTCOMES STANDARDS INDICATORS
Scientific 1.2.3.LO.1 1.2.3.CS.1 1.2.3.LI.1 1.2.3.AS.1
Bases of Discuss the concepts of
Discuss and apply Demonstrate anatomy and Level 3 Strategic reasoning
Physical
the concepts of knowledge, physiology in physical
Activity 1
human anatomy and understanding and activity
physiology in
application of
physical activity 1.2.3.LI.2 1.2.3.AS.2
anatomy and Apply the concepts of Level 3 Strategic reasoning
physiology in anatomy and
physical activity. physiology in physical
activity
2.2.3.LO.1 2.2.3.CS.1 2.2.3.LI.1 2.2.3.AS.1
Discuss biomechanical Level 3 Strategic reasoning
Discuss and apply Demonstrate principles in physical
biomechanical knowledge, activity.
2
principles in understanding
physical activity. and application
of
2.2.3.LI.2 2.2.3.AS.2
biomechanical
Apply biomechanical Level 3 Strategic reasoning
principles in
principles in physical
physical activity
activity
3.2.3.LO.1 3.2.3.CS.1 3.2.3.LI.1 3.2.3.AS.1
Level 3 Strategic reasoning
Discuss Demonstrate Explain the concept of
kinesiology in knowledge, kinesiology in physical
3
physical activity. understanding activity
and application
of kinesiology
3.2.3.LI.2 3.2.3.AS.2
concepts in
Level 3 Strategic reasoning
Discuss components of
1157
STRAND SUB- YEAR LEARNING CONTENT LEARNING
LEVELS OF ASSESSMENT
STRAND OUTCOMES STANDARDS INDICATORS
physical activity kinesiology and how to
apply them in physical
education.
Academic 1.3.1.LO.1 1.3.1.CS.1 1.3.1.LI.1 1.3.1.AS.1
and
Discuss career Demonstrate Identify career Level 1 Recall
Career
pathways in knowledge and pathways in Health
Pathways 1
Health understanding Education.
of career
Education.
pathways in
Health 1.3.1.LI.2 1.3.1AS.2
Education.
Discuss career Level 3 Strategic reasoning
Health pathways in Health
Education Education
Pathways
2.3.1.LO.1 2.3.1.CS.1 2.3.1.LI.1 2.3.1.AS.1
Identify and Demonstrate Identify professionals Level 1 Recall
discuss knowledge and pathways in Health
2
professional understanding Education.
of
pathways in
Health Education professional
pathways in
1158
STRAND SUB- YEAR LEARNING CONTENT LEARNING
LEVELS OF ASSESSMENT
STRAND OUTCOMES STANDARDS INDICATORS
Health 2.3.1.LI2 2.3.1.AS.2
Education.
Discuss professional Level 3 Strategic reasoning
preparation of career
pathways in Health
Education
3.3.1.LO.1 3.3.1.CS.1 3.3.1.LI.1 3.3.1.AS.1
3 Identify an Demonstrate Justify reasons for Level 3 Strategic reasoning
interesting career selecting a career
knowledge in
pathway in health pathway in Health
career
education and Education. (Preparation
preparedness in for seminar
demonstrate its
Health presentation)
competencies
Education.
3.3.1.LI.2 3.3.1.AS.2
Demonstrate Level 3 Strategic reasoning
professional
competencies in a
career of interest in
Health
Education. (Seminar
presentations)
1.3.2.LO.1 1.3.2.CS.1 1.3.2.LI.1 1.3.2.AS.1
1 Identify and Demonstrate Identify career Level 1 Recall
discuss career knowledge and pathways in Physical
pathways understanding Education.
1159
STRAND SUB- YEAR LEARNING CONTENT LEARNING
LEVELS OF ASSESSMENT
STRAND OUTCOMES STANDARDS INDICATORS
Physical in Physical of career
Education Education pathways in
Pathways Physical
Education.
1.3.2.LI2 1.3.2.AS.2
Discuss career Level 3 Strategic reasoning
pathways in Physical
Education
2.3.2.LO.1 2.3.2.CS.1 2.3.2.LI.1 2.3.2.AS.1
2 Identify and Demonstrate Discuss the concepts of Level 1 Recall
discuss knowledge and career Resume´
career/professional understanding (Curriculum Vitae) to
resume (CV) in of professional project a learner’s
Physical pathways in profile in physical
Education Physical education
pathways. Education
2.3.2.LI.2 2.3.2.AS.2
Building a career Level 3 Strategic reasoning
Resume´ (Curriculum
Vitae) to project a
learner’s profile in
physical education
1160
STRAND SUB- YEAR LEARNING CONTENT LEARNING
LEVELS OF ASSESSMENT
STRAND OUTCOMES STANDARDS INDICATORS
3.3.2.LO.1 3.3.2.CS.1 3.3.2.LI.1 3.3.2.AS.1
Identify an Demonstrate Evaluate reasons for Level 3 Strategic reasoning
interesting career knowledge in selecting a career
career pathway in Physical
pathway in
3 preparedness in Education.
Physical
(Preparation for
Education and Physical
seminar presentation)
Education.
demonstrate its
3.3.2.LI.2 3.3.2.AS.2
competencies
Demonstrate Level 3 Strategic reasoning
professional
competencies in your
career of interest in
Physical
Education. (Seminar
presentations)
1.3.3.LO.1 1.3.3.CS.1 1.3.3. LI.1 1.3.3. AS.1
Identify and discuss Demonstrate Identify career pathways Level 1 Recall
pathways in sports knowledge and in sports excellence
1
excellence. understanding of
Sports pathways in sports
Excellence excellence
Pathways
1.3.3.L.I.2 1.3.3. AS.2
Discuss career Level 3 Strategic reasoning
pathways in Sports
Excellence
1161
STRAND SUB- YEAR LEARNING CONTENT LEARNING
LEVELS OF ASSESSMENT
STRAND OUTCOMES STANDARDS INDICATORS
2.3.3.LO.1 2.3.3.CS.1 2.3.3. L.I.1 2.3.3. AS.1
Identify attractive Demonstrate Exploring technology Level 1 Recall
professional knowledge and to build a 21st-century
2
pathways in sports understanding of career in physical
excellence. professional education.
pathways in
sports
excellence. 2.3.3.L.I.2 2.3.3.A.S.2
Applying technology to Level 2 Skills of conceptual
develop a 21st-century
understanding
career in physical
education
3.3.3.LO.1 3.3.3.CS.1 3.3.3. LI.1 3.3.3. AS.1
Identify an Demonstrate Evaluate reasons for Level 3 Strategic reasoning
interesting sports knowledge of selecting a given
3
pathway and preparedness for pathway in sports
demonstrate its excellence in (preparation for
competencies. sports participation. seminar presentation)
3.3.3. L1.2 3.3.3. AS.2
Demonstrate Level 3 Strategic reasoning
professional
competencies in chosen
pathway in sports
excellence (seminar
presentation)
1162
STRAND SUB- YEAR LEARNING CONTENT LEARNING
LEVELS OF ASSESSMENT
STRAND OUTCOMES STANDARDS INDICATORS
1.3.4.LO.1 1.3.4.CS.1 1.3.4. LI.1 1.3.4. AS.1
Apply the Demonstrate Discuss the concepts Level 2 Skills of conceptual
concepts and understanding and principles of
understanding
principles of in the coaching and
coaching and application of officiating of net Level 3 Strategic reasoning
officiating in the the concepts games.
performance and and principles
1 management of of coaching and 1.3.4. LI.2 1.3.4. AS.2
net games. officiating of
net games (eg. Apply the concepts, Level 2 Skills of conceptual
Badminton, and principles of
Coaching understanding
volleyball, coaching and
and
tennis, table officiating in the Level 3 Strategic reasoning
officiating
tennis etc.) performance of net
of games
games.
2.3.4.LO.1 2.3.4.CS.1 2.3.4. LI.1 2.3.4. AS.1
Apply concepts Demonstrate Examine the concept Level 2 Skills of conceptual
and principles of understanding and principles of
understanding
coaching and in the coaching and
2 officiating to application of officiating ball or Level 3 Strategic reasoning
improve the concepts invasion games.
performance and and principles
management of of coaching and 2.3.4. LI.2 2.3.4.AS.2
invasion games officiating of
invasion games Apply the concepts, Level 2 Skills of conceptual
(eg. Football, and principles of
understanding
handball, field coaching and
1163
STRAND SUB- YEAR LEARNING CONTENT LEARNING
LEVELS OF ASSESSMENT
STRAND OUTCOMES STANDARDS INDICATORS
hockey, officiating in the Level 3 Strategic reasoning
basketball, performance of ball or
handball, invasion games.
netball etc.)
3.3.4.LO.1 3.3.4.CS.1 3.3.4.L1.1 3.3.4.AS.1
Apply concepts Demonstrate Discover the concepts Level 2 Skills of conceptual
and principles of understanding and principles of
3 understanding
coaching and in the coaching combat
officiating to application of sports. Level 3 Strategic reasoning
improve the concepts
performance and and principles
management of of coaching
target/batting and combat sports
fielding games (e.g. Tae Kwon
Do, Judo, 3.3.4.LI.2 3.3.4.AS.2
Karate,
Wrestling, Employ the concepts Level 2 Skills of conceptual
Kickboxing, and principles of
understanding
Jiujitsu, coaching in the
fencing, boxing performance of combat Level 3 Strategic reasoning
Tai Chi etc.) sports.
1.3.5.LO.1 1.3.5.CS.1 1.3.5.LI.1 1.3.5.AS.1
Apply concepts and Demonstrate Discuss the concepts and Level 2 Skills of conceptual
principles of understanding in principles of coaching and
understanding
coaching and the application of officiating of throw
officiating in the the concepts and events. Level 3 Strategic reasoning
performance and principles of
Coaching 1 management of field coaching and
1164
STRAND SUB- YEAR LEARNING CONTENT LEARNING
LEVELS OF ASSESSMENT
STRAND OUTCOMES STANDARDS INDICATORS
and events. officiating of 1.3.5.LI.2 1.3.5.AS.2
Officiating throw events.
Put in to use the Level 2 Skills of conceptual
of (E.g., Shot Put,
concepts, and principles
Athletics discus, javelin, understanding
of coaching and
hammer)
officiating in the Level 3 Strategic reasoning
performance of throw
events.
2 2.3.5.LO.1 2.3.5.CS.1 2.3.5.LI.1 2.3.5.AS.1
Apply concepts and Demonstrate Examine the concepts Level 2 Skills of conceptual
principles of understanding and
understanding
coaching and and application
principles of coaching
officiating to of the concepts Level 3 Strategic reasoning
and
improve and principles of
performance and coaching and officiating of track
management of officiating of events/ marathon.
Track event / Track event /
marathon. marathon. (E.g.,
Sprints, middle 2.3.5.LI.2 2.3.5.AS.2
distance, long
distance, hurdles, Use the concepts and Level 2 Skills of conceptual
relay, marathon) principles of coaching
understanding
and officiating in the
performance of run Level 3 Strategic reasoning
events.
3.3.5.LO.1 3.3.5.CS.1 3.3.5.LI.1 3.3.5.AS.1
Apply concepts and Demonstrate Discover the concepts and Level 2 Skills of conceptual
principles of understanding principles of coaching and
1165
STRAND SUB- YEAR LEARNING CONTENT LEARNING
LEVELS OF ASSESSMENT
STRAND OUTCOMES STANDARDS INDICATORS
3 coaching and and application officiating jump events. understanding
officiating to of the concepts
Level 3 Strategic reasoning
improve and principles of
performance and coaching and
management of officiating of
Field events Field events 3.3.5.LI.2 3.3.5.AS.2
(jumps). (jumps). E.g., Employ the concepts and Level 2 Skills of conceptual
High jump, long principles of coaching and
jump. Triple jump, understanding
officiating in the
pole vault, etc.) performance of jump Level 3 Strategic reasoning
events.
1166
SAMPLE QUESTIONS
PAPER 1 - MULTIPLE CHOICE QUESTIONS
S/n Content Item DoK Level
Standard/Indicator
1. 1.1.2.LI.2 1. Which of the following vegetables has high fibre for effective working L1
Discuss the role of of the digestive system?
nutrition in healthy A. Cabbage
living. B. Cucumber
C. Lettuce
D. Tomato
2. 2.2.1.LI.2 2. Which of the following statements is a positive long-term effect of a L2
healthy active lifestyle?
Discuss factors that A. Higher breathing rate
influence adherence to B. Lower resting heart rate
regular participation in C. Lower breathing rate
physical activity for D. Higher resting heart rate
healthy living practice.
3. 1.1.1.LI.2 3. Which of the following components explains the intellectual aspect of L2
health and wellness in physical activity?
Discuss the various A. Emotional health
components of health and B. Problem solving
wellness. C. Physical health
D. Mental health
4. 1.1.2.LI.1 4. Which of the following behaviour exposes a person to a potential L1
illness?
Explain healthy living A. Protective behaviours
behaviour and how that B. Preventive measures
promotes physical health C. Risky behaviours
D. Healthy lifestyle
1167
5. 3.2.1.LI.3 5. Which of the following activities would be most suitable for an L2
ectomorph body type?
Design activities to A. Javelin
improve health-related B. Hammer
fitness components. C. Sprint race
D. Marathon
6. 2.2.2. LI.2 6. The idea that training must be more difficult than usual in order to L1
increase performance is known as
Apply the principles of A. specificity.
training for sports B. overload.
performance.
C. progression.
D. reversibility.
7. 1.1.3.LI.2 7. Diseases that can be transmitted between animals and humans is L1
known as
Discuss the classification A. airborne diseases.
of human disease B. non-infectious diseases.
C. communicable disease.
D. zoonotic disease.
8. 1.1.2.LI.3 As part of a class healthy living programme, learners were asked to L3
keep a record of all the food they ate over a 4-day period as indicated
Discuss the role of diet in
in the table. Use the table to answer questions 8 and 9
healthy living.
Breakfast Lunch Super
Monday Tom brown + brown Banku + okro Chicken soup +
bread stew + fish yam
Tuesday Waakye + fish + egg Plain rice + beef Egg stew + yam
stew
1168
Wednesday Kenkey + Pepper Banku + okro Jollof rice
stew
Thursday Beverage + bread Orange juice Banku + shito
Which of the days provides the most balanced diet?
A. Monday
B. Tuesday
C. Wednesday
D. Thursday
9. 1.1.2.LI.2 Based on the meals recorded over the 4 days, which day provided the L3
highest amount of protein?
Discuss the role of
A. Monday
nutrition in healthy B. Tuesday
living C. Wednesday
D. Thursda
10. 1.1.2.LI.3 Why should an athlete eat a healthy diet? L2
Discuss the role of diet in I. Protect the body against diseases
healthy living II. Maintain physical health
III. Maintain mental health
IV. Send oxygen to the tissues
A. I, II and III
B. I, II and IV
C. I, III and IV
D. I, II, III and IV
1169
PAPER 2
S/n Content Item** DoK Level
Standard/Indicator
1. 3.2.1.LI.3 1. List five (5) physical activities each that could help develop each of the L2
following health components of physical fitness:
Design activities to
improve health-related a. Muscular strength
fitness components.
b. Cardiovascular endurance
2. 3.2.1.LI.1 2. Discuss any two skill-related components of physical fitness. L3
Explain the concept of
physical fitness.
3. 1.3.4. LI.2 3a. Design a coaching plan you would implement L4
Apply the concepts, and for a net game for skill development and game tactics.
principles of coaching
and officiating in the
performance of net L3
games.
2.3.4. LI.2
Apply the concepts, and
principles of coaching
and officiating in the b. As a physical education learner, and with your knowledge of
performance of ball or officiating, explain any three scenarios that could lead to
invasion games. penalising a team for offside in a football match.
1170
PAPER 3
S/n Content Item DoK Level
Standard/Indicator
COACHING, OFFCIATING AND PERFORMANCE
A. You will be marked on your individual performance in response to the
assessment. You will work in a small group to complete the coaching
demonstration.
Ensure you have all relevant materials required for your pre-prepared
coaching demonstration.
When the examiner instructs you to begin, you will have up to 20 minutes to
demonstrate your coaching skills.
The assessment will finish when you advise the examiner you have
completed the demonstration or when the examiner advises that the time has
run out.
1. As a physical education learner, coach your colleagues to perform the
dig pass in a volleyball game.
2.3.4. LI.2 L2
Apply the concepts, and
principles of coaching 2. As a physical education learner make your players demonstrate one of
and officiating in the the following shots:
performance of ball or lay-up shot; jump shot; set shot;
invasion games. in a basketball game. L2
1171
PHYSICS
1. INTRODUCTION
The physics syllabus for secondary education, launched in September 2024, represents a significant advancement in the approach to teaching
and learning physics. This syllabus is meticulously designed to nurture the next generation of scientists, empowering them through a
curriculum emphasising critical and creative thinking. Recognising the importance of a comprehensive understanding of physics, this
syllabus integrates theoretical and practical applications of fundamental physics concepts.
2. PURPOSE
The primary purpose of this detailed syllabus is to ensure that the educational objectives outlined in the new physics curriculum are met
effectively and are in line with Ghana's examination standards. It aims to equip learners with essential 21st-century skills and competencies
through hands-on experimentation, analytical skills development, and scientific inquiries. The syllabus enhances scientific literacy, practical
and ICT skills, promotes independent thinking and problem-solving skills, and prepares students for personal growth and national
development by fostering a spirit of curiosity and exploration.
Additionally, this document provides clear expectations for students by detailing the scheme of examination which sets out the structure of
the external assessments that the students will take at the end of their third year. This has been designed to ensure a balanced and impactful
educational experience tailored to the Ghanaian examination context. It also includes an indication of the DoK levels at which questions for
each learning indicator could be designed.
3. PHILOSOPHY AND VISION
This syllabus is developed from the physics curriculum for secondary education launched in September, 2024. The next generation of
scientists would be empowered through critical and creative thinking by understanding the theoretical and practical application of related
concepts in Physics that leverages on hands-on activities within a global environment.
(i) Mechanics and matter
(ii) Energy
(iii) Electric fields, magnetic fields and electronics
(iv) Atomic and nuclear physics
1172
4. GOALS
This syllabus aims to ensure that learners are equipped with 21st century skills and competencies through:
(1) hands-on experimentation
(2) gaining analytical skills to understand basic concepts in physics and science
(3) scientific inquiries and discoveries to improve their scientific literacy
(4) building competencies and skills for individual aspirations and national development
(5) development of critical thinking for independent mindedness
(6) the creation of learners with a passion for continuous learning using collaborative work, creativity and scientific communication
(7) the use of ICT tools to achieve scientific skills and competencies
5. SCHEME OF EXAMINATION
PAPER 1 (50 MARKS)
1 hour 15 minutes
50 multiple choice questions. Questions will come from all the strands and will be made up of questions at DoK levels 1 and 2.
PAPER 2 (ESSAY) 80 MARKS
1 hour 40 minutes
This paper will consist of two sections:
SECTION A (20 MARKS)
Nine compulsory short-answer and structured questions, including content from all four strands. There should be seven DoK level 1
questions (2 marks per question) and two DoK level 3 questions (3 marks per question).
1173
SECTION B (60 MARKS)
Candidates must answer three questions from this section, chosen from a pool of four questions. Each question will be worth 20
marks in total and will incorporate content from all four strands. Each question will include sub-questions at DoK levels 2 and 3.
PAPER 3 (PRACTICAL) 50 MARKS
2 hours 45 minutes (including 15 minutes of reading time before the start of the paper).
Candidates will answer two questions out of a pool of three questions from Strands 1, 2 and 3. Each question will be worth 25 marks and
will include sub-questions at DoK levels 2, 3 and 4.
Each ‘question’ will involve the completion of a practical investigation. Candidates will be awarded marks for the recording and analysis of
their results, as well as for their responses to questions related to the practical investigation.
PAPER 3 (ALTERNATIVE TO PRACTICAL) 50 MARKS
2 hours 15 minutes (including 15 minutes of reading time before the start of the paper).
Candidates will answer ALL questions (two questions) for this paper. Each question will be worth 25 marks and will include sub-questions
at DoK levels 2, 3 and 4.
Candidates will be awarded marks for the analysis of a set of results which have been provided to them, as well as for their responses to
questions related to the practical investigation.
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STRAND 1: MECHANICS AND MATTER
Sub-strand Learning Outcomes Content Standards Learning Indicators Levels of Assessment
1.1.1.LO.1 1.1.1.CS.1 1.1.1.LI.1 1.1.1.AS.1
INTRODUCTION
TO PHYSICS Explain how physics is Demonstrate knowledge Identify careers that are related to Level 1 Recall
applied in some sectors and understanding of the physics in various sectors of the
of the glocal economy characteristics of physics as economy.
exhibited in everyday life.
1.1.1.LI.2
Use basic mathematical concepts 1.1.1.AS.1
to solve problems - trigonometric
ratios, Pythagoras's theorem, sine Level 3: Strategic reasoning
and cosine rule, indices.
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1.1.1.LO.2 1.1.1.CS.2 1.1.1.LI.1 1.1.1.AS.1
INTRODUCTION Classify quantities into Demonstrate knowledge Identify the basic units in physics Level 1: Recall
TO PHYSICS fundamental, derived, and understanding of
scalars and vectors physical quantities
1.1.1.LI.2 1.1.1.AS.2
Determine the dimensions of Level 4: Extended critical thinking
physical quantities (velocity, and reasoning
acceleration, mass, length, time,
weight, energy, force)
1.1.1.LI.3
Identify the errors in the use of
meter rule, protractor, electronic 1.1.1.AS.3
balance, vernier calliper and the
micrometer screw gauge. Level 1: Recall
1.1.1.LI.4
Explain the types of errors -
systematic, random and parallax 1.1.1.AS.4
Level 2: Skills of conceptual
Understanding
1.1.1.LI.5
Explain scientific notation and
their unit multipliers.
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1.1.1.LI.6 1.1.1.AS.5
Distinguish scalars from vectors Level 2: Skills of conceptual
(qualitative treatment)
Understanding
1.1.1.AS.6
Level 1: Recall
1177
BASIC 2.1.1.LO.1 2.1.1.CS.1 2.1.1.LI.1 2.1.1.AS.1
PHYSICS Use the concept of Demonstrate knowledge Explain density Level 3: Strategic reasoning
flotation and its related and understanding of
issues to identify flotation
substances
that will float 2.1.1.LI.2 2.1.1.AS.2
State Archimedes’ principle Level 2: Skills of conceptual
Understanding
2.1.1.LI.3 2.1.1.AS.3
State principle of flotation Level 2: Skills of conceptual
Understanding
2.1.1.LI.4 2.1.1.AS.4
Apply Archimedes’ principle and Level 4: Extended critical thinking
principle of flotation to solve and reasoning
problems
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BASIC 2.1.1.LO.2 2.1.1.CS.2 2.1.1.LI.1 2.1.1.AS.1
PHYSICS Use dimensional Demonstrate understanding Check validity of equations Level 3: Strategic reasoning
analysis to check the of Dimensional analysis and
validity and to derive its relevance to working
equations with equations
2.1.1.LI.2 2.1.1.LI.2
Establish the relationship between Level 3: Strategic reasoning
quantities
2.1.1.LO.3 2.1.1.CS.3 2.1.1.LI.1 2.1.1.AS.1
Use the concept of Demonstrate knowledge Resolve vectors into their Level 3: Strategic reasoning
vectors to represent and understanding of components
quantities vectors
2.1.1.LI.2
Determine the resultant of two
2.1.1.AS.2
vectors
Level 3: Strategic reasoning
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3.1.1.LO.1 3.1.1.CS.1 3.1.1.LI.1 3.1.1.AS.1
Use the concept of Demonstrate knowledge Explain moments Level 2: Skills of conceptual
moments to determine and understanding of
understanding
the mass of a body. moments.
BASIC
PHYSICS 3.1.1.LI.2 3.1.1.AS.2
State the principle of moments Level 3: Strategic reasoning
3.1.1.LI.3 3.1.1.AS.3
State the conditions necessary for Level 1: Recall
a body to be in equilibrium
3.1.1.LI.4
3.1.1.AS.4
Calculate the reactions at supports
Level 3: Strategic reasoning
3.1.1.LO.2 3.1.1.CS.2 3.1.1.LI.1 3.1.1.AS.1
Explain the concept of Demonstrate knowledge State Newton’s law of universal Level 2: Skills of conceptual
gravitation and understanding of gravitation
Understanding
BASIC gravitation
PHYSICS 3.1.1.LI.2
3.1.1.AS.2
Deduce the relationship between
Level 3: Strategic reasoning
acceleration due to gravity, g and
universal gravitation constant, G
1180
3.1.1.LI.3
Deduce the period of rotation of a
satellite moving in circular orbit
3.1.1.AS.3
Level 3: Strategic reasoning
3.1.1.LI.4
Explain weightlessness
3.1.1.AS.4
Level 2: Skills of conceptual
Understanding
3.1.1.LO.3 3.1.1.CS.3 3.1.1.LI.1 3.1.1.AS.1
Use the knowledge in Demonstrate knowledge Explain the universe and its Level 2: Skills of conceptual
space science to and understanding on the composition as applied to
astronomy and cosmology. understanding
explain the world basics of space science
beyond the earth
3.1.1.LI.2
Explain how our indigenous 3.1.1.AS.2
culture benefits from and applies Level 2: Skills of conceptual
to astronomy and cosmology.
understanding
3.1.1.LI.3
3.1.1.AS.3
Explain the formation of the sun,
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planets and stars. Level 2: Skills of conceptual
understanding
3.1.1.LI.4
Describe galaxies and their 3.1.1.AS.4
various types - elliptical, spiral,
Level 2: Skills of conceptual
irregular, quasars, blazers,
Lenticular, active, seyfert. understanding
1.1.2.LO.1 1.1.2.CS.1 1.1.2.LI.1 1.1.2.AS.1
Explain the various Demonstrate knowledge Identify the various states of Level 1: Recall
states of matter and the and understanding of matter matter
differences in their
structures 1.1.2.AS.2
1.1.2.LI.2
MATTER Level 3
Distinguish between molecular
Level 3: Strategic reasoning
arrangement of the various states
2.1.2.LO.1 2.1.2.CS.1 2.1.2.LI.1 2.1.2.AS.1
Use the concept of Demonstrate knowledge Distinguish elastic deformation Level 2: Skills of conceptual
elasticity to predict the and understanding of the from plastic deformation
Understanding
behavior of materials behavior of materials
under the influence of
stress and strain 2.1.2.LI.2
2.1.2.AS.2
State Hooke’s law
Level 2: Skills of conceptual
Understanding
2.1.2.LI.3
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Calculate the energy stored in in 2.1.2.AS.3
an elastic material
Level 3: Strategic reasoning
2.1.2.LI.4
2.1.2.AS.4
Calculate Young’s modulus
Level 3: Strategic reasoning
KINEMATICS 1.1.3.LO.1 1.1.3.CS.1 1.1.3.LI.1 1.1.3.AS.1
Explain the Demonstrate knowledge Describe the various types of Level 2
terminologies and and understanding of motion i.e. circular, oscillatory,
Level 2: Skills of conceptual
measurement of motion and its relevance to rectilinear, spin and random
distance, displacement, everyday activities Understanding
speed, velocity,
acceleration, average 1.1.3.LI.2
velocity, instantaneous
Establish equations of uniformly
velocity and
accelerated motion and its 1.1.3.AS.2
distinguish between
application in everyday life
them Level 4: Extended critical thinking
and reasoning
1.1.3.LI.3
Represent the motion of objects
graphically i.e. distance-time,
displacement-time and velocity-
time as well as deducing equations 1.1.3.AS.3
that can be made from it
Level 3: Strategic reasoning
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KINEMATICS 2.1.3.LO.1 2.1.3.CS.1 2.1.3.LI.1 2.1.3.AS.1
Use projectiles to Demonstrate knowledge Identify some games and sports Level 1: Recall
explain the and understanding of where projectiles are seen of
performance of projectiles as two circular motion
athletes in some filed dimensional-motion
events
2.1.3.LI.2
2.1.3.AS.2
Determine the time taken by a
projectile to reach maximum Level 3: Strategic reasoning
height and the maximum height
2.1.3.LI.3
Determine the range of a
projectile
2.1.3.AS.3
Level 3: Strategic reasoning
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2.1.3.LO.2 2.1.3.CS.1 2.1.3.LI.1 2.1.3.AS.1
KINEMATICS Use the concept of Demonstrate knowledge Explain circular motion and give Level 2: Skills of conceptual
circular motion to and understanding of some examples of circular motion
Understanding
explain how the earth circular motion
is kept in its path
2.1.3.LI.2
Explain and calculate centripetal
2.1.3.AS.2
force
Level 2: Skills of conceptual
Understanding
2.1.3.LI.3
Explain banking and skidding
2.1.3.AS.3
Level 3: Strategic reasoning
2.1.3.LI.4
Calculate maximum and minimum
tension in a string 2.1.3.AS.4
Level 3: Strategic reasoning
KINEMATICS 3.1.2.LO.1 3.1.2.CS.1 3.1.2.LI.1 3.1.2.AS.1
Use the concept of Demonstrate knowledge Explain simple harmonic motion Level 2: Skills of conceptual
simple harmonic and understanding of simple and give some examples of such
Understanding
motion to determine harmonic motion type of motion
acceleration due to
1185
gravity 3.1.2.LI.2
Determine the velocity, 3.1.2.AS.2
acceleration and kinetic energy of
Level 3: Strategic reasoning
a body performing SHM
3.1.2.LI.3
Explain the variation of potential
and kinetic energy of a body 3.1.2.AS.3
performing SHM
Level 2: Skills of conceptual
Understanding
3.1.2.LI.4
Determine the energy stored in a
system performing SHM
3.1.2.AS.4
Level 3: Strategic reasoning
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1.1.4.LO.1 1.1.4.CS.1 1.1.4.LI.1 1.1.4.AS.1
Apply the laws of Demonstrate knowledge State Newton’s laws of motion Level 2: Skills of conceptual
motion to explain how and understanding of
Understanding
bodies change their Newton’s laws of motion
positions 1.1.4.LI.2
Apply Newton’s second law to 1.1.4.AS.2
establish the relationship between
Level 3: Strategic reasoning
force, mass and acceleration
1.1.4.LI.3
Identify daily applications of
Newton’s laws of motion
DYNAMICS 1.1.4.AS.3
Level 3: Strategic reasoning
1.1.4.LI.1
Explain how pressure changes
with depth in a fluid.
1.1.4.AS.3
Level 3: Strategic reasoning
1.1.4.CS.1
1.1.4.LO.2
Demonstrate knowledge 1.1.4.LI.1
Recognise pressure as and understanding of
an agent of force. pressure. Explain the operation of brake 1.1.4.AS.3
systems in vehicles and the
operation of the hydraulic press. Level 3: Strategic reasoning
1187
1.1.4.LI.1
State Pascal's principle. 1.1.4.AS.3
Level 1: Recall
2.1.4.LO.1 2.1.4.CS.1 2.1.4.LI.1 2.1.4.AS.1
Explain how friction Demonstrate knowledge Identify some effects and Level 2: Skills of conceptual
affects our daily life and understanding of applications of friction
Understanding
friction
DYNAMICS
2.1.4.LI.2
2.1.4.AS.2
Determine the coefficient of
Level 3: Strategic reasoning
friction
3.1.3.LO.1 3.1.3.CS.1 3.1.3.LI.1 3.1.3.AS.1
Use the concept of Demonstrate knowledge Distinguish between elastic and Level 3: Strategic reasoning
momentum change to and understanding of inelastic collisions
verify Newton’s collisions
second and third laws
of motion 3.1.3.LI.2
DYNAMICS 3.1.3.AS.2
Use momentum change to
Level 3: Strategic reasoning
establish impulse and hence
deduce Newton’s second law of
motion
1188
3.1.3.LI.3
Verify Newton’s third law of
motion from momentum change
3.1.3.AS.3
Level 3: Strategic reasoning
STRAND 2: ENERGY
SUB-STRAND LEARNING CONTENT STANDARDS LEARNING INDICATORS LEVELS OF ASSESSMENT
OUTCOMES
HEAT 1.2.1.LO.1 1.2.1.CS.1 1.2.1.LI.1 1.2.1.AS.1
Apply the principles of Demonstrate knowledge and Discuss the thermometric Level 2: Skills of conceptual
thermometry to design understanding of principles of substances and properties and
Understanding
a thermometer thermometry their associated characteristics
1.2.1.LI.2
1.2.1.AS.2
Describe the features and uses
of different types of Level 4: Extended critical
thermometers thinking and reasoning
1189
1.2.1.LI.3
Describe the various
temperature scales and the
1.2.1.AS.3
construction of their
corresponding thermometers Level 4: Extended critical
thinking and reasoning
1.2.1.LI.4
Derive the relationship between
the Celsius, Fahrenheit and the 1.2.1.AS.4
Kelvin scales.
Level 2: Skills of conceptual
Understanding
HEAT 2.2.1.LO.1 2.2.1.CS.1 2.2.1.LI.1 2.2.1.AS.1
Design experiments Demonstrate knowledge and Explain the specific heat Level 3: Strategic reasoning
with available understanding of heat transfer capacity and classify
resources in the from substances and recognize substances into good and bad
laboratory to determine its importance in the choice of conductors of heat
the specific heat material as good or bad
capacities of liquids conductors
and solids and also to 2.2.1.LI.2
determine latent heat
Calculate the specific heat 2.2.1.AS.2
of fusion of a liquid
capacities of substances
Level 3: Strategic reasoning
2.2.1.LI.3
Describe how to determine the
1190
specific heat capacity of a solid 2.2.1.AS.3
using a liquid of a known
Level 3: Strategic reasoning
specific heat capacity
2.2.1.LI.4
Explain latent heat of fusion
and vaporisation and specific
latent heat of fusion and
2.2.1.AS.4
vaporisation
Level 3: Strategic reasoning
HEAT 3.2.1.LO.1 3.2.1.CS.1 3.2.1.LI.1 3.2.1.AS.1
Explain how expansion Demonstrate knowledge and Explain linear, area and volume Level 3: Strategic reasoning
occurs in solids, understanding of heat as an expansivities
liquids and gases agent of expansion of states of
matter
3.2.1.LI.2
3.2.1.AS.2
Calculate the linear, area and
Level 3: Strategic reasoning
volume expansivities of metals
1191
3.2.1.LI.3
Group metals in increasing 3.2.1.AS.3
order of expansion property
Level 3: Strategic reasoning
using their linear expansivities
WAVES 1.2.2.LO.1 1.2.2.CS.1 1.2.2.LI.1 1.2.1.AS.1
Explain the formation Demonstrate knowledge and Describe the process involved Level 1: Recall
of images in plane understanding of reflection on in image formation in plane
mirrors plane mirrors mirrors and their characteristics
1.2.2.LI.2
1.2.1.AS.2
Deduce the laws of reflection
Level 3: Strategic reasoning
1192
1.2.2.LI.3
Determine the number of 1.2.1.AS.3
images formed by inclined
Level 3: Strategic reasoning
mirrors
WAVES 1.2.2.LO.2 1.2.2.CS.2 1.2.2.LI.1 1.2.2.AS.1
Distinguish between Demonstrate knowledge and Explain terminologies Level 2: Skills of conceptual
images formed by understanding of reflection by associated with spherical
Understanding
converging and spherical mirrors mirrors
diverging mirrors
1.2.2.LI.2
Describe the processes
involved in image formation in 1.2.2.AS.2
spherical mirrors and their
Level 3: Strategic reasoning
characteristics using ray tracing
1.2.2.LI.3
Determine the position and
characteristics of images
formed by spherical mirrors
with mirror formula and
1193
magnification formula 1.2.2.AS.3
Level 3: Strategic reasoning
1.2.2.LO.3 1.2.2.CS.3 1.2.2.LI.1 1.2.2.AS.1
Explain refraction and Demonstrate knowledge and Explain refraction and state the Level 2: Skills of conceptual
identify its relevance in understanding of refraction laws of refraction
Understanding
different media
1.2.2.LI.2
Determine refractive index of a
1.2.2.AS.2
medium
Level 3: Strategic reasoning
1.2.2.LI.3
Explain total internal reflection
1.2.2.AS.3
Level 3: Strategic reasoning
1194
1.2.2.LI.4
Establish the relationship
between the real depth,
apparent depth and the
refractive index. 1.2.2.AS.4
Level 4: Extended critical
thinking and reasoning
WAVES 2.2.2.LO.1 2.2.2.CS.1 2.2.2.LI.1 2.2.2.AS.1
Deduce the wave Demonstrate knowledge and Identify types of waves with Level 2: Skills of conceptual
equation to form the understanding of the wave properties understanding
features of a periodic equation
wave
2.2.2.AS.2
2.2.2.LI.2 Level 2: Skills of conceptual
understanding
Classify waves under
longitudinal, transverse,
electromagnetic, mechanical,
progressive and stationary
2.2.2.LI.3 2.2.2.AS.3
Determine the amplitude, Level 3: Strategic reasoning
velocity, frequency, period,
wavelength from a sinusoidal
wave signal
1195
2.2.2.LI.4 2.2.2.AS.4
Given the amplitude, velocity, Level 3: Strategic reasoning
frequency, period, wavelength
of a wave, deduce the wave
equation
WAVES 2.2.2.LO.2 2.2.2.CS.2 2.2.2.LI.1 2.2.2.AS.1
Using the property of Demonstrate knowledge and Explain the production, nature Level 3: Strategic reasoning
reflection of sound and understanding of sound waves and transmission of sound
the phenomenon of
resonance to give an
account of how the
speed of sound can be
2.2.2.LI.2 2.2.2.AS.2
determined
Classify sound into infrasonic, Level 1: Recall
audio-sonic and ultrasonic
2.2.2.AS.3
Level 3: Strategic reasoning
1196
2.2.2.LI.3
Explain how an echo comes
about and apply the
phenomenon in the
determination of the depth of
rivers
2.2.2.LI.4
2.2.2.AS.4
Apply the concept of resonance
Level 2: Skills of conceptual
in the determination of speed of
sound in air
WAVES 3.2.2.LO.1 3.2.2.CS.1 3.2.2.LI.1 3.2.2.AS.1
Use the working Demonstrate knowledge and Identify the types and features Level 2: Skills of conceptual
principle of lenses to understanding of lenses of lenses
Understanding
explain the operation
of some optical
instruments 3.2.2.LI.2
Describe how images are
3.2.2.AS.2
formed by lenses
Level 3: Strategic reasoning
1197
3.2.2.LI.3
Calculate the image distance 3.2.2.AS.3
and magnification using the
Level 3: Strategic reasoning
lens formula
3.2.2.LO.2 3.2.2.CS.2 3.2.2.LI.1 3.2.2.AS.1
Explain the production Demonstrate knowledge and Identify features of laser Level 2: Skills of conceptual
and working principle understanding of lasers configuration
Understanding
of lasers
3.2.2.LI.2
3.2.2.AS.2
Describe the production of
Level 3: Strategic reasoning
laser beam
3.2.2.AS.3
3.2.2.LI.3
Level 2: Skills of conceptual
Identify the properties of lasers
Understanding
1198
STRAND 3: ELECTRIC FIELD, MAGNETIC FIELD AND ELECTRONICS
SUB-STRAND LEARNING CONTENT LEARNING INDICATORS LEVELS OF
OUTCOMES STANDARDS ASSESSMENT
ELECTROSTATICS 1.3.1.LO.1 1.3.1.CS.1 1.3.1.LI.1 1.3.1.AS.1
Distinguish between Demonstrate knowledge Explain how the gold leaf Level 2: Skills of conceptual
conductors, insulators and and understanding of the electroscope can be used to
Understanding
semiconductors based on difference between detect the charge carried by a
the behavior of electrons conductors, body
as charge carriers semiconductors and
insulators
1.3.1.LI.2
Identify electrons as mobile 1.3.1.AS.2
charge carriers
Level 2: Skills of conceptual
Understanding
1.3.1.LI.3
Explain how charge carriers
1.3.1.AS.3
in conductors,
semiconductors and Level 2: Skills of conceptual
insulators behave.
Understanding
1199
1.3.1.LI.4
Explain the distribution of
charges on surfaces;
spherical, pear-shaped and
sharp point
1.3.1.AS.4
Level 2: Skills of conceptual
Understanding
ELECTROSTATICS 1.3.1.LO.2 1.3.1.CS.2 1.3.1.LI.1 1.3.1.AS.1
Apply the knowledge on Demonstrate knowledge Define charge as a Level 2: Skills of conceptual
charges to describe forces and understanding of the fundamental property of
Understanding
based on like or opposite differences between the matter(like mass)
charges respectively two kinds of
particles(positive and
negative) that are involved
in electric interactions
1.3.1.LI.2
1.3.1.AS.2
Explain the conservation of
charge and its behaviour Level 2: Skills of conceptual
Understanding
1.3.1.LI.3
Differentiate between two 1.3.1.AS.3
1200
charges Level 2: Skills of conceptual
(positive and negative) Understanding
ELECTROSTATICS 2.3.1.LO.1 2.3.1.CS.1 2.3.1.LI.1 2.3.1.AS.1
Use the concept of electric Demonstrate knowledge Explain and show how an Level 2: Skills of conceptual
fields to explain how and understanding of electric field is represented
Understanding
charges interact electric fields and their characteristics
2.3.1.LI.2
2.3.1.AS.2
State Coulomb’s law of
electrostatics and calculate Level 3: Strategic reasoning
electrostatic force acting on
the charges
2.3.1.LI.3
Determine the electric
1201
field/intensity at a point due 2.3.1.AS.3
to a point charge
Level 3: Strategic reasoning
1.3.1.LI.4
Define and calculate potential
difference
2.3.1.AS.4
Level 3: Strategic reasoning
ELECTROSTATICS 2.3.1.LO.2 2.3.1.CS.2 2.3.1.LI.1 2.3.1.AS.1
Explain and analyse the Demonstrate knowledge Describe the structure and Level 3: Strategic reasoning
structure and working and understanding of operation of capacitors
principles of capacitors structure and operation of
and calculate capacitance capacitors
2.3.1.LI.2
2.3.1.AS.2
Determine the effective
Level 3: Strategic reasoning
capacitance of a number of
capacitors arranged in :
(i) series
(ii) parallel
2.3.1.LI.3
1202
Determine the capacitance of 2.3.1.AS.3
a parallel plate capacitors
Level 3: Strategic reasoning
2.3.1.LI.4
Describe the behavior of a
2.3.1.LI.4
capacitor in DC and AC
circuits Level 3: Strategic reasoning
2.3.1.LI.5
Calculate the energy stored in
a capacitor
2.3.1.LI.5
Level 3: Strategic reasoning
DIRECT CURRENT 3.3.1.LO.1 3.3.1.CS.1 3.3.1.LI.1 3.3.1.AS.1
Using the knowledge on Demonstrate knowledge Explain the key terminologies Level 2: Skills of conceptual
current electricity to solve and understanding of of circuitry and how they are
Understanding
problems involving current electricity and its related to one another
resistance and power in related quantities
electrical circuits
3.3.1.LI.2
3.3.1.AS.2
Express Ohm’s law and its
relationship to electrical Level 3: Strategic reasoning
resistance; ohmic and non-
ohmic conductors
1203
3.3.1.LO.2 3.3.1.CS.2 3.3.1.LI.1 3.3.1.AS.1
Characterise resistors Demonstrate knowledge Describe and demonstrate the Level 3: Strategic reasoning
through calculation, and understanding of the structure and working
identification and propose structure of working principle of resistors and their
suitable resistors for a principles of resistors arrangements in circuits
given electrical circuit
3.3.1.LI.2
Describe and demonstrate the 3.3.1.AS.2
types of variable resistors i.e.
Level 3: Strategic reasoning
potentiometers and rheostats
and their working principles.
1204
DIRECT CURRENT 3.3.1.LO.3 3.3.1.CS.3 3.3.1.LI.1 3.3.1.AS.1
Application of Kirchhoff’s Demonstrate knowledge State Kirchhoff’s laws of Level 2: Skills of conceptual
laws in electrical networks and understanding electrical networks
Understanding
Kirchhoff’s laws of
electrical networks
3.3.1.LI.2
3.3.1.AS.2
Determine the current
Level 3: Strategic reasoning
flowing through a branch in
electrical networks
3.3.1.LI.3
Discuss how a galvanometer 3.3.1.AS.3
can be adapted as an ammeter
Level 3: Strategic reasoning
and a voltmeter
1205
MAGNETOSTATICS 1.3.2.LO.1 1.3.2.CS.1 1.3.2.LI.1 1.3.2.AS.1
Use knowledge gained to Demonstrate knowledge Distinguish between magnets, Level 1: Recall
distinguish between and understanding of the magnetic and non-magnetic
magnetic and non- basics of magnets , materials.
magnetic materials and magnetisation and
explain magnetisation and demagnetisation and
demagnetisation magnetic fields 1.3.2.LI.2
1.3.2.AS.2
Describe the magnetic field
Level 2: Skills of conceptual
Understanding
1.3.2.LI.3
1.3.2.AS.3
Describe the processes
involved in magnetisatiom Level 3: Strategic reasoning
and demagnetisation
ELECTROMAGNETIS 2.3.2.LO.1 2.3.2.CS.1 2.3.2.LI.1 2.3.2.AS.1
M
Explain how current is Demonstrate knowledge Describe the force exerted on Level 4: Extended critical
affected by the magnetic and understanding in a current-carrying conductor thinking and reasoning
field using rules and analyzing the factors that in a magnetic field
calculations affect the magnetic force
on conductors carrying
current in a uniform 2.3.2.LI.2
magnetic field
Discuss the factors that affect 2.3.2.AS.2
the magnitude of the
Level 3: Strategic reasoning
magnetic force on a current-
carrying conductor in a
1206
magnetic field
2.3.2.LI.3
Fleming’s left-hand rule
2.3.2.AS.3
Level 3: Strategic reasoning
ELECROMAGNETISM 2.3.2.LO.2 2.3.2.CS.2 2.3.2.LI.1 2.3.2.AS.1
Demonstrate the repulsive Demonstrate knowledge Explain the forces acting Level 3: Strategic reasoning
and attractive forces and understanding of the between parallel conductors
between parallel current- forces set up between carrying current in a magnetic
carrying conductors in a parallel conductors field
magnetic field carrying current in a
magnetic field and
applications.
2.3.2.LI.2
2.3.2.AS.2
Explain the torque on a
rectangular current-carrying Level 3: Strategic reasoning
coil in a magnetic field
1207
2.3.2.LI.3
Describe and analyse the 2.3.2.AS.3
structure and working
Level 3: Strategic reasoning
principle of the motor and
moving coil galvanometer
ELECTROMAGNETIS 2.3.2.LO.3 2.3.2.CS.3 2.3.2.LI.1 2.3.2.AS.1
M
Demonstrate knowledge of Demonstrate knowledge Calculate force on a charged Level 3: Strategic reasoning
the relationship between and understanding of the particle in a magnetic field.
the magnetic field and forces exerted on a
electric field charged particle moving in
electric and magnetic
fields, and their
applications
2.3.2.LI.2
Describe a force on a moving 2.3.2.AS.2
1208
charged particle in an electric Level 3: Strategic reasoning
field
2.3.2.LI.2
2.3.2.AS.3
Calculate a force on a moving
charged particle in a crossed Level 3: Strategic reasoning
field (Lorentz force)
ALTERNATING 3.3.2.LO.1 3.3.2.CS.1 3.3.2.LI.1 3.3.2.AS.1
CURRENT
Describe alternating Demonstrate knowledge Discuss the characteristics of Level 3: Strategic reasoning
current and utilise the and understanding of alternating current/voltage
associated mathematical Alternating Current
relationship Theory
3.3.2.LI.2
Distinguish between the types
of AC waveforms
3.3.2.AS.2
Level 3: Strategic reasoning
3.3.2.LI.3
Using mathematical
relationships to define
alternating current and 3.3.2.AS.3
alternating voltage Level 3: Strategic reasoning
1209
ALTERNATING 3.3.2.LO.2 3.3.2.CS.2 3.3.2.LI.1 3.3.2.AS.1
CURRENT Illustrate and describe the Explain the a.c. series Describe a.c. circuit Level 3: Strategic reasoning
behavior of alternating connected circuit connections using resistors,
current inductors, capacitors in series
3.3.2.LI.2
Describe and distinguish
between resistance and 3.3.2.AS.2
impedance Level 3: Strategic reasoning
3.3.2.LI.3
Describe the power triangle
and explain the power factor 3.3.2.AS.3
using mathematical conceptas
Level 3: Strategic reasoning
1210
ANALOGUE 1.3.3.LO.1 1.3.3.CS.1 1.3.3.LI.1 1.3.3.AS.1
ELECTRONICS
Explain the basics of Demonstrate knowledge Describe the formation of the Level 2: Skills of conceptual
semiconductor structure and understanding of the two types of conductors; n- Understanding
and working principles development and functions type and p-type
and their applications in of diodes
LEDs and Zener diodes
1.3.3.LI.2
Describe the basic structure
1.3.3.AS.2
and application of the PN
junction diode in reverse and Level 2: Skills of conceptual
forward-biased circuits
Understanding
1.3.3.LI.3
Analyse the benefits of using
LEDs and I-V characteristics
of Zener diodes and
applications 1.3.3.AS.3
Level 2: Skills of conceptual
Understanding
1211
ANALOGUE 1.3.3.LO.2 1.3.3.CS.2 1.3.3.LI.1 1.3.3.AS.1
ELECTRONICS
Distinguish between input Demonstrate knowledge Explain the terminologies Level 2: Skills of conceptual
and output of transducers and understanding of the “input” and “output” of a Understanding
and show their input and output processes transducer with examples
applications in thermistors, of a transducer
light dependent resistors,
infra-red diodes, 1.3.3.LI.2
microphones, buzzers,
Explain the effect of
loudspeakers and 1.3.3.AS.2
temperature changes on
electrochemical relays
resistance using a thermistor, Level 2: Skills of conceptual
light dependent resistor
Understanding
(LDR), infra-red diode and
the microphone to analyse the
characteristic graphs of
thermistors and LDRs
1.3.3.LI.3
Describe the processes
involved in the operation of
the following transducers;
microphone, loudspeaker,
buzzer, low voltage DC
motor, electromagnetic relays 1.3.3.AS.3
and infra-red diode
Level 2: Skills of conceptual
Understanding
1212
ANALOGUE 1.3.3.LO.3 1.3.3.CS.3 1.3.3.LI.1 1.3.3.AS.1
ELECTRONICS
Explain the structure and Demonstrate knowledge Describe the construction and Level 2: Skills of conceptual
operations of Bipolar and understanding of action of the bipolar junction Understanding
Junction Transistors and processes and function of transistor
their applications the Bipolar Junction
1.3.3.LI.2
Describe transistor biasing
1.3.3.AS.2
Level 2: Skills of conceptual
1.3.3.LI.3
Understanding
Describe various transistor
configurations and the use of
an N-P-N transistor as a small
signal amplifier. 1.3.3.AS.3
Level 2: Skills of conceptual
Understanding
1213
DIGITAL 2.3.3.LO.1 2.3.3.CS.1 2.3.3.LI.1 2.3.3.AS.1
ELECTRONICS
Distinguish between Demonstrate knowledge Describe analogue and digital Level 3: Strategic reasoning
digital and analogue and understanding of the signals
signals and how digital basics of digital
systems work electronics
2.3.3.LI.2
Distinguish between pull-up 2.3.3.AS.2
and pull-down resistors
Level 3: Strategic reasoning
2.3.3.LI.3
Describe and use the 2.3.3.AS.3
7-segment display module Level 3: Strategic reasoning
1214
DIGITAL 2.3.3.LO.2 2.3.3.CS.2 2.3.3.LI.1 2.3.3.AS.1
ELECTRONICS
Distinguish between the Demonstrate knowledge Distinguish between analogue Level 1: Recall
working operations of and understanding of logic and digital signals and
analogue and digital gates and describe their describe their functions
systems as well as design output in a digital system
and build a decision-
making circuit
2.3.3.LI.2
Describe the characteristics of
2.3.3.AS.2
basic logic and universal
gates Level 3: Strategic reasoning
1215
2.3.3.LI.3 2.3.3.AS.3
Describe and explain sum of Level 3: Strategic reasoning
product (Boolean expression)
2.3.3.AS.4
Level 3: Strategic reasoning
2.3.3.LI.4
Describe combinational logic
applications and
microcontroller.
DIGITAL 2.3.3.LO.3 2.3.3.CS.3 2.3.3.LI.1 2.3.3.AS.1
ELECTRONICS
Describe integrated Demonstrate knowledge Describe simple integrated Level 3: Strategic reasoning
circuits and design and and understanding of circuits
build simple integrated simple integrated circuits
circuits and be able to identify and
construct them
2.3.3.LI.2
Design and describe the 2.3.3.AS.2
fabrication of a simple
Level 3: Strategic reasoning
integrated circuit
1216
ELECTROMAGNETIC 3.3.3.LO.1 3.3.3.CS.1 3.3.3.LI.1 3.3.3.AS.1
INDUCTION &
Use the concept of Demonstrate knowledge Explain electromagnetic Level 3: Strategic reasoning
APPLICATIONS
electromagnetic induction and understanding of induction
to explain how electricity electromagnetic induction
can be generated
3.3.3.LI.2
3.3.3.AS.2
Using experimentation, verify Level 3: Strategic reasoning
the laws of electromagnetic
induction
3.3.3.LI.3
Describe the factors that
affect induced emf and
3.3.3.AS.3
explain direction of induced
current using mnemonics and Level 3: Strategic reasoning
Fleming’s Right Hand Rule
1217
ELECTROMAGNETIC 3.3.3.LO.2 3.3.3.CS.2 3.3.3.LI.1 3.3.3.AS.1
INDUCTION &
Explain the working Demonstrate knowledge Explain inductance and Level 3: Strategic reasoning
APPLICATIONS
principles of inductors and and understanding of obtain a mathematical
their applications induction expression for the
relationship
3.3.3.LI.2
Discuss the behaviour of the
inductor in a.c and d.c. 3.3.3.AS.2
circuits
Level 3: Strategic reasoning
1218
3.3.3.LI.3
Explain how energy is stored
in an inductor.
3.3.3.AS.3
Level 3: Strategic reasoning
ELECTROMAGNETIC 3.3.3.LO.3 3.3.3.CS.3 3.3.3.LI.1 3.3.3.AS.1
INDUCTION &
Describe the structure, Demonstrate knowledge Discuss the structure, uses Level 3: Strategic reasoning
APPLICATIONS
principle of operation and and understanding of the and principle of operation of
applications of a principles of operation of a transformer
transformer tranformers
3.3.3.LI.2
Discuss the factors that affect
the transmission of power and 3.3.3.AS.2
efficiency of a transformer Level 3: Strategic reasoning
and ways of improving its
efficiency
3.3.3.LI.3
Explain Eddy current, effects
and applications
1219
3.3.3.AS.3
Level 4: Extended critical
thinking and reasoning
APPLICATIONS OF 3.3.4.LO.1 3.3.4.CS.1 3.3.4.LI.1 3.3.4.AS.1
ELECTRONICS
Using diode, capacitor and Demonstrate knowledge Design a half wave rectifier Level 4: Extended critical
a load resistor to explain and understanding of thinking and reasoning
how an a.c. waveform can rectification
be rectified to direct
waveform
3.3.4.LI.2
3.3.4.AS.2
Design a full wave rectifier
Level 4: Extended critical
thinking and reasoning
3.3.4.LI.3
Design a smoother/filter 3.3.4.AS.3
circuit using a capacitor Level 4: Extended critical
thinking and reasoning
1220
APPLICATIONS OF 3.3.4.LO.2 3.3.4.CS.2 3.3.4.LI.1 3.3.4.AS.1
ELECTRONICS
Using a transistor to Demonstrate knowledge Design a PNP amplifier Level 4: Extended critical
explain how amplification and understanding of thinking and reasoning
is done signal application
3.3.4.LI.2
3.3.4.AS.2
Design an NPN amplifier
Level 4: Extended critical
thinking and reasoning
1221
3.3.4.LO.3 3.3.4.CS.3 3.3.4.LI.1 3.3.4.AS.1
Using a solar panel to Demonstrate knowledge Design a darkness detector Level 4: Extended critical
explain how a darkness and understanding of a thinking and reasoning
detector works darkness detector circuit
3.3.4.AS.2
3.3.4.LI.2
Level 4: Extended critical
Design a battery charger thinking and reasoning
1222
PAPER 1
MULTIPLE-CHOICE QUESTIONS
PAPER 1
S/n Content Standard/Indicator Item DoK
Level
1. 1.1.1.CS.2 A body acted upon by a force of 10 N undergoes a displacement in 3
the direction of the force in accordance with the relation 𝑠 = 5𝑡 2 +
Demonstrate knowledge and
understanding of physical quantities. 2𝑡, where s is the displacement in metres and t is time in seconds.
Determine the average rate at which the force is doing work in the
1.1.1.LI.2 first 5.0 s.
Determine the dimensions (velocity, A. 13.5 W
acceleration, mass, length, time, weight, B. 270 W
energy, force) and conversion of units. C. 1350 W
D. 6750 W.
2. 3.1.2.LI.1 A group of students wish to determine the time taken to undertake a 2
task. They have no watch or direct timing device. However, they
Demonstrate knowledge and
have a pendulum set-up and a metre rule. Which of the following
understanding of simple harmonic
motion. parameters are needed to enable them determine the time?
I. The length of the pendulum.
3.1.2.LI.2 II. The mass of the pendulum bob.
III. The tension in the pendulum string.
Determine the velocity, acceleration and IV. The acceleration due to gravity.
kinetic energy of a body performing
SHM.
A. I and IV only
B. I and III only
1223
C. I, III and IV only
D. I, II, III and IV.
3. 3.1.2.LI.1 To determine the mass of a metal block, the block is hung at the 2
lower end of a vertically suspended helical spring and the loaded
Demonstrate knowledge and
spring is displaced slightly by pulling it downwards and released to
understanding of simple harmonic
motion. undergo vertical oscillations. If the time recorded for 10 complete
oscillations is 10 seconds and the force constant of the spring
is 10.0 𝑁/𝑚, what is the mass of the object? [ Take 𝜋 2 = 10]
3.1.2.LI.3 A. 0.25 kg
Explain the variation of potential and B. 3.16kg
kinetic energy of body performing C. 400 kg
SHM. D. 10 kg.
4. 3.1.3.C.S.3.1 A particle of mass m moves with uniform rate of change of 1
momentum. Which of the following quantities is equivalent to the
Demonstrate knowledge and
body’s rate of change of momentum with time?
understanding of collisions
A. Net force
B. Velocity
3.1.3.LI.1.2 C. Acceleration
Use momentum change to establish D. Impulse.
impulse and hence deduce Newton's
second law of motion.
1224
5. 3.1.1.CS.2 The acceleration of free fall due to gravity on the surface of a 2
uniformly shaped planet of radius R is g. What is the acceleration of
Demonstrate knowledge and
free fall due to gravity at a distance 2R from the surface of the
understanding of gravitation.
planet?
3.1.1.LI.2 A. 9 g
Deduce the relationship between B. 4 g
1
acceleration due to gravity g and C. g
4
universal gravitational constant G. 1
D. g.
9
6. 2.3.2.CS.2 Study the table below and select the most appropriate energy 1
conversions from the choices in A, B, C and D.
Demonstrate knowledge and
understanding of the forces set up Energy conversion in a generator Energy conversion in a motor
between parallel current-carrying
conductors in a uniform magnetic field A Electrical to mechanical Mechanical to electrical
and applications.
B Mechanical to electrical Mechanical to electrical
C Electrical to mechanical Electrical to mechanical
2.3.2.LI.3 D Mechanical to electrical Electrical to mechanical.
Describe and analyse the structure and
working principle of the motor and
moving coil galvanometer.
3.3.3.CS.2
Demonstrate knowledge and
understanding of induction.
1225
3.3.3.LI.2
Discuss the behaviour of the inductor in
a.c and d.c circuits.
7. 2.2.1.CS.1 A 3 kg piece of an alloy of specific heat capacity 233 𝐽𝑘𝑔−1 𝐾 −1 is 2
left in front of an electric heater, absorbing heat at the rate of 100 W
Demonstrate knowledge and
for 10 minutes. Assume that the block is initially at 20℃. What is the
understanding of heat transfer from
final temperature of the alloy?
substances and recognize its importance
in the choice of material as good or bad A. 21.4℃
conductors B. 85.98℃
C. 105.98℃
2.2.1.LI.2
D. 699.0℃.
Calculate the specific heat capacities of A uniform beam 2.0 m long weighs 50.0 N. It balances horizontally
substances on a knife edge, 45.0 cm from a load M as illustrated in the figure.
2
3.1.1.CS.1
8. Demonstrate knowledge and
understanding of moments
3.1.1.LI.4 Determine the value of M.
Calculate the reactions at supports. A. 30.5 N
B. 50.0N
C. 61.1 N 3
D. 111.1 N.
9. 2.3.2.CS.2
Demonstrate knowledge and
understanding in analysing the factors A bicycle uses a dynamo to power its front light. In the dynamo, a
1226
that affect the magnetic force on coil of wire consisting of a single turn and having a resistance of
conductors carrying current in a 10.0 Ω is oriented with its plane perpendicular to a changing
uniform magnetic field. magnetic field. Over a certain interval of 2.0 s, the magnetic flux
linked with the loop increases uniformly from 0.00 Wb to 0.20 Wb.
Which of the following statements best describes the induced current
in the coil during this 2.0 s interval?
2.3.2.LI.2
Discuss the factors that affect the A. The induced current is zero because the flux is changing at a
magnitude of the magnetic force on a constant rate.
current-carrying conductor in a B. The induced current is constant and can be found by applying
magnetic field. Faraday’s law and Ohm’s law.
C. The induced current increases continuously from zero to a
maximum. 2
D. The induced current is alternating in direction, reversing
1.1.4.CS.1 halfway through the interval.
10. Demonstrate knowledge and
understanding of pressure.
A hydraulic lever is used to lift a heavy hospital bed, requiring an
1.1.4.LI.2 amount of work, W. When the same bed with a patient is lifted, the
Explain the operation of brake systems work required is tripled. How can the cross-sectional area of the
in vehicles and the operation of the platform on which the bed is lifted be changed so that the pressure on
hydraulic press. the hydraulic lever remains constant?
A. The cross-sectional area must be divided by 3.
B. The cross-sectional area must be multiplied by a factor of
√3.
C. The cross-sectional area must be tripled.
D. The cross-sectional area must be divided by a factor of
√3.
1227
PAPER 2 - ESSAY QUESTIONS
PAPER 2
SECTION A
S/n Content Item** DoK Level
Standard/Indicator
1. 2.1.2.CS.1 A metallic rod of length 40.0 cm and diameter 2.0 mm undergoes 3
deformation under a force, F, and each time the extension, ‘e’, produced is
Demonstrate
recorded. If the slope for the force – extension graph plotted was 2.0 ×
knowledge and 104 𝑁𝑚−1 , determine the approximate value of Young’s modulus. (𝜋 =
understanding of the 3.14)
behavior of
materials
2.1.2.LI.4
Calculate Young’s
modulus
2. 2.3.1.CS.1 A charged particle enters a region of uniform electric and magnetic fields 3
mutually at right angles to each other. Given that the strength of the
Demonstrate
electric and magnetic fields is 1.2 × 10−1 𝑉𝑚−1 and 5.0 × 10−2 𝑇,
knowledge and respectively. Calculate the velocity with which the particle moved in the
understanding of field if the charged particle experiences no net force due to the two fields.
electric fields
1228
2.3.1.LI.3
Determine the
electric
field/intensity at a
point due to a point
charge
SECTION B
3 2.1.4.CS.1 a) A student pulls a box of books across a horizontal floor with a force 2
of 100.0 N using a string at 20° to the horizontal. Given that the
Demonstrate coefficient of static friction between the surface of the floor and the
knowledge and box is 0.2 and that the mass of the box and books is 50 kg, what is
understanding of the acceleration of the box?
friction
2.1.4.LI.2
Determine the
coefficient of
1229
friction
b) You’re rearranging the furniture in your living room when you 3
notice a beam of sunlight striking your rectangular glass coffee
1.2.2.CS.3 table. The sunlight hits the table’s surface at 30° (measured from the
surface), and you observe that the ray bends as it passes through.
Demonstrate
Given that the absolute refractive index of the glass is 1.4, do the
knowledge and following:
understanding of
refraction i. Draw a ray diagram showing the path of the light ray
through the glass table.
1.2.2.LI.2 ii. Calculate the angle by which the ray is deviated inside the
Determine table.
refractive index of a
medium
3.3.2.CS.2 c) An electric doorbell system is powered by a 12.0-V battery. The 2
doorbell circuit includes a 25.0-V resistor and a 5.00-H inductor, all
Explain the a.c. connected to the battery in series. What maximum current will flow
series connected through the circuit when the doorbell button is pressed and held?
circuit
3.3.2.LI.2
Describe and
distinguish between
resistance and
impedance
1230
PAPER 3 - PRACTICAL QUESTIONS
S/n Content Item
Standard/Indicator
DoK Level
3.2.2.CS.1 The figure below is an illustration of an experiment to determine the focal
Demonstrate length of a convex lens.
knowledge and
understanding of
lenses
3.2.2.LI.2
Describe how a. You are provided with a ray box with a cross wire, a thin convex
images are formed lens, a lens holder, a screen, and a metre rule. Follow the
by lenses instructions carefully and set up the experiment as shown.
i. Measure and record the object height, 𝐡𝐨 .
ii. Set up the apparatus as shown in the figure.
iii. Place the lens at a distance u = 20 cm from the illuminated
object.
iv. Place the screen at the other end of the lens and adjust its
position until a sharp image is formed on the screen.
v. Measure the image distance v.
vi. Measure the image height 𝐡𝐢 .
𝐡
3.2.2.CS.1 vii. Calculate the magnification, 𝐦 = 𝐡 𝐢
𝐨
Demonstrate viii. Repeat the procedure for four other values of u = 30 cm, 45
knowledge and cm, 40 cm and 50 cm and record v, 𝐡𝐢 and m.
understanding of ix. Tabulate your results.
lenses x. Plot a graph of m as ordinate and v as abscissa, starting both
axes from the origin (0, 0).
1231
xi. Find intercept I on the m-axis.
xii. Calculate the slope s of the graph.
3.2.2.LI.3 1
xiii. Evaluate k= .
s 4
Calculate the image
xiv. From the graph, determine the value of hi when u = 35 cm.
distance and
xv. State two safety precautions that were taken.
magnification using
b.
the lens formula i. Explain conjugate foci as applied to a convex lens.
A chromatic doublet consists of a convex lens of focal length 20.0 cm and a
concave lens of focal length 15.0 cm. Calculate the power of the
converging lens.
3
1232
RELIGIOUS STUDIES
1. INTRODUCTION
This examination syllabus document provides a comprehensive summative assessment guide for teachers in the subject area, Religious
Studies (RS). It sets out the purpose, philosophy and vision, goals, assessment objectives and the scheme of examination for RS. It is a
design of how to assess leaners’ knowledge, skills and competencies across the three-year period of doing RS using the depth of knowledge
(DoK) levels. Thematic areas for the assessment include: Study of Religions, God’s Creation and Humankind, Religious Beliefs, Practices, Moral
Values and Human Development, Religious Communities and Nation Building, Religion and Contemporary Issues. The RS Curriculum, and Teacher
Manual were the main documents consulted in the preparation of this examination syllabus.
2. PURPOSE
The purpose of this detailed examination syllabus is to provide a framework to guide the development of test items for Religious Studies
examination for Senior High Schools in Ghana. It seeks to align the content standards, learning outcomes, and learning indicators and the
various content areas in the RS curriculum to the scheme of assessment. This will enable examiners to set examinations that provide
evidence of the attainment of learning outcomes upon completion of the programme. The outcome of examinations based on this syllabus
will ascertain the extent to which learners have gained specific knowledge, skills and competencies in the study of Religious Studies.
3. PHILOSOPHY OF THE RELIGIOUS STUDIES CURRICULUM
The philosophy guiding the Religious Studies curriculum is that learning, and teaching is non-confessional, integrated and harmoniously
learner centred. It is an inter-religious curriculum focusing on valid national values embedded in all practising religions in Ghana. The
learning of this curriculum is supported by skilled teachers who engage learners to critically examine religious beliefs, practices, and moral
values for their own holistic self-development, for the world of work, adult life and further studies.
4. VISION OF THE RELIGIOUS STUDIES CURRICULUM
The vision of the Religious Studies curriculum is to raise morally conscious and tolerant learners who are equipped with relevant skills and
competencies to enable them to engage in a comprehensive examination of religious beliefs, practices, and claims that lead to the acquisition
and application of values for the promotion of peaceful co-existence and national development in adult life, world of work and lifelong
learning.
1233
5. GOALS
The specific aims of teaching and learning Religious Studies are to encourage and enable learners to:
(i) develop an awareness of, and respect for, the contextual perspectives of the three main religions on religious issues and practices
(ii) acquire socio-cultural values inherent in the three major religions in Ghana
(iii) increasingly develop the ability to respond to religious beliefs and practices in an informed way
(iv) acquire knowledge on religious responses to contemporary issues
(v) utilise the acquired knowledge to develop home grown solutions to contemporary problems confronting the nations
(vi) appreciate the roles that women in the three religious communities play and how these can be enhanced for development.
(vii) Develop 21st Century skills and competencies to facilitate their transition to further study, world of work and adult life.
6. SCHEME AND STRUCTURE OF EXAMINATION
There will be two papers: Paper 1 and Paper 2. The two papers will be a composite paper to be taken together.
PAPER 1:
Will be a multiple-choice objective paper made up of 50 questions. All the questions must be answered in 1 hour for 50 marks.
PAPER 2:
The paper 1 will be constructed response (Essay) questions and candidates will be expected to respond to four of them from the four
different sections as follows:
Section A: will have two (2) questions from the thematic area: Study of Religion, God’s Creation and Humankind, from which candidates
will be required to answer one.
Section B will have two (2) questions from the thematic area: Religious Beliefs, Practices, Moral Values and Human Develop, from which
candidates will be required to answer one.
Section C will have two (2) questions from Religious Communities and Nation Building, from which candidates will be required to answer
one.
Section D will have two (2) questions from Religion and Contemporary Issues from which candidates will be required to answer one.
Candidates are expected to answer all four questions in 2 hours and 30 minutes for a total of 60 marks Each question will carry 15 marks.
1234
7. LEVELS OF ASSESSMENT
The Religious Studies examination will utlise the following levels of assessment:
Level 1: Recall / Reproduction - focus on simple recall of information, such as asking students to identify key names of individuals
or places from religious account.
Level 2: Skills of conceptual understanding: applying knowledge and skills to new situations. Example is tasking students to use
their knowledge of beliefs of a religious group to explain their behaviour.
Level 3: Strategic reasoning- applying knowledge and skills to new situations, such as asking students to use mathematical equations
to solve real-world problems. An example of a Level 3 task might be asking students to compare and contrast the religious beliefs of
two religions and use findings to address religious conflict.
Level 4: Extensive thinking - engaging in critical thinking, synthesising information and evaluating arguments.
8. KEY FOR ABBREVIATIONS
AS Assessment
CS Content Standards
LO Learning Outcomes
LI Learning Indicators
1235
9. STRUCTURE OF DETAILED SYLLABUS
STRAND 1 SUB-STRANDS LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
1. Background to 1.1.1.LO.1 1.1.1.CS.1 1.1.1.LI.1 1.1.1AS
the study of Justify the need for Demonstrate an Explain the meaning of Level 2: Skills of
religion the study of religion understanding of the religion and reasons for conceptual understanding.
and appraise the need to study religion which it is studied at the Level 3: Strategic
contributions of the and the contributions SHS. reasoning
three religions to the of the three major Level 4: Extended critical
development of religions to the reasoning
Ghana. development of Ghana.
STUDY OF 1.1.1.LI.2 1.1.1.AS
RELIGION, Describe the Level 2: Skills of
GOD’S historical/contextual conceptual understanding
CREATION background of the three
AND major religions in Ghana.
HUMANKIND
1.1.1.LI.3
Discuss the contributions 1.1.1.AS
of the three major Level 2: Skills of
religions to the conceptual understanding
development of Ghana.
2. The nature of 2.1.2.LO.1 2.1.2.CS.1 2.1.2.LI.1 2.1.2.AS
God and His Explain the nature Demonstrate Explain how the natural Level 1: Recall.
creation of God from His understanding of the environment reveals the Level 2: Skills of
creation and nature of God in the nature of God. conceptual understanding.
attributes and three religions and Level 3: Strategic
identify the moral indicate how to apply reasoning.
values in His nature the moral values in Level 4: Extended critical
and how to apply them to life. reasoning
them to life.
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2.1.2.LI.2 2.1.2.AS
Analyse the nature of God Level 1: Recall
through His attributes as Level 2: Skills of
espoused by the three conceptual understanding.
main religions. Level 3: Strategic
reasoning.
Level 4: Extended critical
reasoning
STUDY OF
RELIGION, 3. The nature 3.1.2.LO.2 Analyse 3.1.2.CS.1 3.1.2.LI.1 3.1.2.AS
GOD’S of God and the stories on Demonstrate Discuss the creation Level 1: Recall
CREATION His creation and on understanding of stories of the three main Level 2: Skills of
AND creation disobedience to creation stories of the religions. conceptual understanding
HUMANKIND identify God’s three major religions Level 4: Extended critical
(cont.) original purpose for and assess how reasoning
humankind and how human’s disobedience
human’s actions has affected God’s
destroyed His original intentions for
original intentions. humankind.
3.1.2.LI.2 3.1.2.AS
Discuss the original Level 1: Recall
relationship between God Level 3: Strategic
and humankind using reasoning
myth from the three Level 4: Extended critical
religions and assess how reasoning
human disobedience
affected the relationship.
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STRAND 2 SUB-STRANDS LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
1. The major 1.2.1.LO.1 1.2.1.CS.1 1.2.1.LI.1 1.2.1.AS
beliefs of the Identify the main Demonstrate Identify the main Level 1: Recall
three religions beliefs of the three knowledge and beliefs of the three Level 2: Skills of
major religions and understanding of major religions. conceptual understanding
critically examine the beliefs of the Level 4: Extended critical
the interpretations three major reasoning
RELIGIOUS and claims religions and
BELIEFS, associated with critically assess
PRACTICES, them in order to the varied
MORAL respond to them in interpretations of
VALUES AND informed, rational these beliefs. 1.2.1.LI.2 1.2.1.AS
HUMAN and responsible Examine the Level 2: Skills of
DEVELOPMENT ways. interpretations of conceptual understanding
religious beliefs of the Level 4: Extended critical
three main religions. reasoning
2. Worship and 2.2.2.LO.1 2.2.2.CS.1 2.2.2.LI.1 2.2.2.AS
moral values for Describe how Demonstrate Explain how worship is Level 1: Recall
development worship is understanding of performed in the three Level 2: Skills of
performed in the worship in the major religions in conceptual understanding
religions, analyse three major Ghana. Level 4: Extended critical
the values in them religions to infer reasoning
and demonstrate and apply values
their application to inherent in them.
life. 2.2.2.LI.2 2.2.2.AS
Analyse worship in the Level 2: Skills of
three main religions to conceptual understanding
deduce their values and Level 3: Strategic
how to apply them to reasoning
life. Level 4: Extended critical
reasoning
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3. Worship and 3.2.2.LO.2 3.2.2.CS.1 3.2.2.LI.1 3.2.2.AS
values for Identify the Demonstrate Examine worship in the Level 1: Recall
RELIGIOUS development differences and appreciation three main religions Level 2: Skills of
BELIEFS, similarities in the understanding of indicating the conceptual understanding
PRACTICES, worship of the the similarities in similarities and Level 3: Strategic
MORAL VALUES three main the worship of the differences. reasoning
AND HUMAN
religions and three main
DEVELOPMENT
explain how this religions to justify 3.2.2.AS
(cont.)
can be used to the need for 3.2.2.LI.2 Level 1: Recall
promote religious religious Analyse how the Level 2: Skills of
tolerance and good tolerance. differences and conceptual understanding
moral lives. common patterns in Level 3: Strategic
worship can help in reasoning
promoting religious Level 4: Extended critical
tolerance. reasoning
1239
STRAND 3 SUB-STRANDS LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
1. The origin and 1.3.1.LO.1 1.3.1.CS.1 1.3.1.LI.1 1.3.1.AS
nature of religious Trace the origins of Demonstrate Explain the origins of Level 2: Skills of
communities the religious knowledge of the the religious conceptual understanding
communities, origin and communities in
describe their characteristics of Ghana.
characteristics and the three religious
explain the roles communities. 1.3.1.L1.2 1.3.1.AS
they play in society. Describe the Level 2: Skills of
characteristics of the conceptual understanding
three religious Level 3: Strategic
communities. reasoning
RELIGIOUS 1.3.1.LI.3 1.3.1.AS
COMMUNITIES Examine the role of Level 1: Recall
AND NATION the religious Level 2: Skills of
BUILDING communities in conceptual understanding
society. Level 4: Extended critical
reasoning
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2. Religious 2.3.2.LO.1 2.3.2.CS.1 2.3.2.LI.1 2.3.2.AS
communities , Examine the Identify the Identify the Level 1: Recall
Gender and nation challenges and opportunities and opportunities and Level 2: Skills of
building opportunities in challenges in challenges in religious conceptual understanding
religious pluralism religious pluralism pluralism. Level 4: Extended critical
in Ghana and how which can be used reasoning
they can be for nation building.
employed for nation
building. 2.3.2.LI.2
Examine how the 2.3.2.AS
challenges and Level 2: Skills of
opportunities of conceptual understanding
religious pluralism Level 3: Strategic
can be used for nation reasoning
building. Level 4: Extended critical
reasoning
3. Religious 3.3.3.LO.1 3.3.3.CS.1 3.3.3.LI.1 3.3.3.AS
communities, Identify the key Demonstrate Identify the key Level 1: Recall
Gender and teachings of the knowledge of teachings of the three Level 2: Skills of
development. three major religions beliefs and values religions on women. conceptual understanding
RELIGIOUS on women, the roles in the religions and Level 3: Strategic
COMMUNITIES played by women in their application to reasoning
AND NATION religious the development of Level 4: Extended critical
BUILDING communities and women. reasoning
(cont.) how these teachings
can be linked with
government and
international policies
to ensure the
development of
women.
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3.3.3. LI.2 3.3.3.AS
Discuss the roles Level 1: Recall
women play in the Level 2: Skills of
religious communities conceptual understanding
and society at large. Level 3: Strategic
reasoning
3.3.3.LI.3 3.3.3.AS
Examine policies of Level 1: Recall
government and Level 2- Skills of
international conceptual understanding
organisations that Level 3: Strategic
complement the reasoning.
teachings of the three Level 4: Extended critical
main religions in the reasoning
development of
women.
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STRAND 4 SUB-STRANDS LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
1. Religion and the 1.4.1.LO.1 1.4.1.CS.1 1.4.1.LI.1 1.4.1.AS
environment Explain human Demonstrate an Identify human Level 1: Recall
activities that affect understanding of the activities that affect the Level 2- Skills of
the environment and environmental environment. conceptual understanding
identify values in the Level 4: Extended critical
environmental teachings of the reasoning
RELIGION AND values in the religions and show
CONTEMPORARY teachings of the how they can be
ISSUES religions to combine combined with
with science and science to solve
technology for the environmental 1.4.1.LI.2 1.4.1.AS
care of the problems. Identify the Level 1: Recall
environment. environmental values Level 2: Skills of
in the teachings of the conceptual understanding
three main religions. Level 3: Strategic
reasoning.
1.4.1.LI.3 1.4.1.AS
Examine how religious Level 1: Recall
values can complement Level 2: Skills of
science and technology conceptual understanding
for the protection of the Level 4: Extended critical
environment. reasoning
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2. Religion and 2.4.2.LO.1 2.4.2.CS.1 2.4.2.LI.1 2.4.2.AS
sexual morality Examine the Demonstrate an Analyse the teachings Level 1: Recall
teachings of the understanding of the of the three major Level 2: Skills of
three religions on teachings of the religions on sexual conceptual understanding
sexual morality and three major religions morality. Level 3: Strategic reasoning
explain how to apply on sexual morality. Level 4: Extended critical
the moral values in reasoning
them within the
context of
contemporary sexual 2.4.2.LI.2
behaviours. Analyse the moral
values in the teachings
of the three main 2.4.2.AS
religions on sexual Level 1: Recall
morality to show how Level 2: Skills of
RELIGION AND to apply them within conceptual understanding
CONTEMPORARY the context of Level 3: Strategic reasoning
ISSUES (cont.) contemporary sexual Level 4: Extended critical
behaviours. reasoning
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3. Religion and 3.4.3.LO.1 3.4.3.CS.1 3.4.3.LI.1 3.4.3.AS
fraud Describe Demonstrate an Describe some key Level 3: Strategic reasoning
contemporary understanding of the contemporary Level 4: Extended critical
fraudulent acts and teachings of the fraudulent acts. thinking and reasoning.
use of ethical three religions on
teachings of the fraud and how to 3.4.3.LI.2 3.4.3.AS
three major religions apply them. Explain the teachings Level 1: Recall
to address them. of the three religions on Level 2: Skills of
fraud. conceptual understanding
Level 4: Extended critical
reasoning
3.4.3.LI.3
Demonstrate how to 3.4.3. AS
apply the ethical Level 1: Recall
teachings to address the Level 2: Skills of
incidences of fraud. conceptual understanding
Level 4: Extended critical
reasoning
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SAMPLE QUESTIONS
RELIGIOUS STUDIES
PAPER TWO – WRITTEN RESPONSE
SECTION A
Study of Religions, God’s Creation and Humankind
Answer only one question from this section
1. Haruna is excited to begin their SHS programme. However, he is not happy that his subject combination includes Religious Studies, arguing that the
subject is for those who want to become religious leaders.
Explain five (5) reasons why religious studies is relevant to everyone and not just to those looking to become religious leaders.
[15Marks]
Indicator: 1.1.1LI.1
Assessment Level: 3
2. A religious leader said in their teachings that God is unique, and nobody can become like him.
Analyse the teachings of the three major religions on two non-communicable attributes of God to justify the claim of the religious leader.
[15 Marks]
Indicator: 2.1.2LI.1
Assessment Level: 3
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SECTION B
Religious beliefs, practices, moral values and human development
Answer only one question from this section
3. You live in a compound house with practitioners of the Islamic faith. Discuss the beliefs that influence five practices of your Muslim neighbours.
[15Marks]
Indicator: 1.2.1.LI.1
Assessment Level: 2
4. A tourist from Europe is visiting Ghana and you have been chosen to be a guide. On social media they have observed an indigenous religious worshipper
performing libation and are curious to understand what it means.
Explain five steps involved in the performance of libation as a form of worship in AIR.
[15Marks]
Indicator: 2.2.2.LI.1
Assessment Level: 2
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SECTION C
Religious Communities and Nation building
Answer only one question from this section
5. You have enrolled in a community day secondary school. During orientation you were told that the school community is predominantly Christian. Based
on your knowledge of Christian communities, describe five characteristics you expect to observe in your peers that evidence their Christian faith.
[15Marks]
Indicator: 1.3.1.L1.2
Level: 2/3
6. You have been invited as a panel member for a radio talk show on the topic: “religious pluralism in Ghana”.
Explain five pieces of evidence from the teachings of the three major religions to justify that they all promote religious tolerance.
[15Marks]
Indicator: 2.3.2.LI.1
Level 2
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SECTION D
Religion and Contemporary issues
Answer only one question from this section
7. AIR is often misrepresented as losing relevancein contemporary society. Justify the relevance of AIR to environmental protection in contemporary
society, supporting your answer with five examples.
[15 Marks]
Indicator: 1.4.1.LI.2
Level 3
8. Analyse five teachings from Islam on sexual morality and how they can be applied to modern life.
[15 Marks]
Indicator: 2.4.2.LI.2
Level 3
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PAPER TWO
MULTIPLE CHOICE QUESTIONS
LEVEL 1
1. The Holy Prophet of Islam, Muhammad (PBUH) married his first wife at age 25. What was her name?
a. Amina
b. Ayisha
c. Khadijah
d. Sawda
Answer: C. Khadijah
2. Which of the following events marked the start of Jesus’ ministry?
a. His baptism
b. His birth
c. His selection of disciples
d. His teaching in the temple
Answer: A. Baptism
3. How have the teachings of African Indigenous Religion been transmitted across generations?
a. Oral sources
b. Mystic letters
c. The Bible
d. The Qur’an
Answer A. Oral sources
LEVEL 2
4. Which aspect of the nature of God is revealed by the diversity of vegetation in our environments?
a. Beauty
b. Forgiveness
c. Holiness
d. Sympathy
Answer A Beauty
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5. Which one of the following is NOT a communicable attribute of God?
a. Kindness
b. Love
c. Mercy
d. Omnipotence
Answer d. Omnipotence
6. Which of the following reasons best explains why each of the three major religions teach against internet fraud (Sakawa)?
a. They dislike excessive use of technology.
b. They advocate post-death prosperity
c. They prohibit young people from gaining wealth
d. They promote hard work as legitimate means of income
Answer d. promote hard work as legitimate means of income
LEVEL 3
7. Which of the following are characteristics of an Islamic community (Ummah)?
I. Drawings of adinkra symbols
II. Occasional sound of the call to prayer
III. Visible presence of mosques
IV. Women wearing veils
a. I and IV only
b. I and II only
c. I, II and III only
d. II, III, and IV only
Answer: d. II, III, and IV only
8. Which of the following is NOT a perceived consequence of the misinterpretation of the Christian teaching on “God will provide?”
a. Hard work
b. Idleness
c. Poverty
d. Spirituality
Answer: a. Hard work
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RELIGIOUS AND MORAL EDUCATION
1. INTRODUCTION
This document provides a comprehensive summative assessment guide for teachers in the subject area, Religious and Moral Education. It
sets out the purpose, philosophy and vision, goals, assessment objectives and the scheme of examination for RME. It is a design of how to
assess leaners’ knowledge, skills and competence across the three-year period of study RME using the depth of knowledge (DoK) levels.
Thematic areas for the assessment include Work, Time Management and Leisure, Stewardship and Responsibility, and Ghanaian Values. The
RME Curriculum, and Teacher Manual were the main documents consulted in the preparation of this examination syllabus.
2. PURPOSE
The purpose of this detailed examination syllabus is to provide a framework to guide the development of test items for Religious and Moral
Education exit examination for Senior High Schools in Ghana. It seeks to align the content standards, learning outcomes, and learning
indicators and the various content areas in the RME curriculum to the scheme of assessment. This will enable examiners to set examinations
that provide evidence and confirmation of learning outcomes upon completion of the programme. The outcome of test conducted using this
syllabus will ascertain the extent to which learners have gained specific knowledge, skills and competence in the of study RME.
3. PHILOSOPHY
The philosophy guiding the Religious and Moral Education curriculum is that learning and teaching are non-confessional, integrated and harmoniously
learner centered. It is an inter-religious curriculum supported by skilled teachers that engages learners to critically examine religious beliefs, practices,
and moral values for their own holistic self-development, for the world of work, adult life, and further studies.
4. VISION
The vision of the Religious and Moral Education curriculum is to raise morally conscious and tolerant learners who are equipped with relevant skills and
competencies to enable them to engage in a comprehensive examination of religious beliefs, practices and claims that lead to the acquisition and
application of values for the promotion of peaceful co-existence and national development in adult life, world of work and lifelong learning.
5. GOALS
The goal of the Religious and Moral Education curriculum is to equip learners with
(i) relevant religious knowledge
(ii) holistic moral values
(iii) 21st Century skills and competencies to facilitate their transition to further study, world of work and adult life.
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6. SCHEME OF ASSESSMENT
There will be two papers: paper 1 and paper 2. The two papers will be a composite paper to be taken together over a period of 2 hours for
110 marks in all.
PAPER 1: 50 Multiple-Choice questions. Candidates will be expected to answer all questions within a period of 1 hour for a total of fifty
(50) marks.
PAPER 2: Scenario questions that require candidates to read and provide answers to questions over a period of 1 hour. Candidates must
answer three out of six questions for sixty (60) marks.
7. LEVELS OF ASSESSMENT
The Religious Studies examination utlises the following levels of assessment:
Level 1: Recall / Reproduction - focus on simple recall of information, such as asking students to identify key names of individuals
or places from religious account.
Level 2: Skills of conceptual understanding: applying knowledge and skills to new situations. Example is tasking students to use
their knowledge of beliefs of a religious group to explain their behaviour.
Level 3: Strategic reasoning- applying knowledge and skills to new situations, such as asking students to use mathematical
equations to solve real-world problems. An example of a Level 3 task might be asking students to compare and contrast the religious
beliefs of two religions and use findings to address religious conflict.
8. KEY FOR ABBREVIATIONS
AS Assessment
CS Content Standards
LO Learning Outcomes
LI Learning Indicators
1253
STRUCTURE OF DETAILED SYLLABUS
STRAND 1 SUB-STRANDS LEARNING CONTENT LEARNING LEVEL OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
1. Work, Ethics 1.1.1.LO.1 1.1.1.CS.1 1.1.1.LI.1 1.1.1AS.1
and Honesty Justify the need for Demonstrate Identify key work Level 1: Recall
positive ethical work appreciation for hard ethics and indicate Level 2: Skills of
attitudes for the work and working how they can be conceptual understanding
development of ethically. applied at home, Level 3: Strategic
society. school and in the reasoning
world of work. Level 4: Extended critical
thinking and reasoning
1.1.1.LI.2
Explain the benefits of 1.1.1.AS.2
hard work. Level 1: Recall
Work, Time
Management
and Leisure
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2.1.2.LO.1 2.1.2.CS1 2.1.2.LI.1 2.1.2.AS.1
2. Time Develop skills in Demonstrate an Explain the concept of Level 1: Recall
Management managing time understanding of the time and how it is Level 2: Skills of conceptual
profitably. concept of time and conceptualised in the understanding.
indicate how it can be Ghanaian society.
used profitably.
2.1.2.LI.2 2.1.2.AS.2
Identify the various Level 3: Strategic reasoning
ways learners Level 4: Extended critical
misuse their time and thinking and reasoning
the benefits of proper
time management.
3. Leisure 3.1.1.LO1 3.1.1.CS.1 3.1.1.LI.1 3.1.1AS.1
Discuss the need for Demonstrate knowledge Explain the need for Level 1: Recall
leisure and how to and understanding of leisure time. Level 3: Strategic reasoning
utilise leisure time the importance of
profitably. leisure in work ethics. 3.1.1.LI.2 3.1.1.AS.2
Discuss how to use Level 4: Extended critical
leisure time profitably. thinking and reasoning
STRAND 2 SUB-STRANDS LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
1.The Environment 1.2.1. LO.1 1.2.1.CS.1 1.2.1.LI.1 1.2.1.AS.1
and Climate Explain the positive Demonstrate an Explain human Level 1: Recall
Change and negative impacts understanding of the activities that impact Level 2: Skills of conceptual
of our daily activities impact of human on the environment. understanding.
on the environment activities on the
and how we can environment, and the 1.2.1.LI.2 1.2.1.AS.2
ensure sustainable need to prevent Explain ways of Level 3: Strategic reasoning
environment. destruction of the reversing and Level 4: Extended critical
environment. improving the thinking and reasoning
negative impacts of
1255
human activities on
the environment.
2. Responsible 2.2.2.LO.1 2.2.2.CS.1 Demonstrate 2.2.2.LI.1 2.2.2.AS.1
Parenting and Justify the need for knowledge and Explain the concepts of Level 1: Recall
Stewardship Parenthood responsible understanding of the parenting and Level 2: Skills of
and parenting. concepts of parenting parenthood. conceptual understanding.
and parenthood, and the
Responsibility
respective roles of 2.2.2. LI.2 2.2.2.AS.2
parents and children. Examine obligations Level 3: Strategic reasoning
of individuals to the Level 4: Extended critical
family and the society. thinking and reasoning
3. Responsibilities 3.2.3.LO.1 3.2.3.CS.1 3.2.3.LI.1 3.2.3.AS.1
of Young Persons Assess responsibilities Demonstrate an Examine Level 3: Strategic reasoning
of young persons as appreciation for responsibilities of Level 4: Extended critical
defined by religion responsibilities of young persons to their thinking and reasoning
and society. young persons to their families and
family, society, and the community.
country.
3.2.3.LI.2
3.2.3.AS.2
Discuss
responsibilities of Level 3: Strategic
reasoning
young persons to the
Level 4: Extended critical
state as citizens of
thinking and reasoning
Ghana.
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STRAND 3 SUB-STRANDS LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
1. Honesty and 1.3.1.LO.1 1.3.1.CS.1 1.3.1LI.1 1.3.1.AS.1
Nation Appraise how Demonstrate knowledge Discuss dishonesty as Level 1: Recall.
Building honesty and and understanding of central to the causes Level 3: Strategic
selflessness the causes and effects and effects of reasoning.
contribute to national of corruption and corruption.
development. defend honest ways of
gaining wealth. 1.3.1.LI.2 1.3.1.AS.2
Discuss the place of Level 1: Recall.
honesty at home, Level 3: Strategic reasoning.
school and society in Level 4: Extended critical
general. thinking and reasoning
Ghanaian
Values
1.3.1.LI.3 1.3.1.AS.3
Analyse honest ways
Level 3: Strategic
of gaining wealth.
reasoning.
Level 4: Extended critical
thinking and reasoning
2. Character 2.3.2.LO.1 2.3.2.CS.1 2.3.2.LI.1 2.3.2.AS.1
Values Analyse Ghanaian Exhibit appreciation for Explain Ghanaian Level 2: Skills of conceptual
character values Ghanaian character character values as understanding.
as identity markers values as treasured part identity markers. Level 3: Strategic reasoning.
and desirable ideals of our identity.
for global citizenship. 2.3.2.LI.2 2.3.2.AS.2
Level 3: Strategic reasoning.
Analyse relationship
among Ghanaian
character values,
western character
values and universal
character values.
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STRAND 3 SUB-STRANDS LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
3. Concern for 3.3.3.LO.1 3.3.3.CS.1 3.3.3.LI.1 3.3.3.AS.1
Ghanaian One’s Nation Explain the values of Demonstrate an Identify and explain Level 3: Strategic reasoning.
Values (cont.) the Ghanaian society appreciation of Ghanaian values that Level 4: Extended critical
and show how they Ghanaian values promote concern for thinking and reasoning
can be exhibited. relating to patriotism the nation.
and justify the need to
honour those who
exhibit them.
3.3.3.AS.2
3.3.3.LI.2 Level 4: Extended critical
Justify the need to thinking and reasoning
honour Ghanaians
who exhibit and
champion Ghanaian
virtues.
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SAMPLE QUESTIONS- RME
PAPER 1
S/n Learning Indicator Item DoK
Level
1. 1.1.1. LI.1 1
Which of the following is an example of practicing the work ethic of
Identify key work ethics and responsibility?
indicate how they can be applied
at home, school and in the world A. Delegating all your tasks to others at work
of work.
B. Completing assignments on time at school
C. Blaming others for incomplete chores at home
D. Avoiding participation in group projects
2. 2.2.2. LI.2 Which of the following best demonstrates an individual fulfilling their 1
obligations to both the family and society?
Examine obligations of
individuals to the family and the A. Prioritising personal goals over family and community needs
society. B. Ignoring societal rules to focus solely on family responsibilities
C. Contributing to household expenses and participating in community
clean-ups
D. Avoiding family and social gatherings to concentrate on work
3. 1.3.1LI.1 1
What does the concept of corruption mean?
Discuss dishonesty as central to
A. A practice of making fair and legal decisions
the causes and effects of
B. A way to promote honesty and integrity
corruption. C. Helping others without expecting anything in return
D. The misuse of power for personal gain
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4 1.1.1. LI.1 4. Which of the following attitudes is an example of good work ethics? 2
Identify key work ethics and A. Avoiding teamwork for individual tasks
indicate how they can be applied B. Postponing assignments until the last minute
at home, school and in the world C. Lying about status of assigned tasks
of work. D. Being punctual and meeting deadlines
5. 1.3.1. LI.2 Which of the following attitudes best demonstrates the application of the 2
work ethic of honesty in a school setting?
Discuss the place of honesty at
home, school and society in A. Sharing answers with classmates during an exam to help them succeed
general. B. Avoiding school rules to gain favor with peers and teachers
C. Taking responsibility for a mistake and informing the teacher truthfully
D. Submitting work copied from the internet as one’s original effort
6 3.2.3. LI.1 At home, which of the following actions demonstrates the ethic of 2
responsibility?
Examine responsibilities of young
persons to their families and A. Blaming siblings for tasks you did not perform
community. B. Ignoring household chores because someone else would do them
C. Expecting your parents to clean up your mess
D. Performing your assigned chores without being prompted
7 3.1.1. LI.1 Why is leisure time essential for maintaining overall well-being? It 3
Explain the need for leisure time. A. provides opportunities for rest, stress relief, and personal
development.
B. allows individuals to focus solely on work-related tasks for extended
periods.
C. encourages people to avoid responsibilities and prioritize
entertainment.
D. limits social interactions, ensuring individuals have more time for
solitude.
8. 2.3.2. LI.2 Adwoa is praised for her hard work in a Ghanaian class, reflecting the value 3
of diligence. However, she notices that in her western literature class,
Analyse relationship among individual achievement is often celebrated more than collective success. How
Ghanaian character values, should Adwoa interpret this difference?
western character values and
1260
universal character values. A. Both values can coexist and are important
in different contexts
B. Collective success is always better than individual achievement
C. Individual achievement is more important than collective success
D. Individual success should be abandoned in favour of collective
success
9. 2.3.1. LI.1 Akosua notices that in her Ghanaian home, the value of humility is 3
emphasised, especially in interactions with elders. However, at her
Explain Ghanaian character international school, she sees that students are encouraged to speak up and be
values as identity markers. assertive. How should Akosua react to these differences? She should
A. appreciate humility as better than assertiveness in all
situationsappreciate humility as better than assertiveness in all
situations
B. only practice humility and ignore assertiveness.
C. apply both humility and assertiveness depending on the situation.
D. replace assertiveness with humility in all settings.
10. 1.3.1. LI.1 Ama has accepted a gift of ten thousand Ghana cedis (GHC 10,000.00) from 3
a client against her organisational code of conduct to fund her mother’s
Discuss dishonesty as central to the surgery. What value has Ama exhibited in her decision?
causes and effects of corruption.
A. Empathy
B. Greed
C. Dishonesty
D. Deception
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PAPER 2 – CONSTRUCTED RESPONSE
Answer three questions in all choosing ONE from each section
SECTION A: WORK, TIME MANAGEMENT AND LEISURE
Answer any one question
QUESTION 1
Kofi just had his marked test papers given to him. He realised that he had been marked correct for a question he had wrong. The teacher announced that whoever
has errors in the marking should bring it for rectification. Kofi scored 10 out of 20, which is the borderline pass mark. If he takes it to the teacher for correction,
he will fail the test.
If you were Kofi:
a. Why must you present your paper for correction of the error?
b. Explain two (2) consequences of not presenting the error for correction.
c. State one moral value that this scenario brings up. 1.1.1.CS.1/ 1.1.1. LI.1 Level 3
QUESTION 2
Ama, the class prefect, was supposed to compile a list for a school event but she delayed in doing it. When the deadline came, she had not finished her task. Now,
she must decide whether to admit her mistake or hurriedly produce a fake list to cover up her irresponsibility. Ama is confused and does not know what to do.
a. As Ama’s friend, why would you advise Ama to admit her failure?
b. What skill did Ama lack that caused her dilemma?
c. Explain any one religious teaching that relates to this scenario. 2.1.2.CS.2/ 2.1.2.LI. 2 Level 3
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SECTION B – STEWARDSHIP AND RESPONSIBILITIES
Answer any one question
QUESTION 3
Wontumi lives in a community where illegal mining has polluted the local river. The village depends on this river for domestic use and for their farming
activities. Wontumi is part of a youth group that wants to reverse the damage by planting trees and cleaning up the riverbanks. However, some villagers think the
effort is useless and prefer finding alternative water sources.
a. Describe two human activities apart from illegal mining that could have caused the environmental problem?
b. Explain two arguments Wontumi can use to convince the community members that planting trees is a good approach?
c. Explain one skill that will be required to solve this problem? 1.2.1.CS.1/ 1.2.1. LI.2 Level 3
QUESTION 4
Sumaila has gained admission to University of Ghana, Legon, but his family relies on him to run their small family business, the major source of their livelihood.
Sumaila knows that furthering his education could benefit his future and the community, but it would mean leaving his family without the support they depend
on. Sumaila’s parents must consider all the options available to him to make an informed decision.
1. What will be the most responsible decision Sumaila’s parents should make?
2. Explain two benefits that society will derive from Sumaila’s education.
3. State four responsibilities of Sumaila to his family while pursuing tertiary education. 2.2.2.CS.2/ 2.2.2. LI.2 Level 3
SECTION C – GHANAIAN VALUES
Answer any one question
QUESTION 5:
Kojo has successfully completed master’s degree but is struggling to find a job. A friend offers him a quick way to make money by smuggling cocoa to a
neighbouring country. At the same time, Kojo hears about a government programme that provides grants for small business start-ups, but the process is slow and
uncertain. Kojo must choose between the risky and dishonest path to quick wealth, or the honest but challenging route to success.
1. State two consequences of Kojo’s decision if he heeds the advice of his friend?
2. Explain two advantages Kojo will derive if he decides to go with the government programme?
3. Explain two moral values that will be exhibited if Kojo chooses to participate in the government’s programme. 1.3.1.CS.3/ 1.3.1. LI.3 Level 3
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QUESTION 6
Nana Yaa, a well-respected elder in the community, has spent years advocating for honesty, hard work, and respect for tradition. The local council wants to
honour her with an award, but some younger members feel the award should rather go to a young musician who recently had a hit song. Kyeremeh, a young
community leader, must decide whether to support the recognition of Nana Yaa's contributions or push for the celebration of the young musician.
a. Explain two challenges that will arise if they choose to honour the young musician?
b. Explain one religious teaching that will support the decision to honour hard work?
c. Suggest two other solutions that could resolve this dispute 3.3.3.CS.2/ 3.3.3. LI.2 Level
**Items should reflect the 21st Century Skills required by the learning outcomes/indicators
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ROBOTICS
INTRODUCTION
This detailed syllabus for Robotics serves as a comprehensive blueprint for both learners and educators, providing a clear framework for summative
assessment. Among other things, it introduces the rationale, philosophy, vision and goal of the Robotics curriculum for secondary school learners. It
also outlines the specific knowledge, skills, and competencies that learners are expected to acquire and to be assessed on.
PURPOSE
The primary purpose of this document is to indicate the structure and content of the examination, ensuring alignment with learning outcomes and
indicators as found in the Robotics Curriculum and Teacher Manuals. Furthermore, it serves as a benchmark for evaluating the curriculum's
effectiveness and ensuring consistency in assessment practices.
RATIONALE
The rationale of the Robotics curriculum is to encourage learners to take ownership of a learning process that allows them to think critically and
practically create automation solutions targeted at the 4th industrial revolution using readily available resources, especially those obtained locally.
PHILOSOPHY
The Robotics curriculum is guided by the philosophy that the next generation of creators and technology developers can be empowered through
observation, curiosity and exposure to related robotic concepts and opportunities that leverage practical activities in a learner-centred environment,
leading to global and local (“glocal”) relevance.
VISION
The vision of the Robotics curriculum is to see a skilled learner armed with 21st-century skills and competencies in critical thinking, designing, and
developing robot-based solutions for increasingly complex societal problems.
GOAL
The overarching goal of the Robotics curriculum is to create and nurture sustained interest in practical robotic concepts among senior high school
students while preparing them for the world of work and further educational pursuits.
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Assessment Outcomes
The Robotics curriculum is a standards-based curriculum that spans over a three-year period. It is made up of three major strands or broader
thematic areas, which run all through the three-year period. The table below showcases these strands, their related sub-strands and the expected
assessment outcomes, providing a general overview of the knowledge and skills to be assessed. These assessment outcomes represent the expected
evidence of student learning, achievement, or performance in relation to each of these learning areas.
Strand Sub-Strand Assessment Outcomes
Assess learners' ability to:
● Analyse the socio-economic implications of robotics and
automation.
Robots and Society ● Evaluate the ethical considerations surrounding the
development and deployment of robots.
● Propose innovative robotic solutions to address societal
challenges.
Assess learners' ability to:
Principles of Robotic ● Demonstrate a comprehensive understanding of control
Systems Robot Control system architectures.
Principles ● Apply control algorithms to robotic systems for desired
performance.
● Analyse and troubleshoot control system issues.
Assess learners' ability to:
● Select and apply appropriate sensors and actuators for
Sensors and Actuators robotic applications.
● Process and interpret sensor data for decision-making.
● Design sensor-based control systems.
Assess learners' ability to:
● Design and implement electronic circuits for robotic
Digital and Analogue
systems.
Robot Design System Design
● Troubleshoot and optimise electronic systems.
Methodologies ● Apply digital logic principles to robotic control.
Tools & Apps for Robot Assess learners' ability to:
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Design ● Utilise CAD software and simulation tools effectively for
robot design.
● Apply rapid prototyping techniques (e.g., 3D printing) to
create physical prototypes.
● Evaluate the impact of design choices on robot
performance.
Assess learners' ability to:
● Develop algorithmic solutions for complex robotic tasks.
Higher Order Design ● Implement algorithms using programming languages.
Thinking ● Analyse and optimise robot behaviour through iterative
design and testing.
Assess learners' ability to:
● Apply mechanical principles to construct robotic systems.
● Integrate sensors, actuators, and control systems into a
functional robot.
Robot Construction &
Robot Construction ● Troubleshoot and refine robot designs based on
Programming
performance evaluation.
● Demonstrate effective teamwork and project management
skills in robot construction.
Assess learners' ability to:
● Develop and implement robot programs using appropriate
programming languages.
Programming Robots
● Integrate sensors and actuators into robot programs.
● Troubleshoot and debug robot programs.
● Optimise robot performance through program refinement.
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Structure and Scheme of the Examination
The examination will consist of three papers: Paper 1 (Objective), Paper 2 (Essay) and Paper 3 (Practical). Papers 1 and 2 will be taken in one
sitting and will last for 2 hours and 30 minutes, while Paper 3 will be taken in a different practical session and will last for 2 hours. The following
are some additional details of these papers.
1. Paper 1 will consist of forty (40) compulsory multiple-choice questions. Each question is worth 0.5 marks, totalling 20 marks for the paper,
and the paper will last for fifty (50) minutes.
2. Paper 2 will consist of two sections: Section A and Section B. Section A is compulsory and worth 15 marks. Section B consists of five
questions, of which candidates must answer three. Each question in Section B is worth 10 marks. The total duration of the paper is 1 hour
and 40 minutes, with a maximum achievable score of 45 marks.
3. Paper 3 will be a practical examination lasting two (2) hours. Candidates will choose one out of two questions, each worth 35 marks. One
question will be from both strands: 1. Principles of Robotic Systems and 2. Robot Design Methodologies, whilst the other will be from the
strand: 3. Robot Construction & Programming.
Important Note
Regarding the levels of assessment column, please note that while the highest level is indicated, it encompasses the lower levels of assessment as
well. For example, if Level 3 is listed, it should be understood that assessments may also include Levels 1 and 2.
STRAND SUB- LEARNING OUTCOME CONTENT STANDARD LEARNING INDICATOR LEVEL OF ASSESSMENT
STRAND
1.1 Robots &
1. P1.1.1.LO.1: Appraise the 1.1.1 CS.1: 1.1.1.LI.1: Describe the distinct 1.1.1.AS.1
Society r Demonstrate features and advancements that
i peculiar characteristics of the understanding characterise the transition from each Level 1 Recall
nvarious industrial revolutions of the role of of the industrial revolutions.
cand critically analyse the robots as socio- Level 2 Skills of
i performance impact on technical conceptual
phuman-robot coexistence in systems.
l working environment understanding
e
s Level 3 Strategic
reasoning
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o
f
R
o 1.1.1.LI.2 Analyse how the four 1.1.1.AS.2
b organisational performance
o indicators (price, quality, flexibility, Level 4 Extended
t and innovation) have been impacted critical thinking and
i by the interdependence of humans
c reasoning
and robots in working environments.
S
y1.1.1.LO.2: Outline the 1.1.1.CS.2: Identify the uses 1.1.1.LI.1 Identify the economic and 1.1.1.AS.1
sessential economic and social of robots and automated social benefits of using robots in
t benefits of using robots in systems in different 21st-century environments Level 1 Recall
e21st-century environments workplaces guided by (workplaces, smartly built Level 3: Strategic
m roboethics. environments such as smart homes
s reasoning
and smart cities, playgrounds, etc.)
2. within the confines of accepted
standards and ethics.
2.1.1.LO.1: Justify the need 2.1.1.CS.1: Demonstrate 2.1.1.LI.1: Analyse and enumerate 2.1.1.AS.1
for integrating robots in knowledge, application and both the positive and negative
human-centred environments understanding of robots as impacts of robots on society. Level 3: Strategic
for positive impact and socio-technical systems in reasoning
outline ethical/safety making 21st-century
considerations for successful environments better, safer 2.1.1.LI.2: Explain the need for robot 2.1.1.AS.2
coexistence. and easier. coexistence with humans, taking into
consideration safety and roboethics. Level 3 Strategic
reasoning
Level 4 Extended
critical thinking and
reasoning
2.1.1.LI.3: Write publishable articles 2.1.1.AS.3
on topics related to ethics, safety and
robot coexistence in society. Level 3: Strategic
reasoning
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2.1.1.LO.2: Identify possible 2.1.1.CS.2: Demonstrate 2.1.1.LI.1: Identify related job Level 2 Skills of
career paths in the area of knowledge of possible career postings (online, newspapers, radio, conceptual
robotics. opportunities in the area of etc.) and prepare sample responses.
robotics understanding
Level 4 Extended
critical thinking and
reasoning
3.1.1.LO.1: Conceive, 3.1.1.CS.1: Demonstrate the 3.1.1.LI.1: Identify both local and 3.1.1.AS.1
evaluate and document high- ability to relate robots to global problems that can be fixed
level robot-based solutions to addressing real societal and using robots and automated systems Level 4 Extended
real-world problems. industrial problems. critical thinking and
reasoning
3.1.1.LI.2: Identify, document and 3.1.1.AS.2
present on problems in society and
local industries and suggest the role Level 4 Extended
robots can play in solving these critical thinking and
problems. reasoning
3.1.1.LO.2: Prepare and 3.1.1.CS.2: Explore high- 3.1.1.LI.1: Prepare technical reports, 3.1.1.AS.1
justify technical reports for an level applications of robots including flowcharts or pseudo codes
envisioned solution to a to address real societal that outline the sequence of steps to Level 4 Extended
problem and critique problems. solve problems. critical thinking and
technical reports on proposed reasoning
solutions to known problems
3.1.1.LI.2: Learners should peer- 3.1.1.AS.2
review and critique the technical
reports presented by their colleagues. Level 4 Extended
critical thinking and
reasoning
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1.2 Robot 1.1.2.LO.1: Assess various 1.1.2.CS.1: Demonstrate 1.1.2.LI.1: Describe robots and 1.1.2.AS.1
Control systems and classify whether knowledge and identify the differences between
Principles they fall under robotic or non- understanding of subsystems robotic and non-robotic systems. Level 1 Recall
robotic systems and outline of robots and their functions.
the functions of the Level 3: Strategic
subsystems of robots reasoning
1.1.2.LI.2: Describe the attributes 1.1.2.AS.2
and functionalities of a robot’s
subsystems and how they Level 3 Strategic
interconnect reasoning
Level 4 Extended
critical thinking and
reasoning
1.1.2.LO.2: Classify feedback 1.1.2.CS.2: Demonstrate 1.1.2.LI.1: Contrast non-feedback 1.1.2.AS.1
and non-feedback loop knowledge of fundamental loop systems and feedback loop
systems and demonstrate the control principles in systems. Level 1 Recall
use of logic and loop automation and robotics.
diagrams in control systems Level 4 Extended
design critical thinking and
reasoning
1.1.2.LI.2: Evaluate the use of logic 1.1.2.AS.2
and loop diagrams and demonstrate
their use in control systems' design. Level 4 Extended
critical thinking and
reasoning
2.1.2.LO.1: Convert an 2.1.2.CS.1: Demonstrate 2.1.2.LI.1: Make use of component 2.1.2.AS.1
automated solution narrative knowledge and diagrams and system diagrams to
into controlled feedback and understanding of design design non-feedback systems for Level 3 Strategic
non-feedback components skills in the implementation implementing controls in given reasoning
design. of controls for automation scenarios.
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and robotics. 2.1.2.LI.2: Utilise component and 2.1.2.AS.2
system diagrams to design feedback
system for implementing controls in Level 3 Strategic
given scenarios. reasoning
2.1.2.LO.2: Formulate 2.1.2.CS.2: Demonstrate 2.1.2.LI.1: Analyse scenarios and 2.1.2.AS.1
arithmetic and logical models mathematical and logical derive mathematical models for the
for continuous time and modelling skills in the implementation of continuous-time Level 2 Skills of
finite-state machines. implementation of controls machines. conceptual
for automation and robotics. understanding
Level 3 Strategic
reasoning
2.1.2.LI.2: Analyse and derive 2.1.2.AS.2
logical models for the
implementation of finite state Level 4 Extended
machines critical thinking and
reasoning
1.3 Sensors & 3.1.2.LO.1: Design and 3.1.2.CS.1: Develop 3.1.2.LI.1: Design a prototype 3.1.2.AS.1
Actuators implement feedback-driven knowledge of designing feedback-driven autonomous system
autonomous systems to feedback systems for for efficiency improvement in an Level 3 Strategic
improve efficiency in an autonomous control of identified local industry reasoning
identifiable local industry prototype robotic systems.
Level 4 Extended
critical thinking and
reasoning
3.1.2.LO.2: Demonstrate 3.1.2.CS.2: Demonstrate 3.1.2.LI.1: Observe and reverse- 3.1.2.AS.1
skills in reverse-engineering skills in Reverse- engineer the controls of a functional
controls of functional Engineering of controls in autonomous robotic system. Level 3 Strategic
autonomous robotic systems robotic systems. reasoning
through observation and
analysis Level 4 Extended
critical thinking and
reasoning
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3.1.2.LO.3: Create test plans 3.1.2.CS.3: Demonstrate 3.1.2.LI.1: Learners should test 3.1.2.AS.1
for testing robotic systems to practical skills in evaluating operational robots for specified tasks
uncover faults and go through and improving existing and observe/document identified Level 3/4: Strategic and
iterative fault detection and robotic systems. flaws. Extended critical
correction processes for thinking and reasoning
defect fixing in robots.
3.1.2.LI.2: Learners should present 3.1.2.AS.2
the identified shortcomings and trace
them to either algorithm flaws, Level 3/4: Strategic and
design flaws or coding errors. Extended critical
thinking and reasoning
3.1.2.LI.3: Go through series of
iterations in fixing the identified
3.1.2.AS.3
flaws or improve the robot’s
performance. Level 4 Extended
critical thinking and
reasoning
1.1.3.LO.1: Analyse the 1.1.3.CS.1: Relate nature- 1.1.3.LI.1: Draw a parallel 1.1.3.AS.1
similarities between robots inspired sensing, mechanics relationship that relates the
and living organisms and and controls to applications coordination of senses, brain and Level 1 Recall
outline significant scientific in robot sensory, architecture moving parts in living organisms to
principles that underpin how and control systems. the coordination of sensors, Level 3 Strategic
sensing is achieved in robots processors and actuators in robots. reasoning
Level 4 Extended
critical thinking and
reasoning
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1.1.3.LI.2: Discuss the scientific 1.1.3.AS.2
principles underlying the operation
of sensors
Level 2: Skills of conceptual
understanding
1.1.3.LO.2: Experiment with 1.1.3.CS.2: Demonstrate 1.1.3.LI.1: Examine varying outputs 1.1.3.AS.1
varying linear sensors such as knowledge and of different linear sensors and
Light sensor, Colour sensor, understanding of sensor explain the variations observed. Level 3: Strategic
Ultrasonic sensor, outputs for performance reasoning
Temperature sensor etc., improvement in robotic
explain their outputs and systems.
apply linear equations to 1.1.3.LI.2: Apply knowledge from 1.1.3.AS.2
calibrate them. linear equations to calibrate linear
sensors and to scale sensor reading Level 4 Extended
to fit within a desired max-min critical thinking and
range. reasoning
2.1.3.LO.1: Examine sensor 2.1.3.CS.1: Demonstrate 2.1.3.LI.1: Explain the striking 2.1.3.AS.1
power source, input and knowledge and features that categorise sensors as
output using appropriate understanding of sensor analogue or digital (based on the Level 1: Recall
measuring instruments and classifications output signal) and as either active or
properly classify them as passive (based on their power Level 4 Extended
either active-analogue, source). critical thinking and
passive-analogue, active- reasoning
digital or passive-digital
2.1.3.LI.2: Classify sensors as either 2.1.3.AS.2
active-analogue, passive-analogue,
active-digital or passive-digital. Level 4 Extended
critical thinking and
reasoning
2.1.3.LO.2: Use mathematical 2.1.3.CS.2: Demonstrate 2.1.3.LI.1: Apply mathematical 2.1.3.AS.1
knowledge for sensor data knowledge and the methods to programmatically
manipulation and application application of equations in convert continuous-time sensor Level 2 Skills of
for digital control of the programmatic output to discrete-time digital output conceptual
actuators. implementation of Analogue understanding
to Digital conversion and
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control of actuators. 2.1.3.LI.2: Plot a Rotation-Distance 2.1.3.AS.2
graph for different scenarios of
wheeled robots and observe how the Level 4 Extended
resultant graph relates with the critical thinking and
geometric dimensions of a robot. reasoning
3.1.3.LO.1: Observe and 3.1.3.CS.1: Demonstrate 3.1.3.LI.1: Analyse the operating 3.1.3.AS.1
explain the underlying STEM analytical skills in the principles and use of advanced
concepts of functional selection of final control industry-based actuators (valves, Level 1 Recall
automated system processes elements for industrial hydraulic-based actuators,
and recommend feasible control solutions. contactors, relays, etc.) Level 2 Skills of
automation designs for conceptual
unautomated industrial understanding
processes.
3.1.3.LI.2: Evaluate an industrial 3.1.3.AS.2
control requirement and recommend
final control actuators with Level 4 Extended
appropriate justification. critical thinking and
reasoning
2. Robot 2.1 Digital and 1.2.1.LO.1: Correctly label 1.2.1.CS.1: Demonstrate 1.2.1.LI.1: Identify the components 1.2.1.AS.1
Design Analogue the components of an familiarity of the concepts of an electronic circuit and their
Methodologies System Design electronic circuit, state their and principles that underpin functions. Level 1: Recall
functions and interpret block the application of analogue
and schematic diagrams and digital components in Level 3 Strategic
circuit building. reasoning
1.2.1.LI.2: Properly label and 1.2.1.AS.2
explain block and schematic diagram
representations of electronic Level 3 Strategic
systems. reasoning
1.2.1.LO.2: Assemble 1.2.1.CS.2: Demonstrate 1.2.1.LI.1: Assemble and test 1.2.1.AS.1
electronic circuits from practical skills in assembling electronic circuits on a solderless
schematic diagrams and electronic circuits. breadboard using pre-designed Level 4 Extended
analyse their application in schematic diagrams critical thinking and
discrete and continuous time reasoning
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machine design 1.2.1.LI.2: Critically analyse 1.2.1.AS.2
analogue and digital systems and
observe how they relate to both Level 4 Extended
discrete and continuous-time critical thinking and
machine designs. reasoning
2.2.1.LO.1: Use Boolean 2.2.1.CS.1: Demonstrate 2.2.1.LI.1: Explain and apply 2.2.1.AS.1 Level 1
algebra for the definition of Understanding of Digital Boolean Algebra in the definition Recall Level 2 Skills of
automation solutions and Systems and Logic Design and design of digital systems.
apply Kanaugh Maps for the principles.
conceptual
simplification and understanding Level 4
optimisation of Boolean- Extended critical
defined combinational digital thinking and reasoning
systems.
2.2.1.LI.2: Apply Karnaugh Maps in 2.2.1.AS.2
the optimisation of digital systems.
Level 1 Recall Level 2
Skills of conceptual
understanding Level 4
Extended critical
thinking and reasoning
2.2.1.LO.2: Build and test 2.2.1.CS.2: Demonstrate 2.2.1.LI.1: Solder and test electronic 2.2.1.AS.1
basic combinational circuits knowledge of practical skills circuits on a Printed Circuit
on printed circuit boards. in the design and building of Board(PCB) using pre-designed
electronic circuits. schematic diagrams
Level 2 Skills of
conceptual
understanding Level 3:
Strategic reasoning
3.2.1.LO.1: Reverse engineer 3.2.1.CS.1: Demonstrate 3.2.1.LI.1: Observe the input/output 3.2.1.AS.1
an existing combinational practical skills in the design pairs of combinational circuit black-
circuit and implement similar and implementation of boxes' and reverse-engineer the Level 3 Strategic
circuit or improved versions. combinational digital circuit. reasoning
systems that solve actual
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problems. 3.2.1.LI.2: Analyse a given real- 3.2.1.AS.2
world scenario and build a circuit
that a number of inputs to control a Level 3 Strategic
given number of outputs reasoning
2.2 Tools & 1.2.2.LO.1: Effectively use 1.2.2.CS.1: Demonstrate 1.2.2.LI.1: Explore features of 1.2.2.AS.1
Apps for virtual platforms and abilities to use Integrated selected modelling, programming
Robot Design simulation tools to design and Development Environments, and simulation tools useful for the Level 1: Recall
test robots Modelling and Simulation design of robots.
tools needed for the design Level 2 Skills of
and testing of robots conceptual
understanding Level 4
Extended critical
thinking and reasoning
1.2.2.LI.2: Design robots using 1.2.2.AS.2
virtual platforms and use simulations
tools and programming IDEs to test Level 4 Extended
the mechanics of the designed critical thinking and
robots. reasoning
2.2.2.LO.1: Use Computer 2.2.2.CS.1: Demonstrate 2.2.2.LI.1: Use a CAD tool to model 2.2.2.AS.1
Aided Design tools to design understanding of skills in the parts of robotic systems
3D models of robot parts and use and management of 3D Level 1 Recall Level 2
operate a 3D printer for printers Skills of conceptual
fabrication of prototype robot understanding Level 4
parts.
Extended critical
thinking and reasoning
2.2.2.LI.2: Use relevant intermediate 2.2.2.AS.2
tools to prepare modelled files into
g-codes and print the designs using a Level 3/4: Strategic and
3D Printer. Extended critical
thinking and reasoning
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3. Robot 3.1 Higher 1.3.1.LO.1: Use flowchart 1.3.1.CS.1: Demonstrate 1.3.1.LI.1: Determine the Inputs, 1.3.1.AS.1
Construction Order Design diagrams to implement Higher Order Thinking Processes and Outputs required to
& Thinking algorithms for solutions to (HOT – Analysis, Synthesis solve a particular problem. Level 3 Strategic
Programming basic problems and Evaluation) in solving reasoning
programming problems.
1.3.1.LI.2: Define solutions to basic 1.3.1.AS.2
automated and robotic problems
using algorithms, pseudocodes, and Level 3 Strategic
flowcharts diagrams. reasoning
2.3.1.LO.1: Use algorithms, 2.3.1.CS.1: Analyse, 2.3.1.LI.1: Define solutions for 2.3.1.AS.1
pseudocodes and flowcharts Synthesis and Evaluate control and feedback systems using
to implement low-level flowcharts and pseudocodes algorithms, pseudocodes, and Level 1 Recall
design specifications from for complex programming flowcharts diagrams.
high-level designs problems in automation and Level 2 Skills of
robotics. conceptual
understanding
3.2 Robot 1.3.2.LO.1: Appraise the 1.3.2.CS.1: Demonstrate a 1.3.2.LI.1: Describe the effect of 1.3.2.AS.1
Construction effects of mass and centre of general understanding of mass and centre of gravity on the
gravity in designing rigid bodies and design stability of a structure or robot and Level 1 Recall
structures that withstand processes for stable strategies for designing systems that
forces structures. can withstand forces. Level 3 Strategic
reasoning
Level 4 Extended
critical thinking and
reasoning
1.3.2.LI.2: Build structures for a 1.3.2.AS.2
specified use case and test them for
stability and ability to withstand Level 1 Recall
forces.
Level 3 Strategic
reasoning
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1.3.2.LO.2: Create robots 1.3.2.CS.2: Demonstrate 1.3.2.LI.1: Sit in groups and create 1.3.2.AS.1
using fabricated robotic ability to create robots, robots using robotic kits and/or local
materials or local materials to vehicles, and other materials to build robots that address Level 4: Extended
implement basic mechanic contraptions with moving the problems of recognised global critical thinking and
operations. parts. robotics challenges (e.g. the World reasoning
Robotic Olympiad). They should
make use of the following: GEARS:
Gear Ratios, Compound Gear
Systems, Changing angle of rotation
using gears, Using worm gears.
VEHICLES: Driving robots with
single motors, Driving robots with
two motors. MOVING WITHOUT
TIRES: Walking Machines. ARMS,
WINGS & OTHERS: Flapping
Wings, Gripping Figures, Lifting
Mechanisms
2.3.2.LO.1: Analyse robots 2.3.2.CS.1: Demonstrate 2.3.2.LI.1: Discuss closed chains, 2.3.2.AS.1
with closed-chain designs and understanding of kinematics velocity and trajectory as used in
formulate navigation of closed chains, velocity mechanics. Level 3 Strategic
equations for traversing kinematics and trajectory reasoning
specific trajectories. kinematics
2.3.2.LI.2: Analyse and perform 2.3.2.AS.2
basic calculations involving velocity
and trajectory motions and apply Level 3: Strategic
trajectory calculations to robot reasoning
navigations.
Level 4 Extended
critical thinking and
reasoning
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2.3.2.LO.2: Create robots 2.3.2.CS.2: Demonstrate 2.3.2.LI.1: Learners should create 2.3.2.AS.1
using fabricated robotic ability to create robots, robots using robotic kits and/or local
materials or local materials to vehicles, and other materials to implement basic Level 3 Strategic
implement basic mechanic contraptions with moving mechanics for actuations that make reasoning
operations parts. use of the following: GEARS:
Swinging Mechanisms,
Reciprocating Mechanisms, Cam
Mechanisms, Intermittent Motion.
VEHICLES: Using Caster Wheels,
Crawlers. MOVING WITHOUT
TIRES: Moving like an inchworm.
ARMS, WINGS & OTHERS:
Shooting robots, Automatic Doors,
Raking up or out, Creating Wind.
3.3.2.LO.1: Create robots 3.3.2.CS.1: 3.3.2.LI.1: Create robots using 3.3.2.AS.1
using fabricated robotic robotic kits and/or local materials to
materials or local materials to Final project work implement basic mechanics for Level 4 Extended
implement basic mechanic Demonstrate ability to create actuations that make use of the critical thinking and
operations fully functional prototypes following:GEARS: Transmitting reasoning
of robotic systems that Rotation with rubber bands or
address an identified glocal chains, Transmitting Rotation over
issue long distances, Off-centre axes of
rotation, Changeover mechanism
using rotational Direction, Universal
Joints.VEHICLES: Suspended
Wheels, Steering Mechanisms.
MOVING WITHOUT TYRES:
Moving through vibrations. ARMS,
WINGS & OTHERS: Using
attachments to change motion,
Changing the angle of rotation freely
3.3 1.3.3.LO.1: Create programs 1.3.3.CS.1: Establish the 1.3.3.LI.1: Create computer 1.3.3.AS.1
Programming that make use of decision essence of programming and programs from pre-designed
Robots structures and loop conditions demonstrate skills in the use flowcharts that have single-decision Level 4 Extended
to control robots of programming constructs conditions. critical thinking and
for robots. reasoning
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1.3.3.LI.2: Create computer 1.3.3.AS.2
programs from pre-designed
flowcharts that have nested decision Level 4 Extended
conditions. critical thinking and
reasoning
1.3.3.LI.3: Create computer 1.3.3.AS.3
programs from pre-designed
flowcharts that have a controlled Level 4 Extended
feedback loop with loop-interrupts. critical thinking and
reasoning
1.3.3.LO.2: Design and 1.3.3.CS.2: Demonstrate 1.3.3.LI.1: Formulate and program 1.3.3.AS.1
program Finite State understanding and FSMs for controlling different use
Machines programming skills in the cases (e.g. Temperature control, Level 3 Strategic
implementation of Finite multi-state motor speed control, reasoning
State Machines (FSM). etc.).
Level 4: Extended
critical thinking and
reasoning
2.3.3.LO.1: Implement and 2.3.3.CS.1: Demonstrate 2.3.3.LI.1: Implement PID 2.3.3.AS.1
experiment the effects of understanding and controllers for line and wall
proportional gain, derivative programming skills in the following robots. Level 3: Strategic
gain and integral gain on implementation of PID reasoning
navigation efficiency for PID controllers.
controlled robots 2.3.3.LI.2: Apply the principle of 2.3.3.AS.2
variation and proportionality to
experiment with the effect of Level 3: Strategic
proportional, derivative and integral reasoning
gains on the efficiency of a PID-
controlled robot.
2.3.3.LO.2: Critically analyse 2.3.3.CS.2: Demonstrate 2.3.3.LI.1: Observe and identify 2.3.3.AS.1
and assess built robots for understanding in Program flaws in an operational robot and
algorithmic, design and testing, debugging, trace them to either algorithm flaws, Level 4: Extended
coding flaws. verification and validation design flaws or coding errors.. critical thinking and
reasoning
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2.3.3.LI.2: Use series of iterations in 2.3.3.AS.2
fixing the identified flaws or
improve performance of solutions. Level 4: Extended
critical thinking and
reasoning
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ROBOTICS
SAMPLE QUESTIONS
PAPER 1
S/N Content Standard/Learning Item DoK Level
Indicator
1 2.1.1.CS.1: Demonstrate Which of the following key characteristics of human intelligence 1
knowledge, application and is beyond the capabilities of robots?
understanding of robots as socio-
A. Creativity and empathy
technical systems in making 21st-
B. Durability and precision
century environments better, safer C. Emotions and speed
and easier. D. Accuracy and robustness
2.1.1.LI.2: Explain the need for
robot coexistence with humans,
taking into consideration safety
and roboethics.
2 1.1.2.CS.1: Demonstrate Which of the following is true about robotic systems? 1
knowledge and understanding of
A. Robotic systems always include artificial intelligence in
subsystems of robots and their
their operations.
functions. B. Robotic systems are always faster in carrying out tasks
than non-robotic systems.
C. Robotic systems are basically complex robots.
1.1.2.LI.1: Describe robots and D. Robotic systems integrate robots with other components
identify the differences between for complex tasks.
robotic and non-robotic systems
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3 1.1.2.CS.2: Demonstrate Which of the following is a limitation of non-feedback loop 1
knowledge of fundamental control systems? They
principles in automation and
A. are complex to design and implement in robotic systems.
robotics.
B. depend entirely on the feedback path for control actions.
C. cannot adjust to deviations from the desired output.
D. require continuous monitoring of the system output.
1.1.2.LI.1: Contrast non-feedback
loop systems and feedback loop
systems.
4 1.2.1.CS.1: Demonstrate What is the rated resistance value of a 4-band resistor with colours 2
familiarity with the concepts and yellow-violet-brown and gold?
principles that underpin the
A. 470 Ω ± 5%
application of analogue and
B. 470 Ω ± 10%
digital components in circuit C. 4700 Ω ± 5%
building. D. 4700 Ω ± 10%
1.2.1.LI.1: Identify the
components of an electronic
circuit and their functions.
5 1.3.3.CS.1: Establish the essence What will be the output of the following Python code snippet? 2
of programming and demonstrate
skills in the use of programming
constructs for robots.
1.3.3.LI.2: Create computer
programs from pre-designed
flowcharts that have nested
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decision conditions.
A. 0 2 4 6 8 10 12 14 16 18
B. 0 2 4 6 8 10 12 14 16 18 20
C. 2 4 6 8 10 12 14 16 18
D. 2 4 6 8 10 12 14 16 18 20
6 2.2.1.CS.1: Demonstrate Use the combinational circuit shown in Figure 1 to answer 2
Understanding of Digital Systems questions 6 and 7
and Logic Design principles.
E
2.2.1.LI.1: Explain and apply
Boolean Algebra in the definition F
and design of digital systems.
Figure 1
Given that input A is 1, B is 1, and C is 0, what will be the outputs
E, F and Q respectively?
A. 0, 0, 0
B. 1, 0, 1
C. 1, 1, 1
D. 0, 1, 1
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7 2.2.1.CS.1: Demonstrate Which of the following expressions is the most simplified SOP 2
Understanding of Digital Systems expression for the circuit shown in Figure 1?
and Logic Design principles.
A. BC
B. A+B
C. AB + BC
2.2.1.LI.2: Apply Karnaugh D. A+B+C
Maps in the optimisation of digital
systems.
8 1.1.3.CS.2: Demonstrate A robot using an ultrasonic sensor receives a return signal 10 3
knowledge and understanding of milliseconds after emitting a pulse towards an object. If the speed
sensor outputs for performance of ultrasound in air is 330 ms-1, calculate the distance between the
improvement in robotic systems. object and the robot.
A. 1.65 m
B. 3.30 m
1.1.3.LI.1: Examine varying D. 33.00 m
outputs of different linear sensors C. 6.60 m
and explain the variations
observed.
9 2.3.2.CS.1: Demonstrate A wheel with a diameter of 40 cm rotates at a rate of 50 rpm. 3
understanding of kinematics of Calculate the wheel's corresponding linear speed in ms-1, assuming
closed chains, velocity kinematics there is no slippage between the wheel and the floor.
and trajectory kinematics
A. 0.333
B. 1.047
C. 1.257
2.3.2.LI.2: Analyse and perform D. 1.508
basic calculations involving
velocity and trajectory motions
and apply trajectory calculations
to robot navigations.
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10 1.1.3.CS.2: Demonstrate A farmer relies on a robot to sort cocoa pods by quality during a 3
knowledge and understanding of twelve-hour workday shift. Using a colour sensor, the robot
sensor outputs for performance distinguishes lighter (closer to yellow) pods as of high quality and
improvement in robotic systems. darker pods (closer to black) as of poor quality. Towards the day's
end, the farmer noticed the robot was not identifying some pods as
high-quality.
1.1.3.LI.2: Apply knowledge from
linear equations to calibrate linear
sensors and to scale sensor Which of the following measures will be most appropriate to
reading to fit within a desired correct the situation?
max-min range.
I. Increase periods of rest for the robot.
II. Increase the capacity of the in-built battery.
III. Introduce an artificial light source in the area where pods
are sorted.
IV. Recalibrate the colour sensor
A. I and III only
B. II and IV only
C. III and IV only
D. I, II and III
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PAPER 2
This paper is in two sections, A and B. Candidates are to answer Question 1 in Section A and any other three questions in Section B
SECTION A
[15 marks]
Answer Question 1
[Compulsory]
1. In 2023, Mr. Kusi had a one-acre maize farm and employed several workers. In each quarter of the year, Mr. Kusi tasked his workers with soil
preparation, seed selection, planting, weed control, irrigation, fertiliser application, and harvesting. Table 1 represents the data gathered for Mr
Kusi in each quarter of the year.
Table 1:
1st Quarter 2nd Quarter 3rd Quarter 4th Quarter
Number of Workers 2 2 3 3
Man Hours per Human Worker (hrs) 720 720 720 720
Salary per worker (GHC) 1,200 1,200 1,300 1,350
Cost of Production (GHC) 10,800 10,350 10,700 10,200
Expected Yield (tonne) 4.5 4.5 5 5
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Marketable Yield (tonne) 3.5 3.2 3.7 3.9
Price per tonne (GHC) 4,500 4,600 4,500 4,800
In that same year, Mrs. Nzoley also had a one-acre maise farm and employed several workers. In addition to her workers, she leased an Agribot
dedicated to planting, maintenance and harvesting from XYZ Technologies, paying a lease amount every quarter, adding to her production cost.
In each quarter of the year, Mrs. Nzoley programmed the Agribot to undertake farm tasks, including soil preparation, seed selection, planting,
weed control, irrigation, fertiliser application and harvesting. Rather than do the same tasks as the Agribot, the human workers monitored the
operations of the robot, gathering and analysing data on production activities and adjusting the Agribot’s programming where necessary. Table
2 represents the data gathered for Mrs Nzoley in each quarter of the year.
Table 2:
1st Quarter 2nd Quarter 3rd Quarter 4th Quarter
Number of Workers 1 1 2 2
Man Hours per Human Worker 360 360 360 360
(hrs)
Salary per worker (GHC) 900 900 1,000 1,000
Cost of Production (GHC) 8,200 8,100 8,000 8,100
Expected Yield (tonne) 4.5 4.5 5 5
Marketable Yield (tonne) 4.2 4.3 4.6 4.7
Price per tonne (GHC) 4,500 4,600 4,500 4,800
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(a) Provide a comparative analysis for the two farms, which highlights one difference between the farming practices and is supported by
evidence from the scenarios in Table 1 and Table 2.
■ Content Standard 1: 1.1.1.CS.1: Demonstrate understanding of the role of robots as socio-technical systems.
■ Learning Indicator 1: 1.1.1.LI.2 Analyse how the four organisational performance indicators (price, quality, flexibility, and
innovation) have been impacted by the interdependence of humans and robots in working environments.
■ DoK Level: 3
(b) Outline two key factors that have contributed to the different profits made by Mrs. Nzoley and Mr. Kusi.
■ Content Standard 1: 1.1.1.CS.1: Demonstrate understanding of the role of robots as socio-technical systems.
■ Learning Indicator 1: 1.1.1.LI.2 Analyse how the four organisational performance indicators (price, quality, flexibility, and
innovation) have been impacted by the interdependence of humans and robots in working environments.
■ DoK Level: 3
(c) Mrs. Nzoley is testing a new robot, Agribot II, designed to minimise pesticide usage. Agribot II identifies maise plants that are affected by
pests or diseases and applies pesticides only to the affected plants. List one key sensor that would be essential for the robot to complete this
task.
■ Content Standard 1: 1.1.3.CS.1: Relate nature-inspired sensing, mechanics and controls to applications in robot sensory,
architecture and control systems.
■ Learning Indicator 1: 1.1.3.LI.2: Discuss the scientific principles underlying the operation of sensors
■ Content Standard 2: 3.1.1.CS.1: Demonstrate the ability to relate robots to addressing real societal and industrial problems.
■ Learning Indicator 2: 3.1.1.LI.2: Identify, document and present problems in society and local industries and suggest the role
robots can play in solving these problems.
■ DoK Level: 2
(d) Provide a clear justification for why this sensor in (c) is crucial, briefly explaining how it specifically supports the robot's objectives and
function within the described environment.
■ Content Standard 1: 1.1.3.CS.1: Relate nature-inspired sensing, mechanics and controls to applications in robot sensory,
architecture and control systems.
■ Learning Indicator 1: 1.1.3.LI.2: Discuss the scientific principles underlying the operation of sensors
■ DoK Level: 3
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(e) List one key actuator essential for the robot to perform the task described in (c).
■ Content Standard 1: 3.1.3.CS.1: Demonstrate analytical skills in the selection of final control elements for industrial control
solutions.
■ Learning Indicator 1: 3.1.3.LI.2: Evaluate an industrial control requirement and recommend final control actuators with appropriate
justification.
■ Content Standard 2: 3.1.1.CS.1: Demonstrate the ability to relate robots to addressing real societal and industrial problems.
■ Learning Indicator 2: 3.1.1.LI.2: Identify, document and present problems in society and local industries and suggest the role
robots can play in solving these problems.
■ DoK Level: 2
(f) Provide a clear justification explaining how the actuator you selected in (e) specifically enables the robot to accomplish its objectives
effectively in the given scenario described in (c).
■ Content Standard 1: 3.1.3.CS.1: Demonstrate analytical skills in the selection of final control elements for industrial control
solutions.
■ Learning Indicator 1: 3.1.3.LI.2: Evaluate an industrial control requirement and recommend final control actuators with appropriate
justification.
■ Content Standard 2: 3.1.1.CS.1: Demonstrate the ability to relate robots to addressing real societal and industrial problems.
■ Learning Indicator 2: 3.1.1.LI.2: Identify, document and present problems in society and local industries and suggest the role
robots can play in solving these problems.
■ DoK Level: 3
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SECTION B
[30 marks]
Answer three questions only from this section.
Candidates are expected to answer three out of five questions from this section.
1. Self-driving vehicles offer a transportation option for non-drivers. An engineering team has been tasked to design and program a self-driving
vehicle to pick up and transport three passengers and one food package and deliver them to the correct destination while obeying traffic laws
and avoiding collisions. The layout of the area where the self-driving vehicle is to operate is shown in Figure 1 below.
Fig. 1
(a) Identify and describe the specific functions of two key robotic subsystems crucial for the robot to perform the task.
■ Content Standard 1: 1.1.2.CS.1: Demonstrate knowledge and understanding of subsystems of robots and their functions.
■ Learning Indicator 1: 1.1.2.LI.2: Describe the attributes and functionalities of a robot’s subsystems and how they interconnect
■ DoK Level: 2
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(b) As a solution architect, use a flowchart to depict the sequence of controls to achieve the set of tasks from start to finish. You may present
your flowchart in segments where necessary.
■ Content Standard 1: 1.3.1.CS.1: Demonstrate higher-order thinking (HOT – Analysis, Synthesis and Evaluation) in solving
programming problems.
■ Learning Indicator 1: 1.3.1.LI.2: Define solutions to basic automated and robotic problems using algorithms, pseudocodes, and
flowchart diagrams.
■ Content Standard 2: 2.3.1.CS.1: Analyse, synthesise and evaluate flowcharts and pseudocodes for complex programming problems
in automation and robotics.
■ Learning Indicator 2: 2.3.1.LI.1: Define solutions for control and feedback systems using algorithms, pseudocodes, and flowchart
diagrams.
■ DoK Level: 4
3. A key Integrated Circuit (IC) being used by the Ghana Air Force in an avionic subsystem is being investigated to determine its functionality
against expected characteristics. The datasheet of the IC reveals that it contains a combinational circuit with three digital inputs a, b and c, and
produces two digital outputs y and f as shown in the timing diagram in Figure 2.
Fig. 2
(a) From the waveforms in the timing diagram, design a truth table that represents the characteristics of the integrated circuit, showing all
inputs and output combinations.
■ Content Standard 1: 2.2.1.CS.1: Demonstrate Understanding of Digital Systems and Logic Design principles.
■ Learning Indicator 1: 2.2.1.LI.1: Explain and apply Boolean Algebra in the definition and design of digital systems.
■ Content Standard 2: 3.2.1.CS.1: Demonstrate practical skills in the design and implementation of combinational digital
systems that solve actual problems.
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■ Learning Indicator 2: 3.2.1.LI.1: Observe the input/output pairs of combinational circuit black-boxes and reverse-engineer
the circuit.
■ DoK Level: 3
(b) Derive the Boolean expressions that represent each of the outputs y and f of the integrated circuit.
■ Content Standard 1: 2.2.1.CS.1: Demonstrate Understanding of Digital Systems and Logic Design principles.
■ Learning Indicator 1: 2.2.1.LI.1: Explain and apply Boolean Algebra in the definition and design of digital systems.
■ Content Standard 2: 3.2.1.CS.1: Demonstrate practical skills in the design and implementation of combinational digital
systems that solve actual problems.
■ Learning Indicator 2: 3.2.1.LI.1: Observe the input/output pairs of combinational circuit black-boxes and reverse-engineer
the circuit.
■ DoK Level: 3
(c) Use Karnaugh Maps to simplify the expressions derived in (b).
■ Content Standard 1: 2.2.1.CS.1: Demonstrate Understanding of Digital Systems and Logic Design principles.
■ Learning Indicator 1: 2.2.1.LI.2: Apply Karnaugh Maps in the optimisation of digital systems.
■ DoK Level: 3
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PAPER THREE (PRACTICAL)
This paper consists of two questions. Answer only one.
NOTE: In this paper, instructions will be issued to the supervisors two (2) weeks before the set date of the examination. These instructions
will explicitly direct the supervisor to acquire the appropriate robotic kits and prepare the laboratory for the examination.
1. Study Figure 1 carefully and use it to answer questions 1 (a) to 1(e).
Fig. 1
(a) Construct a robot no bigger than 25 cm x 25 cm x 25 cm using the robotics kits provided. The aim of the robot is to transport a
prefabricated cubic box of dimensions 10 cm x 10 cm x 10 cm and deposit it in one of three predetermined zones.
■ Content Standard 1: 1.3.2.CS.2: Demonstrate the ability to create robots, vehicles, and other contraptions with moving parts.
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■ Learning Indicator 1: 1.3.2.LI.1: Sit in groups and create robots using robotic kits and/or local materials to build robots that
address the problems of recognised global robotics challenges (e.g. the World Robotic Olympiad). They should make use of the
following: GEARS: Gear Ratios, Compound Gear Systems, Changing angle of rotation using gears, Using worm gears.
VEHICLES: Driving robots with single motors, Driving robots with two motors. MOVING WITHOUT TIRES: Walking
Machines. ARMS, WINGS & OTHERS: Flapping Wings, Gripping Figures, Lifting Mechanisms
■ Content Standard 2: 2.3.2.CS.1: Demonstrate understanding of kinematics of closed chains, velocity kinematics and trajectory
kinematics
■ Learning Indicator 2: 2.3.2.LI.2: Analyse and perform basic calculations involving velocity and trajectory motions and apply
trajectory calculations to robot navigations.
■ Content Standard 3: 2.3.2.CS.2: Demonstrate the ability to create robots, vehicles, and other contraptions with moving parts.
■ Learning Indicator 3: 2.3.2.LI.1: Learners should create robots using robotic kits and/or local materials to implement basic
mechanics for actuations that make use of the following: GEARS: Swinging Mechanisms, Reciprocating Mechanisms, Cam
Mechanisms, Intermittent Motion. VEHICLES: Using Caster Wheels, Crawlers. MOVING WITHOUT TIRES: Moving like an
inchworm. ARMS, WINGS & OTHERS: Shooting robots, Automatic Doors, Raking up or out, Creating Wind.
■ DoK Level: 4
(b) Program the robot to start by navigating from the area marked as “START ZONE” through the area marked with two "poles" connected
by horizontal lines.
■ Content Standard 1: 2.3.2.CS.1: Demonstrate understanding of kinematics of closed chains, velocity kinematics and trajectory
kinematics
■ Learning Indicator 1: 2.3.2.LI.2: Analyse and perform basic calculations involving velocity and trajectory motions and apply
trajectory calculations to robot navigations.
■ Content Standard 2: 1.2.2.CS.1: Demonstrate abilities to use Integrated Development Environments, Modelling and Simulation
tools needed for the design and testing of robots
■ Learning Indicator 2: 1.2.2.LI.2: Design robots using virtual platforms and use simulation tools and programming IDEs to test
the mechanics of the designed robots.
■ DoK Level: 4
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(c) Expand the program to include a decision-making process based on increasing the number of black horizontal lines connecting the poles.
For example:
■ If the count is even, deposit the box in Zone Two.
■ If the count is odd (excluding one), deposit the box in Zone Three.
■ If the count is exactly one, deposit the box in Zone One.
■ Content Standard 1: 1.3.1.CS.1: Demonstrate higher-order thinking (HOT – Analysis, Synthesis and Evaluation) in solving
programming problems.
■ Learning Indicator 1: 1.3.1.LI.2: Define solutions to basic automated and robotic problems using algorithms, pseudocodes, and
flowchart diagrams.
■ Content Standard 2: 1.3.3.CS.1: Establish the essence of programming and demonstrate skills in the use of programming
constructs for robots.
■ Learning Indicator 2: 1.3.3.LI.2: Create computer programs from pre-designed flowcharts that have nested decision conditions.
■ DoK Level: 4
(d) Refine the program to enable the robot to autonomously return to the "START ZONE" after completing the box placement task. The
entire operation, from start to finish, must be executed in no more than 120 seconds.
■ Content Standard 1: 1.3.1.CS.1: Demonstrate higher-order thinking (HOT – Analysis, Synthesis and Evaluation) in solving
programming problems.
■ Learning Indicator 1: 1.3.1.LI.2: Define solutions to basic automated and robotic problems using algorithms, pseudocodes, and
flowchart diagrams.
■ Content Standard 2: 1.3.3.CS.1: Establish the essence of programming and demonstrate skills in the use of programming
constructs for robots.
■ Learning Indicator 2: 1.3.3.LI.2: Create computer programs from pre-designed flowcharts that have nested decision conditions.
■ DoK Level: 4
(e) Draw a single flowchart that outlines the entire navigation algorithm demonstrated in (b), (c) and (d).
■ Content Standard 1: 3.1.1.CS.2: Explore high-level applications of robots to address real societal problems.
■ Learning Indicator 1: 3.1.1.LI.1: Prepare technical reports, including flowcharts or pseudo codes that outline the sequence of
steps to solve problems.
■ DoK Level: 3
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(f) Prepare a concise technical report detailing the design and construction of your robot. The report should encompass:
■ A clear description of the robot’s physical structure, including the selection and placement of sensors and actuators.
■ A justification for the chosen sensors and actuators
■ A summary of any challenges encountered during the building process and the solutions implemented to overcome them
(optional)
■ Content Standard 1: 3.1.1.CS.2: Explore high-level applications of robots to address real societal problems.
■ Learning Indicator 1: 3.1.1.LI.1: Prepare technical reports, including flowcharts or pseudo codes that outline the sequence of
steps to solve problems.
■ DoK Level: 3
Other sample test configurations are shown in Figure 2 and Figure 3
Fig. 2
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Fig. 3
Submission Checklist
(i) Brief technical report on the constructed Robot indicating sensors and actuators used and their relative positioning on the robot.
(ii) Pseudocode(s) and flowchart(s) of the algorithm used to carry out the task
(iii)Programmed codes
(iv) Score Sheet containing score assigned by the inspector on the ground after demonstration of the final output.
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SOCIAL STUDIES
INTRODUCTION
This detailed syllabus is framed from the Senior High School (SHS) Social Studies curriculum by the National Council for Curriculum and
Assessment (NaCCA). It outlines the framework for developing assessment items and their structure in Social Studies. The paper is structured into
2, Multiple-choice Questions (MCQs) in Paper 1 and Essay-Type Questions in Paper 2. This detailed syllabus is to be used by Social Studies
teachers/educators/test developers to guide the development of items/questions that comprehensively assess learners’ knowledge and skills in Social
Studies across cognitive complexity levels.
PURPOSE
The purpose of this curriculum is to provide a structured framework for assessing students' understanding of key concepts in Social Studies at the
senior high school level. It aims to ensure that assessments are aligned with the curriculum standards and measure a range of cognitive skills.
The rationale for this curriculum is based on the need to:
● assess learners' mastery of Social Studies content and skills
● Assess higher-order thinking abilities beyond just recall
● Ensure assessments are valid, reliable and comprehensive
● Align with national educational standards and goals
Using the Syllabus for the Development of MCQ and Essay Test Items
This syllabus is to be used to guide the development of both MCQ and essay test items/questions in Social Studies assessments and supports the
specification for Paper 1 and 2.
For MCQs (Paper 1):
● Align questions with specific strands, sub-strands, LOs and LIs
● Construct questions at varying Bloom’s taxonomy levels to assess a range of cognitive skills
● Ensure that the distribution of questions matches the specified weighting for each level.
For essay questions (Paper 2):
● Develop questions that align with the curriculum's LOs, CSs and LIs
● Assign questions to specific Bloom taxonomy levels based on the cognitive complexity required
● Ensure that the essay questions collectively provide a balanced assessment of the curriculum
RATIONALE
The rationale for weighing decisions rests on providing a balanced assessment that reflects the curriculum’s emphasis on both foundational
knowledge and higher-order thinking skills. By allocating marks according to the significance of concepts and skills outlined in the curriculum, the
items can effectively assess/measure learners’ abilities to contextualise and critically engage with Social Studies content. This weighting ensures
1300
that all important thematic areas are represented and that learners are encouraged to develop competencies that align with both local and global
contexts in an evolving society.
Therefore, the weighting of the paper is determined by the importance of each strand and sub-strand as aligned with the overall educational goals of
the curriculum. For example, areas deemed critical for understanding societal issues may carry greater weight in the assessment. Additionally,
specific content areas that are relevant to current social contexts may also be prioritised. The weightings of both Paper 1 and 2 should be determined
based on the distribution of marks across Bloom’s Taxonomy (as the benchmark for developing tests items) . A possible weighting could be:
● Level 1 & 2 (Remembering and understanding): 30% of total marks
● Level 3 (Application): 40% of total marks
● Levels 4 (Analysis): 20%and
● Level 5 (Evaluation): 10% of total marks
This weighting provides a balanced assessment that:
● evaluates foundational knowledge and skills (Levels 1 & 2)
● challenges higher-order thinking abilities (Levels 3, 4 &5)
● aligns with the curriculum's emphasis on both conceptual understanding and strategic reasoning
● ensures students are prepared for real-world applications of their learning
Key abbreviations used in this document
● AS: Assessment
● LO: Learning Outcome
● CS: Content Standard
● LI: Learning Indicator
● BTL: Bloom Taxonomy Levels
○ Level 1: Remembering
○ Level 2: Understanding
○ Level 3: Application
○ Level 4: Analysis
○ Level 5: Evaluation
○ Level 6: Creation
● MCQ: Multiple-Choice Question
● ETQ: Essay-Type Question
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NOTE: This detailed syllabus (assessment standards) is prepared in line with the philosophy, vision and goal of Social Studies as spelt out in the
SHS Social Studies curriculum by NaCCA and are presented as follow:
1. Philosophy of Social Studies
The philosophy of social studies underscores the cultivation of values and attitudes alongside acquiring knowledge of human experiences,
empowering students to address local and contemporary issues or challenges, and equipping them for adult life, work, and further studies.
2. Vision of Social Studies
The vision of Social Studies is to nurture learners who are creative problem solvers, critical thinkers, and entrepreneurially literate with the
right values and attitudes to engage and address contemporary issues at local, national, and global levels.
3. Goal of Social Studies
The goal for social studies is to develop the full potential of the learner to compete nationally and globally by providing value and attitude-
based solutions to contemporary societal issues and challenges.
The key features to integrate are:
a. Foundational knowledge: literacy, numeracy, civic literacy, scientific literacy, information and digital literacy, financial literacy and
entrepreneurship, cultural identity, and global citizenship
b. Competencies: critical thinking and problem-solving, innovation and creativity, collaboration and communication
c. Character Qualities: discipline and integrity, self-directed learning, self-confidence, compassion, cultural awareness, adaptability and
resourcefulness, leadership and responsible citizenship
By aligning assessment standards and test items with the philosophy, vision and goal of the subject, teachers/educators/test developers can better
understand the focus of the subject and design assessment items that accurately assess the intended learning outcomes and indicators. This further
ensures that assessments reflect the overarching goal of the Social Studies curriculum.
SCHEME AND STRUCTURE OF EXAMINATION
Rubrics of Paper
The subject will be examined as a composite paper made up of paper 1 and paper 2.
Paper 1 will be made up of fifty (50) Multiple Choice Questions, where candidates are expected to answer all questions within 50 minutes for 50
marks.
Paper 2 would be made up of nine (9) Essay-Type Test items/Questions (ETQs). The nine items are distributed among three sections (A, B and C).
Candidates are to answer 4 questions in all for 80 marks within 2 hours and 30 minutes. Candidates must choose one item/question from each
section; the fourth item/question may be selected from Section A, B or C.
1302
Total marks across both assessments= 130 marks
The theme for each section is made of two strands and are presented as follow:
● SECTION A: Identity, Significance and Purpose & Environment and Sustainability
● SECTION B: Law and Order in the Ghanaian Society & Nationalism and Nationhood
● SECTION C: Ethics and Human Development & Production, Exchange and Creativity
NOTE: Paper 2 (ETQs) is to be administered and completed first followed by Paper 1(MCQs).
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DETAILED ASSESSMENT SYLLABUS – SOCIAL STUDIES
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
SECTION A 1. A geographical 1.1.1.LO.1 1.1.1.CS.1 1.1.1.LI.1 1.1.1.AS.1
and historical
1. Identity, YEAR 1 YEAR 1 YEAR 1 Level 2: Understanding
sketch of Africa
Significance and
Use maps to describe Demonstrate Describe the major
Purpose
key geographical understanding of the geographic features and
Level 3: Application
features of Africa and diverse geographical ecosystems of Africa,
how they shaped features and resources e.g., rivers, deserts,
Africa’s ancient of Africa and their mountains, coastlines,
societies impact on early human vegetation
development 1.1.1.AS.2
1.1.1.LI.2 Level 2: Understanding
Analyse how Level 3: Application
geographical features and
ecosystems influenced
the development of
agriculture, trade 1.1.1.AS.3
networks, and settlement
patterns in early African Level 2: Understanding
societies
Level 3: Application
1.1.1.LI.3
Analyse how climate
change influenced the
movements and
adaptations of early
African populations, such
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OUTCOMES STANDARDS INDICATORS ASSESSMENT
as the transition from
nomadic hunter-gatherer
lifestyles to settled
agricultural communities
2. Identity and 2.1.2.LO.1 2.1.2.CS.1 2.1.2.LI.1 2.1.2.AS.1
National
YEAR 2 YEAR 2 YEAR 2 Level 2: Understanding
Cohesion
Analyse Ghanaian Demonstrate Discuss values and
values and traditions knowledge and traditions that identify a
that promote national understanding of Ghanaian
cohesion Ghanaian values and
traditions and how they
promote or challenge
national cohesion
2.1.2.LI.2 2.1.2.AS.2
Examine the concept of Level 2: Understanding
false identity and its
Level 3: Application
implications for
personal development
2.1.2.LI.3 2.1.2.AS.3
Discuss ways of Level 2: Understanding
promoting national
cohesion in Ghana
Level 3: Application
2. Environment 1.Environmental 2.2.1.LO.1 2.2.1.CS.1 2.2.1.LI.1 2.2.1.AS.1
and Literacy and
Analyse the Demonstrate Examine the relationship
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STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
Sustainability Sustainability interdependent knowledge and between humans and the Level 2: Understanding
relationship between understanding of the physical environment
humans and the interdependent and how they promote
physical environment relationship between sustainable development Level 3: Application
and ways of humans and the
developing a sense of physical environment
responsibility towards and how they promote
the environment sustainable
development
2.2.1.LI.2 2.2.1.AS.2
Examine ways of Level 2: Understanding
developing a sense of
responsibility among the
youth towards the Level 3: Application
physical environment
with emphasis on
environmental sanitation
2. Environmental 3.2.2.LO.1 3.2.2.CS.1 3.2.2.LI.1 3.2.2.AS.1
Policies and Laws
YEAR 3 YEAR 3 YEAR 3
in Ghana
Explore the key laws Demonstrate Discuss the key Level 2: Understanding
and policies on knowledge and environmental laws and
environmental understanding of key policies in Ghana
protection in Ghana environmental laws and Level 3: Application
policies in Ghana
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STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
3.2.2.LI.2 3.2.2.AS.2
Identify the regulatory Level 1: Remembering
authorities responsible
for enforcing the
environmental laws and Level 2: Understanding
policies in Ghana and
describe their Level 3: Application
responsibilities, e.g.,
EPA, Mineral
Commission, Forestry
Commission.
3.2.2.LI.3 3.2.2.AS.3
Outline the challenges Level 1: Remembering
environmental regulatory
bodies face in enforcing
environmental laws and Level 2: Understanding
policies and suggest
ways of addressing the
challenges. Level 3: Application
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STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
SECTION B 1. Law 2.3.1.LO.1 2.3.1.CS.1 2.3.1.LI.1 2.3.1.AS.1
Enforcement
3. Law and YEAR 2 YEAR 2 YEAR 2
Mechanisms in
Order in the
Ghana Analyse the need for Demonstrate Discuss the institutions Level 1: Remembering
Ghanaian
the existence of law knowledge and mandated to enforce law
Society
enforcement understanding of and order in the
institutions and Ghanaian society and Level 2: Understanding
law enforcement in
mechanisms in Ghana how their functions help
Ghana
to maintain law and order
in society. Level 3: Application
3.3.1.LI.2 3.3.1.AS.2
YEAR 2
Examine the challenges Level 2: Understanding
of law enforcement in
Ghana and how these
challenges can be Level 3: Application
addressed
2. Wars and 3.3.2.LO.1 3.3.2.CS.1 3.3.2.LI.1 3.3.2.AS.1
Conflicts and
YEAR 3 YEAR 3 YEAR 3
their Implications
Analyse historical Demonstrate Analyse the causes and Level 1: Remembering
records to describe the understanding of the stages of the First and
causes, stages and major world wars in Second World Wars and
impact of major world history and their their implications for
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STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
wars on the African impact, particularly on Africa’s development Level 2: Understanding
continent the African Continent
Level 3: Application
3.3.2.LI.2 3.3.2.AS.2
Evaluate the origins and Level 1: Remembering
nature of the Cold War
Level 2: Understanding
and assess its impact on
the world today Level 3: Application
3. Legal 3.3.3.LO.1 3.3.3.CS.1 3.3.3.LI.1 3.3.3.AS.1
Frameworks
Assess the need for Demonstrate Explore the processes by Level 1: Remembering
fairness and social understanding of the which justice is
justice in the role of the legal administered in Ghana
Ghanaian society, and framework in Level 2: Understanding
how to utilise addressing public
appropriate legal concerns to ensure
channels to address equitable outcomes in
human rights issues the Ghanaian society
3.3.3.LI.2 3.3.3.AS.2
Analyse the role of the Level 1: Remembering
judiciary in overseeing
administrative actions of
the government and Level 2: Understanding
providing avenues for
redress
Level 3: Application
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STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
4. Civic Ideals 1.3.4.LO.1 1.3.4.CS.1 1.3.4.LI.1 1.3.4.AS.1
and Practices
YEAR 1 YEAR 1 YEAR 1
Analyse the causes Recognise and Explain the meaning and Level 2: Understanding
and consequences of appreciate the purpose of road safety in
road accidents in importance of being an the Ghanaian society
Ghana and propose informed, concerned, Level 3: Application
effective interventions participatory and
to enhance road safety responsible road user in
the Ghanaian society
1.3.4.LI.2 1.3.4.AS.2
Discuss the causes of Level 1: Remembering
road accidents, their
socio-economic
implications and how to Level 2: Understanding
minimise road accidents
in Ghana
.
1.3.4.LI.3 1.3.4.AS.3
Describe road signs and Level 2: Understanding
markings and their
implications for road
safety in Ghana Level 3: Application
1.3.4.LI.4 1.3.4.AS.4
Discuss the institutions
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STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
responsible for Level 2: Understanding
maintaining road safety,
the challenges they face
and how these challenges Level 3: Application
can be addressed.
4.Nationalism 1. European 2.4.1.LO.1 2.4.1.CS.1 2.4.1.LI.1 2.4.1.AS.1
and Nationhood Encounter,
YEAR 2 YEAR 2 YEAR 2
Colonialism and
Neo-Colonialism Evaluate the historical Demonstrate Explain the motivations Level 2: Understanding
narratives surrounding understanding of behind European
European exploration European encounter and exploration of Africa
and colonialism, colonialism in Africa, Level 3: Application
highlighting the recognizing the
perspectives of the limitations and biases
African people inherent in traditional
Eurocentric narratives
2.4.1.LI.2 2.4.1.AS.2
Explain the concept of Level 2: Understanding
the “Scramble for and
Partition of Africa” and
its impact on the African Level 3: Application
Continent
1311
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
2.4.1.LI.3 2.4.1.AS.3
Analyse the different Level 2: Understanding
forms and legacies of
European colonialism in
Africa and propose Level 4: Analysis
solutions for present-day
challenges arising from
colonial legacies
3.4.1.LO.1 3.4.1.CS.1 3.4.1.LI.1 3.4.1.AS.1
YEAR 3 YEAR 3 YEAR 3
Analyse the roots of Demonstrate Trace the origins of neo- Level 1: Remembering
neo-colonialism and knowledge and colonialism in Africa to
its impact on Ghana understanding of neo- the colonial period,
colonialism and its identifying the economic Level 2: Understanding
impact on Ghana and political structures
that facilitated continued
foreign influence after Level 3: Application
independence
3.4.1.LI.2 3.4.1.AS.2
Assess the potential for Level 1: Remembering
resistance in the face of
neo-colonialism
Level 2: Understanding
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STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
Level 3: Application
2. Nationalism, 2.4.2.LO.1 2.4.2.CS.1 2.4.2.LI.1 2.4.2.AS.1
Citizenship and
YEAR 2 YEAR 2 YEAR 2
Nation building
Analyse the origins Demonstrate Analyse the origins and Level 1: Remembering
and impact of Pan- understanding of the impact of Pan-
Africanist ideals on origins and impact of Africanism on the growth
the decolonisation Pan-Africanist ideals, of nationalist Level 2: Understanding
process in Africa, highlighting how these consciousness in Africa
highlighting how ideals can be used to
these ideals can be solve contemporary Level 3: Application
used to solve problems faced by
contemporary African countries
problems faced by Level 4: Analysis
African countries
2.4.2.LI.2 2.4.2.AS.2
Analyse the challenges Level 2: Understanding
faced by African nations
after decolonisation and
suggest solutions Level 3: Application
informed by Pan-
Africanists ideals
Level 4: Analysis
3.4.2.LO.1 3.4.2.CS.1 3.4.2.LI.1 3.4.2.AS.1
YEAR 3 YEAR 3 YEAR 3
1313
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
Examine the sources Demonstrate Discuss the concept of Level 1: Remembering
and role of taxes in knowledge and taxation and the sources
nation-building as understanding of the of taxes in Ghana
well as the challenges sources and role of Level 2: Understanding
of taxation and how taxes in nation-building
these challenges can as well as the
be addressed challenges of taxation Level 3: Application
and how these
challenges can be
addressed.
3.4.2.LO.2 3.4.2.CS.2 3.4.2.LI.2 3.4.2.AS.2
Analyse the principles Demonstrate Examine the role taxes Level 1: Remembering
of democratic understanding of the play in nation building,
governance and their principles of democratic challenges of taxation,
relevance to national governance, advocacy and how the challenges Level 2: Understanding
development and community can be addressed
engagement and their
relevance to national Level 3: Application
development
3.4.2.LI.3 3.4.2.AS.3
Discuss the democratic Level 2: Understanding
processes of decision
making in Ghana
Level 3: Application
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STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
3.4.2.LI.4 3.4.2.AS.4
Examine the relevance of Level 2: Understanding
advocacy and community
engagement to Ghana's
development,
recognising the impact of
positive and peaceful
collective action on
societal development
SECTION C 1. Indigenous 1.5.1.LO.1 1.5.1.CS.1 1.5.1.LI.1 1.5.1.AS.1
Knowledge
5. Ethics and YEAR 1 YEAR 1 YEAR 1
Systems
Human
Use historical sources Demonstrate Investigate the impact of Level 2: Understanding
Development
to investigate the understanding of indigenous technologies,
development and indigenous such as metalworking,
impact of indigenous technological irrigation systems, and Level 3: Strategic
technological advancement and its transportation, in ancient reasoning
advancements in impact on African Africa
Africa societies
2. Ethics and 1.5.2.LO.1 1.5.2.CS.1 1.5.2.LI.1 1.5.2.AS.1
Human Values
Discuss the relevance Appreciate the need for Examine the place of Level 2: Understanding
of ethics and ethical ethics and ethical ethics and ethical
behaviour in the behaviour in the behaviour in the
development of the Ghanaian society development of the Level 3: Application
individual and society individual and the
Ghanaian society
1315
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
1.5.2.LI.2 1.5.2.AS.2
Analyse the Level 2: Understanding
consequences of
unethical behaviour
Level 3: Application
2. Ethics and 3.5.2.LO.1 3.5.2.CS.1 3.5.2.LI.1 3.5.2.AS.1
Human Values
YEAR 3 YEAR 3 YEAR 3
Analyse the influence Demonstrate Examine the influence of Level 1: Recall
of the media on knowledge and media on democracy and
democracy and civic understanding of the civic engagement in
engagement in Ghana influence of the media Ghana Level 2: Understanding
on democracy and civic
engagement in Ghana
Level 3: Application
3.5.2.LI.2 3.5.2.AS.2
Analyse the impact of Level 2: Understanding
false information on the
well-being of Ghanaians
Level 3: Application
3. Civilisations of 1.5.3.LO.1 1.5.3.CS.1 1.5.3.LI.1 1.5.3.AS.1
Africa
YEAR 1 YEAR 1 YEAR 1
Use historical sources Demonstrate Discuss the common Level 3: Application
to analyse the understanding of the features of ancient
1316
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
common features of common features of African civilisations
Ancient African Ancient African
Level 4: Analysis
civilisations civilisations
1.5.3.LO.2 1.5.3.CS.2 1.5.3.LI.2 1.5.3.AS.2
Trace the origins, rise Demonstrate Examine the origins, rise Level 2: Understanding
and fall of empires in knowledge and and fall of empires in the
Western Sudan using understanding of the Western Sudanese region
historical sources rise and fall of major of Africa Level 3: Strategic
empires that existed in reasoning
the Western Sudanese
region of Africa
4. Leisure and 2.5.4.LO.1 2.5.4.CS.1 2.5.4.LI.1 2.5.4.AS.1
Tourism
YEAR 2 YEAR 2 YEAR 2
Explore opportunities Appreciate the Investigate opportunities Level 1: Remembering
for leisure and relevance of leisure and for leisure and recreation
recreation in Ghana recreation to personal
and how leisure and and national Level 2: Understanding
recreation can development
contribute to
individual and Level 3: Application
national development
2.5.4.LI.2 2.5.4.AS.2
Discuss the relevance of
1317
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
leisure and recreation to Level 1: Remembering
personal and national
development
Level 2: Understanding
Level 3: Application
Level 4: Analysis
5. Revolutions 1.5.5.LO.1 1.5.5.CS.1 1.5.5.LI.1 1.5.5.AS.1
that Changed the
YEAR 1 YEAR 1 YEAR 1
World
Assess the impact of Demonstrate Analyse the origin, the Level 2: Understanding
the Industrial knowledge and characteristics and
Revolution of the understanding of the impact of the Industrial
eighteenth century on industrial revolution of Revolution on the Level 3: Application
the African continent the eighteenth century African continent
and its impact on the
African continent
2.5.5.LO.1 2.5.5.CS.1 2.5.5.LI.1 2.5.5.AS.1
YEAR 2 YEAR 2 YEAR 2
Analyse the evolution Demonstrate Examine the major Level 3: Application
of scientific ideas and knowledge and events leading to the rise
its impact on the understanding of the of the scientific
world Scientific Revolution of revolution in the Level 4: Analysis.
the sixteenth century sixteenth century
and its impact on the
world.
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STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
2.5.5.LI.2 2.5.5.AS.2
Evaluate the relevance of Level 2: Understanding
the Scientific Revolution
in shaping the modern
world, considering its Level 3: Application
lasting impact
6. The Youth and 2.5.6.LO.1 2.5.6.CS.1 2.5.6.LI.1 2.5.6.AS.1
National
Analyse the Demonstrate Assess the expectations Level 1: Remembering
Development
expectations of the understanding of the of the Ghanaian youth
Ghanaian youth, the expectations of the and how they can be met
challenges they face, Ghanaian youth, the Level 2: Understanding
and ways of challenges they face,
addressing these and ways of addressing
challenges these challenges Level 3: Application
2.5.6.LI.2 2.5.6.AS.2
Examine the challenges Level 1: Remembering
faced by the Ghanaian
youth and how the
challenges can be Level 2: Understanding
addressed
2.5.6.LI.3 2.5.6.AS.3
Discuss ways in which Level 3: Application
the youth can be
empowered to contribute
to the development of
their communities
1319
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
6. Production, 1. Economic 1.6.1.LO.1 1.6.1.CS.1 1.6.1.LI.1 1.6.1.AS.1
Exchange and activities in
YEAR 1 YEAR 1 YEAR 1
Creativity Africa
Use historical sources Demonstrate Examine the origin and Level 2: Understanding
to analyse earliest knowledge and development of earliest
domestic and external understanding of domestic and external
forms of trade in earliest domestic and forms of trade in Africa Level 3: Application
Africa external forms of trade
in Africa
1. Economic 2.6.1.LO.1 2.6.1.CS.1 2.6.1.LI.1 2.6.1.AS.1
Activities in
YEAR 2 YEAR 2 YEAR 2
Ghana
Examine the benefits Demonstrate Explain the concepts of Level 1: Remembering
and challenges of local production and
knowledge and
local production and local consumption
understanding of the
consumption and how
concept of local
to address the
production and
challenges
consumption and their
benefits to national
development
2.6.1.LI.2 2.6.1.AS.2
Discuss the challenges of Level 2: Understanding
local production and how
the consumption of
made-in-Ghana products Level 3: Application
can be promoted.
2. 1.6.2.LO.1 1.6.2.CS.1 1.6.2.LI.1 1.6.2.AS.1
Entrepreneurship,
Workplace
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STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
Culture and YEAR 1 YEAR 1 YEAR 1
Productivity
Analyse the Demonstrate Discuss the importance Level 1: Remembering
importance of understanding of the of entrepreneurship to
entrepreneurship and importance of personal development
its relationship with entrepreneurship and its Level 2: Understanding
self-employment relationship with self-
employment
1.6.2.LI.2 1.6.2.AS.2
Analyse the similarities Level 2: Understanding
and differences between
self-employment and
entrepreneurship Level 3: Application
2.6.2.LO.1 2.6.2.CS.1 2.6.2.LI.1 2.6.2.AS.1
YEAR 2 YEAR 2 YEAR 2
Evaluate the role of an Demonstrate Apply knowledge of the Level 2: Understanding
entrepreneur in knowledge and traits of an entrepreneur
national development understanding of the to assess one’s
relevance of an capabilities in setting up Level 3: Application
entrepreneur to national a business
development
2.6.2.LI.2 2.6.2.AS.2
Examine the role Level 2: Understanding
entrepreneurs play in
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STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
national development Level 3: Application
2.6.2.LI.3 2.6.2.AS.3
Discuss challenges Level 2: Understanding
facing entrepreneurs in
Ghana and how to
sustain a business Level 3: Application
3.6.2.LO.1 3.6.2.CS.1 3.6.2.LI.1 3.6.2.AS.1
YEAR 3 YEAR 3 YEAR 3
Explore ways of Demonstrate Identify business Level 1: Remembering
developing skills and knowledge and opportunities emanating
techniques to generate understanding of from societal problems in
and implement entrepreneurial idea Ghana Level 2: Understanding
business ideas for generation and
nation building implementation for
nation building Level 3: Application
3.6.2.LI.2 3.6.2.AS.2
Examine the key Level 2: Understanding
components of the
implementation of an
entrepreneurial idea Level 3: Application
1322
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
3. Consumer 1.6.3.LO.1 1.6.3.CS.1 1.6.3.LI.1 1.6.3.AS.1
Rights, Protection
YEAR 1 YEAR 1 YEAR 1
and
Responsibilities Explain the types of Demonstrate Examine the types and Level 2: Understanding
consumer rights and understanding of the relevance of consumer
the importance of types of consumer rights
consumer protection rights and the Level 3: Application
importance of consumer
protection
1.6.3.LI.2 1.6.3.AS.2
Discuss the meaning, Level 2: Understanding
importance of consumer
protection and how the
consumer can be
protected in Ghana.
2.6.3.LO.1 2.6.3.CS.1 2.6.3.LI.1 2.6.3.AS.1
YEAR 2 YEAR 2 YEAR 2
Examine the various Demonstrate Discuss the consumer Level 3: Application
forms of consumer knowledge and responsibilities in
responsibilities understanding of the choosing sustainable and
towards the nation various forms of eco-friendly products, as
consumer well as proper product
responsibilities towards recycling
the nation
2.6.3.LI.2 2.6.3.AS.2
Examine how the various Level 2: Understanding
forms of consumer
1323
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
responsibilities ensure
national growth and
Level 3: Application
development.
4. Financial 1.6.4.LO.1 1.6.4.CS.1 1.6.4.LI.1 1.6.4.AS.1
Literacy
YEAR 1 YEAR 1 YEAR 1
Examine the concept Demonstrate Discuss the concept and Level 2: Understanding
of financial literacy understanding of the features of financial
and efficient ways of need to be financially literacy
using individual and literate and apply it in Level 3: Application
public finances and establishing a secure
managing individual personal and public
finances in ways that financial security
can ensure financial
security
1.6.4.LI.2 1.6.4.AS.2
Examine strategies for Level 2: Understanding
ensuring financial
security
Level 3: Application
1.6.4.LI.3 1.6.4.AS.3
Examine ways of Level 3:
ensuring sustainable use ApplicationApplication
of public finances
Level 4: Analysis
1324
STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
2.6.4.LO.1 2.6.4.CS.1 2.6.4.LI.1 2.6.4.AS.1
YEAR 2 YEAR 2 YEAR 2
Examine ways of Demonstrate Explain the importance Level 1: Remembering
developing knowledge and of saving and its role in
responsible and understanding of achieving financial goals
effective saving habits effective saving habits Level 2: Understanding
to achieve financial to achieve financial
goals. goals.
2.6.4.LI.2 2.6.4.AS.2
Create a personalised Level 2: Understanding
saving plan based on
short-term and long-term
financial goals Level 3: Application
3.6.4.LO.1 3.6.4.CS.1 3.6.4.LI.1 3.6.4.AS.1
YEAR 3 YEAR 3 YEAR 3
Examine how to take Demonstrate Explain the concept of Level 1: Remembering
control of personal knowledge and budgeting and its
finances and make understanding on how relevance to personal
sound financial to take control of finance Level 2: Understanding
choices personal finances and
make sound financial
choices
3.6.4.LI.2 3.6.4.AS.2
Create a personal budget Level 3:
based on income, ApplicationApplication
expenses, and financial
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STRAND SUB-STRAND LEARNING CONTENT LEARNING LEVELS OF
OUTCOMES STANDARDS INDICATORS ASSESSMENT
goals
Level 4: Analysis
5. Globalisation 3.6.5.LO.1 3.6.5.CS.1 3.6.5.LI.1 3.6.5.AS.1
Analyse globalisation Demonstrate Explain globalisation and Level 2: Understanding
and its impact on the knowledge and its relevance to national
growth and understanding of development
development of Ghana globalisation and its Level 3: Application
impact on the growth
and development of
Ghana
3.6.5.LI.2 3.6.5.AS.2
Discuss how the benefits Level 2: Understanding
of globalisation can be
maximised for Ghana’s
development
1326
SOCIAL STUDIES (sample question)
PAPER 1
S/n Learning Indicator (LI) Item** DoK Level
1. 1.1.1. LI.2: Analyse how geographical In what way did the Nile River significantly impact the L3
features and ecosystems influenced the economic development of early Egypt? By
development of agriculture, trade
A. creating barriers for defense against neighboring
networks, and settlement
tribes
B. facilitating the construction of large fishing ports
C. offering fertile land for agriculture through annual
flooding
D. providing a route for importing spices and silk
2. 1.1.1. LI.3: Analyse how climate What factors led nomadic hunter-gatherers to transition to L3
change influenced the movements and agriculture?
adaptations of early African
A. They discovered that hunting and gathering
populations, such as the transition
provided a more stable food supply than farming.
from nomadic hunter-gatherer B. Changes in climate made it easier to grow crops and
lifestyles to settled agricultural domesticate animals.
communities C. Agriculture requires less effort and time than
hunting and gathering.
D. They sought to maintain their nomadic lifestyle
while cultivating crops.
3. 1.3.4. LI.4: Discuss the institutions Which of the following options is a primary challenge L2
responsible for maintaining road faced by institutions responsible for maintaining road
safety, the challenges they face and safety in Ghana?
how these challenges can be
A. Inadequate funding for road maintenance
addressed.
B. Insufficient training for law enforcement officers
C. Lack of public awareness campaigns
D. Limited technological advancements in traffic
management
4. 1.5.5. LI.1: Analyse the origin, the Why did African economies not benefit much from the L2
characteristics and impact of the Industrial Revolution? Because
Industrial Revolution on the African
1327
continent
A. Africa exported raw materials to developed world
industries
B. Africa was not politically stable
C. of resistance to change by the people
D. the focus was on the primary production of goods
and services
5. 1.6.2. LI.1: Discuss the importance of How can the development of entrepreneurial skills among L2
entrepreneurship to personal the youth help address the issue of high unemployment in
development Ghana?
A. Encouraging emigration to seek employment
elsewhere
B. Fostering job creation through self-employment and
new ventures
C. Increasing reliance on foreign aid for job creation
D. Promoting government-led job placement
programmes
6. 2.6.1. LI.2: Discuss the challenges of Which of the following options best explains why made-in- L2
local production and how the Ghana goods often attract low patronage?
consumption of made-in-Ghana
A. Consumers perceive them as being of lower quality.
products can be promoted
B. They are always more expensive than imported
goods.
C. There is limited access to raw materials for their
production.
D. They are not available enough to meet demand.
7. 2.5.6. LI.2: Examine the challenges Identify the option that will not effectively address the L3
faced by the Ghanaian youth and how migration of Ghanaian youth seeking opportunities abroad.
the challenges can be addressed
A. Improving local economic conditions
B. Increasing job opportunities in Ghana
C. Offering affordable education and skills training
D. Restricting travel for young people
1328
8. 2.1.2. LI.3: Discuss ways of How can community leaders assist in ensuring national L2
promoting national cohesion in Ghana cohesion in the Ghanaian society?
A. Champion regional language
B. Encourage annual inter-ethnic games
C. Encourage marriages among the youth
D. Participate in partisan political activities
9. 2.6.3. LI.1: Discuss the consumer In what way can consumers avoid food poisoning? L3
responsibilities in choosing sustainable
A. Consume food from food venders only
and eco-friendly products, as well as
B. Eat foods that are perfectly cooked and stored
proper product recycling C. Rely solely on the appearance of food to determine
safety
D. Take food past its expiration date if it looks and
smells good
10. 1.3.4. LI.3: Describe Road signs and What does a red circular sign with a white horizontal line L1
markings and their implications for signify in Ghana’s road safety system?
road safety in Ghana
A. No entry
B. Yield
C. Stop
D. Speed limit
**Items should reflect the 21st Century Skills required by the learning outcomes/indicators
1329
SPANISH
INTRODUCTION
This document is the detailed examination syllabus of Spanish studied in Senior High Schools in Ghana. It consists of the philosophy, vision and
goal of the syllabus. It also contains the scheme and structure of the examination. The document is aligned with the Spanish language curriculum,
the teacher manual and the learner materials. It is designed to assess learner’s knowledge, skills and competences throughout the three year period
of studying Spanish.
PURPOSE
The purpose is to align the content standards (CS), learning outcomes (LO), learning indicators (LIs) and the relevant content areas in the Spanish
curriculum to the detailed syllabus.
PHILOSOPHY
The Spanish curriculum is focused on the idea that when learners are introduced to languages, they would be prepared as social agents capable of
engaging in meaningful interaction to solve various problems of life and contributing to the socio-economic development of society. As such, it
should recreate various communicative contexts in and outside the classroom in which learners can adopt appropriate language use to address
issues.
The curriculum adopts the notion that the effective learning of Spanish requires the use of authentic materials to help students develop listening,
speaking, reading, and writing competencies in the language and culture and the view that learners have in-built potential to develop and acquire
new language skills. The curriculum also adopts task and performance-based learning approaches where the learner demonstrates the ability to
perform language-related tasks using the Spanish Language appropriately to convey meaning.
VISION
A culturally aware multilingual learner with competencies, values, skills and knowledge of the Ghanaian and Hispanic Worlds useful for academic
progression, life-long learning and society in general.
GOAL
Provide students with linguistic, communicative and cultural knowledge in Spanish to enable them to communicate effectively on a functional level
in both spoken and written conversations on everyday topics.
1330
SCHEME AND STRUCTURE OF THE EXAMINATION
PAPER ONE
Paper 1 will consist of 40 multiple choice questions (1 mark each). It will consist of two sections of four parts each (each part is a strand). Each part
will have five questions. Section A will be on Vocabulary and Section B will be Reading Comprehension (the length of the passage should be about
120 words). Section A will be tested through short passages which will require candidates to select the most appropriate word out of a list of
options. In Section B, candidates will be tested on different levels of comprehension questions. The Paper will last for 60 minutes for 40 marks.
PAPER TWO
Paper 2 will consist of 4 essay questions in two sections, A and B. Section A is one (1) compulsory question drawn from any one of the four
strands. Candidates will be required to write an essay of about 100 words in 30 minutes for 20 marks. The criteria for the award of marks are
Content, Organisation, Expression and Mechanical Accuracy. Section B consists of three (3) questions from the remaining strands. Candidates will
be required to select one topic out of three and write an essay on it. The essay, which should be about 200 words, will be written in 60 minutes for
40 marks. The parameters for the award of marks for this part is also based on Content, Organization, Expression, and Mechanical Accuracy.
PAPER THREE
This paper will be an Oral test consisting of two sections: A and B. Section A will be on Reading Comprehension while Section B will be on
Conversation. Section A will consist of 4 passages and candidates will be required to read and answer questions on one (1) for 10 marks. Section B
will consist of 4 topics drawn from the four strands. The candidate will select a topic and make an oral presentation on it. The test will last for 10
minutes. The criteria for the award of marks for both sections are Fluency/Coherence, Grammatical Accuracy, Pronunciation and Vocabulary
1331
STRUCTURE OF DETAILED SYLLABUS
YEAR 1
Strand 1 Sub-strand Learning Outcomes Content Learning Indicators Levels of Assessment
Standards
Saludos y 1.1.1.LO.1 1.1.1.CS.1 1.1.1.LI.1 1.1.1. AS.1
presentaciones
1. Saludar/despedirse Después de esta sesión, el Saludar y Escucha y observa a Level 1 Recall
aprendiz será capaz de responder a los amigos que se saludan
Level 2 Skills of
saludar y despedirse de saludos
conceptual
compañeros/desconocidos.
understanding
Level 3 Strategic
reasoning
Level 4 Extended critical
thinking and reasoning
1.1.1.LI.2 1.1.1.AS.2
Saluda y despídete de Level 1 Recall
los amigos/ las
Level 2 Skills of
amigas/los
conceptual
compañeros/las understanding
compañeras.
(Expresión oral - Level 3 Strategic
informal/tú) reasoning
1332
Saluda y despídete de Level 4 Extended critical
thinking and reasoning
la gente mayor/
extranjeros/extranjeras.
2. Presentarse 1.1.2.LO.1 1.1.2.CS.1 1.1.2.LI.1 oral-
(Expresión 1.1.2.AS.1
Después de esta sesión, el/la El alfabeto; formal/usted)
Escucha y deletrea Level 1 Recall
aprendiz será capaz de deletrear los nombres (Comprensión
Level 2 Skills of
deletrear su nombre y los de nombres. auditiva)
conceptual
otras personas.
understanding
Level 3 Strategic
reasoning
Level 4 Extended critical
thinking and reasoning
1333
1.1.2.LO.2 1.1.2.CS.2 1.1.2.LI.2 1.1.2. AS.2
Después de esta sesión, el/la Dar/ pedir Preséntate a un Level 1 Recall
aprendiz será capaz de informaciones compañero/una
Level 2 Skills of
revelar su identidad a un sobre: compañera/gente mayor conceptual understanding
compañero/una o extranjero/extranjera
Nombre y apellido Level 3 Strategic
compañera/gente mayor o indicando tu nombre y
extranjero/extranjera y Edad (Los números apellido y pidiéndole su reasoning
pedirle la suya. de 1-25) identidad. (Expresión Level 4 Extended critical
oral) thinking and reasoning
Apellidos en el
mundo hispánico y (Appropriate use of
en Ghana. language to communicate
effectively)
3. Presentarse - 1.1.3.LO.1 1.1.3.CS.1 1.1.3.LI.1 1.1.3. AS.1
otros detalles
Después de esta sesión, el/la Profesiones Dialoga con un Level 1 Recall:
personales
aprendiz será capaz de hablar compañero sobre la
Nacionalidades Level 2 Skills of
de su profesión y su profesión y
conceptual
nacionalidad. Lugar de residencia nacionalidad. (Expresión understanding
oral)
Tú vs usted Level 3 Strategic
reasoning
Level 4 Extended critical
thinking and reasoning
1334
1.1.3.LO.2 1.1.3.LI.2 1.1.3. AS.2
Después de esta sesión, el/la Dialoga con un Level 1 Recall
aprendiz será capaz de decir compañero/una
Level 2 Skills of
dónde vive. compañera sobre lugares
conceptual
de residencia.
understanding
(Expresión oral)
Level 3 Strategic
reasoning
Level 4 Extended critical
thinking and reasoning
Strand 2 Sub-strand Learning Outcomes Content Learning Indicators Levels of Assessment
Standards
Relaciones 1.2.1.LO.1 1.2.1.CS.1 1.2.1.LI.1 1.2.1. AS.1
interpersonales
1. Presentar a tu Después de esta sesión, el/la Hablar de la familia Crea y explica un árbol Level 1 Recall
familia aprendiz será capaz de y relaciones genealógico.
Level 2 Skills of conceptual
mencionar a personas en su familiares (Expresión oral y understanding
familia e indicar la relación escrita)
que tiene con estas personas. Level 3 Strategic
reasoning
Level 4 Extended critical
thinking and reasoning
1335
1.2.1.LO.2 1.2.1.CS.2 1.2.1.LI.2 1.2.1. AS.2
Después de esta sesión, el/la Hablar de las Crea y explica un árbol Level 1 Recall
aprendiz será capaz de: profesiones/ genealógico con más
Level 2 Skills of conceptual
nacionalidades/ detalles.
hablar de las profesiones understanding
lugar de residencia
de los miembros de su Level 3 Strategic
familia y de personas reasoning
famosas.
Level 4 Extended critical
indicar las
thinking and reasoning
nacionalidades de los
miembros de su familia.
decir dónde vive.
1336
2. Describir a tu 1.2.2.LO.1 1.2.2.CS.1 1.2.2.LI.1 1.2.2. AS.1
familia
Después de esta sesión, el/la Descripción física y Describe a un miembro Level 1 Recall
aprendiz será capaz de: de carácter de tu familia. (Expresión
Level 2 Skills of
oral)
describir a las personas Descripción de conceptual
hablar de su estado de estado de ánimo understanding:
ánimo.
Ser vs. Estar Level 3 Strategic
reasoning:
Los adjetivos
Level 4 Extended critical
Los artículos
thinking and reasoning
1.2.2.LI.2 1.2.2. AS.2
Describe los estados de Level 1 Recall
ánimo
Level 2 Skills of
conceptual understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
3. La familia en 1.2.3.LO.1 1.2.3.CS1 1.2.3.LI.1 1.2.3.AS.1
Ghana y en el
Después de esta sesión, el/la Hablar de las Habla de algunas Level 1 Recall
mundo hispánico
aprendiz será capaz de tradiciones tradiciones familiares de
Level 2 Skills of
familiares tu país. (Expresión oral)
comparar actividades que conceptual understanding
hace su familia con las que Hacer Level 3 Strategic
1337
hacen otras familias. comparaciones y reasoning
conexiones entre
Level 4 Extended critical
sistemas familiares thinking and reasoning
en Ghana y en el
mundo hispánico.
1.2.3.LO.2 1.2.3.LI.2 1.2.3.AS.2
Después de esta sesión, el/la Haz conexiones y Level 1 Recall
aprendiz será capaz de comparaciones entre el
Level 2 Skills of
sistema familiar en conceptual understanding
comparar sistemas
Ghana y el de otros
familiares en Ghana o su Level 3 Strategic
países. (Expresión oral)
comunidad con los de otras reasoning
culturas.
Level 4 Extended critical
thinking and reasoning
1338
Strand 3 Sub-strand Learning Outcomes Content Standards Learning Indicators Levels of Assessment
Expresar 1. Hablar de tiempo 1.3.1.LO.1 1.3.1.CS.1 1.3.1.LI.1 1.3.1. AS.1
gustos y de ocio
Después de esta sesión, el/la Hablar sobre Habla, escribe o dibuja o Level 1 Recall
preferencias
actividades que nos actúa lo que te gusta
aprendiz será capaz de Level 2 Skills of
gusta hacer. hacer durante tu tiempo
conceptual understanding
expresar las actividades que libre
Preguntar a los
Level 3 Strategic
le gusta hacer demás lo que a
reasoning
ellos les gusta
Level 4 Extended critical
hacer.
thinking and reasoning
Verbos similares a
Gustar
1339
1.3.1.LO.2 1.3.1.LI.2 1.3.1. AS.2
Después de esta sesión, el/la Pregunta a los demás lo Level 1 Recall
aprendiz será capaz de que hacen durante su
Level 2 Skills of
tiempo libre. (Expresión
preguntar a otras personas conceptual understanding
oral y escrita)
sobre lo que hacen durante
Level 3 Strategic
su tiempo libre.
reasoning
Level 4 Extended critical
thinking and reasoning
1340
2. Actividades de 1.3.2.LO.1 1.3.2.CS.1 1.3.2.LI.1 1.3.2. AS.1
ocio populares en mi
Después de esta sesión, el/la Hacer Haz presentaciones sobre Level 1 Recall
comunidad y en el
aprendiz será capaz de comparaciones y las actividades de ocio de
mundo hispánico Level 2 Skills of
conexiones entre tu comunidad. conceptual understanding
hablar sobre las actividades
actividades de ocio (Expresión oral)
de ocio en su Level 3 Strategic
en mi comunidad y
comunidad/Ghana. reasoning
en el mundo
hispánico. Level 4 Extended critical
thinking and reasoning
1.3.2.LO.2 1.3.2.LI.2 1.3.2.AS.2
Después de esta sesión, el/la Indica en qué se Level 1 Recall
aprendiz será capaz de asemejan y/o se difieren
Level 2 Skills of
las actividades de ocio en conceptual understanding
hacer conexiones y
Ghana/tu comunidad y
comparaciones de las Level 3 Strategic
las de otros paises.
actividades de ocio en su reasoning
(Expresión oral)
comunidad y otros países
hispano hablantes Level 4 Extended critical
thinking and reasoning
1341
Strand 4 Sub-strand Learning Outcomes Content Learning Indicators Levels of Assessment
Standards
Mi entorno y 1. El aula / La 1.4.1.LO.1 1.4.1.CS.1 1.4.1.LI.1 1.4.1. AS.1
yo escuela
Después de esta sesión, Los objetos en el Identifica y menciona Level 1 Recall
el/la aprendiz será capaz de aula y lugares en la objetos que hay en tu
Level 2 Skills of
escuela mochila/aula. (Expresión
identificar objetos que se conceptual understanding
oral)
encuentran en el aula. Los adjetivos Level 3 Strategic reasoning
demostrativos
Level 4 Extended critical
thinking and reasoning
1.4.1.LO.2 1.4.1.LI.2 1.4.1. AS.2
Después de esta sesión, Identifica y menciona Level 1 Recall
el/la aprendiz será capaz de lugares en la escuela.
Level 2 Skills of
identificar lugares en la
1342
escuela. (Expresión oral) conceptual understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
1.4.2.LO.1 1.4.2.CS.1 1.4.2.LI.1 1.4.2.AS.1
2. Descripción de Después de esta sesión, Lugares Menciona algunos Level 1 Recall
lugares el/la aprendiz será capaz de importantes de la lugares importantes en la
Level 2 Skills of
escuela (cafetería, escuela.
identificar lugares conceptual understanding
dormitorios,
importantes en la escuela. Level 3 Strategic
bibliotecas, etc.)
reasoning
Level 4 Extended critical
Las preposiciones/ thinking and reasoning
Los adjetivos
Ser/Estar
1.4.2.LO.2 1.4.2.LI.2 1.4.2.AS.2
Después de esta sesión, Describe tu lugar Level 1 Recall
el/la aprendiz será capaz de favorito en la escuela.
Level 2 Skills of
describir un lugar (Expresión oral) conceptual understanding
Level 3 Strategic
reasoning
Level 4 Extended critical
thinking and reasoning
1343
1.4.2.LO.3 1.4.2.LI.3 1.4.2.AS.3
Después de esta sesión, Escribe sobre tu escuela. Level 1 Recall
el/la aprendiz será capaz de (Expresión escrita)
Level 2 Skills of
describir su escuela
conceptual understanding
Level 3 Strategic
reasoning
Level 4 Extended critical
thinking and reasoning
1344
3. Las fracciones del 1.4.3.LO.1 1.4.3.CS.1 1.4.3.LI.1 1.4.3. AS.1
tiempo: años, meses,
Después de esta sesión, el/la Los días de la Menciona los días de la Level 1 Recall
semanas, días, partes
aprendiz será capaz de semana semana y los meses del
del día y la hora Level 2 Skills of
año en español.
mencionar los días y los Los meses conceptual understanding
meses en español y Level 3 Strategic reasoning
Decir la hora
aplicarlos en ciertas
situaciones Mi rutina diaria Level 4 Extended critical
conversacionales. thinking and reasoning
1.4.3.LO.2 1.4.3.LI.2 1.4.3. AS.2
Después de esta sesión, el/la Reconoce y di la hora del Level 1 Recall
aprendiz será capaz de día.
Level 2 Skills of
decir la hora en español. conceptual understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
1.4.3.LO.3 1.4.3.LI.3 1.4.3. AS.3
Después de esta sesión, el Habla de tu rutina e Level 1 Recall
/la aprendiz será capaz de indica a qué hora haces
Level 2 Skills of
expresar lo que hace en un algunas actividades (de
conceptual understanding
día típico. lunes a viernes)
(Expresión oral) Level 3 Strategic reasoning
1345 Level 4 Extended critical
thinking and reasoning
1346
STRUCTURE OF DETAILED SYLLABUS
YEAR 2
Strand 2 Sub-strand Learning Outcomes Content Learning Indicators Levels of Assessment
Standards
2.2.4.LO.1 2.2.4.CS.1 2.2.4.LI.1 2.2.4. AS.1
Relaciones 4. Presentar a tu Después de esta sesión, Hablar de los Presenta a una persona Level 1 Recall
interpersonales amigo el/la aprendiz será capaz de amigos indicando su nombre y
Level 2 Skills of conceptual
presentar a su edad.
understanding
amigo/amiga.
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
2.2.4.LO.2 2.2.4.CS.2 2.2.4.LI.2 2.2.4. AS.2
Después de esta sesión, Hablar de las Habla de la profesión, Level 1 Recall
el/la aprendiz será capaz de profesiones/ nacionalidad y lugar de
Level 2 Skills of conceptual
presentar a su amigo/amiga nacionalidades/ residencia de uno de tus
understanding
indicando su lugar de lugar de residencia. amigos
residencia/ profesión/ Level 3 Strategic reasoning
nacionalidad
Level 4 Extended critical
thinking and reasoning
1347
2.2.5.LO.1 2.2.5.CS.1 2.2.5.LI.1 2.2.5.AS.1
5. Describir a tu Después de esta sesión, Descripción física y Habla sobre lo diferente/ Level 1 Recall
amigo el/la aprendiz puede de carácter Las parecido que eres de tu
Level 2 Skills of conceptual
describir a su amigo/amiga comparaciones amigo/amiga.)
understanding
(física y de carácter)
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
6. La Amistad 2.2.6.LO.1 2.2.6. CS.1 2.2.6.LI.1 2.2.6.AS.1
Entre Los Jóvenes Compartir
Después de esta sesión, Habla de actividades que Level 1 Recall
información sobre
el/la aprendiz puede hablar (NO) te gusta hacer con
cómo funciona la Level 2 Skills of conceptual
sobre sus amistades y lo tus amigos/ Habla de
amistad entre los understanding
que a sus amigos les gusta cosas que (NO) te gustan.
jóvenes. ¿Cómo se
hacer Level 3 Strategic reasoning
relacionan los
jóvenes en la Level 4 Extended critical
escuela secundaria? thinking and reasoning
Strand 3 Sub-strand Learning Outcomes Content Learning Indicators Levels of Assessment
Standards
1348
2.3.3.LO.1 2.3.3.CS.1 2.3.3. LI.1
Expresar 3. Hablar de Después de esta sesión, el Pregúntale a tu Haz una encuesta sobre 2.3.3. AS.1
gustos y actividades aprendiz puede hacer una compañero/compa qué deportes practican tus
Level 1 Recall
preferencias deportivas entrevista a sus ñera qué deporte compañeros/compañeras y
compañeros/compañeras practica. Habla de con qué frecuencia. Level 2 Skills of conceptual
sobre su deporte favorito. los beneficios de Luego, presenta la understanding
practicar un información a toda la
Level 3 Strategic reasoning
deporte. Gustar y clase (Expresión oral)
verbos similares Level 4 Extended critical
thinking and reasoning
2.3.3.LO.2 2.3.3.LI.2 2.3.3. AS.2
Después de esta sesión, Pregunta a los Level 1 Recall
el/la aprendiz será capaz de compañeros/compañeras
Level 2 Skills of conceptual
hablar de los beneficios de los beneficios de practicar
understanding
practicar su deporte deportes. (Expresión oral)
favorito. Trabajo Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
2.3.4.LO.1 2.3.4.CS.1 2.3.4.LI.1 2.3.4. AS.1
4. Deportes Después de esta sesión, Haz Menciona algunos Level 1 Recall
Populares En Mi el/la aprendiz será capaz de comparaciones y famosos deportes en
Level 2 Skills of conceptual
Comunidad Y En hablar de los deportes conexiones entre Ghana y en el mundo
understanding
El Mundo populares en su comunidad los deportes en tu hispánico. Indica y explica
Hispánico y compararlos con los del comunidad y en el en qué se asemejan y/o se Level 3 Strategic reasoning
mundo hispánico mundo hispánico. distinguen dos de los
Level 4 Extended critical
1349
El boxeo en deportes mencionados. thinking and reasoning
Chorkor y Bukom
Agona Swedru y el
tenis
2.3.4.LI.2 2.3.4. AS.2
Escribe un blog sobre tu Level 1 Recall
deporte/ deportista
Level 2 Skills of conceptual
favorito.
understanding
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
Strand 4 Sub strand Learning Outcomes Content Standards Learning Indicators Levels of Assessment
2.4.4.LO.1 2.4.4.CS.1 2.4.4.LI.1 2.4.4. AS.1
Mi Entorno Y 4. La Casa Después de esta sesión, Los objetos en tu Identifica y menciona Level 1 Recall
Yo el/la aprendiz será capaz de habitación y tu casa objetos que hay en tu
Level 2 Skills of conceptual
identificar y mencionar Los adjetivos casa.
understanding
objetos que se encuentran demostrativos Los
en la habitación/casa. adjetivos posesivos Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
1350
2.4.4.LO.2 2.4.4.LI.2 2.4.4. AS.2
Después de esta sesión, Menciona las partes de tu Level 1 Recall
el/la aprendiz será capaz de casa e indica lo que
Level 2 Skills of conceptual
identificar y mencionar las sueles hacer en ellas
understanding
partes de su casa Actividad de entrada.
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
2.4.5.LO.1Después de esta 2.4.5.CS.1 2.4.5.LI.1 2.4.5. AS.1
sesión, el/ la aprendiz será
5. Descripción de Lugares Describe las partes de tu Level 1 Recall
capaz de describir su casa
lugares y objetos importantes de casa casa. (Expresión oral)
Level 2 Skills of conceptual
(cocina, understanding
dormitorios, salón
de estar, etc.) Los Level 3 Strategic reasoning
Adjetivos Las Level 4 Extended critical
preposiciones thinking and reasoning
Ser/Estar
1351
2.4.5.LO.2 2.4.5.LI.2 2.4.5. AS.2
Después de esta sesión, Compara la casa de tu Level 1 Recall
el/la aprendiz será capaz de amigo o amiga con la
Level 2 Skills of conceptual
dar más amplia tuya indicando las
understanding
información sobre sus diferencias y/o
casas similitudes entre las dos Level 3 Strategic reasoning
casas
Level 4 Extended critical
thinking and reasoning
2.4.5.LO.3 Habla de los tipos de 2.4.5. AS.3
casas en Ghana.
Después de esta sesión, el Level 1 Recall
aprendiz será capaz de
Level 2 Skills of conceptual
hablar de los tipos de casas understanding
en Ghana.
Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning:
6. Hablar Sobre El 2.4.6.LO.1 2.4.6.CS.1 2.4.6.LI.1 2.4.6. AS.1
Clima Y Las
Después de esta sesión, el Vocabulario Escribe sobre las Level 1 Recall
Estaciones
aprendiz será capaz de relacionado con el actividades que podemos
Level 2 Skills of conceptual
hablar sobre el clima y clima Las hacer durante diferentes
understanding
estaciones estaciones en estaciones del año
Ghana y en otros Level 3 Strategic reasoning
países
Level 4 Extended critical
1352
thinking and reasoning
STRUCTURE OF DETAILED SYLLABUS
YEAR 3
1353
Strand 2 Sub-strand Learning Outcomes Content Standards Learning Indicators Levels of Assessment
3.2.7.LO.1 3.2.7.CS.1 3.2.7.LI.1 3.2.7. AS.1
Relaciones 7. Presentar a tu Después de esta sesión, el/ Hablar de los vecinos Presenta a su vecino a Level 1 Recall
interpersonales vecino la aprendiz será capaz de otras personas.
Level 2 Skills of conceptual
presentar a su vecino/ understanding
vecina indicando su
nombre y su edad. Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
3.2.7.LO.2 3.2.7.CS.2 3.2.7.LI.2 3.2.7. AS.2
Después de esta sesión, Hablar de las Escribe un ensayo Level 1 Recall
el/la aprendiz será capaz de profesiones/nacionali sobre tu vecino/vecina.
Level 2 Skills of conceptual
preparar una breve dades/ lugar de
understanding
biografía de su residencia.
vecino/vecina. Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
3.2.8.LO.1 3.2.8.CS.1 3.2.8.LI.1 3.2.8. AS.1
8. Describir a tu Después de esta sesión, Descripción física y Prepara un mini-blog Level 1 Recall
vecino el/la aprendiz será capaz de de carácter describiendo a tu
Level 2 Skills of conceptual
describir a su vecino/vecina.
Las comparaciones understanding
vecino/vecina (física y de (Expresión escrita)
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carácter) Level 3 Strategic reasoning
Level 4 Extended critical
thinking and reasoning
3.2.9.LO.1 3.2.9.CS.1 3.2.9.LI.1 3.2.9. AS.1 Level 1 Recall
9. Vivir en armonía Después de esta sesión, Compartir Conversa con sus Level 2 Skills of conceptual
con los demás el/la aprendiz puede hablar información sobre compañeros/compañera understanding
sobre la relación entre cómo funciona la s sobre quién es un
Level 3 Strategic reasoning
vecinos. amistad entre los buen vecino.
vecinos. (Expresión oral) Level 4 Extended critical
thinking and reasoning
¿Cómo se relacionan
los mayores y los
jóvenes en la
vecindad?
Strand 3 Sub-strand Learning Outcomes Content Standards Learning Indicators Levels of Assessment
Expresar 3.3.5.LO.1 3.3.5.CS.1 3.3.5.LI.1 3.3.5. AS.1
gustos y
5. Hablar de la Después de esta sesión, el ¿Qué te gusta comer? Haz una exposición Level 1 Recall
preferencias
comida aprendiz puede hablar de oral sobre tu comida
¿A qué hora Level 2 Skills of conceptual
su comida favorita y favorita. (Expresión
desayunas/almuerzas/ce understanding
expresar su opinión sobre oral)
nas?
comer sano. Level 3 Strategic reasoning
Comer sano
Level 4 Extended critical
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Hacer recomendaciones thinking and reasoning
Hay que + verbo
(infinitivo)
Tener que + verbo
(infinitivo)
6. La Gastronomía 3.3.6.LO.1 3.3.6.CS.1 3.3.6.CS.1 3.3.6. AS.1
De Mi Comunidad
Después de esta sesión, Hablar de platos típicos Investiga sobre los Level 1 Recall
/País Y En El
el/la aprendiz puede de tu comunidad/región/ platos típicos de un
Mundo Hispánico Level 2 Skills of conceptual
hablar de comidas típicas país. país hispanohablante.
understanding
de su comunidad y Luego haz una
también las de un país comparación entre Level 3 Strategic reasoning
hispanohablante (Por estos platos y los de tu
Level 4 Extended critical
ejemplo, Perú). comunidad.
thinking and reasoning
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Strand 4 Sub-strand Learning Outcomes Content Standards Learning Indicators Levels of Assessment
6. La ciudad y el 3.4.6.LO.1 3.4.6.CS.1 Habla de lugares 3.4.6. AS.1
campo importantes en tu
Mi entorno y Después de esta sesión, Hablar sobre el lugar Level 1 Recall
barrio/comunidad/ciud
yo el/la aprendiz será capaz donde vivimos
ad/ campo. (Expresión Level 2 Skills of conceptual
de hablar de lugares y
Hablar de los lugares oral) understanding
personalidades
importantes de tu ciudad/ Level 3 Strategic reasoning
importantes en su
tu campo
ciudad/campo. Level 4 Extended critical
Líderes en mi thinking and reasoning
ciudad/campo
7. Descripción de 3.4.7.LO.1 3.4.7.CS.1 3.4.7.LI.1 3.4.7. AS.1
lugares y objetos
Después de esta sesión, Describir los lugares Escribe un texto Level 1 Recall
el/la aprendiz será capaz importantes de tu descriptivo sobre tu
Level 2 Skills of conceptual
de describir su ciudad/campo ciudad favorita /campo
understanding
ciudad/campo. favorito. (Expresión
escrita) Level 3 Strategic reasoning
Describir tu lugar
Level 4 Extended critical
favorito en la
thinking and reasoning
ciudad/campo
8. Hablar de los 3.4.8.LO.1 3.4.8.CS.1 3.4.8.LI.1 3.4.8. AS.1
cambios
Después de esta sesión, Vocabulario asociado Expresa tu opinión Level 1 Recall
climáticos
el/la aprendiz puede con los cambios sobre los cambios
Level 2 Skills of conceptual
hablar sobre las causas y climáticos. climáticos en tu
understanding
efectos de los cambios comunidad.
Hablar sobre cambios
climáticos en su Level 3 Strategic reasoning
climáticos que hemos
comunidad y las
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intervenciones para observado en nuestras Level 4 Extended critical
menguar los efectos. comunidades. thinking and reasoning
Hablar de efectos,
soluciones e
intervenciones que han
hecho algunas personas/
organizaciones o
gobiernos sobre el tema.
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Paper 1
Primera Parte
TEXTO 1
En el siguiente texto, los huecos numerados indican una palabra que falta. Para cada número de la lista que figura debajo del texto, se dan cuatro
opciones en columnas con las letras A a D. Para cada hueco numerado, elige entre las opciones proporcionadas la palabra más adecuada.
Los Quaicoes son nuestros vecinos. Mientras que la mayoría de las familias de este barrio son nucleares, la familia de Quaicoe es una familia
...1.... La tía Maggie es la madre de la Sra. Quaicoe. Ha sido niñera de todos los niños: Akwei, Dedei, Mansa y Anum, mi amiga. Como todo el
mundo, los niños llaman a su abuela tía Maggie. El Sr. Quaicoe es su ...2......y su hermano, Lucas, vive con ellos. Anum y sus ...3... le llaman "Bra
Luku" aunque sea su ...4.... Deladem se unió a la familia hace poco. Es la sobrina de la Sra. Quaicoe y una ...5...para los niños, está aquí para ir a
la universidad. Me gusta la familia Quaicoe porque es amable y todo el mundo se siente bienvenido en su casa.
A B C D
1. grande unida ancestral extendida
2. hija nuera hijo yerno
3. hermanos padres hermanos amigos
4. hermano padre sobrino tío
5. tía prima sobrina hermana
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Segunda Parte
TEXTO 2
COMPRENSION ESCRITA
El escondite de Alejandro
¿El Real Zaragoza ha perdido ante Villarreal? ¡¡Increíble!! -gritó Alejandro. El Real Zaragoza es el equipo favorito de Alejandro y se
alegra mucho cuando ganan. Como su equipo pierde ante su rival más feroz en casa, Alejandro teme los trolleos y las burlas que le
esperan en el restaurante de La Paz donde trabaja como camarero.
Nadie perdona a Alejandro cuando su equipo pierde porque no pierde la oportunidad de burlarse de los demás. Cuando la presión se
vuelve demasiado para él, encuentra un lugar para alejarse del estrés. El Jardín St. Valerie es el único lugar donde se puede encontrar a
Alejandro cuando el mundo que lo rodea se vuelve demasiado hostil. Está en el centro de Zaragoza y, sin embargo, es
sorprendentemente tranquilo, llamado el oasis de Zaragoza. Las flores y sus suaves fragancias, el canto alegre de los petirrojos, la
música del pequeño riachuelo que serpentea por el parque se combina para darle a Alejandro la paz que tanto anhela. Su lugar favorito
en el parque está a lo largo de las orillas del arroyo, donde puede sentarse y observar a través del agua clara peces, sapos y plantas
acuáticas. Coge una piedra y la arroja al agua. Sonríe al ver las ondas. Empieza a sentirse tranquilo, relajado y optimista de nuevo”. El
Real Zaragoza puede ganar el próximo partido”, se dice. "Sí, ganarán, es más, deben hacerlo", se afirma. Luego llega y se dirige a casa.
*trolleos – trolling, burlas – teasing, los petirrojos- robins, pequeño riachuelo- little creek
Preguntas de comprensión
1. ¿El Real Zaragoza juega y pierde ante el Castellón en casa? Esto significa que
A. Castellón recibió al Zaragoza FC.
B. El Zaragoza FC recibió al Castellón.
C. Ambos equipos fueron recibidos en el estadio.
D. Ambos equipos perdieron el derecho a jugar en casa.
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2. ¿Por qué Alejandro tiene miedo de ir a trabajar?
A. Su equipo ha perdido
B. No puede ir a su escondite
C. El será troleado
D. Hay demasiada presión en el trabajo
3. ¿Por qué el jardín de Santa Valeria se considera un oasis?
A. Tiene un arroyo que lo atraviesa
B. Le da a Alejandro la paz que quiere
C. Tiene muchos árboles, flores y animales
D. Es un lugar tranquilo
4. ¿Por qué Alejandro sonríe después de tirar la piedra al agua?
A. Ve al agua ondula
B. Se siente tranquilo, relajado y optimista
C. Ha podido alejarse del trolling
D. Tiene esperanzas de que el Real Zaragoza vuelva a ganar
5. “Sí, ganarán, efectivamente deben”, se afirma.
Esta frase nos dice que
A. Alejandro puede ayudar a su equipo a ganar nuevamente.
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B. Alejandro tiene la certeza de que su equipo ganará.
C. Alejandro no puede aceptar que su equipo no gane un partido más.
D. Alejandro debe asegurarse de que su equipo gana el partido otra vez
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Paper 2
Section A
Diálogo - Obligatorio
1. Mis amigos
Has visto a tu profesor(a) en la tienda de tu barrio. Estás con tu mejor amigo. Escribe un diálogo de 100 palabras presentándole a tu
profesor(a). Debes mencionar:
- Su nombre y apellido
- ¿Cómo es? – Características físicas y personalidad
- ¿Tiene una familia? ¿Cuántas personas hay en su familia?
- Las actividades que sueles hacer con tu amigo y por qué
(20 marks)
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SECTION B
Answer only one question from this section.
Escribe al menos 200 palabras
1.
1. Los Deportes
Durante los fines de semanas, los jóvenes en tu barrio hacen muchos deportes en el parque. Escribe un ensayo para publicar en Facebook sobre
las actividades deportivas en tu barrio.
- ¿Cuáles son los deportes que practican en tu barrio?
- ¿Cuál es tu deporte favorito y como se juega?
- ¿Por qué practicas los deportes?
- ¿Quién es tu deportista favorito y por qué?
2. Tu casa
Escribe una carta a un amigo colombiano que te va a visitar. Hay que mencionar;
- Una descripción de tu casa (¿Cómo es? ¿Dónde está? ¿Cuántas habitaciones tiene? Etc.)
- ¿Cuál es la parte favorita de tu casa y por qué?
- ¿Qué sueles hacer en casa con tu familia?
- ¿Qué planes tienes con tu amigo durante su visita?
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3. Tu país
Escribe un artículo para animar a los españoles para visitar tu país. Hay que mencionar;
- ¿Como es el clima en tu país?
- ¿Cuáles son los lugares más populares en tu país? ¿Cuál prefieres y por qué?
- ¿ ¿Cuáles son los festivales tradicionales más famosos de tu país y cómo se celebran?
- ¿Qué hacen los jóvenes durante los eventos tradicionales en tu país?
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Paper 3
Primera Parte - Lectura
Lee el texto a voz alta y contesta las preguntas del examinador.
Mi rutina de la mañana como ingeniero
Hoy es lunes. Me encantan los lunes por la mañana. Los lunes me preparo para la semana laboral después de un agradable fin de semana
relajante. Mi jornada suele empezar a las 5 de la mañana. Paso los primeros 30 minutos del día planeando las principales actividades del
día. De las 5.45 a las 7.00 de la mañana, aproximadamente hago mis tareas matutinas, me ducho y desayuno. Mis tareas incluyen barrer
mi habitación, hacer la cama y lavar el coche. A diferencia de mi hermana Ama, me gusta el desayuno fuerte, como waakye, kenkey &
pescado frito o yoo ke gari, también conocido como gobe. Sin embargo, si tengo poco tiempo, me preparo un tentempié ligero y salgo de
la casa lo más rápido que puedo. Mis tentempiés favoritos son fruta cortada, achomo, agbeli kaklo y coco, kulikuli y ofam.
Como ingeniero, la seguridad es clave en todo lo que hago. Una forma de garantizar la seguridad es utilizar o llevar el equipo de trabajo
adecuado. Aunque no tengo mucho tiempo, no salgo sin casco, botas y chaleco reflectante. Cuando llego al trabajo, tengo una breve
reunión con mi equipo de técnicos y su supervisor. Hablamos de las tareas del día y también hablo con ellos de la tarea de la semana, los
plazos y las estrategias para cumplirlos. Cuando termina la reunión, cada uno va a su puesto para trabajar. Otra razón por la que me
encantan los lunes es que, a la hora de comer, me reúno con la «pandilla» y hablamos de los partidos del fin de semana. Hoy sé que mis
amigos se burlarán de mí porque el Madrid ha perdido contra el Barcelona.
Escrito por WAEC
For Examiners only
Preguntas
1. Entre las 5:00 am y las 5:30 am, ¿qué hace el escritor?
2. . ¿Qué tipo de comida le gusta la hermana del escritor?
3. ¿Qué puede obligar al escritor a optar por una comida más ligera por la mañana?
4. ¿Qué aspectos de su trabajo considera el escritor más importante?
5. Basado en el texto ¿qué podemos decir que es la actitud del escritor hacia su trabajo ¿
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Segunda Parte – Conversación
Habrá una conversación en esta sección. El/ La estudiante debe elegir un tema para la conversación entre los temas seleccionados. Luego, el/ la
estudiante hablará del tema que ha elegido sin ninguna interrupción del examinador/ de la examinadora.
1. Los saludos y despedidas self-introduction and introduction of friend and taking leave
2. Las relaciones interpersonales
- La familia, la amistad y los vecinos
- Vivir en armonía
- La familia en Ghana y el Mundo Hispánico
- Nacionalidades y Profesiones
3. Mis gustos y preferencias
- Pasatiempos (Pasatiempos populares en mi ciudad y el mundo Hispánico)
- Los Deportes
- La comida
4. Mi entorno y yo
- La clase/ La escuela
- Descripción de lugares y objetos
- La hora- Los días, meses
- La casa
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