Beruflich Dokumente
Kultur Dokumente
MINISTRY OF EDUCATION
CURRICULUM GUIDES
SOCIAL STUDIES
INFANTS 1 STANDARD 5
Curriculum Planning and Development Division
2013
Ministry of Education
Published in 2013 by the
Curriculum Planning and Development Division
Ministry of Education
Rudranath Capildeo Learning Resource Centre
Mc Bean, Couva
Republic of Trinidad and Tobago
Printed by The Office Authority Ltd. Trinpad Division
ii
Table of Contents
Foreword of the Minister of Education ............................................................................................................................................................................... 1
Acknowledgements ............................................................................................................................................................................................................. 2
The National Curriculum Framework ................................................................................................................................................................................. 8
Introduction ..................................................................................................................................................................................................................... 8
Background ..................................................................................................................................................................................................................... 9
Definition ...................................................................................................................................................................................................................... 10
Foundation of the National Curriculum ........................................................................................................................................................................ 11
The New Primary Curriculum ....................................................................................................................................................................................... 13
Components of the Primary Curriculum ....................................................................................................................................................................... 18
Timetable ....................................................................................................................................................................................................................... 19
Infants 1 ............................................................................................................................................................................................................................ 23
Infants 2 ............................................................................................................................................................................................................................ 31
Standard 1 ......................................................................................................................................................................................................................... 43
Standard 2 ......................................................................................................................................................................................................................... 50
Standard 3 ......................................................................................................................................................................................................................... 65
Standard 4 ......................................................................................................................................................................................................................... 74
Standard 5 ......................................................................................................................................................................................................................... 85
Acknowledgements
The Ministry of Education wishes to express its sincere appreciation to all those who contributed to the design and development of this integrated
primary curriculum.
PROJECT LEADERSHIP
Ingrid Kemchand
Farishazad Nagir
Gillian Pilgrim
John Roopchan
Gaynelle Holdip
Indira Roopnarine
Gregory Sarkar
Subject Leads:
Khalel Mohoyodeen
Karen Nandaram
Curriculum Co-ordinator
Curriculum Officer
Writers:
Marcia Griffith
Rajdai Danielle Ganga
Mucurapo Boys RC
Edinburgh Government
2
Shazaad Mohammed
Venessa Sooknanan
Zaida Mohammed
Montrose Government
Williamsville Secondary
Charlieville ASJA Primary
English Language Arts
Subject Lead:
Soren Bijaram
Curriculum Officer
Support Team:
Mala Morton-Gittens
Lawrence Jaggassar
Amia Kimoy Conrad-Christopher
Zandra Kailah-Deonarine
Dayah Dookie-Ramkelawan
Curriculum Co-ordinator
Curriculum Officer
Curriculum Officer
Curriculum Officer
Curriculum Officer
Writers:
Anderlene Mohan-Ragbir
Dixon Ghouralal
Elizabeth Bernis-Boodoo
Joan Elizabeth Noel
Margaret Toni Babwah
Marion Trim
Richard Morealy
Richard Wade Chaitram
Mathematics
Subject Leads:
Karen Mitchell
Jacqueline Pariag
Curriculum Officer
Curriculum Officer
Support Team:
Shereen Khan
Indrawatie Nanlal-Dass
Nicole Harris-Knudsen
Andra Salandy
Writers:
Cheryl Bradshaw
Egan McCallister
Hazra Baksh
Mohan Sadal
Subject Leads:
Caroline Forde
Veronica Dolan-Samuel
Writers:
Dave Phillips
Evelyn Ferreira-Larrier
Janelle Edwards
Janice Celestine
Subject Leads
Hollis Sankar
Anna Singh
Writers:
Curriculum Coordinator
Curriculum Officer
Subject Leads:
Vashtie Ramnarine
Yeon Glasgow
Curriculum Coordinator
Curriculum Officer
Writers:
Dianne Baksh
Donna Mungal-Pulwarty
Mohan Ramsewak
Nargis Patricia Ratiram
Trisha Des Vignes
Spanish
Subject Leads:
Elicia Gordon
Gail Barnard
Writers:
Beverly Cooper Gordon
Cyd Wilson-Smith
Glenrose Joseph
Jennifer Seemungal
Maltee Sinanan
Officers:
Indira Roopnarine
Peter Fraser
Simone Haynes-Noel
Curriculum Officer
Curriculum Officer
Curriculum Officer
Visual and Performing Arts (VAPA)
Subject Leads:
Victor Edwards
Allison Seepaul (Dance)
Iezora Edwards (Drama)
Marceline Peters (Music)
Reynold Ramlogan (Visual Arts)
Curriculum Co-ordinator
Curriculum Officer
Curriculum Officer
Curriculum Officer
Curriculum Officer
6
Writers:
Ancil Rooplal (Visual Arts)
Anderson La Barrie (Drama)
Christopher Nunes (Visual Arts)
Jo-ann Clement (Drama)
Joanna Francis (Dance)
Kathy-Ann Serrieaux (Music)
Yolande Nicholas-Joseph (Music)
Joyce Kirton (Dance)
Ursuline Nelson- Williams (Dance)
Joanna Charles-Francis (Dance)
Subject Leads:
Cheryl Huggins-Neptune
Theresa Neblett-Skinner
Writers:
St Theresa Girls R.C. School
Santa Rosa Government Primary School
Santa Cruz R.C. School
Freeport Presbyterian School
Holy Saviour (Curepe) Anglican School
Avenelle Fortun-Johnson
Cheryl Parks
Claudia Vialva-Brumant
Indra Rattan
Nigel Clarke
EDUNOVA- Consultants
that devolves from it essentially provide the basis for all teaching and
learning activity.
BACKGROUND
In order to effectively administer the formal education sector, and
ensure that every child has the best opportunity to learn, the Ministry
of Education provides direction and guidance based upon sound
educational theory and practices together with a considerations from
extensive stakeholder consultations. In 2011 the Ministry of Education
conducted two national consultations on the primary education
curriculum, along with 7 district consultations and one in Tobago.
Information received from these stakeholder consultations informed
the direction and decisions of the Ministry of Education to better meet
the requirements of education at the primary level. Alongside this, a
detailed, critical examination of current practice, both within and
outside the country was conducted to identify elements that contribute
to a quality education.
Integration does not mean that the subject areas disappear. In fact, the
subject areas have become pillars and supports for innovative and
transformative learning experiences covering these critical seven years
of formal education. This new twenty-first century curriculum for
Trinidad and Tobago provides every opportunity for the child to learn,
master new important skills, and develop character and values that are
DEFINITION
The term 'curriculum' has several meanings, depending on the context
and the perspective of curriculum theory that is applied to the
definition. Most theories concur that there are four fundamental
components within definitions of curriculum:
10
Vision
The Ministry is leading a quality
education system that responds
to the diverse needs and
requirements of 21st century
learners, promotes inclusivity,
seamlessness, equity and
equality and contributes to
human capital and sustainable
development.
Effective
curriculum
requires a very clear
direction. In Trinidad and
Tobago the Ministry of
Education has articulated it`s
view of education which
establishes the mandate for
education.
In
the
establishment of policy and
principles for education on a
national level all decisions
are informed by the vision
and mission for the system.
All curriculum development,
from the design of a new set
Mission
To educate and develop children who are able to fulfill their full potential; healthy
and growing normally; academically balanced; well-adjusted socially and culturally;
and emotionally mature and happy.
Government of Trinidad and Tobago, Ministry of Education, Education Sector
Strategic Plan: 2011-2015
Principle
Elaboration
Student Centred
Engaged Communities
Inclusive
Proactive
Shared Responsibility
Innovative
Flexible
Principle
Elaboration
Equitable
We explain to the citizens of Trinidad and Tobago the outcomes of our students and our use of funding.
Accountable
Transformative
Leadership
Quality
Teacher Empowerment
We believe that people with vision and passion can achieve great things. We therefore empower and inspire out staff and
stakeholders to create positive and lasting changes in the education system.
We are committed to meeting our won quality standards that are driven by the requirements of our customers. Each of
us takes charge to ensure that these standards are implemented in our individual areas of authority.
We create the environment for excellence in teaching practice that improves the learning of all students, deepens
educators content knowledge, provides them with research-based instructional strategies to assist students in meeting
rigorous academic standards, and prepares them to use various types of classroom assessments appropriately.
teacher education and training activities that are an essential part of the
whole education development, innovation and transformation process.
The world is rapidly changing and knowledge, skills, and values are
being demanded of citizens, even while the education struggles to
catch up with yesterdays requirements. In the vision, mission and
principles statements it is very clear that the Ministry of Education
wants to develop an education for the twenty-first century, charting the
way for education and the nation to keep pace and move to the front of
the international arena. Following on this understanding, the new
curriculum has been developed as a flexible tool that focuses on the
development of twenty first century skills in learners. The curriculum
itself, while providing abundant and detailed guidance to teachers, can
be adapted and shaped to individual contexts. Curriculum adaptation is
an essential aspect of curriculum implementation that is required to
meet the rapidly changing and diverse needs of all learners, so
enabling teaching and learning to continue to be relevant and current.
14
The seven years of the primary experience have been broken down
into three key levels each of which has a broad area of focus as to the
general outcomes desired for the child at that level and are specified as
a general level of student achievement.
Title
Level
Grades
Love of Learning
Infant One
Infant Two
Standard One
Standard Two
Standard Three
Taking Flight
Standard Four
Standard Five
15
Standards Four and Five. While the higher primary year levels have
more subject area learning they are not without thematic organization.
At those levels, the themes become broader, more complex and
challenging, while the nine core subject areas emerge in prominence.
This design decision was made to facilitate a smooth and seamless
transition from primary into secondary education.
The targeted achievements for all students at the end of each of these
three levels are succinctly summarized in Table 5. These attributes are
the foundation for all learning interactions in and out of the classroom.
emotions.
Make choices to solve simple, personal
problems.
to others.
Recognise that working and playing safely
protects everyone.
Gather information
Process information.
Understand the concept of past, present and Explore the past and make connections with the
future.
present.
Demonstrate fair and equitable play habits. Understand that social interaction requires giving as
well as taking.
17
18
TIMETABLE
Within the framework of the new primary curriculum, there are some
important notions about the new primary timetable which ought to be
specified. These are that:
19
for each year level are covered, the balance of time for subjects
is maintained.
A combination of Thematic Units which combine several
subject areas and subject specific core skills are to be taught (as
in the Instructional Toolkit). Core skills may be done in
preparation for a theme, during a theme or following a theme.
The timetable is flexible and will be detailed on a weekly basis
as teachers plan for the week is developed. The teacher selects
which core skill lessons and which thematic lessons are to be
taught each week and presents this in the weekly forecast and
evaluation plan.
In any given week, core skills for any or all subject areas may
be taught. One possible illustration of what this may look like
is given below:
MON
TUE
WED
THURS
FRI
THEME
CORE SKILLS
CORE SKILLS
THEME
THEME
(MATH)
(SOCIAL STUDIES)
THEME
THEME
CORE SKILLS
CORE SKILLS
( AGRI.SCI)
(SPANISH)
CORE SKILLS
THEME
THEME
THEME
(SOCIAL
STUDIES)
CORE SKILLS
CORE SKILLS
CORE SKILLS
(VAPA)
(ELA)
(PHYS. ED)
THEME
Subject Rationale
What Is Social Studies?
Social Studies is the systematic study of an integrated body of content
drawn from core disciplines such as History, Geography,
Anthropology, Economics and Political Science. It infuses experiences
of each individual to form a body of knowledge that facilitates growth
and development within a structured society. Social Studies
21
22
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
Myself and Others
1.1 Know aspects of
themselves:
Physical
Emotional
Abilities
1.2.2.Analyze self
1.Develop selfawareness
2. Examine
relationships among
family members.
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
2.1.2 Describe roles of
family members.
3.2 Practise
responsible behaviour.
3.1.1 Identify safe persons
they can turn to when
necessary.
3.1.2 Differentiate
between good touch and
bad touch.
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
4.1 State the name and
address of their home and
school.
4. Develop
appreciation for their
home, school and
community.
6.3 Demonstrate
habits that keep the
environment clean
and healthy.
7.2 Develop a
7.3 Applaud
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
object they use:
story of the evolution of
instruments used for
writing
chronological
understanding of the
evolutionary changes.
innovativeness
impacts on their
present way of living.
8.3 Develop an
awareness of their
physical environment.
7. Develop an
understanding of the
need to be safe at all
times.
27
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
10.1.1 Know home and
school rules.
10.3.1 Demonstrate
responsible behaviour
at home, at school
and in the
community.
Celebrations
12.1.1 Recognize the
importance of Independence
and Republic Days.
8. Develop
appreciation for the
various celebrations
and observances
occurring in their
country.
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
13.2.1 Demonstrate the
appropriate behaviour
when the National
Anthem is being
played or sung.
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
associated with the
celebrations.
17.3.1 Appreciate
different celebrations
in their country.
19.2.1 Draw
conclusions about the
importance of water.
30
9. Value the
importance of
personal hygiene.
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
Mapping Your Immediate
World
32
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
33
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
Transportation: Getting
Around
5.1.1 Define transportation
5.1.2 Classify the different
forms of transportation:
land
sea
air
34
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
The Built Community:
Places I Go
7.1 Identify landmarks in
their community.
7.3 Develop an
awareness of their local
community.
3. Understand and
appreciate their built
community.
9.2.1 Work
collaboratively to keep the
35
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
environment clean.
9.1 Discuss proper methods
of garbage disposal in the
classroom, school and
community.
9.3 Become
environmentally
conscious.
4. Develop an
appreciation for heroes
in their lives.
12.3 Develop an
36
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
on their hero.
12.2.2 Depict a hero using
either oral or pictorial
presentations.
[12.1,12.3]
37
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
Food: The Things I Eat
13.1.1 Name foods that they
eat daily.
13.3.4 Be responsible
when making food
choices.
14.3 Appreciate the
benefits of a balanced
diet and an exercise
routine.
38
6. Understand the
reasons for the choice of
the type of food eaten
daily.
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
Celebrate: This Is A Good
Place To Be: A Celebration
In Song, Dance, Drama And
Art
15.1 Explain the significance
of celebrating Independence
and Republic Days.
National Flag
National Anthem
National Pledge
National Birds
National Flower
National Instrument
7. Demonstrate a sense
of loyalty and national
pride.
16.2.1 Demonstrate
appropriate behavior when
the National Anthem is
being played or sung.
16.2.2 Demonstrate
appropriate behavior when
the National Pledge is
being recited.
39
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
Pledge is recited. [16.2.2]
40
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
17.1.4 Identify foods
associated with different
celebrations.
temperature
wind
light
Name three activities they can
engage in during different
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
activities for the different
weather conditions.
42
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will
My Country: The Past
1.1 Identify cultural
attributes of the
indigenous people:
place names
food
religion
dress
music
dance
art/craft
social structure
1.2.4 Compare
1. Become aware of
the history of the
indigenous people.
3. Execute a project
to compare the
44
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will
environmental
influences on the
way of life of the
indigenous people
(food,
occupations and
house structure)
with their
influences on life
today.
influence of the
environment on the
lifestyle of
indigenous people
with its influence
on life today.
Coat Of Arms
Watchwords
Anthem
Flag
2.2.1
Demonstrate
appropriate
behaviour when
the National
Anthem is being
played or sung.
4. Know the
significance of the
national emblems.
45
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will
Birds
Religious festivals
National festivals
2.2.2 Demonstrate
appropriate
behaviour when
the National
Pledge is being
recited.
3.2 Investigate
and report on how
3.3 Appreciate
their family
different celebrations
celebrates the
various occasions. in their country.
5. Understand the
significance and
importance of
religious and
national festivals.
46
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will
national celebrations. [3.1.3]
My Country: Leisure &
Work
4.1.1 Describe the
seasons in Trinidad and
Tobago:
dry season
wet season
4.2 Make
appropriate
decisions based on
weather conditions.
6. Know the
seasons in Trinidad
and Tobago and the
activities associated
with each type.
food
clothing
shelter
47
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will
water
love
security
My Country: The
Culture(s)
Developing a Culture of
Safety
6.1.1 State what is a/an
hurricane
tsunami
earthquake
6.2.1 Practice
evacuation drills
and procedures at
home and at
school.
8. Become aware of
natural disasters
and the local
agencies
responsible for
48
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will
Disaster
Preparedness and
Management)
preparedness.
disaster
preparedness and
management.
TEMA (Tobago
Emergency
Management
Agency)
6.1.3 Know evacuation
routes for home and
school.
6.1.4 Discuss procedures
to ensure safety at home
and school during a
natural disaster.
6.2.2 Be prepared
for natural
disasters.
6.3.2 Develop an
awareness of the
importance of
evacuation drills.
9. Know safety
procedures for
home and school
during a natural
disaster.
49
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
My Country: The
Environment Of Trinidad
and Tobago
Land
1.1.1
Identify basic
features of a map:
skills
Title
heritage of
Key
Compass
Border
1.1.2
Describe, in a
Describe basic
1.2.2 Make 2D
2. Develop an
landforms:
representations or 3D
illustrations, features
mountains
models of basic
physical environment
of basic landforms -
ranges
landforms.
of Trinidad and
mountains, ranges,
Tobago.
hills
51
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
valleys
plains
peninsulas
[1.1.2]
swamps
Name and locate on a
rivers
1.2.3 Locate main
landforms of Trinidad
rivers, swamps,
surrounding water
bodies. [ 1.1.2,1.2.3]
Create models in 2D or
3D showing the
landforms in
Trinidad and Tobago.
[1.2.1,1.3]
52
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
State four types of
housing
of using the
agriculture
environment
recreation
industry
land use.[2.1.1]
localized area.
reasons why
used.
use is influenced by
individuals
agriculture, recreation
needs as well as by
and industry.[2.1.2]
the law.
Analyse in one
paragraph the choice of
selection for using
land for housing,
agriculture, recreation
or industry.[2.2,2.3]
53
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
Define the term
to formulate a plan to
pollution.
solve an environmental
3.3.1 Demonstrate a
4. Recognise that
positive attitude
pollution
types of pollution.
towards
of pollution - land
maintaining a clean
environment and
environment.
pollution.
against practices
pollution.[3.1.3,3.3.2]
to pollution.
pollution.[3.1.1]
State the different types
pollution.[3.1.3]
strategies to solve
of the environment.
54
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
Orally outline the steps
involved in
investigative
involved in the
conducting a
techniques
research process
research to solve an
environmental problem
in the school.
[3.1.6, 3.3.3]
Apply the steps in the
research process to
formulate a plan to solve
an environmental problem
in the school.[3.2.1, 3.3.3]
Differentiate in one
3.1.7 Differentiate between
paragraph between
55
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
primary and secondary
sources of information.
sources of information.
[3.1.7]
Differentiate, using a
major cities/towns
4.3 Appreciate
6.Develop awareness
differences in
of built environment
settlements
of Trinidad and
Tobago.
[4.1, 4.3]
Name four or five major
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
roads and highways. [4.2]
Water
State what is a
resource. [5.1]
6.1.1 Recognize the
importance of water as a
7. Recognise water as
resource.
importance of water.
a valuable resource.
[6.1.1]
State five to six
uses of water.
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
7.1.1 Name the main
sources of the water that is
abundance of water as
sources: Trinidad:
Tobago:
a resource.
to life.
surface water
ground water
salt water
Tobago: Hillsborough
Reservoir. [7.1.1]
Locate on a map of
Trinidad and Tobago
where the main sources
of water are found.
[7.1.2,7.2.1]
conserve water.
of water conservation.
9.Understand their
role in water
conservation.
58
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
7.1.4 Identify the
Describe in four or
government agencies
responsible for management
played by the
government agencies
(W.A.S.A and W.R.A.)
responsible for
governance is required:
management and
distribution of water
in Trinidad and Tobago.
[7.1.4,7.1.5]
8.2 Create a graphic
organiser showing the
causes and effects of
pollution.
9. Understand their
causes of water
environment
pollution. [8.1.1]
in the prevention of
59
flooding as a result of
effects of water
pollution.
pollution. [8.1.1]
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
Devise two or three
strategies to solve
8.1.3 Identify other human
water pollution.[8.1.2]
Write a short paragraph
explaining how
pollution can result
in flooding. [8.1.2]
State how one human
activity e.g.
60
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
Economy
Define, in two or three
categories of resources
our resources.
resources contribute
on a graphic organiser.
renewable and
economy.
non-renewable
resources,
human resources and
natural resources.[9.1.1]
List three or four
examples of each type
of resource: renewable,
non-renewable, human,
natural.[9.1.1]
Using a graphic
organizer, categorise
the types of resources.
[9.2.1]
9.2.2 Map the location of
61
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
9.1.2 Identify the major
resources that
and Tobago.
contribute to the
economy of Trinidad
and Tobago.[9.1.2, 9.3]
Map the location of four
or five of the major
resources in Trinidad and
Tobago.[9.2.2, 9.3]
Define who is a tourist.
8. Appreciate the
tourist.
contributions of tourism to
contributions
of tourism to the
and Tobago.
economy of Trinidad
[10.1.2]
and Tobago.
of places of interest.
[10.1.1]
Differentiate among the
62
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
9. Know places of
interest in Trinidad
[10.2.1]
and Tobago.
etc. to acquire
considered tourist
attractions.
information about
attractions.[10.1.3]
Identify pictures of
tourism.
places of interest.
[10.2.2, 10.1.3]
Use various media: books,
interview and internet to
conduct research to
acquire information on
tourism. [10.2.2]
benefits of tourism to
63
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
Trinidad and Tobago.
the economy of
Trinidad and Tobago.
[10.1.4]
64
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
Oceans That Link And Divide Us
1.1.1 Examine the location of
Trinidad and Tobago in relation to
1. Recognise the
location of the
Caribbean neighbours.
Caribbean territories
Trinidad and
divisions
and surrounding
Tobago in
water bodies.
relation to
location of
Greater Antilles
Lesser Antilles
Caribbean
territories.
Islands
territories
1.3.2 Develop an
understanding of
the importance of
resources of the
the surrounding
oceans.
people of the
Caribbean.
66
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
1.2.2 Critically
1.3.3 Develop
awareness for
of the surrounding
conservation of the
of the Caribbean:
water bodies.
ocean bounty.
recreation
employment
trade
1.2.3 Gather
information through
for a harmonious
research from
relationship between
various sources on
fishing
personal health.
sewage disposal
factories/ business
biodiversity.
garbage disposal
67
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
2.2.1 Locate on a
3. Understand why
and Tobago:
our heritage.
groups came to
Trinidad and
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
organiser to show the
4. Know the
contributions of our
preservation of our
contributions made
ancestors.
cultural heritage.
by our ancestors.
food
religion
dress
art/ craft
social structure
group:
language
- Spanish
artefacts
- French
historical sites
- British
- Africans
- East Indians
practices)
political influences
education
- Chinese
- Mid- Easterners [2.1.2]
69
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
Recognize any form of our
2.2.4 Gather
information from
in a picture. [2.1.1,2.2.4]
interviews, field
visit) and secondary
sources.
2.2.5 Design simple
5. Understand and
questions for
interview.
heritage is important.
unique cultural
creation of a unique
culture.
multicultural
society.
2.2.6 Decide
[2.3.1, 2.3.2]
State three or four examples of
appropriate method
2.3.4 Appreciate
of reporting.
multicultural society.
Explain in a paragraph two
.
2.2.7 Analyse
6.Know that
70
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
reasons for the
cultural forms:
cultural
emergence of unique
a. have an impact
forms.[2.1.3,2.2.7,2.3.3,2.3.4]
cultural forms.
on individuals.
b. evolve over time.
Create a scrapbook which
2.2.8 Gather
information from
primary sources
contribution of their
ancestors in shaping
secondary sources.
2.3.4, 2.3.5].
2.2.9 Classify
information
7. Know the
consciousness.
71
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
2.1.4 Examine common threads which
shape us as Caribbean people:
- Common History
agriculturally based
Trinidad and
countries.
Tobago to the
[2.1.4,2.2.8,2.2.9]
benefits of having
Caribbean.
Caribbean neighbours.
economy
Crown Colony
- sports
- music
- disaster management
In An Interdependent World
3.1.1 Differentiate between
immigration and emigration.
8. Develop an
understanding of
the effects of
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
migration and
immigration on the
social and cultural
life of Trinidad and
Tobago.
Students will:
73
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
Media and Information
1.1.1 Define media
1.1.2 Discuss the role and
significance of the media in
society.
electronic media
1.1.3 Discuss how
advertisements influence their
behaviour and choices.
print media
social network
sites, etc.
75
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
2.1.1 State the forms of
technology for communication
and information.
2.1.2 Link advances in
technology to adjustments to
ones social interactions:
instant communication
less privacy
76
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
Understanding Change
3.1.1 Identify changes the body
3.2.1 Speak
experiences as it matures.
respectfully about
physical differences in
body changes.
manage it in a healthy
as it matures. [3.1.1]
manner.
3.2.2 Make
during puberty:
appropriate
hygiene
decisions.
diet
exercise
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
contribute to a successful family
behaviour in boy/girl
life
relationship.
physical and emotional
maturity
is needed to establish a
[3.1.3,3.3.5,3.3.6]
stable family.
stable relationships
financial stability
ability to provide basic
needs.
78
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
paragraphs the changes in
3.1.5 Identify the types of
a family overtime.
[3.1.4,3.2.3,3.3.6]
impact on relationships
family.
common cold
conjunctivitis
communicable diseases.
STIs
[3.1.5]
precautionary measures to
communicable diseases.
79
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
Choices
4.1.1 Articulate the major events
in the political evolution of
Trinidad and Tobago from
Crown Colony to
Republicanism.
6. Develop an
understanding of the
political history of
Trinidad and Tobago and
how it contributed to the
political system today.
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
and Tobago became an
independent nation.
[4.1.1,4.2]
7. Develop a sense of
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
pride in their country.
national pride by
recognizing the
significance of the
national awards.
8. Recognize the
constitution as the law of
the land that protects the
freedom and
independence of citizens.
Tobago. [5.1]
Explain the significance of
two National Awards [5.1,
5.3]
State, in a short paragraph,
why there is a constitution
in Trinidad and Tobago.
[6.1]
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
globe to identify the
hemispheres of the
world.
earth:
- the hemispheres
- the seven continents
- the oceans. [7.2.2,
7.2.3]
83
SKILLS
DISPOSITIONS
OUTCOMES
decisions as consumers.
ELABORATIONS
Students will:
with the Office of the
Ombudsman and the Consumer
Affairs Division.
84
SKILLS
DISPOSITIONS
OUTCOMES
ELABORATIONS
Students will:
Diversity and My Global
Citizenship: Pulling It All
Together
1.1 Create a project based on
any one of the following
themes:
Appreciating Our Cultural
Heritage
Improving Our
Environment
Celebrating our
Nationhood
Exploring Social Issues
1.2 Formulate a
problem statement
2.2. Investigate - gather
information from
primary and secondary
sources.
3.2 Communicate
information gathered
4.2 Apply problem
solving skills determine possible
solutions to issues.
86
Communicate information by
writing at least two paragraphs
and using at least one
illustration. [1.1, 3.2]