Social Studies Syllabus Primary School Trinidad

MINISTRY OF EDUCATION
REPUBLIC OF TRINIDAD AND TOBAGO
PRIMARY SCHOOL SYLLABUS
SOCIAL STUDIES
Table of Contents
1. Introduction the philosophy underpinning the Social Studies curriculum framework and revised syllabus; 2
2. Definition of Social Studies; 4
3. The purpose of the Social Studies Curriculum Framework; 4
4. Goals and general objectives for Social Studies; 5
5. What the revised syllabus is based on; 6
6. Thinking and communication skills; 7
7. Specific objectives for the subject strands; 8
8. Features of progression within the Social Studies syllabus; 10
9. Map of the themes for the revised Social Studies syllabus; 11
10. Specific objectives for the early years (Infants 1 and 2); 12
11. Social Studies curriculum maps for each year group Infants 1 to Standard V; 13
12. Draft Performance Standards 20

Government of the Republic of Trinidad and Tobago: Social Studies for the Primary School 1
13. Infants I : Understanding Myself and My Family 28
14. Infants II : Understanding My World 54
15. Standard I: Our Community 84
16. Standard II : Our Island 107
17. Standard III : The Story of Trinidad and Tobago 134
18. Standard IV : Our Nation and Our Part in Developing It 161
19. Standard V : World Studies 189
Curriculum Framework
INTRODUCTION:
The philosophy underpinning the social studies curriculum framework and revised syllabus
A society functioning with a significant amount of social cohesion is one that is imbued with a great deal of internal harmony. In the multi-ethnic society of Trinidad and Tobago,
the education system needs to holistically develop socially and emotionally well adjusted young people and children, who can interrelate and contribute to peace, harmony and
cohesion in society.
Such pupils must be equipped with both a carefully defined set of personal attributes as well as a predetermined range of aptitudes and skills. Social cohesion is likely only when
the predominant reality in a society is that individuals feel comfortable with themselves, having inner calm reflecting a high degree of emotional health, so helping them to assist in
the development .and future growth of the country.
The purpose of this revised syllabus is to support teachers in the molding of well adjusted pupils by helping them to:
Learn to love themselves;

Be emotionally secure;
Have self-confidence;
Take full responsibility for their actions;
Trust their own thinking;
Be in touch with their innate spirituality;
Respect themselves and others;
Respect differing viewpoints and other cultures;
Respect the validity and importance of their own culture;
Appreciate their role and responsibilities as an emerging citizen.
It is also important that children acquire good writing, reading, speaking, listening and numeracy skills, creativity, competent information-seeking skills and sound problem-
solving and critical-thinking skills.
The revised syllabus rests on a foundation of
Core concepts that bring coherence to the process of understanding the distinctive features of each subject stand.
The processes that can help pupils clarify their fundamental values and articulate them clearly, as well as their attitudes to specific issues;
Social studies skills that enable and encourage pupils to participate in decision-making in the classroom and more widely throughout the school.
The cross curricular strands provide vertical scaffolding and these are:
Personal and Social Development;

Health Education;
Citizenship;
Problem Solving, Critical Thinking and
Communication; Technological Competence.
The horizontal subject strands complete the Miller disciplinary model. For example:
Geographical knowledge, understanding and skills;

Historical knowledge, understanding and skills.
SOCIAL STUDIES CURRICULUM FRAMEWORK:
Definition
Social Studies is the study of the interaction of the individual with his/her personal and social environment. Such study should enable children to better understand the physical
surroundings as well as the people with whom they come into contact. They should then be better able to deal with the environment and impact on it, in such a way, as to improve
their standard of living in the future and to contribute to the development of Trinidad and Tobago, as effective citizens.
Purpose of the Social Studies Curriculum Framework
Social Studies involves the integration of a range of subjects and experiences - personal and social education, citizenship, health education, critical thinking skills and
communication, technological skills, history, geography, political science and economics. This social studies framework synthesizes these separate, unique viewpoints into one
interdisciplinary subject consisting of selected concepts, skills, values and attitudes, which are presented to the children through half-termly studies or topics. Each of these studies
or topics consists of six sessions. Teachers may wish to use the units sequentially or select a unit that is appropriate to the children's needs and the school and its locality. However,
in order to offer teachers an overview of the balance and the structure of this integration of subjects, the framework indicates the subject strands.
The Goals:
To enable children to:
Develop skills of lifelong learning and knowledge acquisition that are both socially acceptable and economically efficient;
Understand themselves as social beings in relationships with others such as family members, the community, the nation, the state, the Caribbean region and other parts of
the world;
The General Objectives of the Social Studies Syllabus are to develop:
Concepts:
Causes and consequences - to know that our own and others' decisions can have both helpful and harmful effects for ourselves, others and the environment;
Change - to recognize that change is a constant part of life and that we can all work to try and make it change for the better;
Conflict - to be aware that whilst differing wants, needs, beliefs and values can lead to conflict between people and groups, it is possible to work them through;
Co-operation - to understand that we live and work with others all our lives, and that it is rewarding to get on well;
Fairness and justice - to understand that all human beings, whatever their differences, have the right to be valued and treated equally. We all have the right to food, shelter and
just laws;
Interdependence - to be aware of how we are all connected and interdependent with other people and with life on earth. The actions of each one affects the others;
Power - to understand that individuals as well as groups can have influence over their own lives and what goes on in the world. Power is distributed unequally and this affects
people's life changes, rights and welfare;
Similarities and differences - to be aware that while each of us is unique and has a different appearance, ideas and traditions, people share the same basic needs, including the
need for love and acceptance;
Values and beliefs - to recognize and accept that people have differing dreams and goals about getting the best out of their life.
Knowledge and Understanding:
To know about one's own society, culture and history;

To know about other countries, cultures and histories;
To know about the links between our lives and others throughout the world;
To know about the various forces that shape our lives, including the major inequalities of wealth and power in the world;
To know about the basic geography of the earth and how plants, animals and people co-exist;
To recognize that the mass media is the main channel of information that we have about the world and to be aware of bias and selectivity.
The social studies syllabus is based on:
People:
How they live (development, justice, the future, systems and structures);
How they are different (culture, environment, choices);
How they are the same (human rights, values, interdependence).
Environment:
The interdependence of all life;
Aesthetic and spiritual connections;
Sustainable development;
Responsibility;
Optimistic concern/concerned optimism for the care of the planet.
Learning:
Self-esteem;
Co-operation and collaboration;
Empathy;
Critical thinking;
Clear and courteous communication;
Valuing feelings as well as reasoning;
Generating action based on unbiased information and clear values;
Positive commitment to oppose prejudice and discrimination;
Problem solving and investigative skills;
Making connections:
Recognizing common and basic human needs wherever and however people live;
Understanding how we are connected to our cultures and places;
Understanding how other people feel the same about their places and cultures;
Recognizing that localities are interconnected and interdependent.
Critical thinking and communication skills:
By using thinking skills children can focus on knowing how as well as knowing what - on learning how to learn. Many aspects of Social Studies contribute to the development of
thinking skills. The following examples show how different thinking skills can be developed in the different units.
Information-processing skills
These enable children to locate and collect relevant information, to sort, classify, sequence, compare and contrast, and to analyze part/whole relationships.
Reasoning skills
These enable children to give reasons for opinions and actions, to draw inferences and make deductions, to use precise language to explain what they think, and to make judgments
and decisions informed by reasons and/or evidence.
Enquiry skills
These enable children to ask relevant questions, to pose and define problems, to plan what to do and ways to research, to predict outcomes and anticipate consequences and to test
conclusions and improve ideas.
Creative thinking skills

These enable children to generate and extend ideas, to suggest hypotheses, to apply imagination and to look for alternative outcomes.
Evaluation skills
These enable children to evaluate information, to judge the value of what they read, hear and do, to develop criteria for judging the value of their own and others' work or ideas,
and to have confidence in their judgments.
The Specific Objectives of the Subject Strands are:
Citizenship:
Recognizing what they like and dislike, what is fair and unfair and what is right and wrong;
Sharing their opinions on things that matter to them and explain their views;
Recognizing, naming and dealing with their feelings in a positive way;
Thinking about themselves, learning from their experiences and recognizing what they are good at;
Talking and writing about their opinions and explaining their views on issues that affect themselves and society;
Recognizing their worth as individuals by identifying, positive things about themselves and their achievements, seeing their mistakes, making changes and setting personal
goals;
Facing new challenges positively by collecting information, looking for help, making responsible choices and taking action.
History:
Learning about familiar and famous people and about events from the recent and more distant past in Trinidad and Tobago and elsewhere;
Looking for similarities and differences between life today and in the past and use common words associated with the passing of time;
Talking and writing about what happened and why people acted as they did;
Finding out about the past using different sources of information and representations;
Learning about different aspects of local and world history;
Discussing why things happened or changed and the results;
Carrying out historical enquiries using a variety of sources of information and look at how and why the past is interpreted in different ways;
Using their understanding of chronology and historical terms when talking or writing about the past.
Geography:
Investigating and learning about the physical and human features of their own environment and appreciate how their locality is similar to and different from other places;
Focusing on geographical questions like what/where is it? What is it like? How did it get like this?
Developing and using geographical enquiry skills, including field work skills, IT skills, geographical terms, making and using maps;
Studying places and themes at different scales from local to nation to international and investigating how people and places are linked and how they relate to the wider
world;
Studying how and why physical and human features are arranged as they are in a place or environment and how people are influenced by and affect environments.
Personal and Social Education:
Learning about themselves and working with others;

Becoming aware of the needs, rights and views of others;
Learning social skills and a sense of social and moral responsibility;
Developing an active involvement in the life of the school and its neighborhood;
Learning about the wider world and the interdependence of communities within it.
Health Education:
Learning basic skills for keeping themselves healthy and safe;

Identifying healthy and socially desirable and undesirable practices pertaining to self, family and the community.
Features of Progression
Progress in Social Studies can be characterized by:
An increase in breadth of studies: the gradual extension of content - places, themes and environments to be considered;
An increasing depth of study: the gradual development of general ideas and concepts and deeper understanding of increasingly complex and abstract processes, patterns and
relationships;
An increase in the spatial scale of study: the shift in emphasis from local, smaller scale studies to more distant, regional, continental and global scales;
A continuing development of skills: to include the use of social studies skills such as enquiry, matched to children's developing cognitive abilities;
Increasing opportunities for children to examine social, political and environmental issues: the chance to develop greater appreciation and understanding of the influence of
people's beliefs, attitudes and values on alternative courses of action relating to people, places and environments.
THEMES AND UNITS:
INFANT I INFANT 2 STANDARD I STANDARDD STANDARD III STANDARD IV STANDARD V

THEMES:
UNDERSTANDING UNDERSTANDING THE STORY OF
MYSELF AND MY MY TRINIDAD &
FAMILY WORLD OUR COMMUNITY OUR ISLAND TOBAGO OUR NATION WORLD STUDIES
UNITS
1. Who am I? 1. My family now; 1. Study of around the 1. An island; 1. Understanding 1. How and where do 1. Whats in the
2. My family; 2. My family long school the local 2. How can we maps and globes; we spend our time? news?
3. My home; ago; area; improve the area we 2. Investigating our 2. Investigating 2. Connecting
4. My school; 3. The school; 2. How can we make see from our local area; Trinidad and ourselves to the
5. What affects me? 4. Ourselves and others the local area safer? window? 3. What was it like to Tobagos physical world;
6. Celebrations 5. Protecting ourselves; 3. Mapping a journey; 3. The rainbow live in the past environment; 3. Our Caribbean
6. Celebrations. 4. A study of a country; 4. Our country the 3. Improving the family studying
contrasting locality 4. National festivals; physical features; environment; another locality;
(Tocuaro); 5. The Caribbean 5. Our country - the 4. The history of 4. Our nation and
5. What were homes family; natural resources; Trinidad and government;
like long ago? 6. Weather in other 6. Protecting Tobago; 5. Protecting
6. Celebrations. places. ourselves. 5. My role as a citizen; ourselves;
6. Living in Trinidad 6. Working with
& Tobago; others.
Specific Objectives to meet the particular needs of young children in Infants Levels 1 & 2:
The Social Studies Curriculum for Infants Levels 1 and 2 should underpin all future learning by supporting fostering, promoting and developing children's:
Personal, social and emotional well-bring: by promoting an inclusive ethos and providing opportunities for each child to become a valued member of that group and
community so that a strong, self-image and self-esteem are promoted;
Positive attitudes and dispositions towards their learning: in particular an enthusiasm for knowledge and learning and a confidence in their ability to be successful
learners;
Social skills: in particular by providing opportunities that enable them to learn how to cooperate and work harmoniously alongside and with each other and to listen to
each other;
Attention skills and persistence: in particular the capacity to concentrate on their own play or on group tasks;
Language and communication: with opportunities for all children to talk and communicate in a widening range of situations, to respond to adults and to each other, to
practise and extend the range of vocabulary and communications skills they use and to listen carefully;
Knowledge and understanding of the world: with opportunities for all children to solve problems, make decisions, experiment, predict, plan and question in a variety of
contexts, and to explore and find out about their environment and people and places that have significance in their lives;
Creative development: with opportunities for all children to explore and share their thoughts, ideas and feelings through a variety of arts, design and technology, music,
movement, dance and imaginative and role play activities
Physical development: to increase their understanding of how their bodies work and what they need to do to be healthy and safe.
SOCIAL STUDIES CURRICULUM MAP INFANTS 1 (LEVEL 1):

Theme: Understanding myself and my family
SUBJECT PERSONAL AND HISTORY GEOGRAPHY CITIZENSHIP HEALTH
STRANDS SOCIAL EDUCATION
CONCEPTS 1. Developing confidence & 1. Developing knowledge & 1. Observe, find out about and 1. Preparing to play an active 1. Developing a healthy, safer
responsibility and making the understanding about the past and identify features in the place role as a citizen; lifestyle.
most of their abilities; present events in their own lives, they live and the natural
2. Similarities and differences; and those of their families. world; 2. Interdependence.
3. Developing a healthy lifestyle;
4. Understanding feelings 2. Understand how the
weather affects us.
CONTENT Who am I? My family; My home; Who am I? Who am I?

My family; My home; My school; What affects me? What affects me?
My home; My school; What affects me? Myself and others; Keeping healthy;
My school The weather? My school; Feelings;
What affects me? Celebrations. Myself and others;
Myself and celebrations Celebrations.
LEARNING SKILLS Co-operation:

Can work with a partner taking Talking about their families and An appreciation of the To take part in discussions with Learning basic skills for
turns to listen; past and present events in their world around them; one other person and the whole keeping themselves healthy
Use senses to observe and own lives; Observing the weather; class; and safe;
investigate; Exploring objects and looking Using senses to investigate To recognise choices they can Learning social skills and a
Record information; closely at similarities, the environment; make and recognise the sense of social and moral
Express opinions; differences, patterns and change; Decoding diagrams and difference between right and responsibility;
Develop critical thinking skills; Developing chronological maps; wrong; Making value judgements.
Making decisions. understanding. Inferring. Recognise symbols and objects
associated with various groups.
VALUES & Empathy:
ATTITUDES Can accept that there can be The beginnings of understanding Develop a respect for the That they belong to various Learning about themselves as
more than one side in a and valuing of the past; environment and be groups and communities, developing individuals;
disagreement; Understanding relationships. encouraged evaluate their such as family, school and Developing positive attitudes
Can share feelings and own and others effect and others; and values.
explain behaviour impact on it. Social justice;
Appreciating the value of
rules.
SOCIAL STUDIES CURRICULUM MAP INFANT LEVEL II:

Theme: Understanding my world
SUBJECT PERSONAL AND SOCIAL HISTORY GEOGRAPHY CITIZENSHIP HEALTH
STRANDS EDUCATIO
CONCEPTS 1. Basic needs are shared by people 1. Distinguish between 1. Understanding of maps; 1. Preparing to play an active role 1. Learning how to keep
everywhere; aspects of their own 2. An increasing awareness as a citizen; ourselves safe and
2. Accepting responsibility; everyday lives and the of their own surroundings. 2. Developing a positive inter- healthy;
3. Concept of family. lives of people in the relationship and fostering an 2. Safety;
past. awareness of interdependence. 3. Relating to strangers.
CONTENT My family now; My family long ago; My family home now; The school; Ourselves and others;
My family long ago; My family; Protecting ourselves;
The school; Ourselves and others. Living together.
Ourselves and others;
Protecting ourselves;
Celebrations.
LEARNING Our own and other peoples Find out about the past Use geographical language The views, needs and rights of Basic skills in health
SKILLS feelings; using different sources and draw maps and other children and older people; care;
How to share, take turns, help of information and diagrams to communicate Analysing information; How to make simple
others, resolve simple arguments representations; geographical information; Recognising symbols, objects choices that improve
and resist bullying; Developing To investigate their associated with various groups their health and well
Behaving well; chronological surroundings and to know with our multi-cultural society. being.
Understanding the benefits of understanding; that the world extends
working cooperatively; Comparing, contrasting beyond their own locality
Interpreting data. and clarifying.
VALUES & Promoting self-esteem and positive Develop a sense of Develop respect for the To take part in discussions with Caring for others and
ATTITUDES identity; identity. environment and be one other person and the whole ourselves diet and
Engendering and understanding for encourage to evaluate their class; hygiene.
ones feelings, especially anger, own and others effect or To recognise choices they can
desire, frustration and jealousy; impact on it; make, and recognise the
Developing listening skills; difference between right and
Developing critical thinking skills; wrong;
Making decisions; Respect for property rights;
Use of senses to observe and Individual and social
investigate. responsibility;
Fostering a sense of belonging
SOCIAL STUDIES CURRICULUM MAP STANDARD I:

Theme: Our community:
STRANDS SOCIAL EDUCATIO
CONCEPTS 1. Understanding our Sense of identity; 1. Causes and Preparing to play an active
community. Understanding and consequences; role as citizens
interpreting the past; 2. Sustainability;
Similarities and differences 3. Knowledge and
of past communities. understanding of places.
CONTENT 1. A study of around the What were homes like A study of around the How can we make the How can we make the
school; long ago? school; local area safer? local area safer?
2. How we can make the local How can we make the Celebrations
area safer? local area safer?
3. Mapping a journey; A study of a contrasting
4. A study of a contrasting locality; (Tocuraro)
locality; Mapping a journey.
5. What were homes like long
age?
6. Celebrations.
LEARNING SKILLS Share their opinions on Carrying out a historical Investigate and learn Sharing opinions on Learning basic skills for
things that matter to them enquiry using a variety about the physical and things that matter and keeping themselves safe
and explain their view; of sources; human features of their explain views;
Recognise, name and deal Look at similarities and own environment; Learn about themselves
with their feelings in a differences between life Develop and use and working with
positive way. today and in the past. geographical study others.
skills, including
mapping skills.
VALUES & Care and respect for the Respect for evidence; To have a concern for That they belong to Responsibility, safety
ATTITUDES environment, others and Respect for our cultural local issues; various groups and and cleanliness of the
different cultures. heritage. Respect for the communities, such as environment.
environment; family and school.
SOCIAL STUDIES CURRICULUM MAP STANDARD II:

Theme: Our Island
CONCEPTS Learning about the wider world To develop a sense of 1. Recognise ways of Learning about themselves
and the interdependence of historical identity by changing the as members of their
communities within it. recognising that places environment and the community, country
change over time. impact of change on the and region.
environment;
2. Empathy.
CONTENT 1. An island; The rainbow country; An island; Our Nation; Rainbow country;
2. How can we improve the Caribbean family; How can we improve The Caribbean family National Festivals;
area we see from out the area we see from An island; Caribbean family.
window? our window? How can we improve
3. The rainbow country; The Caribbean family; the area we see from
4. National Festivals; Weather in other our window?
5. The Caribbean family; places.
6. Weather in other places.
LEARNING SKILLS To be able to work Talk and write about Identify the physical and Reasoning, giving
collaboratively and what happened and why human characteristics of reasons for opinions,
cooperatively with others to people acted as they did; a place and discover drawing inference and
solve problems and share Asking and answering how an island is making deductions.
ideas. more complex historical different from the
questions. mainland;
To make appropriate
observations why things
happen and to recognise
where things are.
VALUES & Cooperation, respect for Making choices and Interdependence, Loyalty; respect for
ATTITUDES others and belonging. national pride. appreciation of the authority and national
environment. pride.
SOCIAL STUDIES CURRICULUM MAP STANDARD III:

Theme: The story of Trinidad and Tobago:
CONCEPTS 1. Similarities and 1. Development and change; 1. Sustainability; 1. Knowledge and 1. We influence our lives;
differences; 2. Comparison between the area 2. Interdependence; understanding about 2. Healthy lifestyles;
(community) today and in the 3. Development and change; becoming an informed 3. Protecting ourselves;
past; 4. Shape and spatial citizen.
3. Chronology. 5. Knowledge and
understanding of maps;
6. Earth concepts.
CONTENT Understanding maps and What was it like to live in the Understanding maps and Importance as citizen Protecting ourselves;
globes; past? globes; of a country; Nutrition;
Investigating our local area; How does the past impact on Investing our local area; Rights and Exercise;
What was it like to live in the present? Our Country the physical responsibilities of Infectious diseases and
the past? Information acquired from features ; citizen; how they can be
Our country physical oral and written sources. Our Country- the natural Societal norms relating prevented;
features; resources; to promoting positive Social problems;
Our country natural social behaviour. Environmental concerns.
resources;
Protecting ourselves.
LEARNING Group work and language Enquiry and information Reading and using scales ; Researching and Expressing opinions;
SKILLS skills; processing skills; Locating places; recording; Drawing conclusions;
Information gathering; Extending historical Developing and applying Observation Research and recording
To generate and extend knowledge and skills; geographical skills; Classifying information; information;
ideas. Collecting and processing Evaluating using Questioning; Evaluating information;
information authoritative sources. National pride. Role- play
Interviewing.
VALUES & Self-esteem, caring, sharing Empathy; Valuing their surroundings A sense of belonging Empathy and self-
ATTITUDES and empathy. Valuing the surroundings; and environment; and pride; esteem;
Interdependence; Awareness of the Rights and Co-operation;
Cooperation environment. responsibilities Responsibilities
SOCIAL STUDIES CURRICULUM MAP STANDARD IV:

Theme: Our nation:
SUBJECT PERSONAL AND SOCIAL HISTORY GEOGRAPHY CITIZENSHIP HEALTH
STRANDS EDUCATIO
CONCEPTS 1. Conflict, causes and consequences; 1. Chronology 1. Appreciation and 1. To be aware of and 1. Distinguish between
2. Impact and sustainability. 2. Recognise where things are understanding of the understand democratic leisure, recreation and
and why they are as they are; influences of peoples responsibility work
3. Dependence and beliefs, attitudes and values
independence; on the environment.
4. Democracy.
CONTENT 1. How and where do we spend our time? Our nation the historical Improving our environment; My role as a citizen How and where do we
2. Investigating Trinidad and Tobagos development; Investigating Trinidad and Living in Trinidad and spend our time?
physical environment; - the Pre-Columbian Era; Tobagos physical; Tobago Maintaining a clean
3. Improving the environment; - the coming of the Europeans; How and where do we spend Rights and scene avoiding
4. The historical development; - the coming of the Africans our time? responsibilities of littering and pollution;
5. My role as a citizen; - the coming of the East Importance of the water citizens Managing time to
6. Living in Trinidad and Tobago. Indians cycle; Personal budgeting include time for leisure
- the Modern Era. The interdependence of Importance of saving and recreation
plant and animal life in and being thrifty
relation to the water cycle.
LEARNING Problem solving; Carry out historical enquiries Undertake geographical Selection and recording Making confident and
SKILLS Cooperative and collaborative using a variety of sources of investigations by asking and data; informed choices
activities; information and look at how responding to questions; Map skills; Taking responsibility
Decision making; and why the past is interpreted Using a range of Organising and planning for themselves.
Suggesting hypotheses; in different ways; geographical skills
Testing conclusions; Comparing past and present
Conducting interviews and surveys; issues in history.
Designing a questionnaire
VALUES & Cooperation and resourcefulness; A sense of belonging and Appreciation of the land; Responsibility; Caring for themselves
ATTITUDES Conflict resolution pride; Conceiving and preserving Empathy; Equality; and others;
Appreciate and understand the the environment by not Patriotism; Eating proper foods;
ways of the impact of the past wasting resources Productivity; Harmony; Regular exercise;
on the present. Tolerance. Cleanliness of body
and the environment.
SOCIAL STUDIES CURRICULUM MAP STANDARD V:

Theme: World Studies:
CONCEPTS 1. Justice, fairness, rights and 1. The making of rules 1. Similarities and Cultural development - How different groups of
obligations in society; and laws differences; understand the nature people live, operate and
2. Change and conflict; 2. Links to other places; and role of the different change;
3. Interdependence 3. Interdependence. groups to which they Causes and consequences
belong Change and conflict
CONTENT 1. Whats in the news? Whats in the news? Our Caribbean family Our nation and Our nation and
2. Connecting ourselves to the Our Caribbean family; a study of a contrasting government; government;
world; Our nation and locality; Our Caribbean family; Our Caribbean family;
3. Our Caribbean family government; Connecting ourselves to Whats in the news? Working with others;
studying a contrasting Connecting ourselves to the world; Connecting ourselves Protecting ourselves;
locality; the world; Whats in the news? to the world (global Whats in the news?
4. Our nation and government; Protecting ourselves Our Nation and village). Connecting ourselves to
5. Protecting ourselves; (political bias and government; the world.
6. Working with others. indoctrination); Working with others.
Working with others.
LEARNING SKILLS Consider other peoples Asking and answering ICT skills; Collection evidence; Investigation;
experiences and be able to questions; Collect and record Using ICT skills; Decision making;
think about, express and Observation; evidence; Improving own learning Case study;
explain views that are not Using inference and Represent data and performance; Using secondary sources
their own; deduction; graphically; Problem solving. of information.
Negotiate, decide and Using secondary sources Communicate in
participate in group tasks; of information. different ways;
Discriminating between fact Map work;
and fiction Analyse and draw
conclusions.
VALUES & Being a responsible and Understanding Sustainable development Respect for diversity Value the contribution of
ATTITUDES effective member of world relationships between and difference other cultures
society. people
DRAFT PERFORMANCE STANDARDS
Performance Standards are normative statements that describe aspects of a childs knowledge, understanding, skills and attitudes. They are usually nationally agreed expectations
that provide a consistent and standardised set of expectations across all primary schools.
In these draft performance standards, statements that describe childrens behaviour, learning skills, social skills and knowledge and understanding have been designed.
They provide teachers with a range of level descriptors, which can be used to support teachers professional judgement and formative assessments. They provide guidance to
teachers and enable them to recognise and identify progression and improvement in childrens knowledge, understanding, skills and attitudes.
The levels are:
Level 1 Some Infants 1 pupils; Level 2 Some Standard I pupils; Level 3 Some Standard IV pupils;
Most Infant 2 pupils; Most Standard II and III pupils; Most Standard V pupils.
Some Standard I pupils. Some Standard IV pupils.
However, some young children may be performing at a much higher level and some older pupils may be performing at much lower levels.
It is also important to remember that many children will perform and achieve on a range of levels across the subject strands.
These level descriptors attempt to describe generalised expectations in a standardised way.
KNOWLEDGE AND UNDERSTANDING
LEVEL 1 LEVEL 2 LEVEL 3

Knowledge about ones own society,
culture, country and history
Can place events and objects in Can place events, people and changes Can recognise and make appropriate use of
Chronological order; into current periods of time and the dates, vocabulary and conventions that
passing of time; describe historical periods
Recognise why people did things Able to identify difference between Can describe and analyse characteristics
ways of life at different times as well reasons for, and results of, historical events,
Able to describe the characteristics Recognise that the past is represented Knows how and why historical events can
of old things; and interpreted in different ways be interpreted
Can understand near, far, to and from Know how to find out about the events, Can identify, select and use a range of
people and changes from an appropriate sources
range of sources
Know about changes in their own Can investigate how an aspect of a local Know about significant events, people and
lives and the ways of life of their area has changed over a period of time changes from the recent and more distant
family and others around them past of Trinidad and Tobago;
Know about other countries, cultures

And histories
Know about their own locality and a Know about their own locality, country Know about at least one other Caribbean
a contrasting locality and a range of contrasting localities country and the regional differences that
throughout the world exist in each country, their causes and
consequences

Know about the basic geography of the
Earth and how people co-exist
Can ask geographical questions: What is it like to live here? What is the landscape like? How and why is this landscape changing?
What do I think about it? What is the impact of the changes?
What do I think about them?
Can identify issues from the questions
Can observe and record: Identify buildings and complete a chart Carry out a survey and show findings Can analyse, evaluate and present evidence
on a graph Can draw and justify conclusions
Can communicate: In pictures, speech and writing Identify and explain different views Appreciate how peoples values and attitudes
to their own affect social, environmental, economic and
political issues
Use geography vocabulary Near, far, to and from, north and south Temperature, transport, industry Drainage basin, urban regeneration
Use fieldwork skills: Recording on a school plan or local map Labelled field sketches Land use survey
Use globe, maps and plans: Following a route Use contents, key and grids Use atlases and globes, maps and plans at a
Range of scales
Use secondary information: Pictures, photographs, stories and Information texts, internet Evidence form ICT sources
Information texts
Make maps and plans: Pictorial map of a place in a story Sketch map of locality Draw maps and plans at a range of scales
Using symbols, keys and scales
Identify and describe what places are like: Can describe landscape, weather Can locate and describe human and Can identify and describe the location of
physical features places and environments
Identify and describe where places are: Position on map Places in the news and nationally Can identify and describe national,
international and global locations.

Recognise how places have become the The quality of the environment in a street Able to explain why places are like they Able to describe and explain the physical and
Way they are and how they are changing: are weather conditions, local resources human features that give rise to the distinctive
Character of places
Recognise how places compare with Compare the local area to places in T&T To identify how and why places change Able to explain how and why changes happen in
other places: and how they may change in the future places and the issues that arise
from these changes
Recognise how places are linked to other Know about food from other countries To be able to describe and explain how and
places in the world: why places are similar to and different from
others places in the same country and else-
where in the world
Know about the various forces that

shape our lives, including the major
inequalities of wealth and power in
the world
Make observations about where things Seasonal changes in weather Recognise and explain patterns make by Describe and explain patterns of physical and
are located and about other creatures individual physical and human features in human features and relate these to the character
in the environment the environment of places and environments
Recognise some physical and human Heavy rain and flooding in fields River erosion Identify, describe and explain physical and
processes: human processes and their impact on places and
environments
Recognise changes in the environment: Traffic in the street Recognise how people can improve the Describe and explain environmental change and
Environment recognise ways of managing it
Recognise how the environment may be Restricting the number or cars Recognise how and why people may seek Able to explore the idea of sustainable
improved and sustained: to manage environmental sustainability, development and recognise its implications for
and to identify opportunities for their own people, places and their own lives
involvement
Preparing to play an active role as a Stay as healthy as possible Respect the differences between people Play an active role as a member of a democratic
Citizen Keep themselves safe Develop independence and responsibility society
Have worthwhile and fulfilling relationships Make the most of their own abilities Make the most of others abilities

To recognise that the mass media is the Understand the significance of Understand that the world is a global
Main channel of information that we the media in society community
have about the world and to be aware
of bias and selectivity Talk about political, spiritual, moral Justify orally and in writing a personal
social and cultural issues, problems opinion about issues and problems
and events by analysing information
from the newspapers and television
Reflect on the process of participating
Research the coverage of stories in Demonstrate advanced research and analysis

Different media, discussing it and skills
Describing how it differs
Able to describe why the same story may be

Presented in very different ways by different
media
Able to use knowledge to investigate bias or

Misleading use of statistics.
Able to discuss and debate the role of the
media in society
To know about the various forces Parents, school, location, weather Personal values, the values of the Culture and laws of the country, region and
that shapes our lives and community family, school and community global society
LEARNING SKILLS
Communication and cognitive skills Contributed to discussion Initiated discussion Justified own ideas
Listened to others Negotiate Questioned others ideas
Explained own ideas clearly

Supported others ideas that are different to
Supported others ideas their own
Organisational Took decisions Helped prioritise tasks Can work with any group
Accepted being organised by others Can suggest alternative solutions to personal,

Social, local and global issues using
Shared resources Accepted others need cooperative tactics
Can disagree with others and explain why Can work in friendship group Can work with a partner, taking turns to listen
Can relate cooperation to life outside the school
Can accept others differing viewpoint
Interpersonal and personal Accepts others leadership Willing to change ideas and plans Prepared to take risks in their learning
Relationships
Accepts groups decisions Uses inventiveness and imagination Handles conflict constructively
Accepts affirmation Is willing to affirm others Has a positive self concept
SOCIAL STUDIES SKILLS
PHASE LEVEL 1 LEVEL 2 LEVEL 3
Infants 1 & 2 Able to express ideas through talking Able to explain facts through talking Able to explain opinion through talking and
and writing and writing writing
Infants 1 & 2 Able to work collaboratively Able to work collaboratively to solve Able to work collaborative and cooperatively
STD 1 & 2 problems to solve problems and share ideas
Infants 1 & 2 Able to change mind Able to change mind as they learn more Able to recognise a range of issues
STD 1 & 2
STD 3 & 4 Able to identify solutions Able to identify solutions that take Able to identify solutions that take others
Others into account into account and to handle controversy
STD 3 & 4 Able to approach issues with an open Able to approach issues with an open Prepared to consider issues that are
mind and questioning mind distasteful
STD 3, 4 & 5 Able to listen to others Able to listen to others and understand Able to understand others points of view
Their points of view and use it as evidence for future decisions
STD 4 & 5 Able to imagine the feelings of others Able to imagine the feelings and beliefs To recognise bias
of others
STD 4 & 5 Able to make decisions about what Able to make decisions about matters Able to negotiate and make decisions
affects them which affect them and others
ATTITUDES
To have an optimistic concern for To have an optimistic concern for To have an optimistic concern for global
local issues national issues issues
To be curious to find out more about To be curious to find out more about To be curious to find out more about people,
people and local implications people, local, and national implications national and global implications
To have a sense of ones own worth To believe that one can meet challenges To believe that one can meet challenges
With competence
To enjoy the diversity of culture To appreciate the diversity of culture To value the diversity of culture
To be prepared to stand up for ones to be prepared to stand up for others rights

own rights
To care for the environment To care about and for the environment To be able to take decisions and actions on
caring for the environment
To be aware that we can influence To be aware that we can influence the To be aware that we can influence the future
The future personally, future personally and nationally nationally and globally
To be willing to take part To be willing to take part and work To be willing to take part and work together
Together with others with others to promote democracy and to
work for a more just world
INFANTS 1
UNDERSTANDING MYSELF AND MY FAMILY
Social Studies Syllabus Infants I

Unit 1:
Theme: Who am I?
CONCEPTS/ THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE
ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS
Session 1 Pupils will be able to Pupils are able to:
Similarities and Explore similarities and 1. Asking questions Empathy. Teacher asks pupils to point out ways in Contribute an idea; Chart for
differences differences in an affirming and working as a which other children are like them and displaying results.
and positive way. class or group. ways in which they are different. Ask questions of the teacher if
they are unsure about whether a
2. Taking turns to It is better not to discuss the children's specific feature relates to
listen. actual common characteristics until they similarities and differences e.g.
have worked on the first question, so that long fingernails. This shows that
what they decide to look for is not they understand the basic
influenced or predetermined. concept;
Alternatively, pupils can work through all Talk about similarities and
of the suggested procedures or they can differences amongst children in
be grouped, and each group concentrates the class;
on one.
Display the results.
Repeat the activity, but this time

generating ways of finding differences.
Session 2
Discuss and make 1. Using senses to Understand and Working in pairs, they look in mirrors and State ways in which one is Mirrors.
Similarities and comparisons of classmates. investigate. appreciate make drawings of themselves. They similar to or different from ones
differences differences. examine eye and hair colours, height, partner. Name tags.
2. Working with a voice, feet, hands and gender (e.g. use
partner. clothes as discriminator).
3. Comparing. They make comparisons between

partners.
4. Sharing
observations.

CONCEPTS/ THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE MATERIALS
ATTITUDES STRATEGIES ASSESSMENT OUTCOMES
Similarities and Use and apply the Recording their Confidence. Each pupil completes activity sheet Record in drawing. Sheets with tables.
differences information gathered about findings. all about me.
themselves. Self esteem.
Session 4
Begin to develop social 1. Taking part in Self-esteem. Pupils sit in a circle. Listen and contribute at least two
Preparing to play an skills. discussions. grammatically correct sentences.
active role as a Each child introduces himself/herself,
Citizen 2. Listening. and states one of his/her attributes:
(e.g. brown hair, I can play the piano,
my favourite colour is green, I like rice
for dinner.) The child next to them re-
introduces the speaker e.g. This is
James. He has brown eyes and likes to
ride a bike. The speaker then
introduces himself/herself and is in turn
described by his/her neighbour. The
circle is complete when everyone has
spoken about himself/herself and one
other.

Preparing to play an Express opinions and views. 1. Expressing Self-esteem. The teacher suggests an incomplete Demonstrate clarity and Charts.
active role as a opinions. statement: confidence in speaking in at least
citizen . three (3) sentences. Pictures.
2. Demonstrating Things that make me sad are.
clarity and Things that make me glad are . Use appropriate vocabulary.
confidence in When I am an adult ..
speaking. Things I like are .
If I were in charge of the class, Id .
Session 6
Begin to understand why 1. Taking part in Social Justice. In the circle, the pupils brainstorm on: Understand that their own Crayons.
Preparing to play an and how class rules are making and choices and behaviour can affect
active role as a made and enforced. changing class Obedience. 1. Things that make them happy in the others. Drawing paper.
citizen rules. classroom;
Respect. 2. Rules of behavior that would Scissors.
2. Taking turns. enhance the classroom;
3. Things that other pupils should not Describe other pupils Pictures.
3. Listening to each do in the classroom; interactions during the session
other. 4. What should be done to prevent e.g. agreeing, disagreeing and Chart of class rules.
pupils from doing unacceptable recalling an incident.
things; Objects from the
class.

Unit 2:
Theme: My Family:
Developing Develop chronological 1. Using words and Valuing the past Pupils are asked to draw pictures of their Place pictures in order; Drawing paper.
knowledge about past understanding of recent phrases about the and record keeping. immediate family and to explain the
and present events in family changes. passing of time. relationships. Then they cut out the Use appropriate vocabulary in Scissors.
their own lives and in Appreciation. drawings and rank order them from oldest speech, e.g. older, younger,
those of their 2. Asking and to youngest. (They may need a before, after, last and first; Markers.
families. answering demonstration of how to rank order);
questions. Crayons.
In circle time, each pupil talks about the Ask their parents or older
3. Using oral sources. oldest members of his/her family. members of the family about Photographs.
significant events that have
4. Discussing family Teacher asks them: occurred in their (i.e. the pupils) Artefacts.
changes. - How do we know that they are older? lives e.g. christening, baptism or
- What was life like for the older other religious rites;
Pictures.
person when they were at school?
Teacher asks grandparents to visit the Report on past events that have
school and talk about their lives when involved them;
they were the same age using artefacts
or photographs.
Pupils talk about the changes in their Bring photographs to class e.g.
families births, christening (or other an album (as an example of
rites), weddings, deaths, religious affairs, record keeping) and be able to
changing emotions, transition from speak about it to the class;
home/pre-school/primary school.

Developing 1. Say what a family is. 1. Understanding Belonging. Teacher draws a large tree on paper Contribute ideas; Drawing paper.
knowledge about past relationships. (A family tree)
and present events in 2. Describe a family. Gloves.
their own lives and in Using a glove puppet, the teacher asks the Draw pictures of a family tree;
those of their pupils to decide: Paper bag or
families. - Name and gender of the puppet; stocking puppet.
- Names, genders and ages of siblings; Give a simple definition of a
- Names of parents and grandparents; family; Crayons.
These are now drawn into the family tree Markers.

by the teacher;
Teacher asks for words to describe the

family;
Pupils draw their own family tree;
Session 3
1. State the role of various 1. Understanding Caring. In circle time, pupils talk about the things Contribute at least two (2) ideas; Drawing paper.
Developing family members. relationships. which they and their parents do together
knowledge about past Co-operating. or individually. Paints/crayons.
and present events in 2. List activities in which 2. Drawing.
their own lives and in the family engages. Love. They identify the tasks (and other Describe orally roles and Materials for
those of their 3. Co-operating. activities such as play or prayer) that responsibilities in the family; constructing a hard
families. Empathy. parents, siblings and they undertake at backed book.
home;
Pupils write lists or draw a pictogram;
Pupils paint pictures and produce a hard

backed book for display;

Developing Identify similarities and 1. Thinking and Belonging. Pupils bring photographs of family groups Photographs of
knowledge about past differences using reasoning. to school or the teacher provides family types.
and present events in photographs. pictures/photographs of weddings, parties,
their own lives and in 2. Inferring family events, etc; Pictures of
those of their information from weddings, parties,
families. photographs. Pupils work in groups of three (triads) to Work in 3s; family events etc.
talk about the pictures;
3. Comparing and
contrasting. - What is happening? Answer questions;
- How do we know?
- What are people doing and how are
they feeling?
- How do we know?
Pupils compare the different photographs Draw conclusions;

in their triad and draw conclusions:
- What are the similarities?
- What are the differences?
Note that photographs may show non- Understand similarities and

family members and pupils can explain differences in families and
their relationship to the family or the households;
occasion when the photograph was taken.

CONCEPTS / THEME OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE
Developing Share feelings. 1. Developing fine Empathy. Teacher reads the story of the three little Demonstrate empathy by Story book.
knowledge about past motor skills. pigs (or, a similar story). Use the interchanging characters in role Paper bag, gloves
and present events in repetitive lines to recall the story. Involve play; or stockings for
their own lives and in 2. Developing the use students in collaborative puppet or mask making puppets.
those of their of recall skills. making of pigs and wolf; Materials for
families constructing masks.
Session 6
Share feelings. Developing literacy and Empathy. The story continues:- Story book.
Developing communication skills. Pupils sit in circle with puppets or with Express feelings.
knowledge about past masks on. Discussion is centered on
and present events in feelings and families being able to say Negotiate.
their own lives and in sorry. The teacher highlights the different
those of their characteristics of the pigs shy, lazy, Persuade.
families. hard-working explore the possible
alternative endings to the story. Critically interpret.
- What were the different pigs like?
- How did the pigs feel to leave their Imagine.
mummy?
- What did the wolf feel about being
excluded?
- Could the wolf have been
misunderstood?
- What if the wolf had said sorry?
Conclude the unit, in discussing when we Review.

have to sometimes say sorry to our
families why and when?
Teacher emphasizes that when we are a

member of a family, we can make
mistakes, be forgiven and be happy;

Unit 3:
Theme: My Home
CONCEPTS / THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE
Acquire an Identify and investigate 1. Drawing simple Curiosity about the Teacher asks pupils to draw their home; Identify location; Drawing paper.
appreciation of the features in the place where maps. environment.
world around them they live. Pupils work in groups of four, with play Markers.
2. Drawing pictures. blocks and construction toys to make a Describe location;
representation of their home; Play Blocks.
3. Discussing ideas
and using evidence. Construction toys.
Crayons.
Session 2
Begin to create simple 1. Making a 3D Map. Collaboration. Teacher provides a base map on a very Draw simple representation of Drawing paper.
Acquire an models and maps. large sheet of paper. The pupils place 3D objects;
appreciation of the 2. Drawing a map their models on the map according to Markers.
world around them collaboratively. where they live.
Match boxes (to
The teacher and the class work make models of
collaboratively to draw an imaginative their homes).
map of where the puppet (from Unit 2)
lives;
Teacher and class discuss the need for Explain the need for symbols;
symbols and agree to them pupils talk
about which buildings are important and
should go on the map;

Understanding old 1. Explore objects. 1. Developing Valuing the past. Ask the pupils to bring a favourite toy to Describe the characteristics of a Old and new toys.
and new chronological school; Let them look at each others toys selection of modern toys;
2. Investigate similarities understanding. Appreciation. and talk about them. Lead the discussion
and differences between and encourage pupils to describe their
toys today and in the 2. Using words toys.
past. associated with the
passing of time. Introduce the idea that they will find out Describe the characteristics of
about new and old. Ask the pupils old toys;
who they might ask about old toys. Discern that sometimes old and
new toys can resemble;
Encourage the pupils to talk to parents Ask questions about toys from
and grandparents about the toys they had the past;
when they were small. Assemble a group
of old toys.
- How are they different from todays Infer information about toys in
toys? the past by studying old toys;
- How are they similar to toys today?
- Why are there differences?
Ask the pupils to describe an old toy Use imagination to tell a story;
that they are holding or tell its story:
- Who did it belong to?

- Did it have any adventures?

Things change with 1. Identify when an object 1. Sorting objects into Belonging. Make a mixed collection of old and new Sort objects into two (2) sets. Old and new
time. is old. sets. objects; objects e.g. (books,
Appreciation. photographs and
2. Describe the 2. Making decisions. Ask the pupils to sort them into two sets; labels).
characteristics of old
and new objects. 3. Matching Talk about the characteristics of each set; Give reasons. Bristol board.
adjectives to
appropriate sets of Encourage the pupils to use adjectives;
artifacts.
Make a set of cards with adjectives Match adjectives to the
written on them, e.g. broken, shiny, rusty appropriate set.
and clean. Read a word and discuss its
meaning. Ask the pupils to match the
cards to the sets of objects e.g. books,
spoons, pencils, photographs, utensils etc;
Help the pupils to generalize about how

we know an object is old.

Similarities and Identify similarities and 1. Comparing. Co-operation. Pupils are asked to bring any object. Identify similarities and Objects.
differences differences in objects. They show objects of various types. differences through sorting
2. Sorting. activities. Labels.
3. Classifying. Ask the pupils to talk about what similar Drawing paper.
and different.
Markers.
Draw their attention to shapes, colour, Explain the similarities and
materials, size etc. (One can show a film differences between objects. Crayons.
and ask pupils to identify colours e.g. an
episode from Sesame Street).
Pupils are grouped. Each group classifies Suggest examples of other

objects based on given criteria e.g. shape, objects that are similar to or
colour, function, size etc. different from the ones in class.

Understand that Identify similarities and 1. Comparing. Appreciation of Chat about features that are different and Say what makes one home Pictures of their
homes are different differences in homes of similarities and similar in their homes. different from or similar to homes.
and go beyond the classmates. 2. Contrasting. differences. another.
physical structure. Pictures of their
3. Sharing ideas. Co-operation. Social:- family.
- comparing the number of family
Love. members,
- family structures,
- occupations of family members
Geographical:-
- comparing distances of homes from
school and other significant
landmarks
Physical :-
- comparing and contrasting physical
structure of homes e.g. flat, concrete,
two storeys etc.

Unit 4:
Theme: My School
Knowing and Investigate the school and 1. Identifying near, Pride in belonging Teacher takes pupils on a tour of the Use the terms near, far, to and Drawing paper.
understanding my its personnel. far, to and from, to the school school, including the classes of the older from, next to, at the front of,
world; next to, at the front community. children. behind. Markers.
of, behind.
Obedience. On returning to their classroom, the pupils Crayons.
2. Listening to each sit in groups and one by one describe
other. Care for school what they observed.
property.
3. Co-operating. Describe the location of the school in
Responsibility. relation to other buildings. Draw and colour places around
the school.
Respect for Teacher explains the significant places
authority. within the school and their usage, and
explains the roles and responsibilities of
school personnel.
Session 2
Know and understand the 1. Listening to each Obedience. Teacher writes a play involving breaking Assume roles related to rule- Chart with school
Knowing and school rules and routines. other. rules, consequences, making decisions making and rule-breaking. rules.
understanding my Respect for and sanctions.
world; 2. Discussing rules. authority. Pupils enact the play.
Pride in belonging Teacher debriefs the ideas in the play and

to a school engenders class discussion.
community.

Preparing to play an Investigate pupils rights 1. Forming opinions. Belonging. The teacher starts with a list of statements Contribute to a group discussion. Slips of paper.
active role as a within the school. of what the pupils think should and
citizen 2. Decision making. should not be allowed to happen in
school. These should refer to their own
3. Discussing ideas. and adults behaviour, the physical
condition of the school and so on.
4. Interpreting simple
diagrams. Teacher takes each statement and asks Appreciate the necessity for
appropriate questions e.g. If this was rules.
allowed to happen, what would it lead to?
Would everybody be happier?
Large group discussion.
After the discussion, teacher shows that in

any society people have different views
but these views need to be examined to
see what their implications are.
Session 4
Investigate the history of an 1. Enquiry skills. Appreciation. The teacher should bring an object that is Ask questions. Old object from
Developing object from the school. associated with the school e.g. school school e.g.
knowledge and 2. Predicting. Valuing what has bell, an old register or book, table, desks (bell, books etc.)
understanding of the gone before. or chair. The pupils describe the object
past. and its possible uses.
In circle time, the pupils pretend to be the Predict simple outcomes.

object and describe a typical day long
ago, as the object.

Observe and identify Use the senses to 1. Observational Respect for the Take the pupils outside. They will need Think of two (2) adjectives and Paper.
features of the world appreciate their skills. environment. paper, pencils, boards or pads to lean on. use them correctly in a sentence.
which they live. environment. Seat them comfortably where they have a Pencils.
2. Drawing. Care and good view of the school. Ask them to use
appreciation for adjectives to describe what they can see, Crayons.
3. Evaluating and their environment. hear, smell etc.
appraising.
Encourage them to draw what they see. Draw aspects of their
You should also take part, by drawing. environment.
Ask them to evaluate their drawings Demonstrate a sound attempt at

which bits are they pleased with and observational drawing.
which bits would they change?
They can also say what they like about
the drawings of others.
Display the work.

Session 6
1. Develop confidence. 1. Co-operation. Empathy. Two older pupils (a boy and a girl) from Listen carefully.
Similarities and standard IV or V, should be invited to talk
differences 2. Display confidence in 2. Listening. with the class for a few minutes on:
sharing ideas, thoughts - What it was like for me when I was in
and feelings with a 3. Responsibility. Infants 1.
partner.
The class is given the opportunity to ask Speak on at least two (2)
questions. similarities and differences.
The older pupils are thanked and they
leave.
The teacher can then conduct a general Share ideas.

class discussion to see whether the pupils
experiences are similar to or different
from those of the two guests.

Unit 5:
Theme: What affects me?
Developing a healthy 1. Identify healthy foods. 1. Discussing the Change. Teacher needs pictures, charts and books State the basic need for food. Pictures of types of
lifestyle. basic need for food. showing different types of food that the food.
2. Develop healthy eating Respect and care children will usually eat.
practices. 2. Drawing. for self. Food Chart.
Talk about where the food came from
3. Classifying foods. (from under and above ground, from Paper plates.
abroad).
Crayons.
Bring up notions of freshness and relative
health value e.g. canned vs. fresh Pencils.
produce.
Ask them, which are good foods? Identify healthy foods.

Help them to understand we need a Take part in the class discussion.
healthy diet.
Make a list of healthy foods e.g. fruits,

vegetables etc.
Give the children circles of white paper or

paper plates and let them draw healthy
foods on the plate or circle.

Developing a healthy Understand the importance 1. Observing. Respect and care Guessing game: Make simple statements about Plastic containers.
lifestyle. of water. for self. - Where does water come from? the basic need for clean water.
2. Comparing. - How does it get to us? Water samples.
3. Forming Explain the sources of water. Labels.

conclusions. - Why does it need to be clean, if we
are to drink it?
Collect some samples of water: drinking Participate in a group activity.
water, and water from at least two (2)
other sources. Tell them where you
collected the water put it in plastic,
transparent containers and label. Leave
on a shelf or window-sill for a few days.
Bring their attention to the settling
process.
Session 3
Identify situations that 1. Sharing feelings Empathy. Teacher tells a joke. Ask pupils to Express their ideas and feelings. Music tape.
Understanding impact on the emotions. and explaining volunteer to tell a joke. Teacher asks
feelings. behaviour. Acceptance. pupils how we can use our feelings in a Cassette player.
good way.
2. Listening. Valuing humour. Story book.
End the lesson with a story on happiness Empathize.
3. Inferring. or sadness. Dr Seuss The Sneeches is a
good one, as it deals with people who are
lonely and sad, because they have been
excluded for being different (Or, the
teacher can use a more culturally relevant
story.).
Ask potential questions such as:
What would they do if they were in
this situation?
How can they make sure that no one
in their class is in this situation?

The weather affects 1. Assess their own 1. Making decisions Environmental Teacher needs a collection of household Make a decision given a problem Objects.
us. personal values. and judgments. awareness. objects in front of him/her. Some should or context.
be ordinary objects, some valuable and Pictures.
2. Develop an insight into 2. Investigating living some unusual. Show the children the
other peoples values in conditions. range of objects.
times of natural
disasters. 3. Co-operating. Ask them to tell you which five (5)
objects they would save if there was a
4. Listening to each flood/hurricane or other natural disaster.
other.
Children now work in pairs and have to Work in pairs.
agree which five (5) items they would
save.
Each child selects one (1) item from their Provide reasons for their
list of five (5) and says why he or she decision.
would save it.
Discuss with them how people who lose

all possessions due to floods must feel.
Emphasize the impact that the weather

can have on our lives.

The weather affects 1. Develop knowledge of 1. Investigating Respect and care Show the children pictures of a sunny Describe different kinds of Pictures of
us. different kinds of weather. for the day, rainy day, windy day and a cloudy weather. different weather
weather. environment. day. types.
2. Role playing. Ask them to describe what they feel on
2. Identify activities Love for nature. these days. Simple weather
associated with each 3. Comparing. chart.
kind of weather. Put children into four (4) groups and give Use imagination.
4. Matching pictures each group one (1) kind of weather. The Pictures of
of activities with children need to think of words or sounds Co-operate in a group. clothing, gear,
weather conditions. that reflect the weather type. activities associated
Cloudy wind blowing; with weather types.
5. Discussing. Rainy plip, plop, pitter;
Sunny hot, bright, shadows; Objects.
6. Co-operating. Windy whoosh, rattle, shake;
Children can complete a weather chart.

When they have all demonstrated the
words and/or sounds, they could create
songs on the weather.
Discussion of activities/clothing etc

associated with weather conditions.
Teacher can create a table, for example,

kind of weather, clothing, gear, activities;

Moral values. 1. Consider what is right 1. Listening. Empathy. The teacher tells the following story: Discriminate between right and
or wrong. wrong actions.
2. Making decisions. Sharing. A younger boy comes to your house with
2. Make informed his mother as guests of your parents. He
decisions. 3. Making value Honesty. plays with your toys and takes a special
judgments. liking for one of your toys. He plays with
Contentment. the toys for a long time to his hearts
4. Weighing content. He wants to take it home with
alternatives. him. He then starts to cry and protest
when his mother tells him to leave it.
What will you do to stop him from crying?
Take answers and ideas from around the Make choices and decisions with
room. good reason.
Provide an answer that is

appropriate.

Unit 6:
Theme: Celebrations:
(This unit could be done at the appropriate times of the celebrations. Other celebrations that are not mentioned can also be done. Sessions can be divided into specific lessons.)
CONCEPTS OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE
Interdependence 1. Identify the significance 1. Discussing ideas. Tolerance. Teacher/pupil discussion on when Make appropriate decorations Pictures associated
of Christmas, Divali celebrated, why, how and by whom. etc. with the
and Eid. 2. Drawing. Understanding. celebrations.
Use pictures to explain concepts. Appreciate the significance of
2. Explain their roles and 3. Card making. Co-operation. these celebrations. Drawing paper.
responsibilities in these Draw, cut and colour symbols associated
celebrations. 4. Recognizing Sharing. with these festivals. Pencil.
symbols associated
with these Caring. Create a festival chart. Chart.
celebrations e.g.
singing. WHAT
Love. Lyrics for songs.
WHY
Fostering a sense of
community. WHEN
WHERE
HOW
WHO

Interdependence 1. Know the significance 1. Drawing symbols. Tolerance. Chat about these celebrations. Compile a portfolio of Objects/pictures
of these celebrations celebrations. associated with
- Carnival 2. Colouring. Understanding. Collect information, objects and pictures these celebrations.
- Valentines Day e.g. from newspapers.
- Easter 3. Constructing Co-operation. Newspaper
- Shouter Baptist masks, cards, At circle time pupils discuss pictures and Make simple statements on a clippings.
Liberation Day sharing ideas. Sharing. information. range of festivals and
celebrations; Lyrics for songs.
2. Describe activities Caring. Project work on a celebration.
associated with these Materials for Easter
celebrations. Love and concern. Make objects, cards, perform skits, sing Egg.
and dance etc.
3. Practice safety rules. Materials for Easter
Interdependence.
Make Carnival costumes; Easter eggs, Bonnet.
bonnet and bunnies; Valentine flowers;
Respect for others.
Valentine flowers.
Materials for Face

Masks.
Materials for
Carnival costumes.
Drawing Paper.
Crayons.

Interdependence 1. State when it is 1. Sharing ideas. Love. Questioning and class discussions on the Respond correctly to the key Drawing paper.
celebrated. activities associated with these concepts.
2. Drawing. Respect for celebrations. Crayons.
2. Explain why it is freedom of others.
celebrated. 3. Colouring. Teacher can use a simplified flow chart Markers.
Belonging. with pictures to explain Indian Arrival
3. Describe how it is 4. Constructing cards. Day and Emancipation Day. Flow chart.
celebrated: Caring.
- Labour Day 5. Discussing. Making cards, writing songs and poems Pictures.
- Fathers Day Serving others. and storytelling.
- Mothers Day Paper to make
- Indian Arrival Day Interdependence. Building a chart with pictures of workers cards.
- Emancipation in our society for Labour Day.
- Corpus Christi Paper to make
Children plan how they will celebrate
flowers.
Mothers Day and Fathers Day this year.
Pictures of workers
Teacher discusses with class a special
in our society.
activity they would be able to undertake.

Knowing and 1. Develop knowledge of 1. Sharing ideas. Appreciation of the Sing appropriate songs and read poems Make post cards. Lyrics for songs.
understanding my celebrations within the value of these for the occasions.
world home: 2. Comparing and celebrations. Poems.
- Birthdays contrasting events Discuss features of the celebrations. Differentiate between these
- Anniversaries at their homes. Love. celebrations. Pictures of
- Weddings Share their individual experiences. celebrations.
- Christmas 3. Listening. Sharing.
- Baptisms etc. Collect pictures of the celebrations as Drawing paper.
4. Cutting. Caring. they occur at their homes as part of their
2. Understand why people daily journal entry. Concept map.
want and need to 5. Coloring. Co-operation.
celebrate. Teacher can prepare a simple concept Crayons.
map of birthdays.
Concept mapping.
BIRTHDAY
WHO WHEN
HOW WHERE
EVENTS NAMES

Preparation for 1. State when these days 1. Matching. Loyalty. Discuss the significance of these days. Relate the key aspects of these Pictures of the
citizenship are celebrated: events. national
Universal Childrens 2. Colouring. Patriotism. Collect pictures and artifacts. emblems/symbols.
Day; Independence Day
and Republic Day. 3. Sharing ideas. Respect. Drawing and colouring the emblems. Drawing paper.
2. Understand the 4. Communicating. Obeying rules. Matching emblems. Crayons.

significance of these
celebrations. 5. Comparing. Interdependence. Artifacts.
3. Identify the national National pride.

symbols and emblems
e.g. colours of the
Love for country.
national flag and their
meaning;
Session 6
1. Develop a project on a 1. Co-operating. Co-operation. Collect pictures and drawings; Display the project; Pictures.
Knowing and celebration e.g.
understanding my Carnival; Christmas, 2. Sharing ideas, Positive Use the five (5) point questions for the Work co-operatively; Drawing paper.
world Divali, Eid and Tobago pictures etc. interactions. project: Who, What, How, Where and
Heritage Festival. When; Crayons.
3. Working together. Tolerance.
Construct a project book or project chart; Materials for
4. Delegating. Caring. constructing a
Project work can be done individually or project book.
Appreciation for in groups.
the arts.

INFANTS 2
UNDERSTANDING MY WORLD
Social Studies Syllabus Infants II

Unit 1:
Theme: My Family
CONCEPTS/ OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE
THEMES ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS
Extending the 1. Develop their existing 1. Thinking skills. Appreciation of Pupils should be asked to bring a range Construct a family tree using Photographs of
concept of family knowledge and families. of photographs of their family match stick drawing. their family.
understanding of the 2. Asking questions. immediate and extended to school.
family. Caring and loving. Drawing paper.
3. Answering The pupils should sit in a circle with the Express feelings freely to each
2. Express and questions. Sharing. photographs. They are asked by the other. Crayons or
communicate feelings teacher (in turn): Markers.
freely. 4. Analyzing. Co-operation. Observe and analyze.
- Who is in the picture?
5. Identifying - Why are they so special?
members of the - What is their relationship to you?
family of different - How do you feel about them?
generations and
relationships (e.g. When all of the pupils have taken a turn, Ask five (5) relevant questions
aunt or the teacher places the pupils in pairs. about their partners
grandmother). They swap and study each others photographs.
photographs.
6. Expressing feelings
about relatives who They must be able to ask five (5)
are close to them questions - which the other pupils will Answer five (5) relevant
and others who are answer. Then change roles. questions.
not.

CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE MATERIALS
My place in the 1. Develop a positive self 1. Developing a Affirmation of self Explain words like adjective and Stand and say I am proud to
family. image. sense of and others. alliteration to the pupils and start the be (name).
confidence. cycle yourself. After each pupil has
2. Develop healthy introduced himself or herself, the rest Understand adjectives.
attitudes towards 2. Developing turn- of the class repeats what has just been
those who are family. taking skills. said. They can say for example Hello,
Amazing Amir or make a statement
3. Developing Sanita is Super.
vocabulary.
The pupils need to sit in a circle. Each Use alliteration.
4. Making child introduces him/herself with a
affectionate and positive adjective. It can be alliterative,
emotional such as Joking John or Super
statements Sanita.
without Describe their place in the
embarrassment. Or describe some skill or interest family in a coherent sentence.
Football Amir or Dancing
Rebecca.
When every pupil has introduced

himself/herself and been affirmed,
he/she should be asked to describe
his/her place in his/her family. For
instance, I am the oldest of four
children or I am the youngest of six
brothers and two sisters and the Say I love you without
youngest grandchild. embarrassment.
Each pupil takes a turn. When he/she

has made his/her statement everyone
should respond You are loved.

CONCEPTS/ OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE
THEMES ATTITUDES STRATEGIES ASSESSMENT OUTCOME MATERIALS
Basic needs are Describe their basic needs 1. Working Interdependence. The pupils begin the lesson in a circle. Describe their favourite food in Samples of fruits
shared by all. e.g. food. collaboratively. Ask each child in turn to say what is an effective sentence. and vegetables.
Appreciating/ not his/her favourite food and why. After
The basic needs 2. Using adjectives. wasting food. each child has taken his or her turn ask Use at least two adjectives. Labels with
are food, clothing, who cooks the food and how they help? adjectives.
shelter, water and 3. Knowing and This may elicit early understandings of
love. appreciating that gender roles in the family.
we live in a
connected world. When everyone has had his/her turn, give Explain why we must all eat.
each child a piece of fruit or a vegetable.
4. Observing and Ask them to name and describe the
taking mental object:
notes. Colour, texture, size, smell, feel and what it is
used for.
5. Expressing Teacher may use this opportunity to
themselves. discuss the health value of certain foods
e.g. yellow foods being good for the eyes.
Teacher asks questions to elicit the

rhythm of meals that the pupil
experience e.g.
- Does the family eat together?
- When is their first meal together?
- What foods are eaten in combination?
Draw out from them that we all need to
eat and drink (water), as it is a basic
requirement for life but also a very
pleasant family occasion. Suggest acceptable table
manners and etiquette.
Talk about eating together as a happy
time but that it is underscored by table
manners and etiquette.

Places and location. Describe the location of 1. Learning the Caring and loving. Explain the simple cardinal points: Identify the simple cardinal Drawing paper.
their homes in relation to simple cardinal North, South, East and West. Draw an points.
the school and other points. Belonging. outline Map of the streets
significant buildings in the of the main streets around the school around the school.
community. 2. Developing and/ Respect for on a large sheet of paper or the board. Locate the school on the sketch
understanding of community Locate the schools position and other map.
maps and the property. key buildings that the children pass
globe. daily (e.g. church). Locate north on the
Confidence in paper.
3. Understanding finding their way.
and following Pair the children and ask one of the
directions. pair to describe his/her route to school.
Swap roles. Locate their home on a sketch
4. Expressing map in relation to school and
themselves. Now put the children in their circle. other key buildings.
Ask each child in turn to locate his/her Use the simple cardinal points.
home on the map, to describe its Express themselves to each
location in relation to the school by other and the larger group.
saying whether it is north, south, east
or west of the school.
Session 5
Understand how and why 1. Describing Caring and loving. Any appropriate celebrations can be Show they understand the
Celebrations in the families celebrate e.g. activities. used and this will be dependent on the celebration.
family Sharing. time of the year. However, the
WHAT 2. Understanding celebration should be relevant to the
time e.g. when a Appreciation. home (e.g. birthday, Valentines Day,
WHY celebration Fathers Day, Mothers Day, a wedding
occurs. Identifying with or a baptism, prayers or thanksgiving
WHEN people of other held at home).
3. Expressing religions. Describe the celebration.
WHERE themselves to each Ask the pupils to work in pairs to
other and the Understanding describe a family celebration to each
HOW whole class. and tolerance. other. Express themselves to each
other and the larger group.
WHO Discipline. Each pupil summarizes for the class
what the other has said.

CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE
Taking Undertake a simple 1. Identifying and Working together. Before the session:
responsibility. investigation. demonstrating Objects (pets,
ways of sharing Caring. Ask the pupils to think about a pet, or Work independently by plants, toys).
and caring for plant or person or object that they are collecting data.
something or Taking responsible for or that they would like Pictures (pets,
someone. responsibility. to be responsible for. plants, person or
(Note: that for some students the use of toys).
2. Collecting data. Appreciation of electronic pets or toys can be
objects and substituted). Picture books.
3. Presenting data. people.
They are going to undertake an Magazines.
Sharing. investigation into how to care for the
object, person, pet or plant. They Pictures.
Co-operation. should be encouraged to use picture
reference books to collect the Drawing paper.
Identifying with information that they need.
groups, objects Crayons.
Ask the pupils to bring pictures from
and people.
picture books or magazines or to draw
Glue.
pictures that are related.
During the session:

Present their findings.
The pupils take turns to verbally
present their findings. The teacher
gives supportive and positive
developmental feedback.

Unit 2:
Theme: My Family Long Ago:
This is one project that can be carried out over six (6) sessions.
Chronology Undertake a small 1. Collecting data. Valuing the past. This theme will cover all of the sessions Drawing paper.
investigation into their in this unit. It could be undertaken at
family in the past. 2. Ordering data. Understand and any time of the year. Crayons.
appreciate where
3. Speaking to older I am going. Explain to the pupils that they will Formulate questions (at least Markers.
members of the begin to find out about their family in four (4)).
family Be proud from the past. They need to consider:
immediate and whence I came. - Who is the eldest member of the
extended. family (who is easily accessible)?
- What do they want to ask this family
4. Asking questions. member?
5. Designing and Help the pupils to draw up a list of Ask questions (at least four
using a questions e.g. (4)).
questionnaire. - What it was like when they were
children, in terms of the home, Use words associated with the
6. Thinking clothes, food, school, behavior, past and chronology.
critically. playing and toys.
- Was the family different then or the
7. Learning to same? In what way?
express
themselves clearly When the questions are finalized the Develop confidence in speaking
to adults and each children should write these out. with adults.
other.
8. Developing a
sense of gender
roles in their
family.

ATTITUDES STRATEGIES ASSESSMENT OUTCOME
Prepare for the 1. Asking questions. Co-operation. Ask the pupils to work in pairs and to Work in pairs. Sheets
investigation. practice asking the questions with their (for recording
2. Problem solving. partner and thinking about how they answers).
are going to record the answers.
3. Planning.
Will this be in writing, drawing or by Make a decision on an
4. Developing a tally? appropriate recording
sense of the past. approach.
By the end of this session, they will be
ready to interview.
Session 3
Analyze and interpret data. 1. Decision making. Co-operation. The pupils should bring the answers Undertake an interview with a Sheets
and outcomes of the interviews into relative. (with findings).
2. Analyzing and Interdependence. school.
interpreting data. Record the basic data they
Orderliness. In circle time, take each question in collected.
3. Summarizing. turn and go around the circle
ascertaining what the children found
4. Evaluating. out. Describe the experience of
interviewing.
Ask them How easy was it to be a
historical interviewer? Summarize some of the
experiences of their families.
Agree with them about how the data
could be presented.

Continue to develop 1. Collating. Co-operation. Ask the pupils to bring a photograph of Photographs.
investigative skills. the person that they interviewed. This
2. Reporting. Valuing the past. should be glued into the middle of a Glue.
large sheet of paper.
3. Investigating. Appreciation for Paper.
evidence. The pupils should then put the data on Present the information on a
4. Expressing a time line e.g. Time - Event and timeline.
themselves in write the data they have collected
different ways. around the edge.
WHEN WHAT
TIME EVENT
It is very helpful to the pupils, if they

are given a large sheet of paper with
the questions around the edge.
Session 5
Present data. 1. Expressing Valuing the past. In circle time, each pupil in turn should Discuss similarities and
themselves. talk about what they had found out differences.
Affirming their about their family long ago and how it
2. Reporting. family. is different/similar now. Express themselves to each
other and the group in
affirming ways.

Evaluate the investigation. 1. Reflecting. Interdependence. In the circle, the pupils should consider Reflect on their actions and Worksheet with
the following questions: make a judgment. matrix.
2. Expressing Orderliness. - What did we learn?
themselves. - If we did an investigation again,
Appreciation of how could we improve it?
3. Evaluating the research - What would we never do again?
experiences. process. - What was very successful?
4. Problem solving. Empowerment Teacher helps to make matrix. Evaluate their work.
(that their EVENT SAME DIFFERENT
suggestions will
improve the THEN
exercise when it is
done next). NOW
The pupils fill in verbally. Express themselves fluently

about their family and how it
has changed over time;

Unit 3:
Theme: The School
Preparing to play an 1. Identify different 1. Classifying. Interdependence. Visit persons in their workplace. Perform role play depicting Drawing paper.
active role as a individuals and Drawing persons doing their work; individuals and groups.
citizen groups in school. 2. Matching words Pride. Pictures of groups
and pictures. Teacher must explain that school groups at work e.g. Red
2. Describe the part Co-operation. consist of individuals. Cross.
played by individuals 3. Discussing ideas.
and groups in school Respect for At circle time, pupils can discuss roles Recall concepts taught.
e.g. Individual 4. Role playing. authority. and functions of individuals and groups.
teacher and
principal; Groups Responsibility. Use resource personnel e.g. Red Cross
Red Cross; Boy teacher, Cub Scout member.
Scouts. Self respect.
Appreciation of
school personnel.

Understanding time 1. Name the significant 1. Observing skills. Appreciation. Take pupils outside to see where the sun Name places in each cardinal Drawing paper.
and space buildings around the appears in the morning and disappears area in relation to the school.
relationships school. 2. Drawing buildings Belonging. in the evening. Crayons or
around the school. markers.
2. Describe the school in Identification. Use a simple directional drawing. Follow direction given the
relation to other cardinal points. Colour coded
buildings using the One pupil remains in the centre while string.
cardinal points. other pupils stand around in a circle.
3. Draw a simple model Pupils pull string to each of the cardinal

to show the points.
relationship between
their school and Identify points e.g.
other buildings. - East = Right
- Left = West
- North = Front
- South = Back
[The teacher should ensure that these

points are aligned properly that
North really corresponds with North in
the country]

Investigate the history of 1. Studying and Valuing the past. The teacher needs to do some Collect information. Report sheets.
the school. researching skills. preparation before beginning this Crayons.
Appreciation. session. This should include: Recall facts about the history Match boxes.
2. Reporting - Date the school was built; of the school. Paper.
findings. - Date the school was opened; Bristol board.
- Unusual facts; Insert facts on a simplified Glue.
3. Sharing ideas. picture time line.
Drawing paper.
Now tell the story of the school to the
Pictures.
pupils. They should paint or make
String.
models of the school. They should use
non-standard measures to collect Clips.
information on the size and shape of Labels.
the oldest part of the school. This Use the concepts of first,
should include talking about building second, third, before and after. Story of the
materials. history of the
school.
Samples of
building
materials.
Session 4
1. Differentiate between 1. Comparing Caring for Discuss terms such as personal and Categorize items as school and Objects of
Preparing to play an school and personal objects. property. school property. personal property. personal and
active role as a property. school property.
citizen 2. Drawing items of Respect for the In groups of two, pupils can classify Understand the need to show Worksheet (for
2. Demonstrate care school and environment. items, objects, pictures etc, using a care and concern for all classifying
and respect for personal property. chart. property. pictures).
school and personal Appreciation. Bristol board (to
property. 3. Colouring. Bring out the concept of group construct charts).
Sense of belonging. responsibility for school property. Labels.
4. Matching. Coloured
Labelling of items like lunch kits, desks markers.
etc. Crayons.
Stories and role-playing.
Stories.

1. Understand the school 1. Thinking Obedience. Discuss the school rules. Recall school rules and safety Pictures of
rules. critically. rules. individuals
Respect. Brainstorm to elicit the importance of Role-playing. following and not
2. State safety rules at 2. Solving problems. rules in making the school a safe place. Observing other pupils. following school
school. Being cautious. rules and the
3. Making decisions. Teacher emphasizes the importance of consequences.
3. Understand the Trust. following safety rules at school.
importance of 4. Sharing ideas. Charts.
practicing safety rules Orderliness. At circle time, the pupils Practice rules in their daily
at school. 5. Collaborating. collaboratively create a list of safety school life.
rules at school. For example:
6. Working to - Do not talk to strangers;
consensus. - Do not play under the tank;
- Keep shoe laces tied;
- Do not play on the stairs;
Use resource persons e.g. district nurse,

community police etc.
Session 6
1. Recognize the value of 1. Discussing ideas. Loyalty. Discuss what life would be like without Observe other pupils. Copies of the
school. school. school song.
2. Listening. Love. School pledge.
2. Demonstrate a love for Teacher builds lessons on students Demonstrate love, respect and School motto.
school. 3. Analyzing. Pride. responses, so as to foster positive other positive attitudes towards Pictures.
attitudes towards school. school. Project book.
4. Enquiry skills. Respect. Journals.
Teach students school songs, pledge Clippings from
Appreciation. and motto. Observe behavioural changes in
newspapers/
pupils.
magazines etc.
Introduce class project to improve the
school. This may involve parents and
other resource personnel.

Unit 4:
Theme: Ourselves and Others
Developing positive 1. Identify acceptable 1. Discussing ideas. Courtesy. Brainstorm to elicit ideas the pupils Display common courtesies. Paper for signs
inter-relationships manners and have about good manners. with magic words.
and fostering an courtesies. 2. Listening. Kindness.
awareness of Teacher writes some of the key words Poems.
interdependence 2. Demonstrate 3. Role-playing. Interdependence. on the board. Teacher asks pupils why
acceptable manners these are considered to be good Songs.
and common 4. Reasoning. Politeness. manners.
courtesies. Appreciate the reasons behind
Love. Pupils role-play to demonstrate displaying good manners.
situations and ways that words - magic
Respect for words can be used e.g. please, thank
others. you and excuse me.
Use poems and songs for

reinforcement.

Safety. 1. Identify helpful 1. Discussing. Respect for life. A sensitive approach to this issue may Use their own judgment about Words of the song
persons to approach in be for the teacher to use two (2) personal safety issues. Who are the
the schools 2. Listening. Interdependence. identical glove puppets (perhaps of people in the
neighborhood in times different colours). neighbourhood?
of need. 3. Making decisions. Obedience.
One is the bad or naughty puppet Pictures of helpful
2. Engage in problem 4. Observing. Co-operation. who perpetrates many injustices on the persons.
solving behaviours in other.
context. 5. Interpreting Trust.
situations. The teacher asks the class:
- about their general observations;
- judgements they have made;
- differences between people who
may look alike;
- experiences they may have had;
The teacher tries to instil the

understanding that people are capable
of different behaviours (naughty and
good) and that with strangers it is
difficult to tell so they should be
approached with caution.
The children then role-play safe and

cautious behaviours in interacting with
strangers.

Identify and recognize safe 1. Making choices. Care. Teacher asks pupils to list places in the Express themselves to each Pictures of places
places to congregate before schools neighbourhood. other and the larger group. in the
and after school. 2. Listening. Trust. neighbourhood.
Teacher asks pupils about the activities Describe potentially safe and
3. Questioning. Obedience. that take place in these places and unsafe areas in the schools
where these places are situated etc. neighbourhood.
4. Classifying. Responsibility.
Teacher explains to pupils that all the Identify the characteristics of
5. Investigating. places in the neighbourhood are not places that may be considered
safe to go or to be around. safe or unsafe.
6. Differentiating.
Teacher explains the importance of
7. Developing congregating only in safe places.
critical thinking
skills. Teacher and pupils classify places
under the headings: SAFE -
8. Observing. UNSAFE

Preparing to play an Understand, recognize and 1. Discussing ideas. Respect. Teacher asks pupils to list their Objects that
active role as a respect other peoples personal effects? (Things belonging to belong to people
citizen. property. 2. Listening. Co-operation. them e.g. book bag, lunch kit etc.). e.g. lunch kits,
book bags; pencils,
3. Reasoning. Appreciation. Teacher asks pupils to explain how Discuss proper treatment of snacks etc.
Respect for other they treat these belongings and why? their personal effects.
peoples property. 4. Expressing. Love. Story book.
In circle time, teacher reads the story
5. Analyzing. Caring. e.g. Destructive Diana. A girl who
destroys everything in her way except
6. Role-playing. Valuing. her own property. (Pupils can role-
play this story).
Belonging.
Teacher questions pupils about this Express their ideas.
story:
Fair play.
- What kind of person is Diana?
- How does Diana treat her
belongings?
- Why do you think Diana treats her
own in this way?
- How must Diana treat other
peoples belongings?
- Why should she treat them in this
way?
Extend ideas to the treatment
Teacher explains the importance of of other peoples property.
appreciating, caring and valuing other
peoples property.

Developing positive 1. Identify and recognize 1. Discussing; Trust. Teacher creates a short story and reads Express themselves fluently to
inter-personal who is a friend. it to the class about two (2) friends who the class.
relationship and 2. Choosing. Loyalty. exhibit good and poor friendship
interdependence 2. Describe different behaviours.
through friendship. types of relationships 3. Making decisions. Sharing.
with friends e.g. best The teacher then questions the class, Discuss issues relating to
friend, personal and 4. Thinking. Caring. prompting them to identify and friendship and love without
informal. describe the relationship between reservation or embarrassment.
5. Analyzing. Honest. friends, eliciting particular behaviours.
3. State the
characteristics of a Friendship. The teacher then asks for volunteers to
good friend. describe to the class their best friend
and what makes that person special.
Understanding.
Tolerance.

Developing positive 1. Identify things they 1. Discussing. Sharing. Teacher elicits from pupils some of the Puzzles.
inter-personal like doing with things they like doing by themselves
relationships themselves and with 2. Matching. Co-operating. and why. Pictures.
others.
3. Making decisions. Respect. Teacher gives each pupil pieces of a Demonstrate co-operation as Worksheets.
Co-operation 2. Recognize and puzzle. (Some pupils will be able to they move around in order to
appreciate the 4. Co-operating. Interdependence. match or fit their pieces together to get get the correct piece to
importance of co- a complete object or picture e.g. a cat, a complete their object.
operation. 5. Interacting. ball or a car. Others would have to get
pieces from others to complete their
6. Developing group matching).
skills.
Teacher explains that sometimes one
can do things by themselves but at
times they would need help from other
persons.
Teacher asks pupils who have similar

pieces to sit together and those who
have finished to assist others in
completing their projects.

Unit 5;
Theme: Protecting Ourselves
Basic needs are 1. Identify food as a 1. Classifying types Positive self Teacher brings to class two (2) sets of Say why some foods are Pictures/drawings
shared by people basic need. of food. concept. photographs of different kinds of foods considered healthy and some of food types.
everywhere e.g. hamburger, fruits, meats, dairy, are not.
2. Have knowledge of the 2. Sharing ideas. Decision making. vegetables, sweets etc. Food chart.
various sources of
food that comprise a 3. Matching. Sharing. Two large circular pieces of paper are Put into practice informed Drawing paper.
healthy diet. placed on the ground and pupils make decision making about their
Appreciation for decisions of where to place foods that own eating habits. Crayons.
the environment. are good for you and foods that may
not be so good.
They repeat the exercise, this time,

foods they like and foods they do not
like.
With the four (4) circles on the floor,

teacher questions class to elicit
understanding about why foods may be
healthy or not; and their own food
preferences.

1. Identify the need for 1. Grouping. Self respect. Teacher shows photographs/drawings Make appropriate choices Articles of
clothing. of a rainy, windy, snowy and warm about clothing for different clothing.
2. Discussing ideas. Appreciation for day. types of weather.
2. State clothing the environment. Pictures.
appropriate for 3. Decision making. Teacher asks questions: Use a range of vocabulary
different types of - What would it feel like (for each)? associated with clothing and Drawing paper.
weather. 4. Inferring. - If it feels like that, what would you weather.
wear to feel comfortable? Crayons.
Teacher divides class into groups of

three (3). They are given either a doll
(or cardboard cut out doll) with a
variety of clothes (or clothes made of
paper with flaps behind to affix). They
are then asked to dress the doll for a
particular type of weather. The
children make decisions and hold up
the doll for teachers and pupils to
decide whether their choices are
appropriate.
To reinforce learning, pupils can be

asked to name their doll and briefly
state a country or area where that doll
lives, that should be relevant to the
clothing chosen.

Recognize that shelter is a 1. Sharing ideas. Respect for Each pupil is to bring to class any Recognize a variety of forms of Pictures.
human need. nature. picture, drawing, photograph or shelter.
2. Classifying. newspaper clippings of homes. The Newspaper
Appreciation of teacher also brings some of the more Describe the reasons why clippings.
3. Thinking differences. unusual e.g. igloo, tents, huts, shelter is a universal human
critically. skyscrapers. need. Magazines.
Empathy.
4. Inferring. Pupils show their picture of a home to Drawing paper.
the class and describe why people need
these forms of shelter (e.g. protection Match boxes,
from the weather, from others, for a bristol board for
feeling of love and belonging). constructing
models of their
Teacher shows his/her pictures to homes.
extend pupils understanding of shelter
in different environments. They Scissors.
discuss the possible weather in those
areas.
Glue.
Pupils are asked to express ideas on
Crayons.
how homeless people may feel.
Markers.
How they would feel if they suddenly
did not have a home.

Recognize the need for 1. Making choices. Responsibility. Class sits in a circle on the floor. Use their imagination. Chart.
proper hygiene/health Teacher is on a low stool (to simulate
practices. 2. Classifying. Self respect. an intimate conversation). Demonstrate practices Drawing paper.
associated with good hygiene.
3. Inferring. Cleanliness. Teacher asks: Pictures.
If we did not bathe, or clean our teeth Use vocabulary associated with
4. Role-playing. or brush our hair, or changed our good hygiene. Posters.
clothes for a month, how-
- Would we look? Words for songs
- Would we smell? e.g. Here we go
- Would we feel? round the
mulberry bush.
Teacher has a low board or flip chart
nearby (to maintain intimate
conversation) and records relevant
adjectives that pupils use.
Teacher then asks the class what they

would have to do to ensure that they
are not like the adjectives they have
offered, (opposites are then written on
the board).
Then, individual pupils can be asked to

demonstrate good techniques in
brushing ones teeth, in washing ones
neck, washing ones feet, etc.

Recognize the need to 1. Comparing Obedience. Teacher takes the class outside the school Discuss safety practices Pictures or
observe safety rules. situations. building into the school grounds. related to roads and homes. illustrations.
Self respect. Teacher draws on the ground a road with
2. Making decisions. two lines. Objects from
Respect for life. Express themselves and home.
3. Imagining. Teacher and pupils then demonstrate speak about their
Responsibility. correct ways of crossing the road experiences of these issues. Words of songs or
4. Role-playing. imagining the traffic, looking and rhymes.
Caring. listening. They discuss the dangers posed
by road traffic. Bristol board (for
listing safety
They go back into the classroom. rules).
Teacher asks class, If I was a little girl
(or boy), in your home, what advice or Paper for road
instructions would you give to me about safety signs.
being safe in the kitchen?
Session 6
1. Understand that the 1. Making decisions. Self respect. Teacher creates 4 or 5 short scenarios Stories.
choices they make can What if ? situations which
affect their personal 2. Thinking Self esteem. involve safety issues in the home and on Fairy tales.
health and well being. critically. the roads, with other people, and health
Responsibility. issues to do with food and shelter. Fables.
2. Begin to develop the 3. Analyzing
ability to make life situations. Appreciation for The teacher reads each scenario to the Poems.
choices that would healthy practices. class and pupils try to identify the
affect them positively. 4. Discussing. particular practice or situation that poses
Inter-dependence. a threat to health and/or safety. They
5. Sharing ideas. suggest to the class what correct healthy
or safe practice should be, e.g. Jane
brings to school from home everyday a
lunch packed by her mother. She gives
away this lunch and buys fried chicken
and chips for lunch with her transport
money. She asks for a lift home every
afternoon from parents who come to pick
up their children at school.

Unit 6:
Theme: Celebrations:
(This unit could be done at the appropriate times of the celebrations. Other celebrations that are not mentioned can also be done. Sessions can be divided into specific
lessons.)
Interdependence 3. Identify the 5. Discussing ideas. Tolerance. Teacher and pupil discussion on when Make appropriate decorations Pictures
significance of celebrated, why, how and by whom. etc. associated with
Christmas, Divali and 6. Drawing. Understanding. the celebrations.
Eid. Use picture to explain concepts. Understand the significance of
7. Card making. Co-operation. these celebrations. Drawing paper.
4. Explain their roles Draw, cut and colour symbols
and responsibilities in 8. Recognizing Sharing. associated with these festivals. Pencil.
these celebrations. symbols
associated with Caring. Create a festival chart. Chart.
these celebrations
e.g. singing. Love. WHAT Lyrics for songs.
WHY
A sense of
community.
WHEN
WHERE
HOW
WHO

Interdependence 4. Know the significance 4. Drawing symbols. Tolerance. Chat about these celebrations. Compile a portfolio of Objects/pictures
of these celebrations celebrations. associated with
- Carnival 5. Colouring. Understanding. Collect information, objects and these celebrations.
- Valentines Day pictures e.g. from newspapers.
- Easter 6. Constructing Co-operation. Newspaper
- Shouter Baptist masks, cards, At circle time pupils discuss pictures Demonstrate knowledge of a clippings.
Liberation Day sharing ideas. Sharing. and information. range of festivals and
celebrations. Lyrics for songs.
5. Describe activities Caring; Do project work on a celebration.
associated with these Materials for
celebrations. Love and concern. Make objects, cards, perform skits, Easter Egg.
singing and dancing etc.
6. Practice safety rules; Materials for
Interdependence.
Make Carnival costumes; Easter eggs, Easter Bonnet.
bonnet and bunnies and Valentine
Respect for
flowers. Valentine flowers.
others.
Materials for Face

Masks.
Materials for
Carnival
costumes.
Drawing Paper.
Crayons.

Interdependence 4. State when it is 6. Sharing ideas. Love. Questioning and class discussions on the Respond correctly to the key Drawing paper.
celebrated. activities associated with these concepts.
7. Drawing. Respect for celebrations. Crayons.
5. Explain why it is freedom of others.
celebrated. 8. Colouring. Teacher can use a simplified flow chart Markers.
Belonging. with pictures to explain Indian Arrival
6. Describe how it is 9. Constructing Day and Emancipation Day. Flow chart.
celebrated: cards. Caring.
- Labor Day Making cards, writing songs and poems Pictures.
- Fathers Day 10. Discussing. Serving others. and storytelling.
- Mothers Day Paper to make
- Indian Arrival Day Interdependence. Building a chart with pictures of cards.
- Emancipation workers in our society for Labour Day.
- Corpus Christi
Paper to make
Children plan how they will celebrate
flowers.
Mothers Day and Fathers Day this
year.
Pictures of
workers in our
Teacher discusses with class a special
society.
activity they would be able to
undertake.

Knowing and 3. Develop knowledge of 6. Sharing ideas. Appreciation of Sing appropriate songs and read poems Make post cards; Lyrics for songs;
understanding my celebrations within the the value of these for the occasions.
world home: 7. Comparing and celebrations. Poems;
- Birthdays contrasting events Discuss features of the celebrations. Differentiate between these
- Anniversaries at their homes. Love. celebrations; Pictures of
- Weddings Share their individual experiences. celebrations;
- Christmas 8. Listening. Sharing.
- Baptisms etc Collect pictures of the celebrations as Drawing paper;
9. Cutting. Caring. they occur at their homes as part of
4. Understand why their daily journal entry. Concept map;
people want and need 10. Colouring. Co-operation.
to celebrate. Teacher can prepare a simple concept Crayons;
map of birthdays.
Concept mapping.
BIRTHDAY
WHO WHEN
HOW WHERE
EVENTS NAMES

CONCEPTS/THEMES Objectives LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE
4. State when these days 6. Matching. Loyalty. Discuss the significance of these days. Orally relate the key aspects of Pictures of the
Preparation for are celebrated: these events. national
citizenship Universal Childrens 7. Colouring. Patriotism. Collect pictures and artifacts. emblems/symbols.
Day; Independence
Day and Republic Day. 8. Sharing ideas. Respect. Draw and colour the emblems. Drawing paper.
5. Understand the 9. Communication Obeying rules. Match emblems. Crayons.

significance of these skills.
celebrations. Interdependence. Artifacts.
10. Comparing
6. Identify the national emblems. Citizenship.
symbols and emblems
e.g. colours of the
National pride.
national flag and their
meaning.
Love for country.
Session 6
Develop a project on a 5. Co-operating. Interdependence. Collect pictures and drawings; Display the project. Pictures.
Knowing and celebration e.g. Carnival;
understanding my Christmas, Divali, Eid and 6. Sharing ideas, Positive Using the five (5) point questions for Work co-operatively. Drawing paper.
world Tobago Heritage Festival. pictures etc. interactions. the project: Who, What, How, Where
and When; Crayons.
7. Delegating; Tolerance.
Construct a project book or project Materials for
Caring. chart; constructing a
project book.
Appreciation for Project work can be done individually
the arts. or in groups.

STANDARD I
OUR COMMUNITY
Social Studies Syllabus Standard I

Unit 1:
Theme: A study of around the school the local area
Causes and Investigate the physical 1. Developing and Care and respect The teacher asks the pupils to write out Give their own address. Maps.
Consequences and human features of our using geographical for the their addresses (with an explanation of State the significance of each
own environment. study skills. environment. each line) and display these around a map line. Photographs.
Using geographical of the local area.
skills Texts.
Undertaking Pupils discuss who lives the nearest and
fieldwork who lives the furthest away. Computer.
Following
directions Pupils carry out a survey of how they Represent the various types of Graph paper.
Making maps & come to school. travel on a simple graph.
plans Writing paper.
Locating home Teacher helps the pupils to draw a graph. Draw some conclusions.
locally It could be computer generated.
Plan.
Following a route Pupils analyze the findings.
Using secondary
resources (e.g.
maps, photographs,
and texts)
Session 2
Draw a map of a simple 1. Developing a sense Care and respect Pupils draw a map of their route from Draw a map from their home to Writing paper.
Causes and route from their home to of place. for the home to their classroom. school putting in important
Consequences the classroom. environment. features. Drawing paper.
2. Describing a route. Pupils describe their route to a friend (i.e.
name of streets, buildings). Recognize where places are.

CONCEPTS/THEME VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE

S
OBJECTIVES LEARNING SKILLS RESOURCE MATERIALS
Causes and 1. Recognize some of the 1. Associating. Care and respect Teacher shows pupils pictures of physical Identify a sequence of features Variety of pictures
Consequences physical (geographical) for the and man-made features of their locality seen on their route to school of the locality.
and human (man made) 2. Sequencing. environment. which they classify according to the e.g. church then supermarket by
features of their above features. using maps, orally or written. Map from previous
locality. 3. Thinking critically. lesson.
Pupils draw maps to identify features
2. Understand some of the 4. Observing. along their own route to school. They Pictures of buildings
ways in which the give their correct names of features e.g. of the features of the
features are used. 5. Mapping skills. Health Centre Doctors and Nurses. past of the locality.
3. Identify individual Pupils describe what the buildings are Describe the features.
buildings and their used for and annotate correctly to further
significance to the develop the map that they have drawn
community. (Session 2).

CONCEPTS/THEME OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE
S ATTITUDES STRATEGIES ASSESSMENT OUTCOMES MATERIALS
Describing features 1. Describe features of the 1. Observing. Co-operation. Walk the pupils around the local area to Use a range of words and School
of the local local environment. identify the main features and changes pictures to show their view on environment.
environment 2. Recording skills. Collaboration. that are occurring. the quality of the environment.
2. Express views on the Questionnaire.
features. 3. Evaluating. Ask the pupils to complete a simple
questionnaire to rate the quality of the Drawing paper.
3. Know that changes 4. Classifying. features. They return to school and
occur in the locality. present their findings in a suitable way Pictures of
5. Interviewing skills. e.g. chart, graph or poster. different types of
places.
Ask the pupils to sketch or photograph a Know about changes in the
range of attractive and unattractive places. locality; i.e. participate in group Resource
presentations on then and personnel.
On return to school, pupils locate these on now.
the map of the locality.
Discuss with pupils their favourite place Offer at least two (2) ideas on
seen on the walk and ask them to write what they believe is an
about it explaining what makes it an attractive place and two (2)
attractive or unattractive place. ideas on an unattractive place.
Explain why they think this.
Split the pupils into pairs, and ask them to
identify a route around the area that
visitors could follow to give them a good
idea of the character of the place.
Ask pupils to consult with older persons

on changes in the locality.

Describing features 1. Identify some of the 1. Observing. Appreciation of the Walk the pupils around the local area, Recognize that different places School
of the local uses of land and need for recreation. asking them to observe and record the in the area support different environment.
environment. buildings in the locality. 2. Recording skills. different use of land and types of kinds of work.
buildings. Questionnaire.
2. Understand that these 3. Mapping skills.
uses are linked to the On return to school with the pupils help, Design a survey. Drawing paper.
work people do. 4. Designing survey. draw a large map or diagram of the route
taken and annotate with suitable caption. Pictures of
3. Recognize the need for different types of
leisure activities and the The pupils should now design a survey of Carry out a survey. places.
types of facilities how they, their parents, friends and other
available. adults spend their leisure time. Resource
personnel.
Pupils should then carry out the survey
before the next session.
Session 6
Know how places change 1. Developing an Appreciation of the Ask the pupils to present the findings Realize that the process of Local map.
Impact of change for better or worse, over understanding of need for recreation. from their surveys on leisure. change is continuous and
over time time. chronology. happens in most places. Different sets of
pictures depicting
2. Adapting to Ask the pupils about the changes they Complete a word search exercise changes in the
change. have noted during this study. Make a list based on important changes. community.
of them and mark on the local map.
Display the maps they have made.

Unit 2:
Theme: How can we make the local area safer?
Causes & Begin to develop a personal 1. Distinguishing the Care and respect Recognize basic geographical features Produce models of features. Pictures of
Consequences and social concern for safety character of a for the e.g. steep and gentle slopes, plains, landscape and other
and environmental concerns. place. environment, valleys, hills, undulating or rolling land geographical
oneself and others. (up and down). features.
Sustainability 2. Asking
geographical Respect for the Discuss with the pupils what makes a Identify the nature and character Pictures or models
questions. rules of road safety. road busy or quiet. of a road in relation to traffic and of traffic signs.
basic geographical features.
3. Using geographical Drawing paper.
terms. Arrange for the pupils to complete a Ask questions.
simple traffic survey on the road Newspaper.
4. Observing and outside the school;
interpreting road
and traffic signs. With the pupils help, draw a large plan
with traffic signs, road markings and
5. Making maps and distinguishing features. (All safety
plans. features)
6. Expressing their Ask the pupils to think about their own Compare different roads (e.g.
own ideas to the road at home and to decide whether it is pupils own roads at home with
group. quieter or noisier than the school road. that of the model drawn at
school).
7. Developing survey
skills e.g. Encourage the pupils to think up their Recognize simple road and
- Number of cars own questions about traffic around the traffic signs.
passing in a period school.
of time. Reflect on what they have
- Number of cars learned and begin to develop a
emitting smoke. consciousness about safety.
- Number of buses,
trucks, etc.,

CONCEPTS/THEME OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE MATERIALS
S ATTITUDES STRATEGIES ASSESSMENT OUTCOMES
Causes and Carry out a small scale Developing enquiry Care and respect With the pupils help, design and carry out a Organize a survey. Computer.
consequences investigation. skills. for the survey of the parking of cars in the street;
environment. Graph paper.
Discuss with pupils how such a survey
could best be carried out e.g. should it be Drawing paper (for
done at a specific time or different times? surveying chart).
Should it be done in one place? Where
are most cars parked? Other resources
related to the school
Ask the pupils to present the results as a environment.
graph. Ask the children simple questions, Use ICT or other methods to
such as: record findings and present
Are the cars parked all day? data.
Where do people go to after they have
parked their cars? Discuss their findings and
make simple observations.
* If the survey of parked cars on the street is
not relevant to the context of a particular
school, the teacher is encouraged to substitute
any investigation of a road safety or other
problem e.g. the operations of crossing
guards.
Session 3
Developing concern for 1. Expressing views. Care and respect Ask the pupils to use the information that Identify a variety of Writing paper.
Becoming an active local issues. for the they have collected and to brainstorm the solutions.
citizen. 2. Recognizing ways environment. way or ways of making the area safer. Envelopes and
of changing the stamps.
environment. The pupils now write a letter (either
individually or in pairs), to the Transport Use a variety of evidence to
Department, to ask about the possibility of present a case in the form of
safety features being constructed (e.g. a letter.
pedestrian crossing).

Becoming an active 1. Share opinions and 1. Recalling Co-operation. Ask the pupils to think about how the Work as a group using a teacher Writing paper.
citizen explain their views. information. school grounds or an area within the devised checklist of co-operative
Belonging to a school could be improved. The pupils are behaviors.
2. Learn about themselves. 2. Working co- community. to work in pairs and to agree on the area
operatively. that could be improved, why, how, and
who would benefit?
3. Problem solving.
Each pair presents their ideas to the class.
The class, with the teachers guidance, Present their justification for
decides on one project. their Project.
Session 5
Plan a project to improve an 1. Planning skills. Co-operation and The teachers task is to lead the pupils in Demonstrate logic, reason and Chart showing each
Becoming an active area or the school. collaboration. planning and preparing the project that concern for cost, time and stage of planning
citizen 2. Working was agreed on in Session 4. convenience. (prepared by the
collaboratively. teacher).
3. Critical thinking.
4. Problem solving.
Session 6
Carry out an improvement 1. Assessing the plan, A sense of The small scale project should be Evaluate various stages of the
Becoming an active project. planning and belonging to a implemented and evaluated. project.
citizen implementing. community.
2. Problem solving. Care and respect

for the
environment.

Unit 3:
Theme: Mapping a journey
Knowledge and 1. Identify the four main 1. Developing Have pupils go outside and identify the Sun.
understanding of cardinal points. geographical study direction from which the sun comes up.
direction; skills e.g. using Music.
2. Use the knowledge of geographical terms Have pupils point to the direction of the Use the cardinal points in the
the cardinal points to to follow directions rising sun with their right hands. Teacher classroom.
give basic directions. and to follow a uses this to introduce east and the other
simple route. cardinal points (west, north and south).
2. Using secondary Use a song and get students to respond to Respond to a game or song.
resources e.g. given directions.
places around the
school.
Session 2
1. Identify the four 1. Interpreting To have a basic Have pupils move around the class stating Find simple direction on maps. Drawing paper.
Knowledge and cardinal points on a geographical sense of direction; the direction in which they move.
understanding of simple map. information. Classroom.
direction; Have pupils draw the cardinal points
2. Apply the knowledge of using the north arrow. Model of the North
the four cardinal points arrow.
in arriving at the Using drawings of simple maps on
direction from one point worksheets, state the directions of one Drawings of simple
to another on a map. point from another. maps.

Knowledge and 1. Identify the eight 1. Developing and Teacher establishes four main cardinal Demonstrate that they Flash cards of the
understanding of cardinal points. using geographical points in the classroom and outside. understand cardinal points. four (4) major
direction; study skills e.g. cardinal points.
2. Use the knowledge of geographical terms Teacher sets up objects in between the
the eight cardinal points to follow directions main cardinal points and elicits from School/classroom
in giving direction. or follow a simple students what direction the objects are environment.
route. from them. If they cannot, the teacher
will provide the information. Objects to be used
as markers in
Use a song or a given activity and get the between points.
students to respond to given directions.
Session 4
1. Identify the eight 1. Interpreting of Have pupils move around the classroom Find simple directions on the Classroom.
Knowledge and cardinal points on a geographical skills. and outside, stating the direction in which map using worksheet or activity
understanding of map; they move. sheets. Drawing paper.
direction;
2. Use the knowledge of Have pupils draw the four cardinal points Demonstrate that they Small simple maps.
the eight intermediate with the north arrow. Using their understand the intermediate
points in arriving at the knowledge they must put in the cardinal points.
direction of one point intermediate points.
from another on a map.
Using a map on the board get students Plot the direction of a route
involved in plotting directions from one between two (2) points.
point to another and state the respective
direction.

Knowledge and 1. Use a map of their 1. Interpreting of Co-operation. Teacher will give pupils a map of the Map a journey. Map of the school
understanding of school and follow geographical school with simple directions and have compound.
direction; simple directions. information. Honesty. them follow them to reach a particular
destination. (It could be done in groups). Drawing paper.
2. Create a map of a 2. Thinking Trust.
journey from one point creatively. This activity could also be applied to a Objects for treasure
of the school to another. Pride. treasure hunt. hunt.
3. Collaborating
skills. Self esteem. Have pupils plot a journey from the Plot a journey accurately.
classroom to another area of the school
4. Recording skills. compound e.g. play ground or cafeteria.
On returning to the classroom, the teacher

helps the pupils to improve and refine
their maps.
Session 6
Use the knowledge of 1. Interpreting and Appreciation for The teacher using the school as the central Map a journey e.g. from school Drawing paper.
Knowledge and mapping skills to create a using geographical accurate directions. point gets the pupils to indicate the to any other important facility in
understanding of map of their journey from skills. directions from which they come to attend the district or to their home. Resource personnel
direction; home to their school. school. e.g. parent.
2. Researching and
recording skills. Pupils are allowed to create a mental Draw a sketch map of the
picture of their journey from home to journey from home to school.
school. This mental picture or image will
be used as a rough sketch of that journey
from home to school.
With the help from others e.g. parents, the Improve the sketch map to
pupils will try to draw an accurate map of produce an accurate
the journey from home to school. representation.
The teacher will further verify the

accuracy of the maps.

UNIT 4:
Theme: Studying a contrasting locality overseas.
This unit introduced a distant locality through aspects of life that will be familiar to children, such as housing, cooking and going to school. The unit is based on a small area, this allows children to
compare it more easily with their own local area.
Knowledge and Study a contrasting locality. 1. Asking Appreciation of Using maps, atlases and globes, ask the Locate Trinidad and Tobago and Package on a
understanding of geographical similarities and children to locate Trinidad and Tobago a foreign locality on a map; foreign locality.
places questions. differences. and any other foreign locality.
Atlases.
2. Observing and Ask the pupils to trace a route to the Locate major oceans, seas and
recording. chosen locality. continents around Trinidad and Large world map.
Tobago and the foreign locality.
3. Expressing own Ask the pupils how they might travel Globe.
views. there and what time would be needed for
the journey.
4. Communicating in
different ways. Ask the pupils to write down or say what The distance from Trinidad and
they think that locality would be like, if Tobago to the foreign locality
5. Using geographical they went there. using a time factor.
vocabulary.
6. Using globes, maps

and plans.
7. Interpreting
information
creatively.

CONCEPTS/THEME OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE MATERIALS
S ATTITUDES STRATEGIES ASSESSMENT OUTCOMES
Knowledge and Make comparisons to their 1. Asking Appreciation of Using pictures discuss with the pupils Extract information from Pictures of foreign
understanding of own locality. geographical similarities and what the chosen foreign locality is like. pictures. locality.
places questions. differences.
Ask the pupils to draw and label pictures Describe physical and man made Pictures of their
2. Observing and Valuing diversity of the locality to show its main natural features. family and home
recording. of culture. and man made features. setting.
3. Expressing own Ask the pupils to write a short description Writing paper.
views. of the area to describe what the locality is
like;
4. Communicating in
different ways. Ask the pupils to list the physical and Discuss the main similarities and
human features of the locality that are differences between their local
5. Using geographical similar and different from those in their area and the foreign locality.
vocabulary. own area.
6. Using globes, maps

and plans.
7. Making
connections
recognizing
common and basic
human needs
wherever and
however people
live.

Knowledge and Explore similarities and 1. Identifying Respect for other Using pictures discuss with pupils what Describe village life in the Pictures of the
understanding of differences in culture of similarities and countries. life might be like in the foreign locality. foreign locality. foreign locality.
places different localities. differences.
Empathy. Divide the class into groups. Some Extract information from various Dictionary.
2. Communicate develop questions to ask members of a sources;
findings in family in the foreign locality, e.g. Writing paper.
different formats. What is family life like for you?
What sort of food do you eat? Resources e.g.
How much do things cost where you books, magazines,
live etc? computers and
encyclopedias.
Others develop answers to those Discuss aspects of the lives of
questions. children in a foreign locality and
Trinidad and Tobago;
Using the pictures, ask the pupils to write
about any aspect of life in the foreign
locality.

Knowledge and Transfer ideas into 1. Expressing clearly Self esteem. Ask the children to write a description of Appreciate similarities and Pictures of a
understanding of acceptable written format. in writing. life in another locality, using headings such differences through the creative foreign locality.
places as houses, food, shopping and going to writing process.
2. Reasoning skills. school. The use of a writing frame for this Writing frame
task might be helpful for some children. (consisting of
relevant headings).
Ask the children to do the same for their Identify words which are
own locality and then to decide which peculiar to the chosen locality.
aspects of life might be the same for both
places.
Session 5
Recognize links between 1. Creative thinking Appreciation of Pupils will draw some aspect of their Recognize and use foreign Pictures of foreign
Knowledge and their lives and others skills. others cultures; culture and the foreign culture, which are designs in local productions. cultural influence.
understanding of throughout the world e.g. similar.
places mask making traditions. 2. Working Materials for mask
collaboratively. making e.g.
cardboard, bristol
board, kite paper,
scissors, glue,
markers etc.

Knowledge and 1. Reflect on how life 1. Evaluating. Having an Ask the pupils to think about how life is Recognize the different ways Pictures of a
understanding of could change in the optimistic concern changing and may change in the future in that change could impact on foreign locality.
places foreign locality e.g. 2. Creative thinking. for issues of the foreign locality. peoples lives by being able to
the influence of cultural and offer at least three (3) ideas. Pictures of modern
foreign values such as 3. Reasoning. environmental day appliances.
dress, speech etc. change. Ask the pupils to think about how the Discuss the idea that change may
method for washing, cooking or cleaning be for the better or worse. Pictures of urban
may change now that the family is setting.
earning money, and whether the change
will be for the better or for the worse.
Ask the pupils to reflect on how their

ideas about a foreign village have
changed and developed.

Unit 5:
Theme: What were homes like long ago?
Similarities and Compare home life now and 1. Identifying and Respect for Show the pupils pictures of different Recognize and name different Pictures of homes
Differences in the past beyond living drawing features of evidence. homes. types of home. past and present.
memory. homes past. Ask:
Respect for the Which are like your home? Objects or pictures
2. Using physical past. Which are different? of objects in homes
evidence to infer past and present.
what the lives of Empathy. Encourage them to talk about homes they Recognize and name different
people were like in have visited. features of homes past/present. Drawing paper.
the past and now. Why do people live in different types
of homes? Small cut-outs for
3. Making labels.
comparisons across Show pupils objects of past and present
time periods. and encourage them to draw;
Select pupils to place or write labels on

the pictures of different types of homes.

Similarities and 1. Recognize and 1. Observing. Sensitivity to Take the pupils to look at homes near the Identify common features of School environment
Differences describe the common others school. homes. (homes around).
external features of 2. Recording. homes/dwelling.
homes. Help them to recognize common features Drawing materials.
3. Comparing. by asking them to look for what is the
2. Record their same and what is different about the
observations. 4. Contrasting. homes (e.g. styles of architecture).
Encourage them to talk about what the

houses are made of, details of windows,
doors etc.
Ask the pupils to draw one of the homes, Describe and draw details of
showing everything they can recognize. homes.
On returning to school, they should

improve the drawing and label all the key
features.

Similarities and 1. Identify the features 1. Observing and Care and respect Gather information from elders on homes Describe the features of a home Resource
Differences of a house built long recording enquiry for heritage/history. built long ago. built long ago. personnel.
ago. skills.
Empathy. Show the pupils a picture of a house that Pictures of houses
2. Identify differences was built at the beginning of the last present and long
between two homes century. ago.
built at different
times. Tell them they are going to find out about Identify differences between the Drawing materials.
the sort of homes people lived in a long homes built at different times.
time ago.
Using the knowledge they acquired in

Session 2, ask the pupils to identify the
key features of what they can see:
What is different about this house
compared to a modern one?
Is it made from the same materials?
Are the windows the same shapes?
How do they open and close?
What is different about the front
door?
Ask the pupils to draw the home

showing clearly all the things they
noticed that are different from the
other home they drew.
Agree with the pupils the heading(s) or

caption(s) they should give the two
drawings of homes.

Change and 1. Recognize different 1. Observation. Care and respect Read or create a story of an estate Identify the rooms in a house Story.
Development rooms and household for heritage. owners house or read the pupils a story from long ago.
objects from a long time 2. Recording. set in a Victorian house or one at the turn Pictures or drawing
ago. Attitude of of the 20th century and show them of homes.
3. Researching. curiosity. different pictures of rooms in the home.
2. Describe the Dictionary.
characteristics of the Ask them to identify the rooms using the Describe using appropriate
objects. furniture and the household objects as vocabulary. Pictures of present
clues. day objects in the
home.
Encourage the pupils to notice and Classify objects into known/
describe as many objects as they can. unknown.
Ask them to use their knowledge about

their own homes to identify those objects
in the picture that are the same as todays,
those that are different but recognizable,
and those they do not know anything
about.
Use the pupils suggestions and ideas to

develop a word bank of new nouns and
adjectives.
Ask them to research and find the

meaning of new words.

Understand the past 1. Recognize objects from 1. Answering Care, respect and Give the pupils some objects from Describe characteristics. Objects or pictures
long ago. questions. appreciation for Victorian times or from the early 20th of objects from
heritage. century. They should feel, smell and long ago.
2. Describe the use of the 2. Making inferences. speak about the object that has been given
objects. to them. Flash cards with
3. Thinking names of objects.
3. Demonstrate how the creatively. Ask the pupils to describe the object and Match pictures and names of
objects were used. to say how it might have been used. objects.
Correct them if they are not correct.
Session 6
Create a model of a room of 1. Creative thinking. Care, respect and Ask each pupil to bring a small cardboard Display and evaluate each Small cardboard
Understand the past a home long ago. appreciation for box or carton into school. others work. box or carton.
2. Planning. heritage.
Their task is to design and make a room Apply previous knowledge to Scissors.
3. Collaboration. Care and respect (from a house long ago) inside the carton create and critique models.
for the or the box. They may use the pictures Glue.
4. Synthesizing environment. from earlier sessions to help them plan the
previous room. Pictures of rooms
knowledge. Pride and co- (house long ago).
operation. If this is too complicated, the pupils could
work in pairs or groups.

Unit 6:
Theme: Celebrations
This unit needs to be taught at appropriate times. A section should be taken from this unit, when it is relevant. If this causes overload or interference in another unit that unit may be continued into another half
term. It would not be expected that pupils should know about each and every one of these celebrations. However, they should have knowledge and understanding of some from each of the sessions. The teacher
should select the most appropriate events or celebrations.
CONCEPTS/THEM OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE MATERIALS
ES ATTITUDES STRATEGIES ASSESSMENT OUTCOMES
Pupils will be able to Pupils are able to:
National: 1. Identify the National 1. Developing ideas Respect for others. The teacher asks the pupils to identify the Understand National Newspaper, magazines,
Independence Day; celebrations. and opinions particular celebrations e.g. Carnival. celebrations. computers, brochures.
Republic Day; through discussion. Patriotism.
Carnival; 2. Explain the importance Discussion on the importance of the Comic strips.
Arrival Day; of these celebrations. 2. Role-playing. Appreciate diverse celebration. Use cartoon characters to
Emancipation; cultures; dialogue on celebrations. Resource personnel.
Labour Day. 3. Know how the 3. Researching. Group work Pupils source information
celebrations are Self worth. on the celebrations from e.g. newspapers, Writing materials.
observed. 4. Developing skills magazines, computer and resource
of conflict Belongingness. personnel. Model of objects e.g.
4. Describe and explain resolution. clothing, artifacts.
their roles and Care and respect Re-enactment of pertinent aspects of
responsibilities in the 5. Creating; for the celebrations e.g. Emancipation, Arrival
celebrations. environment. Day.
Religious: 1. Identify major religious 1. Thinking Tolerance. Repeat of former strategies. Write a short description of the Newspaper, magazines,
Divali; celebrations. creatively. celebration using words and computers, brochures.
Eid; Appreciate and Vocabulary book with terms used in terms.
Ash Wednesday; 2. Explain the importance 2. Questioning. respect others. religious celebrations and their meanings. Resource personnel.
Easter and Good of the celebration to the Carry out observances
Friday; religious group. 3. Listening. Share. appropriate to the celebration Writing materials.
Spiritual Baptist e.g. lighting deyas (Divali),
Day; Corpus 3. Know how the group 4. Researching. Co-operate. making Christmas cards, etc. Model of objects e.g.
Christi; Christmas; observes the clothing, artifacts.
Phagwa. celebration.

VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE

CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS
Days of Observance: 1. Understand the 1. Thinking Love. The teacher asks the pupils to identify the Make cards using appropriate Newspaper,
reason for the creatively. observance. designs and vocabulary. magazines,
Universal Childrens observance. Caring. Discussion on the reason for the computers,
Day, Mothers Day, 2. Researching. observance. encyclopedia.
Fathers Day, 2. Know the origin of Empathy.
Valentines Day, the days of Pupils work with groups or individually Give a short description of the Writing materials.
Halloween Day observances. Appreciation for and carry out a small research project on particular observance.
parents, others and the origin of the observance. Materials for cards.
3. Explain how the themselves.
observance is Teacher could have pupils compare how
celebrated. the observances are celebrated in other
communities (local/foreign).
Localized Community 1. Identify the 1. Researching. Care, respect and Teacher asks pupils to identify the Locate on a map of Trinidad and Resource
Celebrations: celebrations within appreciation of important celebrations in the community. Tobago where these festivals are personnel.
the community. 2. Role-playing. heritage, history celebrated.
St. Peters Day, and community. Discussion on the importance of the Pictures.
Borough Day, 2. State why they are 3. Creating. celebration in the community.
Tobago Heritage, celebrated. Co-operation.
Sugar & Energy 4. Observing. Have pupils collect and record
Festival, 3. Explain how they are Collaboration. information from members of their
La Divina Pastora, celebrated; 5. Enquiring. community on the celebration.
Santa Rosa Festival Sense of
and any other Belonging. This information will be presented to the Enact aspects of the celebrations.
community class.
celebrations. Tolerance.
A member of the community could also
visit the class to talk about the event.

STANDARD II
OUR ISLAND
Social Studies Syllabus Standard II

Unit 1:
Theme: An Island.
Location of 4. Locate Trinidad and 1. Asking questions. Interdependence. Use a map of Trinidad and Tobago. Locate Trinidad and Tobago on a Map.
Trinidad and Tobago Tobago on a world map.
map. 2. Describing places. Appreciation for Ask the pupils to find where they live and Globe.
the physical look at the main physical features.
5. Identify the physical 3. Using globes, maps environment. Atlas.
characteristics of and charts. Find Trinidad and Tobago on a globe and Identify the seas surrounding
Trinidad and Tobago. look at its position, compared to other Trinidad and Tobago. Charts.
4. Making maps and Caribbean islands, South America, North
plans. America, UK and Europe. Sketch maps.
5. Communicating in Ask the pupils to name the seas that Complete a sketch map of either
different ways. surround the two islands. Trinidad or Tobago;
Help the pupils draw a sketch map of the

island that they live on and locate where
they live.

The geographical Investigate and identify the 1. Using maps and Interdependence. Ask the pupils to identify: Label the geographical features Models.
features associated special geographical atlases. on the sketch map.
with Trinidad and characteristics of our Appreciation of Geographical landforms of Trinidad Plasticene.
Tobago islands. 2. Thinking critically. Nature. and Tobago, such as, swamps, plains,
mountains, rivers and peninsulas. Pictures.
3. Labeling
accurately. Ask pupils to label the sketch map (from Indicate physical features and Maps.
Session 1) with the geographical features. roads on a hypothetical map of
4. Working in pairs. an island.
Ask each pupil to work with a partner and
agree on the forms of transport that
people use to get to and from Trinidad
and Tobago.
Why do these forms of transport have to

be used?
Ask pupils to look at large scale maps of the

islands that clearly show roads. They need to
locate at least one main highway and work
with a partner to list two reasons for the
highway being there.

Land-use and its 1. Discuss who lives in 1. Asking questions. Interdependence. Using a land use map of Trinidad and Pictures.
impact on an island Trinidad and Tobago Tobago:
and what work they do. 2. Answering Appreciation of - Ask half of the class to work together Identify the land use of their Map.
questions. Nature. and list the different ways that land is own locality.
2. Consider how land and used.
buildings are used. 3. Working in pairs. - Ask the other half to list all the ways State the use of specific
that buildings are used e.g. residential, buildings in their community.
4. Using maps. industrial and recreational.
Discuss with the pupils the main types of

employment and land use:- List employment in relation to
on the coast; identified land use.
inland;
in the capital;
Session 4
Take part in the enquiry 1. Naming and Collaboration. Ask the pupils to write a list of all of the Identify places and relate them Map.
Investigation process. investigating places they have visited in Trinidad and to different types of
places. Appreciation for Tobago. The pupils should now locate the environment. Atlas.
the physical places on a map and group them into types
2. Using geographical environment. of environment e.g. urban, town, rural
terms. countryside, coastal seaside, etc. and
present the information pictorially or
3. Using maps and geographically.
atlases.
Work in groups of three (3) where the Design a survey.
4. Conducting a pupils should design a survey, where they
survey. will interview other pupils in the school, to
find places that pupils have visited (on the
5. Thinking critically. two (2) islands), and find out, why.
They should now carry out the survey.

Understanding 1. Analyze the information 1. Using ICT or other Appreciation for The pupils will analyze and evaluate the Describe at least two (2) popular Photocopy of map.
places on our island from the survey. methods to present use of evidence information from their survey. places visited and explain reason
findings. in drawing for popularity.
2. Present the data. conclusions. The pupils will decide on the most
2. Concluding from appropriate way to present the
evidence. information.
3. Completing a Pupils will ensure that they know which

sketch map or plan. are the most popular places on the islands.
Using information gathered pupils will be

able to say why these places are popular.
Draw a sketch map or plan of the islands Complete a sketch map or plan
and locate the places on it. showing places visited.
Evaluate their survey and say how they Color code to distinguish popular
would improve it, if they had to do it places from the other places.
again.
Consider what they have learned from

undertaking the survey.

Preparation for Reflect on the unique 1. Working in pairs. Community Pupils will: State their responsibility to the
citizenship concerns of living on an responsibility. - Review the learning that has community.
island. 2. Presenting an happened over the last five sessions.
argument.
Remind the pupils that the focus of this
3. Using information. study is to think about our island home.
4. Thinking critically. Ask the pupils to work in pairs and to Pair presentation of reasoned
decide on why living on an island is argument e.g. for or against
different to living on a large landmass, living on an island.
continent or mainland.
Ask the pairs to present their reasons.
As a whole class, now consider:

What are the things that we as future
citizens of Trinidad and Tobago have
to be aware of, if we want to protect
our island home?
Summarize the unit. Write two (2) paragraphs

summarizing two (2) points
about the unique concerns of
living on an island.

UNIT 2:
Theme: How can we improve an area we can see from our window
This unit is based on a book called Window by Jeannie Baker,
The natural Discuss the various habitats 1. Asking and Appreciation for Divide the pupils into small groups. Match pictures of different Pictures of physical
environment (home) in the physical responding to the natural environments accurately with environment.
environment swamp, questions. environment. Distribute pictures of different aspects of labels such as: swamps, forest,
forest, mangrove, savanna. the natural environment. mangrove and savanna. Pictures of animals.
2. Recognizing the Protection and care
interdependence of of the environment. Ask the groups to identify the different
animal life and the environments and to label each one.
environment.
Discuss with the class the range and type Apply this knowledge to pictures
of animals and birds that could live in of habitats and animals in
these habitats. Trinidad and Tobago.
Session 2
1. Account for their own 1. Observing and Responsibility for Read the book to the pupils. Identify change and describe Window by
Interdependence of views on the listening. the environment. how the boy might be feeling. Jennie Baker or a
communities environment. Talk about the book, showing colour similar type of
2. Using geographical Empathy. overhead transparencies of selected pages. picture book.
2. Recognize that change vocabulary that
is a constant part of life. relates to the Valuing feelings as Ask the pupils about the changes they can Identify main land uses and Colour photocopies
natural well as reasoning. see and how the boy might be feeling changes. of pages of book.
environment. about what he can see through the
window.
3. Expressing ideas,
opinions and Divide the pupils into small groups.
explaining facts Give each group colour copies of three or Write the story of their series of
clearly. four pages of the book. Ask the groups to pictures, focusing on changes,
record the main features in each view and land use and what it would feel
to note changes between views. like to be there.

Session 3
1. Differentiate between 1. Using geographical Responsibility for The pupils could either make models of Display and explain models or Clay.
How man impacts on the natural (physical) vocabulary. the environment. different environments or put their work work presented.
the natural environment and the from Session 2 together and produce a Plasticene.
environment human environment. 2. Identifying land class display.
use. Pictures of trees,
2. Describe the impact of Pupils will brainstorm on the positive and Speak on the negative impact of mountains, fields,
man on the natural 3. Working negative effects that man has had on the man on the environment. rivers, towns or
environment. collaboratively. environment. streets.
3. Discuss the negative 4. Using information Pupils will work in pairs. They will draw Apply the knowledge gained in
and positive effects of to think creatively. up two lists mans positive effects and discussing changes in their home
man on the mans negative effects. area.
environment. 5. Making
connections the
influence of Man
on the environment
and vice versa.

Investigating 1. Carry out an 1. Observing. Responsibility. Pupils organize themselves into small Writing materials.
investigation using groups. They look out of the window.
observational skills to 2. Asking and Drawing materials.
detect:- responding to Pupils record what they see and document Record different types of data
Aspects of the human questions. questions they may have about the view. collected. Graph paper.
and natural environment
The influence of man 3. Collecting evidence Pupils discuss what they want to find out Present data in different formats. Computer (if
on the environment. to answer about the area through the window. They possible).
Changes in the local questions. focus on key questions raised by each
environment of the group. Pupils discuss why features are
school. 4. Using fieldwork located where they are.
skills.
Pupils are to visit the area that can be seen Pupils are to produce a class
2. Make contributions to 5. Using ICT or other from the window, focusing on selected display of their pictures of:
the life of the school methods to present features. They record what they see and - the view through the
and its neighbourhood. data. discover, using sketches and descriptive window.
writing. - what they found outside.
- field sketches, notes and
evidence collected during
the field visit.
Help the pupils to use spreadsheets to

classify, store, retrieve and sort data, and
to interpret the results produced.

Session 5
Use the field work data to agree 1. Decision making. Taking Pupils are to design a small project to Present a written proposal of
Preparing for on a project for environmental responsibility. improve the area immediately outside the project.
citizenship improvement. 2. Planning. window.
Awareness that we
3. Problem solving. can influence the Pupils brainstorm ideas with the whole In it write a
kind of future we class. 1. Rationale justifying the
4. Collaborating. will have importance of the project.
personally, Pupils agree on a project, which should be 2. List preparatory tasks.
nationally and realistic and achievable.
globally.
Pupils decide upon the tasks that need to be
done during preparation and implementation.
Pupils organize themselves into groups

and select preparatory tasks. Work collaboratively in groups
according to a checklist of
Pupils work on selected task. desired behaviours designed by
the teacher;
Session 6
Carry out an improvement 1. Working to a plan. Collaboration for The pupils carry out the project under the Work to plan. Note pad.
Preparing for project. improvement for teachers direction and management.
citizenship 2. Working all. Teacher prepared
collaboratively. Pupils evaluate the project. Prepare a sample project. chart on the steps
Did we achieve what we set out to or stages in the
3. Problem solving. do? Offer solutions to challenges or agreed
Could we have done it better? obstacles that threaten the work improvement plan
4. Thinking How? plan; (e.g. who does
creatively. What would we do differently next what and when).
time? Evaluate the process the class
5. Evaluating What have we learned from doing went through and the outcomes Questions prepared
process and this? of the project. on a chart.
outcomes.

Unit 3:
Theme: The Rainbow Country
Session 1 Pupils will be able to Pupils are able to
Cultural Heritage 1. Identify the different 1. Interpreting maps. Appreciate cultural Pupils are to name some of the ethnic Work in groups to complete an Maps.
ethnic groups in differences. groups they know. information card.
Trinidad and Tobago. 2. Information Atlases.
gathering. Brotherhood. Use world maps to locate the places the Locate places of origin on a
2. State when they came groups came from. world map. Sketch maps.
and the reasons for 3. Interpreting. Friendship.
their presence in Pupils investigate what each ethnic group Describe briefly some of the Bristol board.
Trinidad and Tobago. 4. Communicating. Unity. brought that are now part of our national cultural contributors of each
heritage. group. Pictures.
3. Locate place of origin 5. Collaborating. Pride in ancestry.
for each ethnic group. Pupils discuss reasons for each groups Complete a map showing arrows Magazines.
6. Sketching. arrival. to Trinidad and Tobago from the
4. List contribution different countries of origin.
Cultural artifacts.
made by each group 7. Investigating.
to our cultural Organize a display of artifacts.
heritage. 8. Reporting/
Presenting.

Building a nation 1. Recognize and explain 1. Observing. Patriotism. Pupils access, through the internet, Prepare a booklet on national Pictures of symbols
the meaning of symbols symbols of other countries than compare symbols. of nationhood.
of nationhood. 2. Explaining. Respect. with symbols of Trinidad and Tobago.
Sing national songs. Tape recorder.
2. Demonstrate respect for 3. Presenting. Pupils discuss national symbols and its
national symbols. role in creating a national identity. Cassettes.
Pupils are to collect and discuss the

meaning of national symbols.
Session 3
1. Identify and locate 1. Researching National Pride. Pupils discuss and interpret a tourism map of Make a brochure on place Bristol board.
Places of interest in important towns, information. Trinidad and Tobago. researched.
our nation. landmarks and places in Co-operation. Markers.
the nation. 2. Communicating. Pupils classify places of interest e.g. Present information gathered to
places of historical interest, eco-tourism, different groups. Pictures.
2. Explain the significance 3. Planning. recreational places etc.
of the site, landmark Prepare a map showing Library books.
and places identified. 4. Collaborating. Pupils work in groups. They select one of important sites, landmarks and
the classified group and research places.
5. Discussing. information and collect pictures on
selected landmarks, towns and places in
6. Interpreting maps. the nation.

Session 4
1. Identify the type of 1. Asking questions. Respect for Discuss the concept of governing. State why we need a government. Pictures of Prime
Government government in Trinidad authority. Ministers.
and Tobago. 2. Working in groups. Discuss with pupils the need for leaders.
Responsibility. Literature on
2. State the role of the 3. Solving problems. Identify who make up the government. governance.
government. Democracy.
4. Using technical Draw a diagram representing a simple
3. State the prominent vocabulary. structure of government.
figures that make up the
government. Identify Prime Ministers of Trinidad and Identify given pictures of past and
Tobago (past and present). present Prime Ministers.
Session 5
1. Identify some 1. Improving Respect for others. Place the pupils into groups. Identify significant people (at Pictures.
Citizenship significant people in vocabulary e.g. least two).
Trinidad and Tobago, courteous, National Pride. Newspapers.
both past and present respecting, co-
and state how they operating etc. Valuing positive Each group will research one aspect or Describe roles and responsibilities
contributed to nation role models. category e.g. sports. of family members, at least one
building (e.g. Sports, 2. Locating person, in their neighborhood who
Religion, Beauty, information from Honesty. has contributed to nation building.
Politics etc.) various sources.
Co-operation.
2. Describe the roles and 3. Classifying
responsibilities of information.
various family
members, as well as 4. Presenting findings
other people in their in both formal and
school or neighborhood informal manner.
who have contributed to
nation building.

What is a nation? 1. Analyze information 1. Using information. Co-operation. Explore ideas with pupils on what is a Nation Describe the general Prepared game
from previous sessions. and what are some aspects that make Trinidad characteristics of nationhood. cards.
2. Asking questions. and Tobago such.
Loyalty.
2. Develop love, respect
and loyalty for Trinidad 3. Communicating in Ask questions to bring out previous
National Pride.
and Tobago and strive different ways. sessions on what makes Trinidad and
to make it a better Tobago a nation.
place. 4. Discussing issues.
Use prepared game cards and ask each
5. Giving opinions. pupil questions e.g.
6. Synthesizing Card 1
previous Q. Who is the head of the government in
information. Trinidad and Tobago?

Unit 4:
Theme: National Festivals.
Defining national 1. Identify National 1. Researching. Caring. Ask pupils to name a special day for them Answer questions orally. Pictures.
festivals. Festivals. in the year.
2. Reporting. Tolerance. Computers.
2. Explain why we have Explain to pupils that every year there are
National Festivals. Living in harmony. special days that are celebrated by one or
more of the ethnic groups in this country.
3. Demonstrate Appreciation of
appreciation for others. State that those days can be holidays.
National Festivals.
Elicit from pupils a list of days.
Explain the reasons for these National

festivals e.g.
due to a great leader (Labor Day);
historical event (Independence Day);
Gods or Saints Religious.
Ask pupils to dramatize aspects of Propose portfolios on important

National Festivals. aspects of National Festivals.

Categories of 1. Organize national 1. Questioning. Appreciation. Review list of national festivals. Draw symbols of the National Prepared list of
National Festivals festivals into groups. Festivals and label under the festivals.
2. Discussing. Living in harmony. Discuss with pupils the groups that can be corresponding category.
2. Relate data about generated from the list. Drawing material.
national festivals. 3. Communicating in Co-operation.
different ways. Ask pupils to give reasons for choosing
such a group for list.
4. Sketching.
Decide on the final group headings
(categories) and National Festivals to be
listed under such.
Note: Teacher must emphasize that

although Carnival is a national festival it
is not a Public Holiday.
Session 3
1. Identify symbols in 1. Developing Respect for others. Review the main types of National Make information cards based on Prepared chart of
Symbols and customs relation to given vocabulary. Festivals. symbols and customs of a festival symbols.
related to National National Festivals e.g. Tolerance. specific national festival.
Festivals deyas for Divali. 2. Developing Outline the symbols seen when the Postcard sized card
observational various festivals come about. or paper.
2. Describe customs skills.
related to the National Make a list of some of the customary Drawing and
Festivals e.g. Christmas practices that are done at the National painting materials.
Parang. Festival time.
3. Develop an awareness Divide the pupils into pairs and ask them
of symbols and customs to design and make information cards that
centered around the would communicate their ideas to
National Festivals. tourists.

1. Discuss the significance 1. Questioning. Appreciation of Use pictures and videos to discuss and Research the significance of Pictures or video of
Significance of of National Festivals. festivals. explain the significance of these festivals. another festival. one or more
National Festivals 2. Reaching Ask pupils to state when they are festival.
2. State when they are conclusions from Tolerance. celebrated.
celebrated. evidence. Use specialized vocabulary to describe
Caring. these festivals.
3. Develop an awareness Each pupil is asked to think of at least Think about their own
and understanding for three (3) reasons as to why a festival is experiences.
National Festivals. significant to them.
They then work with a partner and Communicate clearly to partner.
explain their ideas and thinking
(5 minutes).
The partners role is to listen and ask
questions at the end. They then swap
roles.
Group work, flash cards and pictures.

Session 5
1. State the related 1. Communicating in Appreciation for Discuss with pupils that national festivals Think in logical and sequential Materials to make a
Activities related to activities done in different ways; work; are usually associated with some type of stages. group flow chart.
National Festivals preparation for, during preparation.
and after the National 2. Using information; Service to others; Ask pupils to name the activities that are
Festival. done when each national festival is
3. Considering issues Sharing; observed.
2. Demonstrate an of current concern; Divide the pupils into groups and ask
appreciation for the Tolerance; each group to consider one festival. They
ways of life of the 4. Asking and should make a flow chart on activities that
people at this time. responding to led up to a National Festival e.g. Carnival
questions; and Divali;
3. Appreciate why As a whole class now consider why it is
activities are important important to have activities before, during
for successful delivery and after National Festivals.
of any national festival.

Becoming a good 1. Describe and explain 1. Asking and Tolerance. Present pictures depicting Divali Offer at least three (3) ideas to Pictures of Divali,
citizen their roles and responding to celebration, Christmas, Eid and Baptist problematic situations. Christmas, Eid and
responsibilities in questions. Respect for others. Day. Baptist Day.
National Festival.
2. Communicating Caring. Ask pupils to describe how they relate or
2. Become more involved with others. feel when these festivals are being
in celebrations of the Co-operation. celebrated.
country. 3. Solving problems.
Teacher emphasizes that since we live in
3. Develop an a Rainbow Country there are many
appreciation for religions and people of different races.
national festivals.
State that each has a festival that they
commemorate, therefore, we must respect
others as we would want them to respect
us.
Discuss ways of respecting others

festivals.

Unit 5:
Theme: The Caribbean Family
Our Caribbean 1. Recognize the 1. Using maps and Unity. Use atlases to explore the Caribbean Region Use a sketch map and put in the Prepared sketch
neighbours Caribbean sea as the atlases. and search for Trinidad and Tobagos names of the selected islands. map of the
main linking factor of neighbours. Caribbean.
Sharing.
the Caribbean islands. 2. Identifying the Answer questions about their
geographical Identify the Caribbean Sea as a linking factor. Caribbean neighbours.
2. Name the Caribbean location.
Discuss islands with reference to geographical
islands that are our location, e.g. Barbados (most easterly),
neighbours. 3. Naming and Identify the Caribbean Sea.
Jamaica (west) and Grenada (north).
investigating
3. Identify the places. Writing in pairs locate, identify and label
geographical location of islands and the Caribbean Sea on the prepared
Caribbean islands. 4. Completing sketch map.
maps.
The teacher should draw attention to the
5. Asking questions. fact that there are countries in the
Caribbean Family that are not islands e.g.
Guyana and Belize.

Definition of family 1. Define the term 1. Asking questions. Caring. Present pictures of different types of Create a portfolio on different Pictures.
and types of families family. families. types of families : nuclear,
in the Caribbean 2. Role-playing. Respect for extended and single parent etc; Folders.
2. Identify the different authority. Discuss characteristics of each picture.
types of families in our 3. Profiling.
society e.g. nuclear, List the names of the family types based Discuss the characteristics of
extended and single on discussions. each family type;
parent households.
Make comparison to their family types.
3. Identify the reasons for
those types of families. Discuss with pupils reasons why their
specific type of family came about e.g.
parent left home to work abroad etc.
Point out that whatever the family type,

families are characterized by love,
belonging and sharing.
Session 3
1. Identify the different 1. Asking questions. Unity. Review names of races in Trinidad and Draw a concept map of where Pictures.
History of families in ethnic groups that make Tobago. the people came from.
the Caribbean up the Caribbean 2. Drawing Independence. Library books.
family. conclusions. State that the neighboring countries in the Name the countries in the
Harmony. Caribbean are also made up of different Caribbean where sugar cane is Atlas.
2. Explain why these races. grown.
groups of people were Co-operation. Paper.
brought to the Relate a historical story with the aid of
Caribbean. pictures explaining how and why long,
long ago people from Africa and India
were bought.
Discuss content of the story and reasons

for their coming sugar cane, etc.

1. Explain the benefits of 1. Researching. Unity. Teacher presents picture of some Participate in a group discussion Newspapers.
The Caribbean as a having Caribbean members of the West Indies Cricket of the benefits of Caribbean
family neighbors. 2. Developing Co-operation. Team. neighbors. Pictures.
vocabulary skills.
2. Show how there is Kindness. Ask pupils what these people have in Write in their own words why
greater strength in 3. Working in groups. common? there is greater strength in unity in
unity. Acceptance. Which country do they belong? the Caribbean.
Tolerance. Teacher explains that just as we have a

cricket team that is made up of people
from other Caribbean countries, similarly
there are other activities that we come
together for e.g. festivals and trade.
Ask the pupils to write a report, story or

poem on strength in unity.
Session 5
The national family 1. Give a meaning for the 1. Working in groups. Respect. Use a simple skit or video clipping Relate an understanding of the Paper.
term National Family. depicting unity among races. Allow term National Family through :-
2. Respecting national Interdependence. pupils to discuss what was observed that - Drawing, storytelling, singing Video clips.
2. Identify symbols and symbols. would be good for nation building. and literature (Poems)
events that make a Tolerance. Elicit from pupils other ways of making
National Family. 3. Communicating in the nation as a family (symbols and
different ways. Patriotism. events).
3. Appreciate the need for
a National Family. 4. Considering issues National pride. Discuss with pupils that these ideas can
of current concern. make us a National Family.
Explore a meaning for National Family
5. Observing skills. by asking the pupils to either draw a
picture, write a story, compose a song,
poem or a short dramatic sketch on the
National Family.

Social problems and 1. Explain the term social 1. Asking questions. Tolerance. Briefly discuss with pupils rules within List three (3) social problems. Writing materials.
the national family problem. the family, school, church etc.
2. Giving examples. Decision making.
Developing 2. Explain how rules help Talk about the significance of obeying Write in their own words what
citizenship roles and us to live an orderly 3. Reaching Personal safety. rules and being a disciplined person. they think can be done to solve
responsibilities life. conclusions. social problems.
Problem solving. Elicit from pupils what happens when we
3. Recognize some 4. Considering issues break rules and dont display discipline.
problems that affect the of current concern. Self control.
national family. Discuss the impact of this on the nation as
a whole.
Explain the term social problems to

pupils and list them when pupils call them
out.
Working in groups of three (3), the pupils

agree and write what they would do to
solve social problems in Trinidad and
Tobago if they were the Prime Minister.
Teacher summarizes the unit by showing

at every level regional, national and
local there are conflicts and problems in
families and there are ways of working
through such problems.

Unit 6:
Theme: Weather in other Places.
Tropical zone 1. Identify regions or 1. Asking questions. Love of Nature. Identify the equator on the map of the Colour code the tropical zone on Globe.
countries that world. a sketch map of the world.
experience tropical 2. Describing places, Appreciation for Map of the world.
weather patterns. people, flora, fauna Nature. Discuss with pupils the type of weather Locate the Equator.
etc. conditions experienced around the Pictures of other
2. State the type of equator. countries and
weather experienced in 3. Using maps, atlases peoples from the
the tropical zone. and the globe. Identify the countries that fall into the Describe orally the life Tropical Zone.
Tropical zone. experienced in the tropical zone.
3. Describe the impact of 4. Communicating in Prepared sketch
the weather on the different ways. Discuss with pupils the lifestyle (clothes, map of the world.
lifestyle (dress, food), homes, people, flora and fauna) found in
flora and fauna of this 5. Using secondary the Tropical zone.
region. sources.
Pupils now work in pairs and color code
4. Identify the Equator. 6. Locating places. the Tropical Zone on a sketch map.

1. Identify regions or 1. Asking questions. Love of Nature. Discuss with pupils the weather of a Colour code the desert regions on a Prepared sketch
The Desert Region countries that desert region. sketch map of the world. map of the world.
experience desert 2. Describing places, Appreciation of
conditions. people, flora and Nature. Allow pupils to describe what they may Describe orally life experiences Pictures of desert
fauna etc. encounter in a desert region (use in a desert region. places and peoples.
2. State the type of pictures).
weather experienced in 3. Using maps, globes Globe.
the desert region. and atlases. Complete a list with pupils based on
discussions of weather, lifestyle, flora and
World map.
3. Describe the impact of 4. Communicating in fauna, modes of transport etc.
the weather on the different ways.
lifestyle, flora and fauna Point out regions of the world on a world
of the region. 5. Using secondary map which experience desert weather.
sources.
Elicit a reason for the weather
6. Locating places. experienced.
Using their sketch map from session one,

the pairs now colour code the desert areas
of the world on to their sketch map.

Temperate Zone 1. Identify regions or 1. Asking questions. Love of nature. Present pupils with a map of the world. Colour code temperate areas on a Globe.
countries that Allow them to point out the equator. copied map of the world.
experience temperate 2. Describing places. Appreciation of Briefly remind them that it is very hot Map of world.
weather patterns. nature. there. Describe orally the life
3. Using maps, globes experienced in the temperate Pictures of
2. State the type of and atlases. Explain to them that the further away we zones. temperate countries
weather experienced in get from the equator, the colder it gets. and their people.
the temperate zone. 4. Using secondary
sources. Explain to them that we call these cold
3. Describe the impact of areas the temperate regions.
the weather on the 5. Locating places.
lifestyle, people, flora Allow them to point out areas in the
and fauna in the region. temperate region.
Discuss ways of life in the temperate

region.
The pairs repeat the colour coding activity

for the temperate zone.

The four seasons 1. Name and describe the 1. Asking questions. Love of nature. Present pupils with four (4) pictures Draw a picture representing each Four (4) pictures of
four (4) seasons. depicting each season. season. seasons (Spring,
2. Describing the Appreciation of Summer, Autumn
2. Identify the regions and seasons. nature. Discuss the pictures. State the months under each. and Winter).
countries that
experience the four (4) 3. Using secondary Name the months associated with each Map of the world.
seasons. sources. season.
Globe.
3. Name the spring, 4. Locating places. Discuss the lifestyle in each season.
summer, autumn and
winter months. [N.B: At this level the four (4) seasons
and their occurrence should be restricted
4. Compare and contrast to the experience in the Northern
the lifestyle in the Hemisphere].
different seasons.

The frigid and polar 1. Identify regions or 1. Asking questions. Appreciation of Locate the Arctic and Antarctic Zones on Color code the Frigid regions on Pictures of cold or
zones countries that nature. the map. a sketch map of the world. polar zones.
experience the Frigid 2. Describing places,
Zone weather patterns. people, flora and Love of nature. Discuss with pupils the weather of the Describe orally the life Map of the world.
fauna. Frigid Zone. experienced in the Frigid Zone.
2. State the types of Globe.
weather experienced in 3. Using maps, globes By questioning pupils describe the
the Frigid Zone. and atlases. lifestyle of the people.
3. Describe the impact of 4. Communicating in How the weather impacts on clothes,

the weather on the a different way. homes, flora and fauna.
lifestyle and flora and
fauna of the region. 5. Using secondary Again, repeat the paired color coding
sources. activity for the polar and frigid zones.
4. Identify the Arctic and
Antarctic zones. 6. Locating places.
Session 6
Compare and contrast any 1. Describing people, Appreciation of Describe the regions to be compared. Fill in two columns with All the pictures,
Compare and two regions: tropical, places, flora and nature. temperate and tropical region books and
contrast the ways of temperate and frigid; using fauna. Discuss the similarities between the two using the following criteria: resources of the
life of regions the following categories: regions. people, clothes, flora, fauna and previous five
clothes, people, homes, flora 2. Asking questions. home. sessions should be
and fauna. Identify and describe the differences in available.
3. Using globes, maps each region using pictures of the two Draw pictures to show any Atlas and map of
and atlases. regions. aspect of the two (2) types of the globe.
weather studied. Internet access (if
4. Using secondary Group work with pupils. possible.
resources Work co-operatively. Prepared
(pictures). worksheet.
Drawing materials.

STANDARD III
The Story of Trinidad and Tobago;
Social Studies Syllabus Standard III

Unit 1:
Theme: Understanding Maps and Globes
Interdependence 1. Recognize and express 1. Locating places on Awareness of their Provide pupils with a photocopy of a Follow a journey accurately on a Squared graph
relative location a map using the environment. street map (this can be of anywhere). Ask map using the cardinal points. paper.
between places. cardinal points. the pupils to work in pairs and take them
on a journey. Paper and pencils.
2. Understand that a plan 2. Locating features
is also a map e.g. of the on a plan of the Find an obvious central point on the map Outline map of the
classroom or streets. classroom. (or street plan) and ask pupils to point to classroom.
it. Now ask them to move their finger up
3. Devising symbols a particular street that you have chosen Photocopy of the
of their own to and as you describe the journey they street map.
represent familiar follow it with their finger they use the
features. cardinal points in describing.
Provide each pair with an outline plan of Draw a plan.

the classroom. The walls, door(s) and
window(s) should be marked on squared
graph paper.
Draw a large plan of the classroom on the Add a key to the plan.
board, which is identical to the pupils
version. Ask one child to locate where
the teachers desk or table or chair should
be on the plan. Ask each pair to locate
where their desk should be and then to
locate other key features of furniture in
the room onto their grid plan. They need Locate specific features on a
to draw some furniture and the features of plan.
the room. Ask them to add a key, e.g. all
furniture coloured red, other features
colored a different colour.
Display the plans.

Interdependence. 1. Recognize that maps 1. Distinguishing Awareness of their The teacher uses an atlas or chart showing Read the key to a map. Blank map of
convey different types between different environment. different kinds of maps. Trinidad and
of information. types of maps. Tobago.
Ask questions as to the type of Explain the different types of
2. Identify the information 2. Using a key/legend. information shown, how it is shown, how information conveyed by maps. Coloured pencils.
shown on maps by the key should be used, etc.
using the key/legends. 3. Developing Chart showing
geographical Select some symbols from a map and Locate the features of the key on different types of
3. Recognize conventional vocabulary (e.g. explain what they mean. Emphasize a map. maps.
symbols on maps. relief map, land use looking at the legend or key before using
map, natural the map. Atlas.
vegetation map).
Explain that many maps use colour or Use the symbols stated above.
shading as a symbol of many purposes,
the most common being to show the
elevation of the land measured from sea
level. Pupils should understand that
elevation is measured from sea level and
that colours show the height above sea
level. Discuss the profiles of mountains
and explain that colour used in this way
helps us determine elevation. Provide the
pupils with a blank outline map of either
Trinidad or Tobago.
The pupils have to plan a trip from north

to south. As they proceed south, they use
crayons to represent mountains, valleys
and plains. They will need a relief map to
refer to. Then ask them to include some
symbols for cities, main roads, mountains
etc.

Shape and spatial 1. Understand scale. 1. Reading and using Valuing The teacher should show a picture or Explain that scale represents Paper and pencil.
perception scale. relationships photograph of a group of people or distance.
2. Apply knowledge of between classroom children. Squared graph
scale to calculate 2. Solving problems. knowledge and the paper.
distance. real world. Ask: Is this the real size of the
3. Asking questions. people/children help them to realize that Map of the World.
the picture represents a real group of
4. Developing children or adults, but in a smaller way Ruler.
numeracy skills. this is what scale does on a map.
Globe.
Take the pupils outside and have them Construct scale.
pace the distances between two places on Picture/Photograph
the playground. They should count the of a group of
spaces and measure the distance. Ask people.
them if they could draw this as the piece
of paper would have to be very big. How
can we solve the problem? Back in the
classroom, the teacher assists pupils to
reduce their paced walk through scale.
Ask the pupils to look at the scale at the Read scale.

bottom of a map.
Choose a section between two key points Use the scale to calculate actual
on a map and help the whole class to distance.
work out the distance between the two
points through the scale.

Shape and spatial 1. Recognize that grids 1. Using directions on Valuing how the Give the pupils a piece of squared graph Give the grid directions for Squared graph
perception can be used to locate maps. real world is paper. The paper should be number 1 places. paper,
places on a map (e.g. represented. through 12 across the top and A to I down - numbered 1-12
towns and cities). 2. Locating places on the left-hand side. Ask them to colour in across top;
maps. the square of the numbers that you give - A-I labeled down
2. Extend their knowledge them: E3, E4, D8, etc left side.
of grids to the use of
latitude and longitude in Put the pupils into pairs, using the street Use grid directions to find Globe.
locating places. map, ask the pairs to find a prominent places.
landmark and to work out the grid Grid map of an
reference. This should be a quiz, so that island.
the children feel that it is fun.
Give them a grid map of an island. Ask World map.
pupils to locate specific towns given grid
reference.
End the session by explaining that the Find the equator and other
globe is also split into a gird. There are named lines of latitude.
parallels (lines drawn from west to east
across a globe) called lines of latitude. Find
the equator on a map and the Tropic of
Cancer and Capricorn on a world map.
The lines running from the north pole to Find the north and south poles.
the south pole are the meridians or lines
of longitude beginning at Greenwich. Find
the Prime Meridian Line.
Explain that these lines of latitude and Find the Prime Meridian on the
longitude are imaginary lines encircling the globe.
earth and are used as a means of locating
places.

Earth concepts 1. Understand that the 1. Developing an Appreciation of Explain that a globe, shaped like the earth Explain basic earth concepts. Globes.
globe is a model understanding of their environment. is a map. Globes show shapes of areas
representing the earth. the shape of the exactly as they appear on the earths Flashlight.
Earth and its surface.
2. Identify the location of implications e.g.
Trinidad and Tobago on rotation, day and Explain that the earth is a planet, which
the globe. night. moves around the sun and that it is from
the sun that the earth receives its heat and
3. Understand the 2. Locating places on light. The final piece of basic globe
phenomenon of day and the globe in terms knowledge is that the axis is an imaginary
night of hemispheres. line that runs through the earth from north
to south poles. Show how the earth
3. Recognizing that rotates on an axis.
certain lines of
latitude and The teacher can use a globe and a
longitude divide flashlight (representing the sun) to
the globe into demonstrate rotation and the phenomenon
hemispheres. of day and night.
After familiarizing the pupils with these Identify in which hemispheres

basic earth concepts, explain that the earth they live.
is divided into hemispheres. Ask the
pupils to look at the globe and work out
which hemisphere they live in.
Divide the pupils into teams of four and Locate cities on the globe.
ask the teams to find a list of cities on the
globe.

Mapping concepts 1. Recognize that maps 1. Making mental Valuing knowledge Conceal all maps and globes in the room. Atlas.
can be drawn free-hand. maps. of ones own Draw freehand your own mental map of
country. Trinidad and Tobago on the board. Large sheets of
2. Synthesize previous 2. Working paper.
learning to produce free collaboratively. Co-operate in Discuss it with the pupils, getting them to
hand maps. groups. point out the errors that you have made. Pencil and paper.
3. Expressing They should then check an atlas or map.
opinions. String or cotton.
Remove or cover up your map. The
4. Evaluating using pupils work in groups of three or four and Glue.
authoritative use string, cotton or chain to make a joint
sources. outline of their mental map of the islands
on a very large sheet of paper. When they
have agreed on their outline, they fix it to
the paper and fill in the names of the
places and features, they know.
These should be compared with maps or Devise a reasonably accurate

atlases to assess how effective and mental map of a country of
accurate they have been. choice.
Bring the class back together, the pupils

now negotiate a common map.
Now ask the pupils individually to draw a Draw a reasonably accurate map
mental map of the classroom, to scale with symbols/key to scale.
with a key.

Unit 2: Investigating our local area.

Sustainability Develop map work skills. 1. Locating Trinidad Valuing their Ask the pupils to locate Trinidad and Locate their village or town on a World maps
and Tobago in environment. Tobago on a globe, and then map at a range of scales. (different scales).
relation to the world progressively larger scale maps, to locate
and the region. the region, town or village. Globe.
2. Locating their Ask the pupils to find the school site on Plan routes around the local area Trinidad and
community in the local map and to give directions as on a base map. Tobago maps
Trinidad and cardinal points from the school to specific (different scales).
Tobago. points in the village or town, recording
their directions on a map and identifying Local maps of a
3. Giving directions features in sequence. school area.
from a specific point
to another.
4. Identifying features
in sequence.

Sustainability Understand the importance 1. Collecting Co-operation and Before finding out about land use in the List different land uses. Map with colour-
of land use in settlements. evidence. teamwork. village or town, ask the pupils how they coded key.
think land use can be recorded.
2. Using field work Valuing your Blank map (of the
techniques. surroundings. Use colour coded keys on maps. Use colour coded keys to area under study).
represent physical features.
3. Using colour coded Take the pupils out into the field.
keys on maps.
Divide them into pairs.
4. Examining land use
in your community. Each pair to identify land use (e.g.
houses, shops, roads, services, farm land)
5. Identifying natural within a small area of the village or town
and man-made and to mark it on a base map of the local
physical features. area, using color-coded key.

Sustainability Examine the impact of land 1. Expressing ideas Sharing. The pupils collate their results from the Compile a database. Computer.
use on the environment. and explaining field visit;
facts through
different media e.g. Ask them to represent their results using
graphic, oral etc. ICT, e.g. databases, simple graphs or pie
charts;
2. Presenting their
findings through Discuss the findings with the pupils and Compile simple graphs or pie
graphic compile their findings into a class land charts using ICT and/or other
representations. use plan. methods.
This land use plan should identify the Contribute to a class plan.
main land uses and features, labels on the
outline showing key land boundaries.
Session 4
1. Illustrate how the 1. Collecting and Interdependence. With the pupils help, design and conduct Classify different types of work. Paper.
Sustainability locality is linked with recording evidence. a class survey to identify adult jobs within
other places. and beyond the school. Pencil.
2. Producing and
2. Appreciate the interpreting maps. List the jobs and ask the pupils to sort Describe a journey, including the Map of local area.
importance of different them into categories and investigate route and type of transport.
types of employment. 3. Stating the where and how far people travel to work.
relationship
between work and Ask the pupils to use a map to work out Draw a simple map to show a
travel. how they would travel to those places and route.
to produce a map describing the route
they would travel to buy something of
value to them.

Change Identify changes in an area 1. Interviewing and Concern for Ask the pupils to think about a recent Prepare oral/written reports on Bristol board.
and understand their impact recording collected local issues. change or development that has happened the positive and negative impact
on the environment. data. in their town or village; of changes that have occurred in Coloured pencils.
Value, - Why did it happen and what has been your town or village.
2. Thinking critically. appreciate and the impact on the land and people? Poster paints.
discriminate - Was it a good change or not?
3. Identifying the aspects of the - Why do they think this?
changes that have local
taken place in the town environment.
or village they live in.
Discuss with the pupils other potential Design posters to highlight
4. Stating the reasons for environmental concerns in the village or environmental concerns.
the changes which town and how they might be addressed?
have taken place.
Compose slogans and jingles to
5. Describing the impact highlight environmental
of these changes on the concerns.
human and physical
resources.
6. Suggesting solutions to
the negative impact of
the recent changes on
developments in the
town or villages where
they live.
7. Identifying other
environmental
concerns in the village
or town in which they
live.

CONFLICT Understand the difficult 1. Thinking critically. Rights, Tell the pupils that some people have Compile data and write reports Paper.
choices that have to be faced responsibilities written to the local government on findings.
Knowledge and when spending tax payers 2. Resolving conflicts. and fairness. complaining that there are no facilities in Pencils.
understanding about money. their town or village for young people.
becoming informed 3. Analyzing costs. They want to see a new skateboarding or
citizens. biking area in the local park or field.
4. Negotiating and However, this is only going to be used by
making decisions. approximately 12 young people. Other
people in the town or village are against
5. Problem solving. the idea, as they think that the money
could be better spent on other things to
6. Carrying out a simple benefit the local community.
cost/benefit analysis
of some types of Ask the pupils how should the local Debate the advantages and
public recreational government people reply? disadvantages of spending
facilities. money on recreational facilities.
Discuss the issue of spending the
7. Identifying the taxpayers money on facilities for pursuits
criteria by which in which few people take part.
spending on
recreational facilities Look at local public leisure facilities from
may be governed. the point of view of cost compared with
number of users (if there are local leisure
8. Stating the facilities).
advantages and
disadvantages of The class should decide what leisure Present oral and written reports
spending a lot of facilities they would like to see in their on their research.
money on facilities own area, who these would benefit and
for a relatively small why?
number of people.
They should ask their parents and
families, to get other opinions and
present these to the class at another time.

UNIT 3:
Theme: What was it like to live here in the past?
In the unit, pupils are introduced to an enquiry-based approach to a local study. It follows on from Unit 1. It is best to focus on an aspect of the local community in the immediate vicinity. It might also be part of a
field visit. Pupils compare two or three periods of time. A house, or group of houses, a shopping street, the school, a workplace or a place of worship. It gives direct access to historical sources (past, present and/or
the future). It also provides an opportunity to consider citizenship issues such as planning for change, conservation, local identity and social responsibility. The teacher will need to prepare and find sources of written
information for this unit.
VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE
CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS
Sessions 1 and 2 Pupils will be able to Pupils are able to:
Comparisons 1. Describe how the 1. Using secondary Belonging and Gather different written sources of Write an eye-witness account of School records.
between their area locality has changed sources. pride. information about the history of different an incident which occurred in the
today and in the past over time. buildings in the locality e.g. past. (Period under discussion). Inventory list
2. Recognizing Co-operation. (possessions of
2. Access information different types of School Records Choose an event from a Dramatize the event. yester- year).
CHANGE from different written information Responsibility. school log book to provide background
sources. associated with information for the pupils to write their Written sources of
different sources. Collaborating. own account of an incident, e.g. from an Extract information from written information
3. Show an appreciation of eye witness or participants point of view. sources. (History of building
the past. 3. Expressing ideas, etc.).
opinions and Inventories Teachers will prepare
explaining facts inventory lists to help the pupils see what Computer.
clearly through possessions people in the past owned and
talking and writing. kept in certain rooms in the house.
Discuss the contents of a particular room
for which details are available.
Compare with the modern equivalent in
the childrens homes. Pupils should use
ICT to sort information and present on
database, if available.
It is intended that this should take at least

two (2) sessions. If only one source of
information is available, then all pupils
should be involved with this working in
small groups.

Making comparisons Present their findings from 1. Making Respect for another Discuss with the pupils what sorts of Present ideas on the similarities Resource person
between past and one of the written sources. comparisons and point of view. information they have found out from the and differences between life (to talk about
present adjusting to new sources (or different sources) and today and in the past. changes in local
information. Caring. compare life now and then. area).
Use words associated with the
Concern. passage of time.
Session 4
1. Investigate how oral 1. Questioning along Respect for truth Identify a topic of interest about the local Critique questions from each. Paper.
Change sources of information pre-determined and evidence in area and discuss questions that could be
can help us to find out lines to elicit investigations. asked of a visitor to the school, who is Pencils.
about how people specific able to talk about changes over time in the
lived? information. Co-operation. local area.
2. Design a simple 2. Listening and note Collaboration. Encourage open-ended questions such as;
questionnaire. taking skills. Can you describe your day?
Can you describe your house?
Can you describe your work?
What was it like to ..?
How do you ..?
What do you remember about .?
Compile a short list of questions and Devise relevant questions for an

make sure that the pupils are clear about investigation;
the purpose of the interview.
Before the visitor comes into school, Competently use questions in an

during the nest session, ask the pupils to interview to elicit specific
practice interviewing teachers, family and information;
friends.

Causes and 1. Conduct an interview 1. Developing Respect. Ask the pupils to collect information Present main points. Paper.
consequences with someone from the listening and note- during the interview by taking notes.
locality. taking skills. Courtesy. Pencils.
After the interview, the pupils should Differentiate between fact and
2. Differentiating Co-operation. work in pairs to summarize the main opinion.
2. Identify fact from between fact and points.
opinion. opinion. Collaboration.
Hold a class discussion, help the pupils to
3. Learning that identify the facts from the visitors
historical accounts opinions.
are often
influenced by
personal opinion.

Chronology Synthesize what they have 1. Listing their Co-operation. Put the information together into one or Contribute and co-operate as part Paper.
found out about the local findings into some of the following: of a group.
area. chronological Collaboration. Pictures or
context. Wall Display Ask groups to make detailed Organize information and drawings.
labeled drawings to surround a large picture or communicate in an appropriate
model of their chosen building, to show
2. Organizing lifestyle, costume and transport.
way for the task chosen by the Materials for
information and teacher e.g. making models.
communicating it Guide Book Decide as a class, who the guide - Wall Display
in a variety of ways book is for, its format, content and length of - Guide Book Costumes/pictures
appropriate to the text. Sub-divide the tasks between groups and - Tape/Slide Show of costumes.
audience. make the guide book. - Oral Presentation
- Dramatization V. C. R. and video
3. Thinking Tape/Slide Show - Plan a tape/slide - Time Line
presentation using a story board technique. cassette.
creatively.
Discuss with the pupils the best length for a
presentation for a chosen audience and the Cassette recorder
number of slides that will be needed. Write and blank cassettes.
the script. Take the photographs, have them
developed and record the audio presentation. Information from
oral presentation in
Oral Presentation What questions would the
pupils ask if they became time travelers and
Session 3.
visited their area in the past? Ask different
groups of pupils to take on the role of experts
on a particular place at a certain time, while
the rest of the class asks questions.
Drama give out a picture or an object

associated with the building to small groups.
Ask them to devise a story on it and act it out.
Time-line Select a range of information from Generate and extend ideas about
the oral presentation by the visitor, to create a issues connected to the past.
class time line for the history of the local area.

Unit 4:
Theme: Our Country: The physical features:
Development and Identify different types of 1. Explaining facts Co-operation. With the teachers guidance, the pupils Locate physical features of Physical map of
change physical features in Trinidad clearly. identify the physical features of Trinidad Trinidad and Tobago. Trinidad and
and Tobago. Appreciating their and Tobago using a map. Tobago.
2. Interpreting colour surroundings.
coded keys and Divide the pupils into groups to make Drawing maps depicting physical Materials for
symbols. Conservation. models, illustrating the physical features features done using ICT and/or making a model
of Trinidad and Tobago. other methods. (plasticene, sand,
3. Sharing ideas. Preservation of the clay etc.).
environment. Each group to identify physical features Write short paragraphs about the
4. Interpreting maps. on a map of Trinidad and Tobago using a physical features in Trinidad and Paper.
colour-coded key and symbols. Tobago.
5. Modeling. Pencils.
Each group presents its findings on Contribute to group presentations.
observations made of physical features of Display models. Coloured pencils.
Trinidad and Tobago.
Computer.
Session 3
1. Locate Trinidad and 1. Collecting Collaboration. Ask pupils to locate the equator on a Use encyclopedia and textbooks World map.
Climate Tobago in relation to evidence. world map and identify Trinidad and to research information.
the equator on the world Curiosity to learn. Tobago in relation to the equator. Computer.
map. 2. Identifying
features. Divide pupils into groups to source Access information via ICT or Encyclopaedia/
2. Identify the features of information on features of a tropical other methods. List other text books.
a tropical marine 3. Developing map marine climate (using a computer or countries which experience
climate. work skills. encyclopedia). tropical marine type of climates Pencil.
and locate them on a world map.
3. Recognize that Trinidad 4. Using secondary Paper.
and Tobago experiences sources. Pupils collate information and present to Research, record and present data;
a tropical/marine type class.
climate.

Causes and Describe the impact of a 1. Researching. Appreciation of Pupils are divided into groups to explore Contribute to oral discussions. Pictures, drawings
consequences tropical marine type of climatic events and activities which are influenced or posters of
climate on the lives of the 2. Reporting. differences. by the climate conditions in their country Write research reports. seasonal events.
people of Trinidad and e.g. the seasonal nature of some festivals
Tobago. 3. Making Value their and of activities e.g. building houses, Classify activities.
comparisons. surroundings. planting, kite flying, cricket and football;
as well as of foods e.g. fruits. Participate in field trips at
4. Interviewing. Preserving and various times to farm lands.
conserving the
environment. Display pictures, drawings and
posters of seasonal events and
activities.
Session 5
1. Identify and locate three 1. Developing map Valuing the Pupils are divided into three (3) groups to Demonstrate knowledge of map Maps of Trinidad
Causes and (3) main vegetation work skills. environment. locate areas of forests, swamps, shrubs skills by correctly using keys and and Tobago
consequences types in Trinidad and and grasses on maps of Trinidad and symbols. (vegetation,
Tobago. 2. Researching. Tobago. climate,
agricultural and
2. State that climate 3. Reporting. Ask the pupils to examine climatic Contribute to oral reports. land use).
conditions and physical conditions and physical land features to
land features determine 4. Developing field see if these influence agricultural land use
agricultural land use in work techniques. in Trinidad and Tobago.
5. Thinking critically. Write a few paragraphs showing
the relationship between - the
natural vegetation and physical
and climatic features of Trinidad
and Tobago.

Becoming a good 1. Locate natural 1. Developing map Patriotism. Resource persons are invited to address Ask and answer questions on Resource person
citizen attractions and work skills. students on the natural attractions and preserving our heritage. (talk on local
historical sites on maps Responsibility to historical sites. natural
of Trinidad and Tobago. 2. Researching. protect our attractions).
heritage. Pupils access information from the tourist Research and write projects on
2. View our national 3. Interviewing. board. places of interest. Handouts from
heritage as an important Pride and TIDCO.
part of our nationhood. 4. Developing field belonging. Pupils prepare a tourist package. Make advertisement brochures.
trip techniques. V.C.R and video
3. Recognize that our Pupils visit sites and speak to officials on Compose and dramatize actual cassettes.
climate and physical sites then prepare and present reports. tour experiences.
features contribute to Paper.
our tourism thrust. They write reports and make Create a display booth.
presentations. Pencil.
Pupils view film strips and videos then Film strips.
use the medium of oral expression to
show an appreciation of our national
Markers, pictures,
heritage.
Bristol board and
glue for making
posters.

Unit 5:
Theme: Our Country The Natural Resources
Sustainability 1. Define the term Natural 1. Researching and Appreciation for Teacher uses pictures, film strips or audio Interpret maps. Pictures (natural
Resources. recording the environment. visual presentations to highlight the and man-made
Development and information. different physical resources. Pupils resources).
change 2. List the natural National pride. observe and differentiate between natural
resources found in 2. Observing. and man-made resources. Film strips.
Trinidad and Tobago. Responsibility for
3. Making conservation and Pupils draw up a list and classify the Collect and display pictures of Overhead projector
3. Understand that some comparisons. preservation of resources into natural and man-made. natural and man-made resources. transparencies.
resources are natural resources.
renewable and others 4. Classifying. Pupils investigate the concept of V.C.R and video
are non renewable. renewable and non-renewable and Design charts. cassette.
5. Interpreting maps. classify those resources that fall under
4. Classify the resources these categories. Pencils.
found in Trinidad and 6. Formulating tables.
Tobago. Pupils identify the location of resources Make oral or written Paper.
on maps of Trinidad and Tobago. presentations.
5. Identify the areas in
Map of Trinidad
Trinidad and Tobago
and Tobago.
where important natural
resources are found.
Bristol board,
markers and glue.
Session 3
1. List some of the uses of 1. Thinking critically. Appreciation of the Teacher divides the class into groups. Create tables, posters, slogans, Information on
Sustainability each natural resource. environment. jingles depicting ways on natural resources.
2. Observing. Each group will identify the uses of a conserving and the importance of Colored pencils,
2. Identify ways of Co-operation. named natural resource and list ways of conservation. markers, glue,
conserving each natural 3. Problem solving. conserving this natural resource. scissors, pictures
resource. Responsibility for Make oral or written and Bristol board
4. Researching. conservation and presentations; for making posters
preservation of the and slogans.
natural resources.

Sustainability 1. Identify indiscriminate 1. Researching and National pride. Pupils are asked to identify the Present problems and define Pictures.
use of natural resources. recording indiscriminate use of our natural solutions;
information. Co-operation. resources by questioning and discussion V.C.R and video
2. Identify problems e.g. waste of water, slash and burn, cassette.
which may result from 2. Thinking critically. Responsibility. destruction of wild life etc.
the indiscriminate use Bristol board and
of natural resources. 3. Processing Teacher divides the class into groups. markers for making
information. posters.
3. Suggest possible Pupils discuss and suggest possible Compile and critique portfolios.
solutions for the 4. Problem solving. problems and solutions. Scissors.
problems identified.
5. Making judgments. Pupils define terms such as
4. Appreciate the conservation and preservation in
importance of working relation to natural resources.
with others to conserve
and preserve our Initiate a Save the water campaign with Evaluate the effectiveness of the
national resources. the school population. campaign e.g. by developing a
performance matrix;
5. Become proactive in
activities designed to
preserve the
environment.

Sustainability 1. Identify the ways by 1. Researching and National pride. Teacher provides a list of natural Develop a chart showing natural List of natural
which natural resources recording resources and a list of related by-products resources and the matching of resources.
Development and are converted into information. Self reliance. for pupils to match. by-products.
change usable products. List of by-products.
2. Observing. The class discusses the methods used to
2. Identify some products identify the correct match for resources Handouts from
and by-products of 3. Questioning. and products. Ministry of Trade
natural resources. (exported local
Teacher presents information from the products).
3. List the natural Ministry of Trade and Industry on local
resources and by- products that are exported. Maps of Trinidad
products which are and Tobago.
exported. Pupils use maps to locate manufacturing Use maps.
industries. Caribbean map.
4. Appreciate how the
natural resources relate Pupils use maps to indicate countries World map.
to the wealth of where local products are exported.
Pie chart
Teacher uses graphic representations (pie
(contribution of
charts) to show the contribution of natural
wealth of Natural
resources to the national economy.
Resources to the
National
Pupils answer simple questions involving
Economy).
the interpretation of charts.
List of questions
Write a few paragraphs on the
(based on chart).
importance of natural resources
to the wealth of Trinidad and
Tobago.

Knowledge and 1. Identify some 1. Observing. Concern for local Teacher shows pictures, film strips, Pictures.
understanding; environmental concerns issues. audio-visual presentations which depict
which are the result of 2. Researching. the effects of exploitation of natural Overhead
the exploitation of some Care for the resources on the environment. projections
natural resources e.g. 3. Recording of environment. transparencies or
pollution, erosion and information. Pupils discuss and list environmental Make notes. film strips.
forest fires. Responsibility. concerns. Present reports.
4. Listening. V.C.R and video
2. Suggest ways of Co-operation. Teacher divides students into groups. cassette.
alleviating some of the 5. Questioning. Each group examines a concern and
environmental concerns. Resourcefulness. suggests ways of alleviating the problem. Bristol board, glue
6. Playing roles. and markers for
3. Appreciate the role of the Teacher will invite resource personnel making posters.
Environmental 7. Negotiating and from the Environmental Management
Management Agency in making decisions. Agency (E.M.A) to present information Scissors.
minimizing the negative on the E.M.A. in relation to the
impact of exploitation of monitoring of the environment. Resource person
some natural resources (E.M.A.).
on the environment. Pupils ask questions, take notes and report Dramatize environmental issues/
on the talks. concerns.
Drawings.
4. Recognize that our
decisions and others Teacher presents pupils with various Produce posters to promote
Paper.
decisions can have both a scenarios which they would dramatize to environmental preservation.
positive and negative highlight the effects of their actions.
Pencils.
effect on us, others and Participate in competitions
the environment. geared towards promoting
environmental awareness.
5. Contribute positively to
activities designed to Work with community groups
alleviate some e.g. clean up campaign.
environmental problems.

Unit 6:
Theme: Protecting Ourselves
Healthy lifestyles 1. Know that a healthy 1. Co-operating. Sharing. Pupils are encouraged to speak about their Express their feeling on matters Paper.
nation is dependent on ideas of healthy practices e.g. associated related to health.
the health and well 2. Drawing Collaboration. with foods, beverages, exercise, leisure, Pencils.
being of its citizens. conclusions. work and school.
Team work. Pictures.
2. Assume responsibility 3. Expressing Teacher asks questions for them to reflect
for their own safety and opinions. on their own practices, drawing examples
well being. from what they have said.
Session 2
1. Enhance their personal 1. Researching. Healthy lifestyles. Pupils collect pictures of various foods. Take notes. Resource person
Healthy lifestyles well being by adhering (Nutritionist).
to a proper nutritional 2. Observing. Sharing. They visit the library and make notes on Research.
plan. properties of these foods. Paper.
3. Recording Resourcefulness.
2. Understand the concept information. They design menu sheets of what they Discuss menus. Pencil.
of a balanced diet. consider to be a well balanced diet.
4. Classifying. Bristol board.
3. List the food groups Make charts displaying various food Display charts.
which make a healthy 5. Listening. groups. Markers.
diet and state their
importance. 6. Questioning. Resource person is invited to talk to Present reports. Glue.
pupils on proper eating habits.
4. Establish proper eating
Pictures or
habits. Pupils ask questions, discuss, talk and
drawings of food.
write reports on findings.
5. Understand the
importance of exercise
and rest in achieving
good health.

Healthy lifestyles 1. Identify infectious 1. Researching. Sharing. Teacher leads discussion. Pupils are to Prepare lists, reports and journals Paper.
diseases in their formulate a definition of an infectious with this information.
country. 2. Discussing issues. Empathy. disease after which pupils classify Pencil.
diseases as infectious and non-infectious.
2. List the agents of these 3. Making Caring. Book for journals.
diseases. suggestions. Pupils would classify diseases as water Critique such lists, reports and
Being responsible. borne, insect borne, rodent borne and journals.
3. Suggest ways to rid our 4. Taking notes. resulting from poor hygiene and
country of these agents. irresponsible behaviour (sexually
5. Classifying. transmitted).
Groups select a category and list agents

and make suggestions for ridding our
environment of these agents.
Session 4
1. Identify common social 1. Listening. Resourcefulness. Pupils view a film depicting some of the Debate a social problem in the V.C.R and video
Self Preservation problems in this country social problems and list these problems. country. cassette on Social
which affect them. 2. Observing. Empathy. Problems.
Resource persons discuss these problems
2. List illegal drugs and 3. Role playing. Collaboration. and their effects. Bristol board and
describe their effects on markers for making
the user. 4. Composing. Pupils listen and ask questions then Dramatize situations. slogans.
engage in role play depicting the various
3. Establish that violence 5. Questioning. social ills. Resource person
leads to violence and (Social worker,
eventually destroys the Pupils also compose jingles, slogans, Display and present composition policemen, health
perpetrator. poems, calypsos highlighting these ills on this topic. officer).
and their effects.
4. Exercise caution when Paper.
interacting with
strangers. Pencils.

Healthy family life 1. Describe the family as 1. Listening. Sharing. Pupils list the various roles and Debate or have discussion on Paper.
an important unit in responsibilities of the family unit. this topic;
which they can learn 2. Discussing. Collaborating. Pencils.
how to protect They discuss these, drawing conclusions Write a short paragraph or essay
themselves. 3. Summarizing. as to how the family can protect them as about healthy family lifestyle.
well as listing the values which bond the
2. List positive family family together from negative outside
values which bind the influences.
members and protect
them against negative Pupils discuss and make short notes on
societal influences. other agencies that provide for their
protection and well being e.g. Police
3. Recognize that there are Service, Fire Service, E.H.S. and
other important Churches etc.
institutions and services
in their country which
provide for their safety
and wellbeing.

1. Identify the impact of 1. Listening. Care for the Pupils view films, documentaries or Present reports, jingles, poems, V.C.R and video
our environment on our environment. pictures detailing environmental pollution calypsos etc. cassette on
lives. 2. Observing. and use these as the basis to identify environmental
Resourcefulness. various forms of pollution. Maintain journals. pollution.
2. Examine the different 3. Summarizing.
types of pollution: land, Pupils prepare reports on how they can Bristol board,
water, air and noise. 4. Classifying. care for the environment. pictures, glue and
markers for making
3. State that each 5. Questioning. They make posters, compose calypsos, Display posters and portfolios. posters.
individual is responsible jingles and poems on the environment.
for the care and 6. Recording of Scissors.
protection of his information. Resource person discusses the role of the Make notes.
immediate environment. E.M.A. with students who ask questions Resource person
and take notes. (E.M.A.).
4. Identify and describe
the role of the E.M.A.
in the enhancement of
our environment.

STANDARD IV
OUR NATION AND OUR PART IN DEVELOPING IT
Social Studies Syllabus Standard IV

Unit 1:
Theme: Our Nation How and where do we spend our time?
Understanding of Distinguish between 1. Deciding what Care for Discuss with the pupils, and create a list Classify types of activity. Sample
leisure/ recreation leisure/recreation and work. evidence to collect themselves and of different ways they spend their time. questionnaire.
and lifestyle. and how to answer others. With the pupils help, divide activities
questions. into categories.
Display common
2. Designing a courtesies. As a class design a questionnaire to Design a questionnaire.
questionnaire. identify the time spent on the main
Care for aesthetics. activities and where these could take
place. Give examples of leisure or
recreation and work;
Ask the pupils to use the questionnaire
with their families and friends.
Session 2
Interpret the results of a 1. Analyzing, Co-operation. Ask the pupils to work in groups of four Analyze and communicate the Paper.
Understanding of questionnaire. communicating and (4) to collate their data. Calculate the findings individually and in
leisure/ recreation presenting their Decision Making. time spent on each category. groups. Pencils.
and lifestyle. findings.
Ask pupils to decide on the most suitable Use information. Rulers.
2. Managing time method for tabulating the results. Suggest how time could be
effectively. managed effectively.
Pupils then draw summary tables of the
data. Devise a study plan.
Session 3
Study aspects of leisure/ 1. Making plans and Efficiency. Ask the pupils to locate places where they Draw a map devising symbols Maps and pictures
Understanding of recreation and work in their maps related to spend time, e.g. their homes, school, park, and using a key. of Trinidad and
leisure/ recreation own locality and become leisure, recreation Self understanding. leisure centers, beaches, etc, on a map. Tobago.
and lifestyle. aware of how places fit into and work using Describe how they spend their
a wider context. symbols and keys. Awareness of They extend this discussion to areas of time in leisure activities.
country. Trinidad and Tobago which may be
associated with leisure, work or both. Describe areas associated with
leisure in Trinidad and Tobago.

Understanding why 3. Appreciate the need for 1. Reflecting on their Personal Ask pupils about what they think Know about healthy food and
we need leisure and good health to enjoy knowledge and responsibility. comprise good health. exercise.
relaxation for leisure, relaxation and experience. Discuss the benefits of exercise and
healthy bodies work. healthy eating.
Ask pupils to list health foods and
4. Understand the 2. Working as Co-operation. less healthy foods, and then ask them
importance of healthy individuals and to suggest a food that could be
eating and exercise. teams. described as healthy or unhealthy.
Ask pupils to examine the food they Suggest reasons why persons
5. Develop personal and eat and assess whether they have persist in unhealthy behaviors.
social skills through 3. Problem solving. healthy or unhealthy eating habits.
team games. Talk about the need for a balanced
approach to leisure, recreation and
work as related to good health.
To find out why games and team
activities are important to good
health.
- Divide the class into two (2) groups. Work as a large group.
Ask one half to list all the reasons
why it is good to undertake physical
activities.
- Ask the other half to list the positive Provide logical reasons.
and negative reasons for playing team
games and sports.
- Ask each group to report.
Ask the class to brainstorm the following

problem: Think creatively and offer a
A boy (of their age) with no sight wants to play variety of solutions.
cricket, but his school friends say that he
cannot be part of the team because he cannot
see. What solutions can the class offer to
ensure that he can play?

Knowledge and 1. Appreciate that health 1. Reflecting on their Fair play in sports. Ask the pupils to think of a sport where Demonstrate an understanding of
understanding about and safety issues need experiences. physical contact is either part of the game the issues involved.
becoming informed to be addressed in sport Respect for the or might happen accidentally.
citizens and leisure. 2. Using their rights of
imagination to individuals. The class should consider what should Devise school/classroom rules
2. Understand why they consider other happen to: for health and safety.
should follow rules. peoples Empathy.
experiences. a team that consistently intimidates
3. Develop school rules Conflict resolution. its opponents.
for health and safety. 3. Negotiating and a player who makes a reckless tackle
decision making Caring. and seriously injures his/her
about right action. opponent.
Sharing. a referee/umpire who fails to keep
control of a game, which ends when
someone is hurt.
two players who get into a fight after
a game
someone who is being racially
abused and leaps into the crowd and
assaults the person abusing him or
her.
Ask the class to decide whether the law Discuss a situation from another
has been broken in any of these cases. If persons point of view.
so, should the matter go to court?
Appreciate the need for safety when

playing games and also the need for
common courtesies and consideration of
other people.

Cause and effect. Compare themselves to 1. Summarizing. Self-awareness. Teacher asks pupils to review all the Present evidence in an appropriate Paper.
others. sessions in this unit and to write about way.
2. Reflecting. Empathy. how they spend their time compared to Pencils.
others in the class e.g. graph, flow chart,
3. Presenting data. picture, story or diary. Rulers.
Teacher asks pupils to consider the Apply knowledge gained and Pictures.
behavior of adults and identify healthy extend to a general discussion.
and/or unhealthy practices or behaviors.
Teacher encourages pupils to review

concepts/experiences of past sessions.
Each pupil will show how his /her time is
spent and compare such with others.

Unit 2:
Theme: Investigating Trinidad and Tobagos Physical Environment
Physical features of 1. Recognize physical 1. Asking, responding Reflecting on their Teacher elicits from pupils all the Speak about the physical features Board.
Trinidad and Tobago features on an atlas map and drawing. own learning. physical environmental features that they they knew and what new
e.g. know. knowledge they have gained. Chalk.
- highlands (hills, 2. Reviewing and Respect for the
mountains) classifying environment. Teacher asks pupils to give descriptions Apply the knowledge gained to Maps.
- lowlands (plains, previous supported by sketches of these features. recognize physical features on a
undulating land) knowledge. map of another country.
- swamps Teacher asks pupils to examine a map of
- river valleys 3. Identifying new Trinidad and Tobago to identify physical
- coasts (bays, knowledge. features, using and extending previous
peninsulas) knowledge.
2. Change or modify ideas

based on new learning.

The physical features 1. Identify the land and 1. Using maps and Appreciation for The teacher should discuss some Use evidence and information in Books.
of Trinidad and sea boundaries that atlases. the environment. guidelines for co-operation and working researching a project.
Tobago surround the two in groups. Pictures.
islands. 2. Learning National Pride.
independently. Divide the class into five (5) groups. Work as a member of a team. Video.
2. Identify and locate Co-operation. Each group should be allocated one
rivers, main towns and 3. Collecting and region of the islands. CD Roms.
cities in Trinidad and recording 1. Port of Spain and the western tip. Suggest different sources of
Tobago. information. 2. The north. information for different types of Internet.
3. Central Trinidad. data.
3. Identify and locate the 4. San Fernando and the South. Maps.
main areas where crops 5. Tobago.
are grown.
The groups tasks are to collect
information on :
1. The physical features of the region.
2. The main towns.
3. Location of main crop and/or
industries.
4. Location of areas of leisure and
recreation.
Each group will present information

gathered.
Encourage them to find information from

books, pictures, photographs, video, CD
ROMs and the internet. The research
and the presentation must be collaborative
and must be a continuous exercise.

The physical features Make group presentations 1. Decision making in Working as a team. The teachers role is to organize the Contribute to a group presentation. Board.
of Trinidad and on their research. the presentation of presentations.
Tobago findings in Co-operation. Labels.
appropriate and Ensure that each group is allocated an Describe the physical and human
effective ways. appropriate amount of time. features of the landscape and locate Paper.
them on a map of Trinidad and
2. Expressing ideas, Provide feedback on the effectiveness of Tobago.
opinions and facts the presentations and the accuracy of the
clearly. knowledge and information that each
group communicates.

Sustainability 1. Identify and sequence 1. Using secondary Appreciation of the Teacher prepares large diagram of the Identify and sequence the Board.
the processes of the sources. environment. water cycle with separate labels to be processes of the water cycle.
water cycle. affixed as the lesson unfolds. Labels.
2. Drawing diagrams. Interdependence.
2. Discuss the importance Teachers and pupils discuss major Paper.
of the Water Cycle to 3. Using technical concepts and terms associated with the
Man and his activities. terms correctly. water cycle. For example;-
- Evaporation.
3. Appreciate the 4. Applying personal - Precipitation.
interdependence of knowledge of the - Condensation.
plant and animal life in weather to account - Transpiration.
relation to the water for variations in the - Rivers.
cycle. water cycle. - Run-off.
- Sea.
- Clouds.
- Ground water.
Using the knowledge gained, pupils guide Draw and label a diagram of the
the teacher in affixing the labels correctly water cycle.
on the large diagram.
Infer from an understanding of the
Teacher assists pupils to construct a flow water cycle that variations occur in
diagram to show the interdependence of the wet and dry season influencing
plant and animal life in relation to the times of water shortage and floods,
water cycle. respectively.
Critique suggestions of others in

affirming ways.
Construct a flow diagram.

Causes and 1. Understand the role 1. Asking and Awareness of Teachers ask pupils to imagine that they Discuss the needs and expectations Maps.
consequences played by the physical responding to national issues. are American tourists. of tourists.
environment in questions. Globes.
attracting tourists. Empathy. - What attracts a tourist to Trinidad
2. Using personal pre- and Tobago? Bristol board.
Conflict 2. Assess the advantages knowledge to Showing an
and disadvantages of inform discussion. optimistic concern - Are there separate attractions on both
tourism. for environmental islands?
3. Assuming, issues.
Sustainability imaginatively, the - Can they be categorized e.g. physical
role of another and cultural?
person.
- As a tourist, what services and other
4. Discussing facilities will you expect?
environmental
issues with Teacher then divides the class into two (2) Show how the physical environment
attention to causes groups to compile two lists: and/or cultural attractions influence
and consequences, (i) Reasons that tourism should be tourism.
conflicts over land encouraged.
use and sustainable (ii) Negative impacts of the tourist Relate the needs, services and
development. industry. accommodations made for tourists
as having both positive and negative
Display lists. effects on sustainable development.
Suggest how some of the negative

effects can be overcome.

Unit 3:
Theme: Our Nation Improving the Environment.
Impact and 1. Investigate 1. Asking and Appreciation and Discuss with the pupils different Recognize and explain the Clip board.
sustainability environmental issues in responding to care for land. environmental problems in and around the variations in the flow of children
and around the islands. questions. school and how peoples views differ. around the school. Paper.
Preserving the
2. Recognize ways to 2. Collecting and environment. Discuss with the pupils how noise affects Pencils.
improve their recording people and identify which noises cause
environment. evidence to Healthy lifestyles. the most problem e.g. the noise of Bristol board.
answer questions. children moving around the school
Cleanliness. Computer.
3. Developing field Divide the pupils into small groups and Record data.
work skills. ask them to listen to the noise of children
moving and undertake children counts
4. Presenting at set points around the school at different
findings using times of the day.
ICT and/or other
methods. Arrange for the pupils to present their Use ICT and/or other methods of
findings. presenting data.
Ask them to discuss their findings,

identifying busy and quiet areas of the
school at different times during the day.
Ask them to draw a plan of the school and Draw an accurate plan.
to suggest reasons for the patterns, e.g.
times of day, land use (where children
are around the school).

Impact and 1. Investigate their impact 1. Asking and Cleanliness. The teacher should prepare for this Understand how waste is Garbage bags.
sustainability on the classroom responding to session by placing a range of used but produced and how and why it
environment. questions. Self-awareness. clean materials into labeled bags e.g. should be reduced. Rubbish
plastic, glass, aluminum, steel, paper, etc. (suggested).
2. Investigate how a 2. Collecting and Responsibility.
classroom can be recording evidence Each group of 5 or 6 pupils should have at Gloves.
improved. to answer Care of the least 5 small bags of different materials.
questions. environment. Ask them to estimate the weight of the Scale.
rubbish in each bag. They should then Express a view on the
3. Considering how Co-operation. weigh the bags to check on the accuracy environment and justify it. Bristol board.
people affect the of their estimates. Ask the pupils to find
environment. out where rubbish/ garbage go to, after it
is collected.
Ask them to estimate how much rubbish

is generated in their classroom over a
week.
The pupils are to produce a cumulative

graph, for an interactive display, that
shows the weight of rubbish throughout
the week. They discuss how the
classroom environment can be improved.
They should also find out about where the

waste from the island is dumped.
Discuss with the children which types of Make suggestions for solving the
rubbish might be recycled and how to go litter problems in the classroom.
about it.
Discuss why recycling is important for

SAFETY: Children should not handle litter directly. They should use litter-pickers and wear gloves.

Impact and 1. Investigate the impact 1. Collecting and Environmental Divide the pupils into small groups and Understand about the amount of Garbage bags.
sustainability of rubbish on the school recording evidence responsibility. ask each group to investigate and estimate waste in the school grounds.
environment. to answer litter in part of the school grounds and Gloves.
questions. Self-pride. other classes.
2. Analyze an issue related Paper.
to the environment. 2. Investigating Maintaining a clean Ask each group to identify the litter bins
places. environment. and area that they will be responsible for Pencils.
3. Explore ways to solve on a plan. The pupils collect the rubbish
the problem. 3. Developing field Self-awareness. at the end of the day for a week. Rulers.
work skills.
Compare results between the different Express a view on an Computer.
4. Learning how groups; environmental issue and justify it.
people affect the
environment. Ask the pupils to present their findings, Display problem solving attitudes.
using spreadsheets and simple graphing
5. Managing and software (if available).
sustaining their
environment. Ask the pupils to examine their findings,
discussing the location of bins, number of
6. Using ICT and/or bins and the issue of litter.
other methods to
present findings. What suggestions have they got for
improving the litter problem around their
school or in the nearby streets?
SAFETY: Children should not handle litter directly. They should use litter-pickers and wear gloves. If
rubbish bins in the school grounds are fixed, it is a good idea to put plastic sacks in them at the beginning of
each day.

Impact and Investigate how the 1. Investigating To be pro-active in Make a proposal of the suggestions to the Map of the area.
sustainability environment of a place can places. an acceptable way. principal (from session 3).
be improved. Paper.
2. Collecting and National pride. As a class, identify an area in the locality
recording evidence that has been cared for e.g. the park, Pencils.
to answer Responsibility. shopping center, market or local street.
questions. Pens.
Appreciation for Discuss with the pupils how the area Formative enquiry questions.
3. Developing field and care of the might improve and who is responsible for Computer.
work skills. environment. improving the environment (self, others
and authority). Envelopes.
4. Using ICT and/or
other methods to Divide the pupils into small groups and Distinguish between the most
present findings. ask each group to use word-processing and least important details.
skills (if possible) to write a report about
the area to send to the local authority,
describing how the environment is being Write a letter/report to the local
affected and asking if there are any plans authority, editor of the news-
to improve the area. paper, Member of Parliament for
the area.

Causes and 1. Investigate an 1. Asking key Care for the Provide opportunities for the pupils to Maps.
consequences environmental issue. questions: environment and identify the key issues of some
- What is the issue? understanding of environmental feature that could impact Newspapers.
2. Create a model of an - Where is the issue? others view. on their local area. Look at maps,
environmental area to - Why is there an newspaper cuttings, etc. Flash cards.
exemplify environ- issue? Aesthetic value.
mental awareness. - What are the views Once the issue has been selected, the Put a reasoned and logical Posters.
of the different Love for and pride pupils need to ascertain why there is an argument together.
3. Recognize and groups involved? in the issue what are the points of view of Pictures.
understand the need for - What does the class environment. different people?
preserving and think? Potted plants.
conserving the - How might the issue Environmental Divide the pupils into two (2) groups. Ask Work as a member of a large
environment for develop? awareness. one group to formulate arguments to group.
sustainable support the issue and the other group to
development. 2. Discussing the formulate arguments against the issue, as
importance of a well as how the issue would be resolved
clean, healthy or developed.
environment such as
river courses, Ask each group to appoint a spokesperson Debate an issue related to the
industrial sites, who will present the groups arguments environment.
beaches, farms, and points of view.
housing areas,
schools, roadways, The teachers role is to guide the Explain how people seek to
etc. discussion and give feedback. manage and sustain the
environment.
As a class, set up an area within the
school compound using flash cards, Explain the benefits of
posters, pictures, ornamental plants etc. to preserving and conserving the
promote care of the environment. environment and the need for
sustainable development.

Knowledge and 1. Explain the impact of 1. Identifying the Right and wrong. Ask the class for a list of offences Distinguish between criminal Pictures.
understanding about mans behavior on other consequences of sometimes committed by young people. and non-criminal offences.
becoming informed members of the society. positive and Empathy. Bristol board.
citizens. negative actions. Ask the pupils which of these are crimes Ask and answer questions.
2. Explore crime and how it Conflict resolution. and which, if any, are victim-less e.g.
affects young people. 2. Discussing defacing property, littering, taking drugs
criminal and non- Coping. and driving without a license.
3. Recognize that littering criminal offences
is a crime. and some of the Self-esteem. Ask the pupils to identify the victim(s) of
characteristics of each of these crimes and consider how the
youth crime. Tolerance. offence would affect them.
3. Learning that It is possible to distinguish between

Harmony.
crime has serious serious and less-serious offences. If so,
consequences for how?
Inter-dependence.
the victims and
the perpetrators, Tell pupils that while some offences have Analyze a case study.
even so-called no apparent victims, the offenders
victim-less themselves may suffer as a result, e.g.
crimes. gaining a criminal record or health
related problems.
Ask the class to think of factors, positive Develop decision-making skills

and negative, that might stop young about personal choices and
people committing crimes, and how behaviors.
effective each factor might be.

Unit 4:
Theme: The history of Trinidad and Tobago.
This unit will involve the pupils in an extended historical enquiry and investigation. In the earlier years, the pupils would have acquired historical skills and some general understanding of the historical development
of the islands. This unit provides the opportunity for them to develop, extend, use and apply these skills and knowledge. The enquiry is a collaborative group task, where the pupils will be expected to take on some
responsibility and independence in their learning. The teachers role is to facilitate and support the enquiries, as well as providing appropriate resources, information and guidance.
Causes and 1. Use a time line to show a 1. Representing Sequencing/ Record personal data on a time line. Record information in Chart (timeline).
consequences sequence of events. information in a ordering. sequence.
time line. The teacher will need to gather together a Pictures.
2. Investigate the past using Appreciate and range of books, pictures, materials and
a range of sources. 2. Asking and understand the resources for the pupils to use before Maps.
answering impact of the past commencing the investigation. There
3. Develop information questions. on present day. should be a time line around the room that
processing skills. provides key reference points for the five
3. Locating, Empathy. (5) groups.
4. Develop enquiry skills. collecting, sorting
and classifying Interpretation of Divide the pupils into five groups and Working in groups.
5. Apply creative thinking information. the past. explain that they are to work collaboratively
skills. to undertake the investigation.
4. Drawing inferences Co-operation.
6. Use their understanding and making Explain each stage of the investigation and
of previous work and deductions. Harmony. their roles and responsibilities.
chronology.
5. Presenting their
Democracy. Group 1: Pre Columbian Era pre 15th
7. Trace the historical findings reporting century:
background of their verbally and Investigating the earliest inhabitants
Responsibility.
ancestors (on a time line) written. (Caribs and Arawaks, etc)
use of world map. - Who were they?
6. Evaluating their - How did they get here?
own work peer - Where did they come from?
group evaluation. - How did they distribute themselves?
- How did they live?
7. Working
collaboratively.

Session 1 continued Pupils will be able to Pupils are able to:
Group 2:The coming of the Europeans
(1498 1640): Artefacts.
- How were the islands discovered?
- Who was already there?
- What happened next to the previous
inhabitants?
- What happened to the Europeans?
- What was the impact?
- How do we know?
Group 3:The coming of the Africans

(1640-1845):
- How and why did they come?
- Who brought them?
- What was the impact on them and for
Trinidad and Tobago?
- The sugar revolution.
- Emancipation.
Group 4:The coming of the East Indians

(1845-1917):
- Who were already there?
- How and why did they come?
- Who brought them?
- What was the impact on them and for
Trinidad and Tobago?
Group 5:The modern era (1917-present

time);
- What were the changes made with the
coming of Independence and
republicanism?
- How do we choose our government?
- What is the basic structure of the
government?

Session 1 continued Pupils will be able to Pupils are able to:
Additional questions:
All groups are also asked to consider:
- What would I have felt like, if I had
been there?
- What would I have done?
- What is the impact of this era that we
have studied on my life now?
- What is the impact of this era that we
have studied on Trinidad and
Tobago?
The teacher is responsible for setting up

the groups, ensuring that they understand Ask questions.
what exactly they are required to do and
that they draw up a list of questions to Compile information.
ask. The pupils should also agree on how
they will share and delegate the tasks and Work effectively as a group.
responsibilities. They should devise a
time plan for the management of what has
to be accomplished.

Session 2 and 3 Pupils will be able to Pupils are able to:
Causes and Commencing the investigation as a group. Locate information.

consequences
Work effectively as a group.
Ability to conduct research.

Session 4
Collecting, sorting, collating, classifying Sort, order and classify data.
Causes and and analyzing their information.
consequences Draw references.
The teachers role is to set up specific
times to monitor pupils, get feedback Make decisions.
from them and give advice accordingly.
Present findings appropriately.
Work collaboratively.
Session 5
Each group should make a display and ten Make a display. Bristol board.
Causes and minute presentations.
consequences Present in a group. Pens.
The teacher should provide positive and
developmental feedback to each group. Markers.
Artefacts.
Session 6
Evaluation by each group of how they Evaluate the content of the task.
Causes and carried out the investigation and
consequences undertook the group work. Evaluate the work processes
within the group.
Know how to improve future

work.

Unit 5:
Theme: My role as a citizen.
Behavior patterns 1. Distinguish between 1. Expressing verbally Honesty. Use role play to highlight situations of Evaluate situations and say Newspapers.
acceptable and their opinions and right and wrong. whether it was fair or unfair,
unacceptable behavior. feelings. Justice. right or wrong. Story books.
2. Determine whether 2. Drawing on their own Punctuality. Ask pupils to express views and feelings Assess situations in their own
situations are fair, just, experiences. on the situations. lives.
right and equal. Productivity.
3. Using the golden Ask pupils if they would have behaved
rules and proverbs to Fairness. differently.
initiate discussion e.g.
do unto othersunto Resolution of
you. conflict.
Session 2
1. Express their opinions 1. Speaking clearly and Civic Ask pupils to examine situations in their Write letters to the local EMA resource
Care for the on things that matter to with impact. responsibility. community and say how they would solve authority, Member of Parliament materials.
environment them. problems within the area. or media expressing concerns.
2. Using their Decision making. Newspapers.
Becoming an 2. Examine current and imagination to Discuss the role of the Environmental
effective citizen national issues and how consider other Harmony. Management Agency.
they impact on their peoples experiences.
lives. Discuss with pupils ways they can make
their community a better place.

Understand 1. Recognize their worth 1. Asking and Self-esteem. Reflect on their experiences both positive Write an autobiography. Sample
themselves as social as individuals. answering and negative and write an autobiography. autobiography.
beings questions. Self-confidence.
2. Identify their Arrange the class into small groups and Can work in groups. Resource person.
achievements (positive 2. Using self Self-discipline. ask them to discuss positive and negative
and negative) about reflection to issues that affect each member of the Pictures.
themselves. analyze themselves Appreciation for group.
and their self role models. Newspapers.
3. Examine their mistakes worth. Encourage them to look at their mistakes Oral and written reports.
and set personal goals. Team work. and set personal goals. Scrap-book.
3. Using resource
4. Identify role models. personnel. Invite resource personnel to address the
class. Teacher allocates time for
5. Describe outstanding 4. Categorizing questioning and discussion.
personalities in specific outstanding
fields such as Politics, personalities. Ask pupils to collect pictures, newspaper Storytelling and writing.
Science, Sports and clippings and compile a manual on
Arts etc. 5. Speaking clearly outstanding personalities.
and with impact.
Show an appreciation of role models/ Role playing based on models.
outstanding personalities through
discussion.

Facing new 1. Understand that every 1. Thinking logically. Self-assessment. Teacher guides pupils to complete the Use a scientific approach to Stories.
challenges individual faces following task:- problem solving and to deal with
challenges. 2. Taking appropriate Making choices. challenges. Books (Texts).
action. - Identify a problem in their life.
2. Examine a challenge Self-reflection. Internet.
pertaining to - Relate these problems to their roles
himself/herself. Problem solving. as citizens. Newspapers.
3. Analyze the pros and Conflict resolution. - Collect information relating to these
cons and takes problems.
appropriate action. Responsibility.
- Determine the nature of the
4. Developing information information.
processing skills.
- Make inferences based on data
collected.
- Take appropriate action based on

conclusions.

Democracy 1. Explain the meaning of 1. Gathering Lead a class discussion on different Make rules. A copy of the
Justice.
democracy and why it information. methods by which democracy can be Constitution (or,
Patriotism must be maintained. Fairness. brought about and initiate a class project Express views on democracy. parts of it).
2. Developing inquiry to demonstrate the process.
Rights and 2. Make rules necessary to skills. Freedom. Develop a semantic map to
responsibilities of a maintain a democratic Equality. Discuss which method brings about illustrate an ideal citizen. Stories that
citizen society. 3. Speaking clearly. participation by the majority. highlight conflict
National pride. resolution.
3. Examine characteristics 4. Assessing Responsibility. Define what is meant by democracy.
of an ideal citizen. characteristics that Rate themselves on a checklist.
are valued. Patriotism. Use role-play to demonstrate positive and
4. Identify personal Productivity. negative behaviors and let pupils deduce
changes they can make 5. Self-analysis based qualities that model an ideal citizen.
in order to become an on the qualities of an Respect for
ideal citizen. ideal citizen. Introduce discussions to improve short Make personal pledges to be
property.
comings. improved.
5. Identify the rights and 6. Arriving at the Respect for
responsibilities of a conclusion that Use stories and problem solving situations List rights and responsibilities of
citizen. every citizen has authority. to demonstrate rights and their a citizen;
certain rights. Respect the rights infringement.
6. Demonstrate ways of Behave in an appropriate
showing love, respect 7. Having an of others. Discuss the need for love, respect and manner.
and loyalty for the understanding of loyalty for the nation.
Harmony.
nation (via the flag and behavior, this shows
national anthem). respect. Self-assessment. Role-playing to demonstrate rights and Reason and justify.
corresponding responsibility.
8. Understanding that Decision making.
7. Recognize that every Answer enquiry questions.
right has a the right to freedom Empathy.
corresponding of speech comes
responsibility. with a responsibility Nation building.
not to say degrading Loyalty.
things about others.

Unit 6:
Theme: Living in Trinidad and Tobago.
Population of 1. Define the term 1. Asking and Respect. Ask the pupils to conduct a census. Conduct a survey. Map of the area of
Trinidad and Tobago Population. responding to the census.
questions. Co-operation. Ask the pupils to collect and collate their Analyze, communicate and
2. Conduct a survey in data. report their findings. Atlas.
their school. 2. Collecting and Team work.
recording data. Discuss with the pupils their findings and Maps.
3. Compare the findings Nation building. compare them to the population of
with the population of 3. Presenting findings Trinidad and Tobago. Texts.
Trinidad and Tobago. in an appropriate Peace and
and effective way. harmony. Draw maps showing density of Interpret maps. Internet.
4. Identify areas of dense population, colour coding as per density.
and sparse population in 4. Analyzing their Understanding and
Trinidad and Tobago. findings. appreciation for Discuss environmental problems Provide logical reasons.
others. associated with population density.
5. Examine reasons for the 5. Developing map
density. skills. What solutions does the class have to deal Think creatively.
Problem solving.
with these problems.
6. Discuss problems 6. Drawing on their
associated with past knowledge and
overpopulation. experience.
7. Suggest solutions to
these problems.

Cultural Heritage 1. Describe our cultural 1. Conducting Understanding and Ask the class describe the multi-racial and Present aspects of our culture Maps.
heritage. interviews. appreciation of multi-cultural aspects of our culture. using a variety of media.
others. Texts.
2. Learn about aspects of 2. Presenting findings Divide the class into groups, each group Work as a member of a large
our ancestral culture in an appropriate National pride. would research and present findings of group and to communicate Story books.
that are still practiced and effective way. the following groups: information.
today e.g. sou sou, Tolerance. - Amerindians. Pictures.
bongo, gayap. 3. Conducting - European.
research. Co-operation. - Africans.
3. Examine the - East Indians.
contributions of people 4. Developing map
who came and the skills. Include:
impact on our culture
today. 5. Drawing a. Place names on a map of Trinidad
illustrations. and Tobago.
4. Appreciate and b. Religion, Festivals and Languages.
understand peoples 6. Organizing c. Food, dress, musical instruments,
beliefs, attitudes and displays. modeling, dance and illustrations.
values. d. Current practices.
7. Co-coordinating a
cultural program. The role of the teacher is to monitor, Make a critical analysis of
facilitate and guide the pupils work and findings.
give a summary of the findings.

Budgeting savings 1. Plan a personal budget. 1. Drawing on their Self-evaluation. The teachers role is to emphasize the Plan a personal budget. Pie charts.
experiences to need for budgeting and not overspending.
Making choices 2. Identify the importance develop a personal Personal Bar graphs.
of savings. budget. responsibility. Lead a class discussion on forms of Consider forms of saving.
savings.
3. Understand the benefits 2. Learning how to Resourcefulness.
in being thrifty. save. Ask pupils to look at a problem, propose Make choices.
Self-sufficiency. and examine options.
4. Identify the need to 3. Drawing on their
make wise choices. own experiences to Decision making. Select the most appropriate choice.
show ways of being
thrifty. Critical thinking.
4. Making choices. Problem solving.
Session 4
1. Identify forms of 1. Identifying forms Competence. Ask the pupils how communication has Send an email, fax and surf the Computers.
Information and technology for of technology. been made faster and more accessible. internet.
communication communication and Problem solving. Internet access.
technology information. 2. Using ICT to The role of the teacher is to guide the
communicate. Efficiency. pupils through an exercise in sending an
2. Use ICT. email.
3. Collecting and Choosing from
3. Examine how ICT recording alternatives. Ask the class to brainstorm the influences Express a view and provide
influences the way we information on a of ICT. logical reasons.
think and behave. semantic map. Self-awareness.
The role of the teacher is to develop a Evaluate their own behaviour.
Self-evaluation. semantic map to classify influences
expressed by students e.g. fashion, foods,
movies, music and other recreational
activities as well as negative influences
such as drugs, video games (violence), etc

Looking into the Examine existing conditions 1. Collecting and Creativity. Divide the class into four (4) groups to Express opinions. Newspapers.
future. and make projections for the recording deal with issues pertaining to the
future. information. Problem solving. following:- Books.
2. Critically analyze Reflection. i. The family. Magazines.

Change data. ii. The school.
Decision making. iii. The community. Computer.
3. Presenting findings iv. The nation.
Adapting to change in an appropriate Team work. Internet.
way. The teacher asks the pupils If you were Make projections.
Co-operation. given the opportunity to look into the
future of one of the above what changes
would you recommend.
National pride.
Each group gathers information via
interviews and questionnaires and
assesses it.
Ask each group to appoint a spokes Devise strategies.

person who will present the groups
arguments and recommendations.
The teachers role is to summarize and

give feedback.

STANDARD V
WORLD STUDIES
Social Studies Syllabus Standard V

Unit 1:
Theme: Whats in the news?
Similarities and Investigate the impact of the 1. Investigating Respect for Bring local news items from newspapers Match headlines to stories. Newspapers.
Differences local media. places. diversity and or the internet to the attention of the
difference. whole class by displaying them on the Scissors.
2. Using secondary class News Board and ask the pupils to
sources. do the same. News board.
3. Using and Use images to develop an interactive Write a news report based on the Globe, map or
interpreting maps display where the pupils identify the interpretation of secondary atlases.
and plans. location of the story on a map. sources.
Glue.
Ask the pupils to match headlines to
stories and to create headlines. Computer.
Television.
Session 2
Investigate the impact of 1. Using information. Respect for Take regional/local issue or story, give Write a brief report. Newspapers.
Causes and regional media. diversity and them the headline and ask the pupils to
consequences. 2. Using inference difference. write the story as the reporter. Match stories to their location on Scissors.
and deduction. a map.
News board.
3. Writing effectively.
Globe, map or
atlases.
Glue.
Computer.
Television.

Causes and Investigate the impact of 1. Expressing ideas Being a responsible Bring newspapers with international news Compare and contrast local and Newspapers.
consequences international news and and opinions, and effective stories ask the pupils to locate the international events.
events. explaining facts member of world country on the globe or in an atlas. Scissors.
through talking and society. News board.
writing. Ask the pupils to work in pairs and Examine how people respond
discuss what happened before and after differently to different situations. Globe, map or
the event. What is the impact of the event atlases.
on human lives? Demonstrate a deeper Glue.
understanding of situations in the
When they have gathered the key facts, world. Computer.
they should agree on a newspaper Television and
headline and write a report collaboratively Interpret news effectively.
Video player with
(500 words only).
cassette.
Session 4
Investigate the reasons for 1. Collecting and Appreciate and Record a news program from the TV onto Show knowledge of current Newspapers.
Change conflict places being mentioned in recording evidence. understand the video. Ask the pupils to watch the video. affairs.
the news. impact of world They should list and then mark on a map Scissors.
2. Using secondary events. all the places mentioned on the news. News board.
sources of Discuss the reasons why places become
information. newsworthy. Globe, map or
Represent data collected atlases.
3. Discriminating Discuss whether the news always presents graphically in a table format. Glue.
between fact and the facts and whether facts can be
opinion. distorted by the way they are presented. Computer.
Debate on any prominent current Television and
4. Keeping abreast Ask the pupils to repeat the exercise for affairs issues.
Video player with
with current affairs. homework for a week. They should
watch the news and to record the number cassette.
of times in a week, places are mentioned
and the reasons for the differences.

CONCEPTS/THEMES OBJECTIVES LEARNING SKILLS VALUES AND SUGGESTED TEACHING/LEARNING STRATEGIES SUGGESTED FORMATIVE RESOURCE
ATTITUDES ASSESSMENT OUTCOMES MATERIALS
Similarities and Appreciate what life is like 1. Recognizing and Empathy and Use a class story book, such as Journey to Relate how young people in Box.
differences for young people in other investigating places understanding. Joburg. Read the story to the class and discuss other parts of the world live.
communities. through literature. with the pupils the similarities and differences Paper and pencils.
between communities and the lives of people
2. Exploring and who live in them. Bristol board.
understanding other
life styles through Role play or prepare a skit related to literature
literature. studied.
Session 6
Develop knowledge about 1. Locating and Respect for On each day for a week, give the pupils two Locate places using co- Card for templates.
Interdependence world cities. investigating diversity and facts about a city elsewhere in the world. ordinates on a map of the
places. differences. world. Pencil.
If they are able to guess where the city is, they
2. Analyzing the must put their answer on paper and place it in a Guess the identity of the city White paper.
evidence. box. before the end of the week.
Coloured sticky
3. Using secondary Reveal the identity of the city at the end of the paper.
sources of week and check the papers in the box did
information. anyone get the correct answer? Scissors.
Write the names of at least ten cities from Use and interpret secondary
Units of paper
around the world on slips of paper and place in sources.
currency (from
a box or hat. The pupils work in pairs or threes
other countries).
and take a slip out of the box.
Their task is to co-operatively investigate:
the location of the city.
the climate and its impact.
as many key facts as possible.
Communicate their findings to others in

poster/chart or map as a group activity (2 or 3).

Additional Activity Pupils will be able to Pupils are able to:
Justice, Injustice 1. Explore basic economic 1. Working Interdependence. Find a story in the newspaper or from the Pencils.
and concepts. collaboratively. TV on trade, or commercial aspects of life
Interdependence; in Trinidad and Tobago. Explain that the Paper.
2. Begin to learn about 2. Problem solving. country cannot be isolated from the world.
becoming informed Coloured sticky
consumers. You will need: pencils, white paper, paper.
colored sticky paper, scissors and units of
paper currency. Scissors.
Four different sets of templates made from Units of paper

Card (enough for each group to have a set.) currency.
Templates a car, a TV set, a TV screen, a Cardboard.
star (smaller than an A4 sheet);
The car should be roughly twice the size of
the template for the TV set.
A copy of the buying list, the selling list

and the rules for each group.
Divide the pupils into groups of four or

five. Appoint two or three pupils to be the
suppliers and buyers in the Market Place.
You may wish to do this yourself.
Give each group thirty units of currency, a

buying list, a selling list and discuss the
rules carefully with them.

Additional Exercise Pupils will be able to Pupils are able to:
Activity
Buying List:
Templates 4 Units
Scissors 6 Units
Pencils 3 Units
Colored paper 2 Units
White paper 1 Unit
Selling List:
TV white 1 Unit
TV with colored screen 2 Units
White car 3 Units
White car with colored star on bonnet 4
Units
Rules:
Five minutes discussion time in the group.
Fifteen minutes buying, making and
selling.
You can only buy or sell in the market
place.
The winning team is the one with the most
wealth this will be worked out by the
prices above.
All supplies must be bought in the market
place.
The groups then buy their supplies and

make and sell their goods to the other
groups.
At the end of the period, each group

reports how much wealth they have and
how many unsold goods.

Additional Exercise Pupils will be able to Pupils are able to:
Activity
Ask the pupils what would have happened

if there had been a fall in the price of cars
because of overproduction by another
country?
What if the value of the star had changed Identify and explain economic
become more expensive? concepts that impact upon
different situations.
It is important to help the pupils to
analyze the causes of their being winners
and losers in the economic market place.
Analyze consumer behaviour.
Ask the pupils:
- What strategies they think they used,
to play the game?
- What have they learned from it?
- What does it make them think about,
considering the global market place
and Trinidad and Tobagos place in
it?
The environmental impact of using raw

materials can also be discussed and what
we do with obsolete or worn out goods.

Unit 2:
Theme: Connecting ourselves to the world.
This unit requires the use of a fax machine and a computer with email access. It would also be helpful if the school could twin with another school in the Caribbean or the United Kingdom. These
arrangements need to be made before this unit can be undertaken.
Interdependence 1. Identify and use 1. Collecting and Relating as a Discuss with the pupils what faxes are. State the benefits of using faxes. Computer.
different aspects and recording evidence. member of world
Links to other places. systems of society. Ask the pupils why faxes are sent and Fax machine.
communication. 2. Exploring. compared to sending a letter.
2. Using technology If there is a fax machine in the school

systems to link plans. the pupils should find out how many
faxes have been sent and to where.
If there is no fax machine in the school Produce and send information

contact a local business with a fax via fax.
machine and ask to visit. Pupils should
send and receive a fax noting how a fax
is laid out compared to a letter.

Use email. 1. Writing letters. Responding to the Discuss with the pupils what an email is. Evaluate new forms of ICT Computer.
Interdependence. use of the new through discussion.
2. Investigating forms of ICT. Explain why people use it and how it Internet access.
Links to other places. places. differs from posting a letter.
3. Asking and Ask each pupil to write a letter to be sent Produce and send a letter and
responding to by email to their twinned school. questionnaire by email.
questions.
The class should devise a questionnaire
4. Collecting, for the twinned school. This should be
analyzing and sent to the twinned school as an
recording evidence. attachment.
5. Using ICT and

other methods, to
find and assist in
presenting and
handling data.

Interdependence. Use the internet. 1. Asking and Gather information about the area in Present and analyze data through Computer.
responding to which the twin school is located e.g. the internet.
Links to other places. questions. weather, population and lifestyle.
2. Collecting, Once this data has been collected, ask the

recording and children to analyze and compare with
analyzing data. local conditions.
3. Using ICT to assist The pupils should produce graphs and

in the handling of charts to show the similarities and
information. differences between the two places.
Session 4
Locate Trinidad and Tobago 1. Investigating places Being a responsible Discuss with the pupils where the twinned Locate places on maps. Map or atlas.
Interdependence in relation to the twinned using different and effective school is located. Find it on a globe and
school. scales. member of world in the atlas. Bristol board.
To understand how society.
their locality is set 2. Using and The pupils should identify the nearest Use an atlas to identify airports Scissors.
within a wider interpreting globes airport to the school and mark out on a and mark routes on a base map.
context; and atlases. base map, the route that a flight might Markers.
take.
3. Calculating
distance and time. Help the pupils work out the time Calculate distances between their
differences. own country and another and
calculate time differences.
Explain the time zones around the world.

Interdependence Identify and explore Gathering and Developing a Discuss the various modes of travel from Maps.
different modes of interpreting information global one country to another.
travel/transport from one on air travel. consciousness. Tourist brochures.
country to the next e.g. air Identify why people travel from one
travel. country to another.
Pupils contact a travel agency and collect Construct a table/chart showing

data on various aspect of air travel e.g. data collected.
flights, destinations and cost.
Identify and explore reasons for Represent information gathered

using/selecting air travel. on routes, destinations and cost
on a world map.
Session 6
Identify and explore Gathering and Awareness of the Discuss the various types of sea travel. Map or atlas.
Interdependence different modes of sea interpreting information importance of
transport. on sea travel. travel to the Identify reasons for using sea
development of the travel/transport.
world society.
Organize class into groups. Have each Work in a group and make a
Fostering greater group explore on aspect of sea travel (e.g. presentation which will be
communication. cruise industry, cargo, passenger travel). evaluated using a set criterion.
Linkages Groups should identify major ports (local,

regional and international).

Unit 3:
Theme: Our Caribbean Family:
Similarities and Define and classify the 1. Gathering and Respect for Use a map of the World and Caribbean. Prepare table. Maps of the
differences. Caribbean region. interpreting diversity and Caribbean and the
information. difference. Initiate discussion and elicit location and Document data. World.
Links to other places. definition of the Caribbean.
2. Interpreting maps. Appreciation of Bristol board.
How different groups membership in the Group islands according to geographical Show each group of Caribbean
of people live, 3. Classifying Caribbean family. commonalities and language islands: Markers.
operate and change. information. commonalities. i. Geographical grouping.
ii. Language based
Alternative Suggested Strategies: grouping.
Present the pupils with cut outs of each
country of the Caribbean. Ask them to
consult the Caribbean map and
reconstruct the Caribbean region. Colour
code each country according to:
i. Geographical group.
ii. Language group.
Session 2
Define and explain key 1. Collecting and Respect for Research early colonizers. Make linkages between colonies Maps of the
Links to other people concepts related to our recording data. diversity and and colonizers. Caribbean and the
and places in the Caribbean history. difference. Locate on a world map. World.
past. 2. Sequencing
- Re-discovery and (Time line). Value the Locate colonies and link with colonizers. Bristol board.
colonialism; contribution of
- Slavery; other cultures. Pupils are grouped and asked to study Make a group presentation of the Markers.
- Indenture ship; literature on key concepts. literature studied using role-
- Emancipation; Understand playing, posters and illustration. Literature relevant
relationships to topic.
between people.

Relationships Identify significant 1. Researching Value the Organize and initiate research groups. Make a group presentation which Photographs.
Caribbean personalities (one personalities. contribution of involves:
Individual to their from each field) e.g. literary, other people. Each group researches different - Oral and visual data. Bristol board.
country. sports, culture, politics, 2. Analyzing and personalities. - Submitted and written
science and social work. evaluating Being a responsible material. Markers.
contributions made and effective Collect produced material where available - Presentation in unique and
by personalities. member of world for the personality studied. creative manner. Literature relevant
society. to topic.
3. Negotiating, Encourage pupils to discuss contributions
deciding and to development.
participating in
group tasks.
Session 4
1. Trace the efforts at 1. Researching. Sustainable Organize groups to research aspects of Debate and propose a solution to Maps of the
Interdependence establishing Caribbean development. Caribbean integration related to an issue related to the Caribbean Caribbean.
integration. 2. Collecting and objectives. integration.
recording data. Understanding Bristol board.
2. Identify CARICOM relationships Represent data collected in various forms Indicate, on a given Caribbean
members. 3. Analyzing and between people and e.g. semantic map, flowchart, tables, map, members of CARICOM. Paper.
drawing countries. illustrations and posters.
3. Explain the need for conclusions. Pencils.
Caribbean integration. Create a word sleuth/puzzle using
4. Negotiating, CARICOM members.
4. Propose a solution to deciding and
some problems of participating in
Caribbean integration. group talks.
5. Drawing
conclusions.

Earth concepts Record and interpret maps. 1. Recording and Respect for Use a map of the Caribbean and the map Prepare a table showing Maps of the
interpreting maps. diversity and of a selected locality to determine similarities and differences Caribbean.
difference. location, key, physical features and between selected locality and
2. Collecting data. weather. Trinidad and Tobago. Ruler.
3. Investigating data. Paper.
4. Observing and Pencils.

drawing
conclusions.
Session 6
1. Recognize and analyze 1. Observing, Respect for Use photographs, literature and ICT Work as a group to prepare Photographs.
Technology and similarities and analyzing and diversity and systems to investigate, analyze, interpret visual materials which could be
communication differences between drawing difference. and draw conclusions about lifestyles in used to market selected Computer.
impacting on social contrasting locality and conclusions. selected locality. locality/Trinidad and Tobago as
relationship. Trinidad and Tobago, in Value the potential tourist sites. Literature on the
terms of lifestyles, 2. Using ICT skills. contribution of Compare and contrast with same in topic.
family, home, school, other skills. Trinidad and Tobago.
work, leisure, land use 3. Interpreting data.
etc. Understand
relationship
2. Establish contact with a between people.
school in contrasting
locality through ICT
systems i.e. fax, e-mail,
internet, telephone and
post etc.

Unit 4:
Theme: Our Nation and Government:
Justice, fairness, 1. Outline the road to 1. Reading and Being a responsible Show a video on The Road to V. C. R.,
rights and obligation achievement of interpreting and effective Republicanism or tell a story related to Television and
to society. Republican status. information. member of society. it. video cassette on
topic.
2. Discuss the significance 2. Constructing time Communicate our Organize pupils into groups and distribute
of each stage to the lines and flow belief, feeling and literature related to the video/ story. Cassette recorder
countries. charts. conviction. with cassette.
3. Political development. 3. Analyzing changes Report systems, Each group discusses and analyzes events Sequence events given a blank Literature relevant
over time; rules and laws. then construct a time line. timeline and word or sentence to topic.
box/strip.
Session 2
1. Recognize and explain 1. Observing. Being a responsible Provide pupils with visual materials and Each group presents and Literature on
Nationhood significance of national and effective literature on nationhood. critiques each others project, nationhood.
symbols. 2. Interpreting and member of society. book or display.
explaining. Pupils will engage in producing a project Bristol board.
2. Know their rights and Communicate our book, charts or posters to set up display.
responsibilities as a 3. Drawing and belief, feeling and Tape recorder.
citizen. singing. conviction. Pupils will listen to national songs.
Tapes of national
4. Decision making. Report systems, songs.
rules and laws.

CONCEPTS/THEMES OBJECTIVES Learning Skills VALUES AND SUGGESTED TEACHING/LEARNING SUGGESTED FORMATIVE RESOURCE
Central Government. 1. Define the term 1. Researching terms. Being a responsible Discuss literature on Government, forms Role-play a parliamentary debate Literature on
Government. and effective of Government and functions of or cabinet meeting. government.
2. Drawing semantic member of society. Government.
2. Identify our form of maps. Paper.
Government. Respect systems, Have pupils prepare a semantic map Answer questions on the
3. Interpreting and rules and laws. showing the structure of the Government. semantic map showing structure Ruler.
3. Outline structure of analyzing of Government.
Government. information.
4. Describe function of
Government.
Session 4
1. Distinguish between 1. Researching terms. Being a responsible Examine literature on local government. Students role-play a meeting of a Literature on local
Local Government. central and local and effective councilor and constituents. government.
government. 2. Interpreting and member of society. Have pupils discuss the differences
analyzing between local and central government. Resource personnel
2. Examine the function of information. Respect systems, (Councillor).
local government. rules and laws. Explore the possibility of their being a
3. Interviewing. Councilor for their area.
3. Identify the local
government body in After being exposed to the Councilor as a
their community. resource person, pupils will prepare a
questionnaire to interview the councilor.

Choosing a 1. State the qualification 1. Observing. Being a responsible Engage in general discussion with pupils Asses the qualification of voter V. C. R, Television
Government of a voter. and effective on the following:- and electoral process e.g. and video cassette
2. Organizing. member of society. true/false, filling in the blanks on the electoral
2. Explain the importance i. the qualification of a voter. etc. process.
of elections and the 3. Discussing. Participating in ii. the importance of an election.
need to exercise their decision making. Construct a flow diagram/ chart Bristol board.
franchise. 4. Analyzing and Show a video on the electoral process. of the electoral process.
drawing Making responsible
3. Describe and enact the conclusions. choices. Divide the class into two (2) Write a campaign speech.
electoral process. groups/parties. Have pupils select a
leader and embark on campaign followed
by election for a school prefect.
Session 6
1. Distinguish qualities of 1. Considering other Respect for Have pupils collect pictures and literature Deliver an oral presentation Photographs
Outstanding citizen an outstanding citizen. peoples diversity and on any available personality. accompanied with display (Caribbean personalities)
or leaders experiences. differences. related to personality.
2. Evaluate the Brainstorm with pupils the qualities of Literature on
contribution made to 2. Expressing and Making responsible some noted important personalities. relevant Local
society by any explaining views. choices. Personalities/Leader.
personality. Organize class into groups and allow
3. Negotiating, Working towards pupils to study one personality from a
3. Identify personalities in deciding and being a role model. specific field e.g. political, cultural,
various fields. participating in sports, social work, science, literature and
group tasks. religion.
4. Categorizing and Evaluate contributions made by each

evaluating personality.
information.

Unit 5:
Theme: Protecting Ourselves:
Justice, fairness, Show ways in which the 1. Researching. Participating in Have pupils research different aspects of Create charts and posters Resource person.
rights and obligation individual demonstrates public awareness health and safety e.g. drug abuse, aids, illustrating good health and
in society good health and safety 2. Investigating. campaign on health domestic violence, peer pressure, child safety practices. Literature on health
practices. and safety. abuse and personal safety. and safety.
3. Decision making. Role-play skit on one aspect of
The individual. Making responsible Alternatively: health and safety studied. Bristol board.
4. Problem solving. choices. Invite a resource person to give
presentation on these issues.
Organize pupils into groups and allow

each group to investigate one aspect with
the criteria: who, what, when and why.
Groups will propose solutions for

problem of health and safety.
Session 2
1. List the rights of the 1. Gathering Respect for the Have pupils draft a code of conduct for Make and colour a poster of the Copy of Rights of
Human Rights child as is stated in the information. rights of others. the class on behavior, conduct which will convention on the Rights of the the Child.
United Nations charter. make class members feel respected and Child.
Rights of the child 2. Analyzing, safe. Literature on
2. Define the term human interpreting and Write a journal or an essay about Human Rights.
rights. drawing Compare their code of conduct with the how to protect children in the
conclusions. United Nations Convention on the Rights world. Material for
of the Child. constructing
3. Expressing views. journals, bristol
board, paper,
4. Comparing and stapler machine etc.
contrasting.

Consumer Affairs 1. Define the term 1. Developing conflict Integrity. Engage pupils in discussion of topic. Present problems. Resource person.
consumer. resolution skills.
Fairness. Prepare a list of questions for resource Have pupils identify appropriate
2. State the rights and 2. Writing and personnel. consumer rights and
responsibilities of the persuading skills. Responsibility. responsibilities.
consumer. Employ resource personnel or expert on
consumer affairs. Explore forms of redress e.g.
3. Address grievances as write letters and make phone
consumers and identify Have person address pupils. calls to appropriate authority.
forms of redress.
Session 4
1. State the attributes of a 1. Observing. Being a responsible Present pupils with contrasting Identify a problem in the local Photographs on
Environment healthy environment. and effective photographs e.g. polluted scene versus environment. scenes of the
2. Analyzing. member of society. beautiful scene. environment
2. Explain the importance Organize beautification of the (polluted scenes
of living in a healthy 3. Formulating. Appreciation for Or identified area. and scenic ones).
environment. aesthetics.
4. Designing. Show video clipping based on above. Prepare a poster or cartoon
3. Organize an depicting the problem.
environmental 5. Creating. Initiate discussion to elicit attributes of a
beautification project. healthy environment.
Explore importance of living in a healthy

environment.

Protection of country 1. Identify the various 1. Gathering Respect for law and Have the pupils research and prepare Write reports on the session with Resource person.
arms of the protective information. authority. questions on the protective services. the resource personnel on the
services. role of the protective services. Newspaper
2. Listening. Bring in a resource person from the clippings.
2. Outline the functions of protective services to address pupils. Organize class into groups. Each
the protective services. 3. Analyzing. group produces a scrap book Bristol board.
Have the pupils take notes and ask containing clippings from the
4. Interpreting. questions. newspaper.
5. Note-taking. Pupils are to collect newspaper clippings

reflecting the functions of the protective
6. Asking questions. services.
Session 6
1. Explain what the 1. Researching. Being a responsible Show a video on the United Nations (or Identify on a map of the world Video Clip on the
Role of the United United Nations is. and effective use other visual material). members of the United Nations. United Nations.
Nations in protecting 2. Analyzing. member of society.
countries throughout 2. Explain the role of the Follow with discussions on the function Map of the world.
the world United Nation in global 3. Evaluating. of the United Nations and its part played
protection. in global protection. Newspaper
4. Drawing clippings on the
3. Identify members of the conclusions. Make a collection of articles related to United Nations.
United Nations. global protection.
5. Developing map. Diagrams of United
Nations
6. Drawing. organisations.

Unit 6:
Theme: Working with Others.
1. Identify the qualities Respecting oneself and A sense of sound Get pupils to identify qualities about Write an essay about the Pupils and their
The individual. that any individual others. and moral themselves that they possess. qualities they possess. own experiences.
should possess. responsibility.
Get pupils to state how they can use these Reflect on how to improve Family
2. Use these qualities to A sense of self qualities positively. themselves and others. photographs.
work and assist others. worth.
How can these qualities are used to Resource personnel
influence others. Guidance
counsellor.
Session 2
1. Identify the concepts of 1. Co-operating. Appreciation for Get pupils to identify various situations at Write a passage on how a pupil Pupils themselves.
At home dependency, others. home. would work and support the
independency and 2. Collaborating. parents or others at home or
interdependency. Care and respect Where working alone or together as a provide support to members of
3. Empathizing. for others. group and the result of such situations. the family by doing chores/tasks
2. Apply these concepts to around the home.
solutions at home. Willingness to The teacher can use the questioning
share. technique to elicit from pupils these
situations.
Help pupils to identify and correlate.

The School 1. Explain the importance 1. Explaining, Respect for Introduce theme by the use of a case study Pupils themselves.
of co-operation in planning and co- diversity and depicting co-operation.
school. operating with differences.
others. Discuss with pupils the importance of co-
2. Identify ways in which Being a responsible operation and have them identify ways in
people can co-operate at 2. Team building. group member. which people can co-operate in school.
school.
Set up teams and have pupils select a leader.
3. Demonstrate effective
interaction strategies at Discuss with them the attributes of working
school. together and how to be a good team member. Use checklists to evaluate the
performance and proposal of
Pupils are given an activity to plan a class the group.
party.
Session 4
1. State the importance of 1. Observing. Participating in Read a story for the class based on co- Compose a poem or song on Paper.
On the job co-operation at work. group activities. operation on the job and encourage the pupils co-operation in the work
2. Discussing. to examine ways in which people co-operate place. Pencil.
2. Identify ways in which Co-operating with on the job and the importance of such co-
workers need to co- 3. Role-playing. each other. operation. Draw a cartoon/chart Markers.
operate to get the job depicting the importance of
done. 4. Note-taking. Let some pupils choose a job and organize co-operation. Tape recorder.
and perform a skit/role-play showing co-
5. Singing. operation (e.g. on a ship or construction site). Write a story on co-operation Cassettes with
at work. calypsos or songs.
Play an appropriate calypso or song (e.g.
Productivity by the Mighty Sparrow). Literature on co-
operation.
Let other pupils observe and take notes.

In the community. 1. Describe their 1. Describing. Sharing Discuss with pupils ways in which Perform a case study where they Bristol board.
community or information/ communities inter-relate and help each will complete a worksheet with a
neighborhood. 2. Drawing. experiences. other. map and other information on an
imaginary community.
2. Identify ways in which 3. Mapping. Participating in Have pupils sketch a simple map of their
people in communities community community. Describe the community.
inter-relate and help 4. Planning and improvement
each other. organizing. activities. Organize groups and encourage pupils State ways in which people co-
to:- operated and suggest a solution
3. Formulate a plan to help 5. Solving problems. Being responsible (a) Describe their communities to each to problems identified.
solve a problem through and effective other.
community member of (b) Create a plan to solve a problem of
participation. community. an identified community.
Each group will report giving a

description of the community and a plan
to solve the problem.
Session 6
1. Explain the importance 1. Gathering, Co-operation. Discussion with the pupils on the Complete work sheets or Resource personnel
Nationality. of working together as a analyzing and importance of working together for the questionnaires based on their from Trade Union,
nation. interpreting Collaboration. benefit of the nation e.g. trade unions, contribution to the work group. PTA.
information. PTA, etc.
2. Identify ways in which Loyalty.
citizens can work Use resource personnel to highlight how
together nationally. Patriotism. the organization works to benefit
individuals and nation.
3. Choose a national Team building.
organization and Assign pupils in group work to do the
conduct a case study. case study.

Social Studies Syllabus Primary School Trinidad

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Social Studies Syllabus Primary School Trinidad

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MINISTRY OF EDUCATION

REPUBLIC OF TRINIDAD AND TOBAGO

PRIMARY SCHOOL SYLLABUS

2. Definition of Social Studies; 4

3. The purpose of the Social Studies Curriculum Framework; 4

4. Goals and general objectives for Social Studies; 5

5. What the revised syllabus is based on; 6

6. Thinking and communication skills; 7

7. Specific objectives for the subject strands; 8

8. Features of progression within the Social Studies syllabus; 10

9. Map of the themes for the revised Social Studies syllabus; 11

12. Draft Performance Standards 20

13. Infants I : Understanding Myself and My Family 28

14. Infants II : Understanding My World 54

15. Standard I: Our Community 84

16. Standard II : Our Island 107

17. Standard III : The Story of Trinidad and Tobago 134

18. Standard IV : Our Nation and Our Part in Developing It 161

19. Standard V : World Studies 189

Learn to love themselves;

The revised syllabus rests on a foundation of

Personal and Social Development;

Geographical knowledge, understanding and skills;

SOCIAL STUDIES CURRICULUM FRAMEWORK:

Purpose of the Social Studies Curriculum Framework

To enable children to:

The General Objectives of the Social Studies Syllabus are to develop:

Knowledge and Understanding:

To know about one's own society, culture and history;

The social studies syllabus is based on:

Critical thinking and communication skills:

Creative thinking skills

The Specific Objectives of the Subject Strands are:

Learning about themselves and working with others;

Learning basic skills for keeping themselves healthy and safe;

Progress in Social Studies can be characterized by:

THEMES AND UNITS:

INFANT I INFANT 2 STANDARD I STANDARDD STANDARD III STANDARD IV STANDARD V

SOCIAL STUDIES CURRICULUM MAP INFANTS 1 (LEVEL 1):

CONTENT Who am I? My family; My home; Who am I? Who am I?

LEARNING SKILLS Co-operation:

SOCIAL STUDIES CURRICULUM MAP INFANT LEVEL II:

SOCIAL STUDIES CURRICULUM MAP STANDARD I:

SOCIAL STUDIES CURRICULUM MAP STANDARD II:

SOCIAL STUDIES CURRICULUM MAP STANDARD III:

SOCIAL STUDIES CURRICULUM MAP STANDARD IV:

SOCIAL STUDIES CURRICULUM MAP STANDARD V:

DRAFT PERFORMANCE STANDARDS

The levels are:

These level descriptors attempt to describe generalised expectations in a standardised way.

KNOWLEDGE AND UNDERSTANDING

LEVEL 1 LEVEL 2 LEVEL 3

Know about other countries, cultures

LEVEL 1 LEVEL 2 LEVEL 3

Can identify issues from the questions

LEVEL 1 LEVEL 2 LEVEL 3

Know about the various forces that

LEVEL 1 LEVEL 2 LEVEL 3

Reflect on the process of participating

Research the coverage of stories in Demonstrate advanced research and analysis

Able to describe why the same story may be

Able to use knowledge to investigate bias or

LEVEL 1 LEVEL 2 LEVEL 3

Listened to others Negotiate Questioned others ideas