7 Curriculum Guides STD 5 PDF

REPUBLIC OF TRINIDAD AND TOBAGO
MINISTRY OF EDUCATION
PRIMARY SCHOOL CURRICULUM
CURRICULUM GUIDES
STANDARD 5
Curriculum Planning and Development Division

2013
© Ministry of Education
Published in 2013 by the
Curriculum Planning and Development Division
Ministry of Education
Rudranath Capildeo Learning Resource Centre
Mc Bean, Couva
Republic of Trinidad and Tobago
Printed by The Office Authority Ltd. – Trinpad Division
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Table of Contents
Agricultural Science.................................................................................................................................................................................................... 1
English Language Arts ............................................................................................................................................................................................... 5
Mathematics ............................................................................................................................................................................................................... 38
Physical Education .................................................................................................................................................................................................... 63
Science ........................................................................................................................................................................................................................ 69
Social Studies ............................................................................................................................................................................................................. 77
Spanish ........................................................................................................................................................................................................................ 81
Visual and Performing Arts ..................................................................................................................................................................................... 87
Dance ......................................................................................................................................................................................................... 89
Drama......................................................................................................................................................................................................... 89
Music ......................................................................................................................................................................................................... 89
Visual Arts .................................................................................................................................................................................................. 90
Values, Character and Citizenship Education .............................................................................................................................................................. 97
Primary School Curriculum
Agricultural Science
Standard 5
Rationale
WHAT IS AGRICULTURAL SCIENCE?
Agricultural Science teaches the principles and practices of growing plants and rearing animals for food and other valuable products.
WHY STUDY AGRICULTURAL SCIENCE?
Agricultural Science develops students’ understanding of the natural attitude towards the environment. Furthermore, it allows students to
environment and the constantly changing cycles of nature. feel a sense of accomplishment, which boosts their confidence and
self-esteem.
The development of a love of learning is one of the major purposes of
primary education, and Agricultural Science is an ideal vehicle to The study of Agricultural Science also caters to the development of
facilitate the attainment of this goal. Students will learn to care for social and emotional intelligences, and helps to build positive
plants and animals associated with agriculture, and how and why these character traits and values such as respect, responsibility, caring and
are important to us. kindness. The programme of learning affords opportunities for
developing interpersonal skills, and includes cooperation and
This subject provides opportunities for students to develop their social, collaboration as learning outcomes.
emotional, communication and technological skills, and a caring
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HOW IS AGRICULTURAL SCIENCE STRUCTURED?
The curriculum emphasizes food security and preservation of the Agricultural Science is structured around a number of interconnected
environment, with a focus on Good Agricultural Practices (GAP). It topics. These include:
provides the means by which our students are sensitised to the value
• Agriculture as a Business
and importance of agriculture to themselves, our communities, our
country, and the world at large. • Crop Science
The integration of Agricultural Science with other curriculum subjects • Livestock Science
provides an excellent opportunity for linking theory to practice. • The Environment
Agricultural Science contributes to student literacy and numeracy as
• People in Agriculture
well as their skills in observing, manipulating, comprehending,
recording, analysing and reporting, through enjoyable activities. The topics and practical activities described in the curriculum are
selected because they provide a coherent learning process and promote
As important as food security and our inalienable rights to food and
an understanding that places agriculture within an integrated holistic
nutrition, is a global concern about our fragile planet. The introduction
perspective of the local, regional and global community.
of environmental awareness and the development of stewardship
education becomes an important component in every child’s
Agricultural Science learning.
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AGRICULTURAL SCIENCE: STANDARD 5
CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS

Students will:
1.1.1 Evaluate how 1.2.1 Use ICTs or 1.3.1 Become aware 1a. Tell how a local  Communicate findings on how
local issues affect other media to of local issues that issue affects agriculture a local issue affects agriculture
agriculture at the communicate affect agriculture. at a national and/or at a national and/or
national and/or information on local international level using international level (1.1.1)
international level. issues that affect 1.3.2 Sensitize others any form of media.
 Present findings on a local
agriculture. about the impact of
issue that affects agriculture
local issues on 1b. Converse fluently
nationally and/or
agriculture. about local issues that
internationally, using ICTs or
affect agriculture at a
any other form of media (1.2.1)
1.3.3 Enjoy using national and/or
ICTs to communicate international level.  Demonstrate knowledge of
information on local issues by responding, in an
issues that affect 1c. Make others alert to unrehearsed manner, to
agriculture. issues that affect questions about a local issue
agriculture. that affects agriculture (1.3.1)
 Sensitize others about the
1d. Enjoy use of print or impact of a local issue that
electronic media to affects agriculture (1.3.2)
communicate
information about issues  Enjoy using ICTs and other
affecting agriculture. media to communicate
information on an issue that
affects agriculture (1.3.3)
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English Language Arts
Standard 5
English Language Arts
Rationale
The National Primary English Language Arts curriculum is intended to It is to be noted that throughout the National Primary Curriculum an
motivate students to study, use and enjoy English language and intra-disciplinary, theme-based approach has been adopted. This is
literatures written in English. Learning English includes learning the intended to facilitate students’ language and literacy development and
language, learning through the language, and learning about the is a key focus of the curriculum. Language learning is intended to be
language. Its study involves understanding the internal integration of continuous as the curriculum is enacted on any given day. Students can
the skills (listening, speaking, reading and writing) and understanding acquire language and subject content simultaneously as they engage in
language itself as a tool for learning. Language provides access to learning activities. This approach helps students connect language
learning. When students understand language they automatically across learning areas, see language in effect in real contexts and use
access the entire curriculum. language for meaningful purposes; however, the teaching of language
through content is not exclusive. Planned and explicit teaching of
As the curriculum is enacted, the cross-curricula functional use of core reading, writing and grammar skills must continue using
language is also illustrated. Students use language to master what they creative and dynamic strategies. Importantly, the curriculum is not
learn in different subjects and while doing so each subject in turn helps prescriptive with regard to the teaching of grammar. Approaches will
students to sharpen their language skills. Additionally, students learn at vary but presenting grammar in context is highly recommended.
different rates so their acquisition of language and literacy skills Students are to be guided in applying their grammar learning in their
varies. All students however, must develop mastery of the English own writing, reading and speaking. In this way, grammar becomes
language skills which is critical to their overall development. The relevant and alive in students’ consciousness and psychological
English Language Arts curriculum seeks to facilitate this resistance to its study can decline.
developmental process through a systematic, integrated, learner-
centred approach.
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The National Primary English Language Arts curriculum is designed Among others, the teaching of ELA will:
to support students throughout the processes of acquiring, developing
and mastering requisite skills and knowledge for effective  Help students make connections between classroom learning
communication. In Trinidad and Tobago, the co-existence of two and out-of-class language use.
major linguistic systems, English Creole and Standard English, poses  Motivate students to become proactive and independent in their
specific problems for some learners. The English Language Arts learning.
curriculum explicitly recognizes the nature of this challenge and seeks  Provide the language base for the development of competence
to address it through a student-centred approach to learning which in all subject areas.
respects students’ linguistic experiences. The language children bring  Encourage students to interact comfortably and competently in
to the classroom - their first language, is a tool for building their different speech contexts.
awareness of the target language. The students’ first language becomes  Develop students’ ability to code switch between Standard
a natural support if communication breaks down when teaching English and English Creole.
Standard English; this is because both languages are supportive of  Develop students’ confidence in their linguistic heritage.
students’ overall linguistic development. Awareness of the two major  Build self-esteem and empowerment through the development
linguistic systems, English Creole and Standard English is in-built in
of a personal voice.
the ELA programme. The teaching of grammar is central to students’
 Equip students to engage in reflection and self-awareness and
understanding of English language structures and of the grammatical
develop awareness of their world.
patterns in English Creole. Students need also to understand explicitly,
 Develop an appreciation for literature.
the nature of the relationship between English Creole and Standard
 Provide a tool for the development of imagination.
English. When this understanding occurs, students will avoid
confusing the two and the perception of ‘bad English use’ or ‘broken
English’ will be minimised. Trinidad and Tobago is a linguistically
diverse country. Consequently, understanding of both English Creole
and Standard English contributes to the development of positive
attitudes towards languages and language users. The National Primary
English Language Arts curriculum facilitates this understanding.
Development in English Language Arts is essential to students’

intellectual, social, and emotional growth.
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ORGANIZATIONAL STRUCTURE OF THE ENGLISH LANGUAGE ARTS CURRICULUM
READING
ORAL LITERARY
COMMUNICATION APPRECIATION
MEDIA AND
INFORMATION WRITING
LITERACY
Fig. 1
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Oral Communication
Well-developed listening and speaking skills enable students to to question what they are learning and ask for clarification to enhance
communicate their ideas, feelings and experiences effectively. As a their learning. Students must be supported to ask good questions, to
result, learners who engage in class discussions, using both Creole identify problems in thinking as they attempt to learn, and be able to
English and Standard English, are more in control of and involved in correct problems they encounter. In this way, they will be better
their own learning. Through oral communication instruction and prepared for the world they live in and for their future. Additionally,
opportunities for interaction, young learners also develop sensitivity to through the mastering of verbal and non-verbal communication skills,
and respect for others and their opinions - two qualities that make for a students will have opportunities to communicate, understand, interpret
more humane society. Students also need opportunities to engage in and evaluate information.
critical listening and thinking. This support gives them the opportunity
Reading
Reading empowers learners, boosts their self-esteem and is critical to oral English language skills as they learn to read books in Standard
successful learning at school. During the early years, oral language English. Reading materials that are culturally relevant and age-
development and reading development are tightly linked. As students appropriate will stimulate learners’ interests. Helping students connect
continue to progress, their acquisition of reading skills is what they read to their own experiences and background knowledge
complemented and supported by the development of other literacy will support and enhance their reading efforts. The intention is for all
skills of writing, speaking and listening. All students will learn to read students to become literate and be able to understand and process oral,
if systematic and explicit reading instruction is inherent within an written, electronic and multimedia texts. Consequently, the ultimate
enriching literary environment. Reading is developmental and students goals of the reading programme are: to help students become strategic
progress through the different stages at individual rates; such and critical readers, to empower them to achieve independence in
differences must be respected and catered to. Learners whose first reading and to use literacy as a tool for life-long learning.
language is English Creole may need additional support to build their
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Literary Appreciation
Literary Appreciation cultivates the ability to make sense of, interacting with literary works. Consequently, literature is a means of
experience unconscious delight in and, appreciate and evaluate the education and enlightenment, as it broadens students’ knowledge
quality of literary works. Literature enhances students’ behaviour, bases, strengthens their thinking skills, and develops their awareness of
emotions, attitudes and social values thereby acknowledging new words and language. Literature also engenders appreciation for
differences in personalities, patterns of relationships, and philosophies. local and international culture, helps develop citizenship, builds
In appreciating literature from a variety of cultures, the learner gains patriotism, and fosters awareness of self and the environment.
pleasure and benefits from listening to, viewing, reading and
Writing
Writing is a recursive, cognitive process that can help students to make

meaning of their learning experiences. The writing programme is
carefully designed to develop students’ ability to: think and write
creatively and coherently and communicate effectively using the
accepted conventions of written language. A systematic and explicit
approach to writing across the curriculum enhances students’ abilities
to use written language for authentic purposes. Students are guided in
understanding writing as a process during which their efforts are
supported by oral and descriptive feedback. As a result, it is expected
that learners will benefit from a more stimulating learning environment
that encourages their creativity. In this curriculum, effective writing
and reading are naturally connected and are supported by the other
literacy skills of speaking and listening.
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Media and Information Literacy
Young people today are immersed in a world of written, receive. Media and Information Literacy emphasizes the
electronic and multimedia texts and as a result, the English development of enquiry-based skills and the ability to engage
Language Arts curriculum reflects this paradigm. As both meaningfully with media and information channels in whatever
conscious and unconscious consumers and producers of media, form and technologies they appear (UNESCO, 2011).
it is essential for young learners to be multi-media literate. Consequently, the goal of Media and Information Literacy
Much of the media in our environment are aimed at selling within the ELA curriculum is to develop a literate person who
products or ideologies; therefore, students as media consumers is able to read, analyse, evaluate, and produce communications
must be taught how to critically interpret the information they in a variety of media forms
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GENERAL OUTCOMES FOR STANDARD FIVE
ORAL COMMUNICATION
 Demonstrate a level of mastery of listening skills, creativity and expression through experiences with a range of aural stimuli.
 Use listening and speaking as tools to construct and clarify meaning and solve problems.
 Demonstrate the ability to evaluate and assess different types of messages.
 Demonstrate an understanding of appropriate listening and speaking behaviours in a variety of contexts.
 Demonstrate language awareness knowledge of Creole and Standard English at levels of phonology, morphology and syntax.
READING
 Decode words with automaticity and accuracy using a range of reliable strategies.
 Apply vocabulary knowledge in speaking, reading and writing.
 Read appropriate-level texts with purpose and understanding.
 Apply Reading Comprehension skills and strategies explicitly taught, to make meaning.
LITERARY APPRECIATION
 Respond with delight to literature through language and critical literacy skills.
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WRITING
 Demonstrate knowledge of punctuation marks and capitalization.

 Demonstrate knowledge of spelling rules.
 Understand the appropriate use of the different types of vocabulary in context.
 Demonstrate knowledge of grammar rules
 Demonstrate knowledge of the different genres to write narrative descriptive pieces.
 Demonstrate knowledge of expository writing to write expository pieces using the process approach writing.
 Demonstrate an understanding of reflective writing to write reflective pieces.
 Demonstrate explicit awareness of the Creole and Standard English patterns in their writing for transformation.
MEDIA AND INFORMATION LITERACY
 Demonstrate an understanding of a variety of media texts.

(e.g., audio, visual, audio-visual, print, and electronic/digital text)
 Identify selected media forms and explain how they are used to create meaning.
(e.g., media texts designed to reach a very wide audiences: signs, posters, billboards, movies, television, informational audio
broadcasts)
 Create a variety of media texts for different purposes and audiences.
(e.g., a mock television commercial for a favourite cereal, toy, or book; a radio or television news broadcast about a topic -
such as water pollution - from a cross-curricular unit of study)
 Reflect on and identify their strengths as media interpreters and creators.
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ENGLISH LANGUAGE ARTS: STANDARD 5
Students will:
Oral Communication 1.2.1 Use different 1.3.1 1. Demonstrate 1. Perform:

1.1.1 Know ways of interacting genres of poetry and oral Appreciative, mastery in oral
with a range of aural aesthetic tradition stories to critical, creative communication.  recitals, choral speaking
stimuli for enjoyment. develop appreciation of and expressive pieces, and scenarios
language and Literature. communicators. and complex action
1.1.2 Know skills of oral songs as personally
interpreted, with a
expression applicable to level. 1.2.2 Speak and perform 1.3.2
sense of rhythm and
for wider school Comfortable to with the required
audiences with speak to and articulation, intonation
appropriate perform for an and expression [1.1.1,
pronunciation and audience. 1.1.2, 1.2.1, 1.2.2, 1.2.3,
1.2.4]
enunciation.
 use listening strategies

1.2.3 Speak with
to help make meaning
attention to Standard during and after
English pronunciation. listening to a selection
[2.1.1, 2.2.1]
1.2.4 Articulate
emotional and  use the “5Ws+H” and
intellectual responses to graphic organizers to
help gain and express
a variety of aural stimuli.
meaning from texts
[2.1.2, 2.2.2]
 answer three literal, two

inferential and two
13
Students will:
evaluative questions
about texts [2.1.2, 2.2.2]
 identify one main idea

from audio-visual texts
and three to five
supporting details
[2.2.2]
 articulate a summary
statement for audio-
visual texts presented
[2.2.2]
 discuss the speaker’s

intention in conveying
messages using facts
from the piece
presented [2.2.2]
 discuss speaker’s bias

in appropriate-level
persuasion pieces
[2.2.2]
 share personal opinions

on pieces presented and
give positive attention
to the work of peers
14
Students will:
[1.3.1, 1.3.2, 2.3.2, 2.3.3]
2.1.1 Know how to use pre- 2.2.1 Employ taught 2.3.1 Critical and
listening, during-listening and post- strategies to assist in respectful
listening listening strategies. making meaning: listeners.
a) pre-listening: purpose 2.3.2

for listening, Comfortable and
predicting, confident
expectations at end of speakers.
activity, connecting
to previous 2.3.2 Creative.
2.1.2 Know how to use the knowledge
“5Ws+H” to understand the 2.3.4 Risk-takers.
messages from aural texts. b) during-listening: self-
questioning - if
expectations are
being met, note
taking, note making
c) post-listening: self-
question to determine
if expectations were
met, oral responses to
the aural stimuli
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Students will:
2.2.2 Discuss the

message of aural stimuli
by asking and answering
”5Ws+H“’ questions to
make meaning,
including:
a. Main idea, supporting

details and summary
statements.
b. Use and effects of

facts and opinions.
c. Speaker’s
intention/purpose,
motivation (including
speaker bias).
3.1.1 Know how to use strategies 3.2.1 Take notes after 3.3.1 Critical 2. Demonstrate the 2. Take notes relevant to the
that assist in simultaneous listening listening. listener. ability to use topic given, highlighting
and analysing activities. strategies to evaluate important points. [3.1.1, 3.2.1,
3.2.2 Ask pertinent 3.3.2 Polite in different types of 3.2.3, 3.3.1]
3.1.2 Know that a message should questions. expressing messages received.
be analysed before its acceptance. different points of  question what is heard,
make value judgments
16
Students will:
view. as it relates to self, and
3.2.3 Highlight form opinions [3.1.2,
important points relevant 3.3.3 Tolerant of 3.2.2, 3.2.8, 3.2.9,
3.2.10, 3.3.4]
to a given topic. others points of
view.
 express point-of-view
3.2.4 Present alternative
with politeness [3.2.4,
points of view. 3.3.4 Competent 3.3.2, 3.3.3]
analysers of
3.2.5Discuss varying messages.  discuss varying points
points of view. of view [3.2.4, 3.2.5,
3.2.7]
3.2.6 Identify and assess
the effects of words and Evaluate the choice and
phrases in messages suitability of words used for
which are used for persuasion, fact and opinion in:
persuasion, facts and
opinions.  advertisements
 political speeches
 Advertisements
[3.2.6, 3.3.4]
 Political speeches  analyse other influences

that make the massage
3.2.7 Ask questions to of advertisements and
assess the reliability of political speeches
claims or arguments appealing [3.2.9]
made.
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Students will:
3.2.8 Consider the

influence of perspective,
motivation and medium
of a message on its
meaning.
3.2.9 Make judgments of

what is heard by
assessing the message’s
strengths and
weaknesses.
3.2.10 Form and

articulate opinions about
what is heard and how it
is said to approve or
disprove claims.
4.1.1 Know appropriate listening 4.2.1 Follow and provide 4.3.1 Be 3. Demonstrate an 3. Follow and provide:
and speaking behaviours for a complex directions and courteous when understanding and
variety of contexts. instructions. interacting with appreciation of the  more complex
others. Creole and Standard instructions and
4.2.2 Use appropriate English. directions in Standard
4.1.2 Basic and applicable verbal and non-verbal 4.3.2 Be confident English [4.1.1, 4.2.1,
4.2.3]
contrastive analysis of Creole and language features to and competent
18
Students will:
Standard English. communicate speakers and
effectively. performers.  engage in
conversations,
4.1.3 Know the conditions and 4.2.3 Use high- 4.3.3 Be proud 4. Communicate classroom discussions
criteria necessary to code-switch frequency and content- and respectful of orally in Standard and other formal
situations using
between Creole and Standard specific words to create Creole as a English.
Standard English
English. and express meaning. language. [4.2.5, 4.2.6, 4.3.1,
4.3.2, 4.3.3]
See writing strand for sentence 4.2.4 Use Standard 4.3.4 Be confident
structures at this level English for formal in using Standard
interactions including English. 4. Speak with attention to
conversations, speeches Standard English
and presentations. pronunciation. [4.1.2, 4.1.3,
4.2.6, 4.2.7, 4.2.8, 4.3.2, 4.3.3,
4.2.5 Distinguish 4.3.4, 4.3.5]
between Creole and
Standard English
languages based on
phonology, morphology
and syntax.
4.2.6 Code-switch
between Creole and
Standard English based
on purpose, audience
and topic.
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Students will:
Reading
5.1 Apply appropriate phonic 5.2.1 Read grade level 5.3.1 Be
skills and strategies in reading. texts independently. proficient readers.
5.2.2 Use knowledge of 5.3.2 Be proud of

phonics in conjunction their
with other word-attack accomplishments
strategies such as in applying
knowledge of phonic skills to
morphemic word new contexts.
families, spelling
generalizations, and
letter combinations
including double letters
to decode new words.
5.2.3 Apply phonics to

read and spell new
words.
6.1 Select words to express 6.2.1 Determine the 6.3.1 Be creative 5. Apply vocabulary 5. Use:
deeper meaning in speaking, meaning of words used in using skills to demonstrate
reading and writing. in descriptive and factual vocabulary understanding of texts.  reading strategies to
language. knowledge in activate prior
different contexts. knowledge in pre-
6.2.2 Apply multi- reading [6.1]
20
Students will:
meaning words in 6.3.2 Be
technical vocabulary in Respectful of  use picture, word,
speaking, writing and peers’ attempts in definition and context
reading in context. applying clues to infer meanings
vocabulary in context and apply in
speaking, reading and
6.2.3 Interpret metaphor, knowledge.
writing [6.1, 6.2.5]
analogy, and connotative
language. 6.3.3 Be confident  apply familiar
in using vocabulary to gain
6.2.4 Demonstrate the vocabulary understanding of texts
meaning of figurative knowledge in and to develop a more
language in all genres. different contexts. sophisticated
vocabulary bank [6.2.3,
6.2.5]
6.2.5 Develop a more
sophisticated vocabulary
 construct sentences
by extending basic word orally and in writing
knowledge across using synonyms,
content areas. antonyms, multiple-
meaning, technical
vocabulary and high
frequency words
common to this level
[6.2.1, 6.2.2, 6.2.3,
6.2.5]
 apply knowledge of
vocabulary to answer
21
Students will:
questions orally and in
writing, and to
demonstrate the
meaning of figurative
language [6.2.1, 6.2.2,
6.2.3, 6.2.4, 6.2.5]
 determine the
contextual meaning of
words and phrases in
descriptive and factual
texts [6.2.1]
 examine and interpret

metaphor and analogy
relationships in texts
[6.2.3]
 interpret the
connotative meanings
of familiar and new
words contextually
[6.2.3]
 explore figurative
meanings in context
[6.2.4]
 verify meanings of new
22
Students will:
words using dictionary
and thesaurus [6.1,
6.2.5]
7.1 Use critical and strategic 7.2.1 Apply a variety of 7.3.1 Be confident 6. Demonstrate 6. Select:
reading strategies to read appropriate-level in reading proficiency in using
competently. strategies and skills to appropriate-level appropriate word  appropriate word attack
construct meaning from texts fluently. attack skills to read skills to read literary
text, including before, fluently and monitor texts [5.1, 5.2.1, 5.2.2,
during and after reading. 7.3.2 Be meaning from a 5.3.1, 5.3.2, 7.2.3]
respectful of variety of level-
 read with appropriate
7.2.2 Read a variety of peers’ attempts in appropriate texts.
phrasing, intonation,
informational and reading fluently. emphasis and
narrative/descriptive expression, good
texts/genres with 7.3.3 Be volume, breath-control,
sufficient accuracy to supportive of correct pronunciation
support comprehension. peers as they read and clear enunciation,
a variety of texts. intonation, rhythm,
pace and prosody at a
7.2.3 Monitor reading
rate appropriate for
for accuracy and sense, comprehension [7.2.2,
demonstrating that they 7.2.3, 7.2.4]
have the confidence to
adjust their reading.  read common high-
frequency words with
7.2.4 Develop a love for automaticity [5.1, 7.2.1]
reading a range of
 select level-appropriate
23
Students will:
genres. comprehension
strategies to decode
new words in context
and adjust reading to
make and monitor
meaning [7.1, 7.2.3]
 display a passion for

reading and sharing
[7.2.4]
8.1 Apply appropriate reading Use reading 8.3.1 Be critical 7. Apply level- 7. Activate:
comprehension skills and comprehension skills and creative appropriate reading
strategies as strategic and critical and strategies thinkers. comprehension skills  prior knowledge to
thinkers. independently to: and strategies to gain make text-to-self, text-
8.3.2 Be understanding from to-text and text-to-
8.2.1 Respond to and ask empowered to texts. world connections [8.1,
8.2.9]
literal and inferential express ideas,
questions based on a thoughts and
 give the purpose of all
given stimulus. feelings. texts presented and
discuss possible
8.2.2 Identify key words 8.3.3 Be confident audiences for them
when scanning texts to in sharing ideas [8.2.3]
establish relevance. with different
audiences.  identify key words
8.2.3 Understand that when scanning texts
[8.2.2]
texts have purposes and 8.3.4 Be tolerant
24
Students will:
are written for of differences of
audiences. opinions.  generate questions
about the main
8.2.4 Identify main idea idea/event/message of
and supporting details the text using
pictures/illustrations
from text.
and other stimuli [8.2.1,
8.2.7, 8.2.9, 8.2.10 ]
8.2.5 Demonstrate an
understanding of  state one main
supporting details and idea/message with
show their relationship supporting details
to text. [8.2.4, 8.2.7]
8.2.6 Apply knowledge  analyse simple details

from key words and
of inference and
represent in graphic
deduction to identify organizers [8.2.2,
cause and effect 8.2.11]
relationships in texts.
 apply knowledge of
8.2.7 Use metacognitive inference and deduction
strategies to clarify to show cause/effect
meaning in text e.g., relationships in texts
[8.1, 8.2.6]
rereading, visualizing,
thinking about the text,
 present preferred
before, during and after
account/event/point-of-
reading strategies. view in texts in a
25
Students will:
variety of ways and
8.2.8 Express support personal views
preferences and support with reference to the
text [8.2.7, 8.2.8,
their views by reference
8.2.12]
to texts.
 locate information in
8.2.9 Make text-to-self, texts using the glossary
text-to-text and text-to- and bibliography [8.1]
world connections
between what they  answer at least two
already know and the literal, three inferential
information presented in and three evaluative
the text. questions orally and in
writing from texts
presented [8.2.1]
8.2.10 Generate
questions about the text.
8.2.11 Analyse details

using graphic organizers.
8.2.12 Evaluate texts by

making explicit and
inferential reference to
texts.
26
Students will:
Literary Appreciation
9.1 Know how to apply critical 9.2.1 Produce own 9.3.1 Be 8. Demonstrate 8. Use close reading of
literacy skills. figurative language appreciative of understanding of passages to look for:
 Point-of-view based on context and the use of tone, literary texts in the
 “5Ws+H” Questioning for content. style, imagery and analysis of elements  key words and phrases
meaning of text language. of stories and poems.
 Compare and contrast 9.2.2 Express points-of-  repetitions,
 Close reading(literary devices, view. 9.3.2 Be contradictions, and
figures of speech, tone, style, respectful of the similarities
imagery) 9.2.3 Compare and differences with
contrast similar themes others’ points-of-  answers to some of
presented in two view. their own questions
different literary texts.
 literary devices
9.2.4 Discuss own ideas
and opinions about  figures of speech
characters and events in
literary texts.  tone, style and imagery
[9.1.1]
 discuss the writer’s

point-of-view and give
own point-of-view
[9.1.1, 9.2.2, 9.3.2]
27
Students will:
 draw their own
conclusion and infer
meaning as they relate
to the story[9.1.1, 9.2.4]
 compare a similar
theme and how the
author treats with it in
two different texts
[9.1.1, 9.2.3]
 identify figures of
speech in poems and
produce own based on
context and content
[9.1, 9.2.1]
 compose own poems

and stories [9.2.1]
 show appreciation for

the value of literature
[9.3.1, 9.3.2]
Writing
10.1 Know and apply rules of 10.2 Use punctuation 10.3 Be
punctuation and capitalization to marks and capital letters competent in the
use in and edit writing. correctly in writing. use of punctuation
marks and capital
28
Students will:
letters.
11.1Know and apply spelling 11.2 Apply spelling 11.3 Be
rules to spell words correctly rules when writing. competent in the
in their writing. application of the
• Syllabication rules rules of spelling.
• Phonics
• Inflectional Endings
12.1 Know how to use the 12.2 Use the different 12.3 Be
different types of vocabulary types of vocabulary in knowledgeable
across content areas. context across content about the different
areas: types of
a) Technical terms vocabulary and
b) Synonyms their usage in text.
c) Antonyms
d) Homophones
e) Homographs
f) • Words with
multiple-
meanings
13.1 Know and apply 13.2 Apply rules: 9. Demonstrate pride 9. Recognize:
grammatical rules to writing and a) of subject and in one’s ability to
editing verb agreement work independently to  the function of and use
b) appropriate use compose sentences parts of speech with
of tense with proper correct verb tense and
c) correct usage of grammatical structures concord in all writing
across the curriculum
parts of speech and rich vocabulary.
29
Students will:
[13.1, 13.2]
 apply all taught

punctuation marks and
capitalization rules to
writing [10.1, 10.2]
 edit capitalization,
punctuation, concord,
choice of vocabulary
and spelling in own
sentences using simple
class generated
checklist [10.1, 10.2,
10.3]
 use vocabulary
knowledge across the
curriculum [12.1, 12.2,
12.3]
 spell high frequency

words and by applying
rules taught[11.1, 11.2,
11.3]
14.1 Know and apply the 14.2.1 Compose 14.3 Be creative 10. Apply knowledge 10. Apply:
elements of story writing. narrative descriptive in their writing. of the traits of writing
pieces in the different and the writing  the process approach to
30
Students will:
genres: process to create writing simple
simple written pieces narrative-descriptive
a) Stories from various literary pieces (stories, songs,
poems, scripts) and
b) Poems genres.
expository pieces
c) Songs (reports, instructions,
d) Scripts directions) [10.1, 10.2,
10.3, 11.1, 11.2, 11.3,
14.2.2 Applying the 12.1, 12.2, 13.1, 13.2,
process approach to 13.3, 14.1, 14.2.1,
writing. 14.2.2, 14.3, 15.1,
15.2, 15.3, 17.1, 17.2]
15.1 Know the characteristics of 15.2 Apply the stages of 15.3 Be confident
expository writing and know how Pre-writing, Drafting, in applying the
to apply the stages of the process Revising, Editing and stages of the
approach. Publishing to the writing process approach
of: when writing.
a) Reports
b) Instructions
c) Directions
16.1 Know and apply strategies to 16.2 Write reflections 16.3 Be 11. Write reflectively. 11. Apply prior skills in
writing a reflective piece. expressing their thoughts comfortable reflective writing. [16.1, 16.2,
and feelings. writing about self. 16.3]
17.1 Recognize Creole patterns in 17.2 Use a code 17.3 Proficient in
their writing to code switch to switching analysis chart their writing.
Standard English patterns. to change Creole
31
Students will:
patterns to Standard
English patterns.
Media & Information Literacy
18.1 Demonstrate an 18.2.1 Demonstrate 18.3 Competent

understanding of a variety of proper handling and care media
media texts. of media and technology interpreters.
(e.g., audio, visual, audio-visual, to peers and students in
print, and electronic/digital text) lower classes.
18.2.2 Comprehend
content in print, visual,
audio and electronic
media.
18.2.3 Recognize that all

forms of media contain
constructed messages.
18.2.4 Identify
entertainment,
information and
financial gain as
purposes of media.
18.2.5 Explain the
32
Students will:
purpose of selected
media texts (a television
show, advertisement,
radio broadcast, poem
any other audio
selections etc.)
19.1 Identify selected media 19.2.1 Identify overt and 19.3 Be 12. Demonstrate 12. Identify and explain:
forms and explain how they are implied messages in competent judges awareness of overt
used to create meaning. selected media texts. of media messages in and  purposes of media
(e.g., media texts designed to purposes. respond critically to [18.2.4, 18.2.5]
reach very wide audiences: signs, 19.2.2 Demonstrate media works.
posters, billboards, movies, competence in gaining  discuss style and
television, informational audio messages as an techniques used in
websites to influence
broadcasts) independent consumer
audiences [19.2.3,
of media texts. 20.2.3]
19.2.3 Recognize that  give the overt

different media forms messages in media
use particular language listened to and relate
styles and techniques in text-to-self and text-to-
their construction. world [18.2.2, 18.2.3,
19.2.1, 19.2.2]
 assess media texts and

answer two literal, two
inferential and two
33
Students will:
evaluative questions on
the media text studied
[19.2.2, ]
20.1 Create a variety of media 20.2.1 Use information 20.3 Be ethical 13. Demonstrate 13. Handle:
texts for different purposes and products and technology users of tools. proper and ethical care
audiences. ethically. (consideration of and handling of media  media and technology
(e.g., a mock television copyright rules and technology equipment with care
commercial for a favourite cereal, 20.2.2 Employ media and acceptable equipment. and with proper
toy, or book; a radio or television etiquette when using policy.) etiquette [18.2.1,
20.2.1, 20.2.2, 20.3]
news broadcast about a topic - technology and
such as water pollution - from a producing media texts.
 use media ethically,
cross-curricular unit of study) adhering to the
20.2.3 Deconstruct Copyright Act and
selected media to Acceptable Use Policy
understand how [20.2.1, 20.2.2, 20.3]
information/messages
are presented to
audiences.
20.2.4 Give examples of .

tools and materials
needed to create selected
media (e.g., paper, pens,
pictures, glue, paint
microphones, cameras
34
Students will:
etc.)
20.2.5 Generate ideas for

creating media to
influence beliefs, values
and behaviours e.g., (i)
media promoting belief
in folklore characters (ii)
posters for importance of
washing hands.
20.2.6 Use different

methods and tools to
create media texts (e.g.,
storyboarding,
videotaping, podcasting,
painting, publishing,
web design).
20.2.7 Design a new toy

and create an
advertisement campaign
to promote it to a
specific audience for
financial purposes.
35
Students will:
20.2.8 Design a public
service announcement to
give information and
raise awareness about an
issue of their choice
(e.g., healthy eating).
21.1 Reflect on and identify their 21.2.1 Critically 21.3 Be critical 14. Apply knowledge 14. Generate:
strengths as media interpreters examine created media assessors of their of media texts and
and creators. texts. abilities. construction to  ideas for creating media
critically analyse own to influence audiences
21.2.2 Reflect on work. [20.2.5]
techniques and tools
used to create media to  create specific media
texts and critically
make judgments on pros
examine peers’ and
and cons of these. own work [20.2.6,
20.2.7, 20.2.8, 21.2.1]
21.2.3 Discuss strengths
and weaknesses of  contrast at least three
created media texts. different media forms
according to their
21.2.4 Compare and purposes [21.2.4]
contrast media produced
by individuals in the  assess the suitability of
tools selected and
class.
techniques used to
36
Students will:
create media work
21.2.5 Determine/judge using generated
impact of created media rubric[20.2.4, 20.2.6,
21.2.2]
re purpose.
 chat about the impact of

21.2.6 Conduct research
the piece created using
(e.g., interviews) in prior knowledge of
order to collect, analyse media construction
and share the results [21.2.3, 21.2.5]
about media usage and
preferences.  engage in research to
show media preferences
21.2.7 Generate [21.2.6]
awareness about Media
 generate media
and Information Literacy
awareness among peers
as well as other related [21.2.6, 21.2.7]
topics (i.e. health issues,
gender stereotypes,
bullying, media violence
and internet safety).
37
Mathematics
Standard 5
Rationale
What Is Mathematics About?
"Mathematics is an activity concerned with exploration and use of patterns and relationships in data. These
logical thinking, spotting patterns, posing two disciplines are related but offer different ways of thinking
premises and investigating their implications and of solving problems. Both equip students with effective
and consequences. It also involves the study of means for investigating, interpreting, explaining and making
properties of numbers and shapes, the sense of the world in which they live.
relationship between numbers, inductive and
deductive thinking and the formulation of Mathematicians use symbols, graphs and diagrams to help
generalizations. Mathematics is a creation of them find and communicate patterns and relationships, and
the human mind and therefore becomes they create models to represent both real-life and hypothetical
primarily a way of thinking thus facilitating situations. These situations are drawn from a wide range of
problem solving." (Mathematics Curriculum, social, cultural, scientific, technological, health, environmental
1999) and economic contexts.
Mathematics is the exploration and use of patterns and
relationships in quantities, space and time. Statistics is the
Why Study Mathematics?
By studying Mathematics, students develop the ability to think and to organize, to process and communicate information and
creatively, critically and strategically. They learn to structure to enjoy intellectual challenge. In addition, students learn to
39
create models and predict outcomes, to conjecture, to justify when both are appropriate. Mathematics has a broad range of
and verify, and to seek patterns and generalizations. They learn practical applications in everyday life, in other learning areas,
to both estimate and calculate with precision, and understand and in the workplace.
How Is Mathematics Structured?
delivered. Core competencies are developed within the strands

"Mathematics content is sequential in nature. There is a
of Number, Statistics, Measurement and Geometry.
hierarchy of concepts and skills on which each major area of
Mathematics can be built. The proper ordering of
mathematical content for all learners is critical to Through an integrated approach, the new Primary
mathematical achievement." (Mathematics Curriculum, 1999) Mathematics Curriculum aims to reduce “Math anxiety” and
Primary to Secondary transition issues by:
The Mathematics component of the new Primary Curriculum is
in response to the realities of a 21st century global society. The  The development of core mathematical concepts and skills
guiding principles of the Mathematics curriculum content are by the restructuring of learning activities to enable students
derived from the National Council of Teachers of Mathematics to see connections with other subjects and their daily lives.
standards that will allow our students to explore, discover,  The development of appropriate dispositions that would
analyze and apply Mathematics, to model and solve real world facilitate life-long learning and higher order thinking skills.
problems (NCTM.org). The NCTM standards of problem  A pedagogical approach that uses a variety of student-
solving, reasoning, communication, representation and centred teaching techniques and strategies, such that
connections, also play an integral role in how content is improvement in student motivation and performance
will increase in the medium and long terms.
40
 An Assessment Framework that focuses on and numerate individuals capable of functioning in a global
assessment for learning, continuous assessment, society.
as well as summative evaluation.
According to Adding It Up: Helping Children Learn

Mathematics (2001), instructional programs must address the
development of Mathematical Proficiency by focusing on the
following five interwoven strands or components:
 Conceptual understanding: comprehension of

mathematical concepts, operations and relations.
 Procedural fluency: skill in carrying out procedures
flexibly, accurately, efficiently and appropriately.
 Strategic competence: ability to formulate, represent
and solve mathematical problems.
 Adaptive reasoning: capacity for logical thought,
reflection, explanation and justification.
 Productive disposition: habitual inclination to see
Mathematics as sensible, useful and worthwhile,
coupled with a belief in diligence and one’s own
efficacy.
It is essential that the forgoing issues are seriously
considered and effectively addressed so as to create literate
41
MATHEMATICS: STANDARD 5
CONTENT SKILLS  DISPOSITIONS OUTCOMES ELABORATIONS

Students will:
NUMBER (Include Std. 4)
Fractions
1.1.1 Demonstrate an 1.2.1 Develop and apply 1.3.1 Display interest 1. Develop and ADDITION AND SUBTRACTION
understanding of algorithms to add while engaging apply
adding and and subtract in activities procedures to  Model addition and subtraction of
subtracting fractions and related to add and subtract fractions and mixed numbers using
fractions and mixed numbers. number fractions and concrete and pictorial representations,
mixed numbers, concepts. mixed numbers and record symbolically. [1.1.1, 1.2.1,
concretely, 1.2.2 Solve problems to solve 1.3.1]
pictorially and involving addition 1.3.2 Develop problems.
symbolically. and subtraction of confidence in  Develop the algorithm for adding and
fractions including understanding 2. Develop and subtracting fractions and mixed
1.1.2 Demonstrate an mixed numbers. and using apply numbers with like or unlike
understanding of mathematical procedures to denominators. [1.1.1, 1.2.1, 1.3.2]
multiplying a 1.2.3 Develop and apply procedures to multiply a
fraction by a algorithms to solve problems. fraction by a
 Apply the algorithm to add and
whole number, multiply whole number
subtract fractions and mixed numbers
multiplying  a fraction by a and multiply
to solve problems. [1.1.1, 1.2.1, 1.2.2,
fractions and whole number fractions and
1.3.2]
mixed numbers  fraction by mixed numbers
concretely, fraction and to solve
pictorially and  Explain the procedures for adding and
subtracting fractions and mixed
42

Students will:
symbolically.  mixed numbers problems. numbers. [1.1.1, 1.2.1, 1.2.2, 1.3.2]
1.1.3 Demonstrate an 1.2.4 Solve problems 3. Develop and MULTIPLICATION AND DIVISION
understanding of involving the apply
dividing whole multiplication of: procedures to  Model the multiplication of a fraction
numbers by  a fraction by a divide whole by a whole number, a fraction by a
fractions, fractions whole number numbers by fraction and a mixed number by a
by whole numbers  fraction by fractions, mixed number, concretely or
and fractions fraction fractions by pictorially (using, for example, an area
concretely,  mixed numbers whole numbers model and/or repeated addition) and
pictorially and and fractions to record the process. [1.1.2, 1.2.3, 1.3.1]
symbolically. 1.2.5 Develop and apply solve problems.
algorithms to  Explain through the use of words and
divide diagrams the procedures involving
 a whole number multiplication using fractions and
by a fraction mixed numbers. [1.1.2, 1.2.3, 1.3.2]
 a fraction by a
whole number  Generalize and apply rules
 a fraction by (algorithms) for multiplication
fraction. involving fractions and mixed
numbers. [1.1.2, 1.2.3, 1.2.4, 1.3.2]
1.2.6 Solve problems
involving the  Model division of a whole number by a
division of: fraction, a proper fraction by a whole
43

Students will:
 a whole number number or fraction, concretely or
by a fraction pictorially and record the process.
 a fraction by a [1.1.3, 1.2.5, 1.3.1]
whole number
 a fraction by a  Explain through the use of words and
fraction. diagrams division involving fractions.
[1.1.3, 1.2.5, 1.3.1]
 Generalize and apply rules

(algorithms) for division involving
fractions. [1.1.3, 1.2.5, 1.2.6, 1.3.2]
 Determine the effects of multiplying or

dividing by a fraction. [1.1.2, 1.1.3,
1.2.4, 1.2.6, 1.3.2]
 Explain why division by a fraction is

equivalent to multiplication by its
reciprocal. [1.1.2, 1.1.3, 1.2.4, 1.2.6,
1.3.2]
 Apply the algorithms for multiplication

and division involving fractions to
solve problems. [1.1.2, 1.1.3, 1.2.4,
44

Students will:
1.2.6, 1.3.2]
Decimals
1.1.4 Demonstrate an 1.2.7 Solve problems 1.3.3 Develop 4. Develop and  Investigate multiplication of decimals by
understanding of involving the confidence in apply the whole numbers and decimals by
multiplication and multiplication of: understanding procedures to converting decimal to base ten fractions
division involving  a decimal by a and using multiply before multiplying.
decimals. whole number mathematical decimals by E.g. 0·8 × 6 = ;
 tenths by procedures to whole numbers 0·6 × 0·4 =
tenths. solve decimal and decimals
[1.1.4, 1.2.7, 1.3.3]
problems. (limited to
1.2.8 Solve problems tenths by
 Observe patterns before generalizing
involving the tenths) and to
and applying rules (algorithms) for
division of: divide a
multiplication involving decimals.
 a decimal decimal by a
[1.1.4, 1.2.7, 1.3.3]
fraction up to 2 whole number
decimal places (up to
hundredths) to  Investigate division of decimals (limited
by a whole
solve problems. to hundredths) by whole numbers.
number.
[1.1.4, 1.2.8, 1.3.3]
 Generalize and apply rule (algorithm)

for dividing decimals by whole
45

Students will:
numbers. [1.1.4, 1.2.8, 1.3.3]
 Recognise the number patterns formed

when decimal numbers are multiplied or
divided by 10 or 100. [1.1.4, 1.2.7, 1.2.8,
1.3.3]
 Explain why keeping track of place

value positions is important when
applying the operations on decimal
numbers. [1.1.4, 1.2.7, 1.2.8, 1.3.3]
 Use a number of strategies to solve

routine and non-routine problems
involving decimals. [1.1.4, 1.2.7, 1.2.8,
1.3.3]
Percent
1.1.5 Develop an 1.2.9 Develop an 1.3.4 Appreciate the 5. Demonstrate an  Investigate area models divided into 100
understanding of understanding of importance of understanding equal parts concretely or pictorially to
percent, concretely, percent concretely, mathematics in of percent connect fractions to percents. [1.1.5,
pictorially and pictorially and real-life concretely,
46

Students will:
symbolically. symbolically. situations. pictorially and 1.2.9, 1.3.4]
symbolically.
1.2.10 Calculate the
1.1.6 Demonstrate an percent of a  Explain that “percent” means “out of
understanding of quantity. 6. Demonstrate an 100” and that the symbol % means
the relationships understanding ‘percent’. [1.1.5, 1.2.9, 1.3.4]
between fractions of the
1.2.11 Express a
and percents. quantity as a relationships  Record the percent displayed in a given
between concrete or pictorial representation
percentage of
1.1.7 Apply fractions and symbolically. [1.1.5, 1.2.9, 1.3.4]
another.
understanding of percents.
fractions, decimals  Identify and describe percents from real-
1.2.12 Relate percents to
and percents to 7. Apply life situations, and record them
fractions (halves,
solve problems. understanding symbolically. [1.1.5, 1.2.9, 1.3.4]
quarters, fifths
of fractions,
and tenths) and
decimals and
decimals.  Calculate simple percents of quantities,
percents to
solve problems. e.g. 10% of $200 = of $200 = $20.
1.2.13 Compare and
[1.1.5, 1.2.10, 1.3.4]
order fractions,
percents and
 Express quantities as percentages of
decimals.
other quantities. [1.1.5, 1.2.11, 1.3.4]

involving  Explain how a percent of an amount
fractions, could be less/more than a percent of
47

Students will:
decimals and another amount. [1.1.5, 1.2.11, 1.3.4]
percents.
 Solve given problems involving
percents. [1.1.7, 1.2.14, 1.3.4]
 Relate percents (e.g. 50%, 25%, 20%

and 10%) to fractions (e.g. ,
) and decimals (e.g. 0·5, 0·25,
0·2 and 0·1). [1.1.6, 1.2.12, 1.3.4]
 Recall commonly used related percents,

decimals and fractions e.g. 75%, 0.75
and . [1.1.6, 1.2.12, 1.3.4]
 Compare and order fractions, decimals

and percents. [1.1.6, 1.2.13, 1.3.4]
 Use mental strategies to convert between

percents and fractions to estimate
discounts. [1.1.7, 1.2.12, 1.2.14, 1.3.4]
 Interpret and explain the use of
48

Students will:
fractions, decimals and percents in
everyday contexts e.g. hr. = 45 mins.
in solving problems. [1.1.7, 1.2.14,
1.3.4]
Problem Solving
1.1.8 Create and solve 1.2.15 Create and solve 1.3.5 Demonstrate 8. Create and  Create and solve real-life, one-step and
single and multi- real-life, one-step appropriate solve one-step multi-step problems involving whole
step problems and multi-step judgment in and multi-step numbers, fractions, mixed numbers,
involving the four problems selecting problems decimals, percents and money (including
operations. involving problem solving involving whole profit and loss, discount, savings,
operations with strategies. numbers, salaries, wages, loans, simple interest,
1.1.9 Apply mental whole numbers, fractions, mixed VAT). [1.1.8, 1.2.15, 1.3.5, 1.3.7]
mathematics fractions, mixed 1.3.6 Develop numbers,
strategies to solve numbers, flexibility in decimal,  Select and use appropriate estimation
problems. decimals, simple using a variety percents strategies to check for reasonableness of
percents and of strategies to including answers and use calculators to check
1.1.10 Use patterns and money (including solve problems. money using answers/solutions. [1.1.10, 1.2.15, 1.3.6]
other strategies to profit and loss, algorithms,
solve problems. discount, savings, 1.3.7 Demonstrate mental
 Select and use appropriate mental
salaries, wages, independence strategies and
strategies to aid in finding solutions to
loans, simple and other problem
49

Students will:
interest, VAT). perseverance in solving problems. [1.1.9, 1.2.15, 1.3.5, 1.3.6]
solving strategies.
1.2.16 Solve problems problems.  Solve routine and non-routine problems
involving unequal 9. Solve problems using a variety of strategies such as: use
sharing (not involving a model, act it out, draw a picture, look
including the use unequal for a pattern, guess and check, work
of ratio). sharing. backwards, logical reasoning, make a
table or chart, make an organized list,
and try a simpler form of the problem.
[1.1.10, 1.2.15, 1.3.5, 1.3.6, 1.3.7]
 Solve problems in mathematical games.

[1.1.10, 1.2.15, 1.3.7]
 Pose and solve problems involving

unequal sharing e.g. “Garvin and
Thomas shared 35 mangoes between
themselves so that Garvin received 5
more than Thomas. Find each boy’s
share”. [1.1.10, 1.2.16, 1.3.5, 1.3.6,
1.3.7]
Language
50

Students will:
1.1.11 Develop 1.2.17 Use appropriate 1.3.8 Communicate 10. Communicate  Use appropriate language associated
with confidence effectively with number, such as: percent (%),
appropriate vocabulary
using language using percentage, discount, savings, salaries,
vocabulary associated with
related to vocabulary wages, loans, simple interest, tax, VAT,
associated with number, orally
number. associated with express, principal, rate and unequal
number. and in writing.
number. sharing. [1.1.11, 1.2.17, 1.3.8, 1.3.9]
1.3.9 Demonstrate an
appreciation for
others by
listening to their
point of view.
GEOMETRY (Include Std. 4)

Solids and Plane Shapes
2.1.1 Develop an SOLIDS

2.2.1 Investigate the 2.3.1 Display 1. Describe solids
understanding of the
properties of curiosity while in terms of their
properties of solids
solids by exploring solids properties.  Identify and list the properties of solids.
and plane shapes.
examining their and plane [2.1.1, 2.2.1, 2.3.1]
cross-sections, shapes. 2. Classify and
2.1.2 Develop spatial sense
base and height determine the  Investigate right angles and non-right
through exploration
51

Students will:
of solids and plane and angles. 2.3.2 Develop properties of angles in solids. [2.1.2, 2.1.3, 2.2.1,
shapes. perseverance quadrilaterals. 2.3.1]
2.2.2 Identify types of when solving
2.1.3 Explore angles in quadrilaterals: problems 3. Solve problems  Make skeletal and plasticine models of
solids and plane rectangle, square, involving shape involving solids solids. [2.1.2, 2.2.1, 2.3.1]
shapes. trapezium, and space. and plane
parallelogram and shapes.  Explore and describe the cross-sections
2.1.4 Solve problems rhombus. of solids, base and height. [2.1.1, 2.1.2,
involving solids and 2.2.1, 2.3.1]
plane shapes. 2.2.3 Classify and
compare  Recognise that some solids have a
quadrilaterals uniform cross-section and name them.
according to their [2.1.1, 2.1.2, 2.2.1, 2.3.1]
attributes (angles,
sides,
 Solve problems involving solids. [2.1.4,
perpendicular and
2.2.4, 2.3.2]
parallel).
PLANE SHAPES: QUADRILATERALS

involving solids
and plane shapes.  Sort quadrilaterals (rectangles, squares,
trapezoids, parallelograms, rhombuses)
according to their attributes (e.g. angles,
lengths of sides, parallel sides). [2.1.1,
52

Students will:
2.1.3, 2.2.2, 2.2.3, 2.3.1]
 Describe the properties of specific

quadrilaterals. [2.1.1, 2.1.3, 2.2.2, 2.2.3,
2.3.1]
 Name, explore and compare a wide

variety of quadrilaterals in terms of size
and number of angles, type and number
of sides e.g. trapezium. [2.1.1, 2.1.2,
2.1.3, 2.2.3, 2.3.1]
 Sketch and label quadrilaterals from a

given verbal description. [2.1.1, 2.1.2,
2.1.3, 2.1.4, 2.2.2, 2.2.3, 2.2.4, 2.3.2]
 Solve problems involving plane shapes.

[2.1.4, 2.2.4, 2.3.2]
Language
2.1.5 Develop appropriate 2.2.5 Use appropriate 2.3.3 Communicate 4. Communicate  Use appropriate language associated
vocabulary with confidence effectively
53

Students will:
vocabulary associated associated with using language using with geometry, such as: cross-section,
with geometry. geometry, orally related to vocabulary height, trapezium, parallelogram and
and in writing. geometry. associated with rhombus. [2.1.5, 2.2.5, 2.3.3]
geometry.
MEASUREMENT (Include Std. 4)

Linear: Perimeter
3.1.1 Develop and apply 1. Develop and  Determine the perimeter of rectangles
3.2.1. Develop and use 3.3.1. Appreciate the
formulae for use proficiently and squares. [3.1.1, 3.2.1, 3.3.1]
formulae for functional role
measurement of the formulae to
finding the of
perimeter. calculate  Write and explain the formulae for
perimeter of measurement
squares and perimeter of finding the perimeter of any given
in their
3.1.2 Solve problems in rectangles. squares and rectangle and square. [3.1.1, 3.2.1,
everyday lives.
real life situations rectangles in 3.3.1]
involving perimeter. problem
3.2.2. Solve problems 3.3.2. Appreciate the
involving solving.  Calculate and compare perimeters of
importance of
perimeter of squares and rectangles. [3.1.2, 3.2.1,
formulae for
compound 3.3.2]
calculations in
shapes. perimeter.
 Find the perimeters of simple
composite figures that may be
dissected into rectangles and squares.
54

Students will:
[3.1.2, 3.2.2, 3.3.2]
 Use estimation strategies to check for

reasonableness of solutions to
problems relating to perimeter. [3.1.2,
3.2.2, 3.3.2]
 Solve problems in real-life contexts

involving perimeter. [3.1.2, 3.2.1,
3.2.2, 3.3.2]
Mass/Weight
2. Apply algebraic  Explore algebraic thinking by

3.1.3 Use algebraic 3.2.3. Apply algebraic 3.3.3. Show
reasoning to exploring balance tools (concretely,
reasoning to solve reasoning to perseverance
calculate pictorially, including online resources)
problems in calculate in solving
unknown values using shapes of unknown
mass/weight. unknown problems
involving masses/weights. [3.1.3, 3.2.3, 3.3.3]
mass/weight on related to
3.1.4 Solve problems a balance. mass/weight.
algebraic
involving  Calculate unknown mass/weight on a
reasoning.
mass/weight. 3.2.4. Solve problems 3. Solve problems balance. [3.1.3, 3.1.4, 3.2.3, 3.2.4,
involving involving 3.3.3]
55

Students will:
mass/weight. mass/weight.  Solve problems involving mass/weight.
[3.1.4, 3.2.4, 3.3.3]
Time
3.1.5 Solve problems in 3.2.5. Solve problems 3.3.4. Display 4. Solve problems  Use a number of mental and written
real-life contexts involving time perseverance involving time. strategies to solve familiar and
involving time. and other related in solving unfamiliar problems involving time.
concepts (using problems [3.1.5, 3.2.5, 3.3.4]
proportional related to time.
reasoning).  Use proportional reasoning to solve
problems involving time and other
related concepts. [3.1.5, 3.2.5, 3.3.4]
Capacity and Volume
3.1.6 Develop and apply

 Explain, using models, how the volume
the formula for 3.2.6. Develop and 5. Develop and
3.3.5. Demonstrate of cubes and cuboids can be
measurement of apply the use proficiently
confidence in determined. [3.1.6, 3.2.6, 3.3.5]
volume. formula for the formula to
ones abilities
determining the calculate
volume of cubes volume of  Generalize a rule (formula) for
3.1.7 Solve problems in
56

Students will:
real-life contexts and cuboids. to measure. cubes and determining the volume of cubes and
involving volume cuboids in cuboids by considering the number of
and capacity. 3.2.7. Solve real-life 3.3.6. Appreciate the problem cubes used in each layer and the
problems importance of solving. number of layers. [3.1.6, 3.2.6, 3.3.5]
involving formulae for
volume and calculations. 6. Solve problems  Investigate to find the relationship
capacity. involving between the length, breadth, height and
volume and volume of cubes and cuboids. [3.1.6,
capacity. 3.2.6, 3.3.5]
 Calculate the volume of cubes and

cuboids. [3.1.7, 3.2.7, 3.3.6]
 Recognise that solids with different

appearances may have the same
volume. [3.1.6, 3.2.6, 3.3.5]
 Solve problems involving volume and

capacity. [3.1.7, 3.2.7, 3.3.6]
Area
57

Students will:
3.1.8 Develop and apply 3.2.8. Develop and use 3.3.7. Appreciate the 7. Develop and  Generalize a rule (formula) for
formula for formula to importance of use proficiently determining the area of squares and
measurement of calculate the area formula for formula to rectangles. [3.1.8, 3.2.8, 3.3.7]
area. of squares and calculations calculate area in
rectangles. involving area. problem  Write and explain the formula for
3.1.9 Solve problems in solving. finding the area of squares and
real-life situations 3.2.9. Solve problems 3.3.8. Display rectangles. [3.1.8, 3.2.8, 3.3.7]
involving area. involving area of confidence
compound when working  Apply formula to find the areas of
shapes. independently simple composite figures that may be
in solving dissected into rectangles and squares.
problems. [3.1.8, 3.1.9, 3.2.8, 3.2.9, 3.3.7, 3.3.8]
 Use estimation strategies to check for

reasonableness of solutions to
problems relating to area. [3.1.9, 3.2.8,
3.2.9, 3.3.8]
 Solve problems in real-life contexts

involving area. [3.1.9, 3.2.8, 3.2.9,
3.3.7,3.3.8]
 Solve problems involving perimeter
58

Students will:
and area. [3.1.9, 3.2.9, 3.3.8]
Language
3.1.10 Develop appropriate 3.2.10. Use appropriate 3.3.9. Communicate 8. Communicate  Use appropriate language associated
vocabulary vocabulary with effectively with measurement, such as: cubic
associated with associated with confidence using metre (m3), formula. [3.1.10, 3.2.10,
measurement. measurement, using language vocabulary 3.3.9]
orally and in related to associated with
writing. measurement. measurement.
STATISTICS (Include Std. 4)
4.1.1. Develop skills in 4.2.1. Formulate 4.3.1. Appreciate the 1. Design  Formulate problem situations that can
collecting, questions that role of survey(s) to be addressed via statistical data. [4.1.1,
organizing, can be addressed statistics in solve 4.2.1, 4.3.1, 4.3.3]
displaying, by statistical solving problem(s) that
analysing and data. problems. involves the use  Collect data using surveys,
communicating of statistical questionnaires, experiments, data
appropriate 4.2.2. Collect data 4.3.2. Display an data. bases and other sources. [4.1.1, 4.2.2,
statistical data to based on the objective 4.3.1, 4.3.2, 4.3.3]
investigation of a approach in 2. Gather, classify,
59

Students will:
solve problems. problem or collecting and organize and  Create a table to organise collected
question using analysing data display using data, e.g. using a computer program -
4.1.2. Demonstrate an questionnaires, sets to tables, tally Excel. [4.1.1, 4.2.3, 4.3.1, 4.3.3]
understanding of experiments, eliminate bias charts and
mode and mean. data bases and and ensure that graphs  Determine a suitable scale for data and
other sources. fair (pictographs, record the scale in a key e.g. ☺ = 10
conclusions are block graphs people. [4.1.1, 4.2.3, 4.3.1, 4.3.3]
4.2.3. Classify, drawn. and bar graphs)
organize and and interpret
 Represent data using tally charts,
represent data 4.3.3. Collaborate in results.
frequency tables and graphs
using tally teams to find (pictographs, block graphs, bar graphs,
charts, frequency solutions to 3. Describe using various scale factors) or using
tables and graphs problems. methods, simple graphing software to enter data
(pictographs, analyse results and create a graph. [4.1.1, 4.2.3, 4.3.1,
block graphs, bar 4.3.4. Appreciate the and make 4.3.3]
graphs, using use of data in decisions.
various scale making  Utilize the features of graphs to ensure
factors). informed 4. Communicate that they are completed appropriately
choices. findings and (e.g. name and label the horizontal and
4.2.4. Interpret data recommendations
vertical axes). [4.1.1, 4.2.3, 4.3.1,
from tables, 4.3.5. Demonstrate using
4.3.3]
charts and pride in vocabulary
graphs. displaying associated with
 Interpret the findings displayed in the
tables, charts and graphs. [4.1.1, 4.2.4,
60

Students will:
4.2.5. Apply findings work. statistics. 4.3.1, 4.3.2, 4.3.3]
from analysis of
data to solve 4.3.6. Demonstrate 5. Demonstrate an  Use analysed data to solve problems,
problems. collaboration understanding draw conclusions and make decisions.
when writing of mode and [4.1.1, 4.2.5, 4.3.2, 4.3.4]
4.2.6. Write report on group reports. mean.
findings and  Communicate findings and decisions
decisions made by writing a report using language
using appropriate associated with statistics. [4.1.1, 4.2.6,
vocabulary 4.3.5, 4.3.6]
associated with
statistics.
 Evaluate decisions made on analysis of
data by groups of students via group
4.2.7. Evaluate presentations. [4.1.1, 4.2.7, 4.3.3,
decisions made 4.3.5]
based on
analysis of data
 Compare the effectiveness of different
represented in
representations of the same data to
tables, charts and
determine suitability of forms and for
graphs.
different audiences. [4.1.1, 4.2.8,
4.3.2, 4.3.4]
4.2.8. Compare
different
 Compare the effectiveness of different
representations
methods of collecting data. [4.1.1,
61

Students will:
of the same data 4.2.8, 4.3.3]
to get an
understanding of  Determine the mode for a given set of
the suitability of data. [4.1.2, 4.2.9, 4.3.1, 4.3.4]
forms and for
different  Explore the concept of mean using
audiences. various activities related to equal
sharing or distribution. [4.1.2, 4.2.10,
4.2.9. Determine the 4.3.1, 4.3.4]
mode for a given
data set.
 Determine and use the rule for
calculating the mean of a given set of
4.2.10. Develop the data. [4.1.2, 4.2.10, 4.3.1, 4.3.4]
concept of
mean/average.
 Explain the term ‘mean/average’.
[4.1.2, 4.2.10, 4.3.1, 4.3.4]
4.2.11. Solve problems
involving
 Solve problems involving
mean/average.
mean/average. [4.1.2, 4.2.11, 4.3.1,
4.3.4]
62
Physical Education
Standard 5
Rationale
What Is Physical Education About?
Children spend increasing time watching television, gaming and The role of Physical Education is not only to enhance children’s
completing a wide variety of computer tasks. Moreover, the fast food physical fitness, but to teach children a variety of motor skills,
culture and the snack food industries continue to infiltrate schools and knowledge and other competencies that will provide the foundation for
homes. The result will almost certainly be a nation of increasingly development of an active lifestyle.
sedentary students with low fitness levels.
Why Study In This Learning Area?

Through learning and by accepting challenges in health-related and responsibility for themselves and contribute to the well-being of those
movement contexts, students reflect on the nature of well-being and around them, of their communities, of their environments (including
how to promote it. As they develop resilience and a sense of personal natural environments), and of the wider society.
and social responsibility, they are increasingly able to take
How Is The Learning Area Structured?

The learning activities in health and physical education arise from the  Movement concepts and motor skills: Students develop
following three strands: motor skills, knowledge of movement, and positive attitudes
 Personal health and physical development: Students develop towards physical activity
the knowledge, understandings, and attitudes that they need in as their competencies increase. By learning in, through, and about
order to maintain and enhance their personal health, well- movement, students become aware that movement is fundamental to
being, and physical development. human expression.
64
 Relationships with other people: Students develop attitudes
that enhance their interactions with others through participation
in activities that promote fair play, turn-taking and the willing
observance of rules and protocols.
Note: Physical Education moves children out of the classroom often - any
field trips, sporting events, or outdoor education programmes must follow
safe practice and meet legal requirements.
65
PHYSICAL EDUCATION: STANDARD 5
CONTENTS SKILLS DISPOSITIONS OUTCOMES ELABORATIONS
Students will:
Movement Skills And Concepts
1.1.1 Identify ways movement 1.2.1 Participate regularly 1.3.1 Appreciate and 1. Apply acquired  Create 4 or 5 movement
concepts can be used to in physical activity enjoy the aesthetic movement sequences using flight,
refine movement skills. for the purpose of and creative concepts and shapes, space and
improving skilful qualities of principles for the balance. (1.1.1, 1.2.1)
performance and movement. development and  Execute movement
physical fitness. performance of sequences with
higher order motor competency. (1.2.1,
skills. 1.3.1)
Gymnastic Skills
2.1.1 Explain forward roll, 2.2.1 Demonstrate forward 2.3 1 Appreciate and  Execute a half cartwheel
2. Employ a variety
cartwheel. roll, cartwheel. enjoy the and or a cartwheel.
of creative
aesthetic and (2.2.1)
movement
creative qualities sequences with  Complete 2 consecutive
of movement. competency. forward rolls while
maintaining form and
balance (stability and
mobility). (2.2.1)
Specialised Skills- Locomotor &

Manipulative
3.1.1 Explain basic technique in
66
Students will:
running, throwing, catching, 3.2.1 Practice using 3.3.1 Participate 3. Demonstrate Demonstrate:
jumping, and striking in equipment and willingly in simple
 Attacking and Defending
various disciplines. facilities physical activities. combinations of
skills.
appropriately. motor skills in
3.3.2 Follow
Lead-up and  Running technique in –
3.2.2 Demonstrate basic instructions when
Modified Games. track & field.
technique in engaging in
throwing, catching, physical activity.  Basic throwing
striking with technique in - track &
3.3.3 Develop an
increased level of field, netball & cricket.
acceptance of
difficulty.  Basic catching technique
individual
3.2.3 Apply skills in lead- differences. in - netball & cricket.
up and modified 3.3.4 Build helping  Basic jumping technique
game situations. relationship with in - track & field &
peers. netball.
 Basic striking technique
in - cricket & football.
 Proper use of equipment
and facilities. (3.1.1,
3.2.1, 3.2.2, 3.2.3)
Healthy Habits
4.1.1 Identify the benefits resulting 4.2.1 Practise drinking 4.3.1 Foster positive 4. Maintain healthy  Practise personal
from participation in different water and eating team spirit, lifestyles through hygiene (using rag, soap,
67
Students will:
forms of physical activities. healthy foods. sportsmanship and physical activities, deodorant. (4.1.3, 4.2.3,
competition. healthy diet and 4.3.2)
4.1.2 Explain how the body uses 4.2.2 Practise washing
personal hygiene.
water during physical activity hands and face after 4.3.2 Develop healthy  Wash hands and face
as well as the importance of physical activity. habits and after every physical
various foods for physical practises in their activity. (4.2.2)
4.2.3 Practise personal
activity. daily lifestyle.
hygiene.  Assume leadership roles
4.1.3 Explain personal hygiene. 4.3.3 Play in safe and responsibility. (4.3.1
places. )
 Work as a team towards
a common goal. (4.3.1)
Safe Practices
5.1.1 Know that specific attire is 5.2.1 Use suitable attire for 5.3.1 Be suitably attired 5. Exhibit  Always wear appropriate
required for Physical Education Physical Education for Physical responsible attire suitable for
Classes. Classes. Education Classes. behaviour through physical activities- loose
fair play and fitting, soft and
5.3.2 Engage in fair-
respect for others. comfortable. (5.2.1,
play and show
respect for 5.3.1)
others’ cultural  Always follow
background. instructions during
Physical Education
activities.
68
Science
Standard 5
Rationale
What Is Science About?
Science is a distinct form of human activity, which involves a makes science a valuable knowledge system. The Science curriculum
dynamic way of exploring ourselves, the world in which we live, and is driven by creative energies and a spirit of enquiry. Through
beyond. Scientific progress comes from rational, systematic work and problem-based approaches, students construct their understanding of
from creative insights, built on a foundation of respect for evidence. science by taking an active role in learning and applying them to real
Scientific knowledge is not fixed and it is this on-going quest that world situations.
Why Study Science
Science engages students in making informed decisions,

developing creative solutions, and exploring innovative alternatives.
Students gather evidence to inform next steps, communicate
understandings from information analysed, as well as develop novel
and/or feasible strategies, tools, and products. They also develop
appropriate personal qualities and attitudes for successfully negotiating
a variety of situations in our dynamic and technological society. Many
of the major challenges and opportunities that confront our world can
be approached from a scientific perspective, tempered by social and
ethical considerations.
70
How Is Science Teaching Structured?
This approach to the teaching of Science will shape students’ Students relate the usability of everyday structures and
understanding of their world, and reinforce the importance of scientists mechanisms to the properties or features that inform their
to the development of society. These outcomes are realised through an design and construction.
emphasis on the following: 3. Systems and Interactions among them:
Skills: The connections that exist among components of the various
1. Planning and designing: Identifying the problem, systems of living and non-living things are explored. Students
hypothesising, selecting a workable method, and evaluating develop a greater understanding of the environment as they
products or solutions. evaluate the effectiveness of the systems studied.
2. Conducting experiments: Observing, measuring, and 4. Conservation and sustainability of natural resources:
classifying. Students consider the impact of human actions in order to
3. Communicating: Presenting findings, interpreting data, appreciate the delicate balance that exists between human
making inferences, and drawing conclusions. needs and those of the environment.
Concepts:
1. Individuals and groups:
Students engage in grouping things to appreciate their unique
characteristics as well as variations that may exist among them.
2. Forms and functions of structures and mechanisms:
71
SCIENCE: STANDARD 5
Students will:
Form and Function:
1.1.1Justify the use of 1.2.1 Measure mass 1.3.1 Be responsive to 1. Justify the use of  Differentiate between mass and weight
various technologies using a balance. new technologies. various (1.1.1, 1.2.1, 1.2.2)
in everyday life. technologies in
1.2.2 Measure weight 1.3.2 Be innovative as everyday life.  Use appropriate devices to measure
using a spring they adapt to mass and weight avoiding common
balance. technological reading errors.
changes. o Zero error
1.2.3 Construct o Parallax
operational o Using a level surface.
definition of (1.1.1, 1.2.1, 1.2.2)
forces that can
be an effort or  Differentiate among load, effort and
load. fulcrum in the different types of levers.
1.2.4 Investigate the  Draw and label force diagrams:

use of simple o arrow begins at application of
machines force;
(levers, gears o arrow head shows force
and inclined direction;
planes) to reduce o length of arrow is proportional to
the effort size of force.
needed. (1.1.1,1.2.1, 1.2.2, 1.2.4)
72
SCIENCE: STANDARD 5
Students will:
 Explain using force diagrams, that some

devices/ equipment reduce the effort
needed to overcome the load, namely:
 levers,
 gears, and
 inclined planes.
(1.1.1, 1.2.4)
 Design or modify simple machines that

can make our lives easier, using the
steps in the IDEATE model.
o I - Identify the problem.
o D - Define the problem.
o E - Explore possible solutions.
o A - Access the various solutions.
o T - Try-out and Test the
solution.
o E - Evaluate the solution.
(1.1.1, 1.2.1, 1.3.1)
73
SCIENCE: STANDARD 5
Students will:
Conservation and
Sustainability:
2.1.1Justify the use of 2.2.1 Identify an 2.3.1Make responsible 2. Justify the use of  Discuss the use of energy efficient
energy efficient energy saving choices that will sustain energy efficient devices used in the community,
devices and strategy to the environment. devices and including:
practices to address a practices to o energy star products;
conserve electrical particular conserve electrical o energy efficient lighting;
energy. problem. energy.  fluorescent lighting and
 Light Emitting Diodes.
2.2.2 Explore (LEDs)
possible options (2.1.1, 2.2.1, 2.3.1)
and select the  Construct contextually relevant
one that is most operational definitions of the term
viable. “energy efficient”.
 Propose alternative methods of

o washing and drying clothes;
o using artificial lighting;
o using electrical water pumps;
o using air-conditioning.
(2.1.1, 2.2.1, 2.3.1)
 Design model homes that are energy
74
SCIENCE: STANDARD 5
Students will:
efficient.
(2.1.1, 2.2.1, 2.3.1)
 Explain the effects of global warming.

 Predict what will happen if earth’s
temperature continues to rise.
(2.1.1, 2.2.2, 2.3.1)
 Devise plans to reduce the production of

3.1.1Justify the need to 3.2.1Evaluate the 3.3.1Be sensitive about 3. Understand the
major Greenhouse Gases.
reduce the effects of effectiveness of issues that affect our need to reduce
(3.1.1,3.2.1,3.3.1)
Global Warming the proposed environment Global Warming.
solution.
 Discuss strategies used in environmental
4.1.1Appraise strategies 4.2.1 Interpret data to 4.3.1Show concern 4. Appreciate the
conservation including:
used for conserving detect impact of about the destruction need for
o responsible use of resources;
and sustaining the Global of the environment. conservation as a
 reduce
environment. Warming. means of
 reuse
sustaining the
 recycle
4.2.2 Research environment.
o using natural ways of doing things;
initiatives of various
o using alternative transportation;
environmental
 cycling
protection agencies.
 walking
75
SCIENCE: STANDARD 5
Students will:
 carpooling
 Explain initiatives used by

environmental protection agencies.
 Interpret data which illustrates the

impact of Global Warming.
 Devise personal plans to demonstrate

environmental conservation.
(4.1.1, 4.2.1, 4.3.1)
76
Social Studies
Standard 5
77
Rationale
What Is Social Studies?
Social Studies is the systematic study of an integrated body of content emphasises the skills and processes involved in social interactions,
drawn from core disciplines such as History, Geography, which, along with the prescribed settings and perspectives, will help
Anthropology, Economics and Political Science. It infuses experiences students to become informed, confident, and effective citizens of
of each individual to form a body of knowledge that facilitates growth Trinidad and Tobago.
and development within a structured society. Social Studies
Why Study Social Studies?
As we witness rapid advancements and changes in technology and understand and appreciate the present so as to significantly impact the
communication, children are submerged more into the virtual rather future. Understanding other cultures makes us prepared to examine
than the real world. This complexity creates an increased need to and celebrate our own.
master essential skills (such as communication, critical thinking,
problem solving etc.) to enable them to better understand, participate The Social Studies learning plan assists students in developing a
in, and contribute to the local, national and global communities in broader sense of their place in the local, regional and international
which they live and work. communities. This sense of belonging will help them establish relevant
values and personal characteristics that can contribute to the
The teaching of Social Studies performs an essential role in the development of caring and responsible citizens in all phases and facets
nurturing of young minds to function competently and effectively in of their lives.
today’s complex society. Understanding the past makes children better
78
How Is Social Studies Structured?
Students explore the unique culture of the Trinidad and Tobago’s The achievement outcomes can be developed through a range of
society that is derived from the experiences of local, regional and approaches. The use of these approaches enable students to:
international relations. They learn about people, places, cultures,
histories, and the economic world, within and beyond Trinidad and  ask questions, gather information and background ideas,
Tobago. Students also develop understandings about how societies are and examine relevant current issues
organized and how they function. Students are given learning  explore and analyse people’s values and perspectives
experiences to understand that the ways in which people and  consider the ways in which people make decisions
communities respond are shaped by different perspectives, values, and  understand why some people participate in social actions
viewpoints. As they explore how others see themselves, students  reflect on and evaluate the understandings they have
clarify their own identities in relation to their particular heritages and developed.
contexts.
The teaching of Social Studies performs an essential role in the
The Social Studies content was developed from the following nurturing of young minds to function competently, effectively and
foundational strands: efficiently in today’s modern society.
 Personal and Social Development

 Our Heritage
 Our Environment
 Organisations
 Change
79
SOCIAL STUDIES: STANDARD 5
Students will:
Diversity and My Global

Citizenship: Pulling It All
Together  Identify a social issue, relevant
1.2 Formulate a 1.3 Reflect on how social 1. Understand that to them, written as a statement
1.1 Create a project based on problem statement issues affect them. valid sources of or a problem. [1.1, 1.2]
any one of the following information are
themes: 2.2. Investigate - gather  Gather information from at least
necessary for making
information from one primary source and one
• Appreciating Our Cultural 2.3 Develop national informed decisions.
primary and secondary secondary source. [2.2]
Heritage pride
sources.
• Improving Our  Communicate information by
3.2 Communicate
Environment 3.3 Reflect on how the writing at least two paragraphs
information gathered
experience has helped and using at least one
• Celebrating our 4.2 Apply problem illustration. [1.1, 3.2]
Nationhood them in their personal
solving skills - development.  Suggest two solutions that are
• Exploring Social Issues determine possible
relevant and practicable to the
solutions to issues.
situation. [4.2]
5.2 Apply critical
 Devise an action plan with at
thinking skills -select
least three steps to solve the
best course of action to
problem. [5.2]
deal with problem.
80
Spanish
Standard 5
Rationale
What is Learning Languages About?
Languages are inseparably linked to the social and cultural contexts in language has its own ways of expressing meanings; each has intrinsic
which they are used. Languages and cultures play a key role in value and special significance for its users.
developing our personal, group, national, and human identities. Every
Why Study Another Language?
Languages link people locally and globally. They are spoken in Through such interaction, students acquire knowledge, skills, and
the community, used internationally, and play a role in shaping the attitudes that equip them for living in a world of diverse peoples,
world. Oral, written, and visual forms of language link us to the past languages, and cultures. It increases their understanding of their own
and give us access to new and different streams of thought and to language(s) and culture(s).
beliefs and cultural practices. It is imperative that the child of the 21st. century be equipped
In addition to being one of the most sought after skills of the with the skills necessary to function in a global environment; one such
21st century, by learning an additional language and its related skill is the ability to communicate in more than one language. Spanish,
culture(s), students come to appreciate that languages and cultures are therefore, earns its place in the national curriculum of Trinidad and
closely related. Learning a new language extends students’ linguistic Tobago. Not only is Spanish the fastest growing language in the
and cultural understanding and the ability to interact appropriately with western hemisphere, but this language also has a strong historical and
other speakers. Interaction in a new language, whether face to face or cultural presence in our nation.
technologically facilitated, introduces them to new ways of thinking An early introduction to a second language lays a foundation
about, questioning, and interpreting the world and their place in it. for foreign language proficiency at a later stage and complements skill
82
development in other areas of study. Learning another language fosters the development of higher order thinking skills.
promotes competence in listening, speaking, reading and writing, and
How is Spanish Structured?
This Spanish primary programme is based on a Foreign different beliefs and cultural practices, including their own, they
Language Exploratory (FLEX) model. Beyond learning functional understand more about themselves and become more understanding of
Spanish that supports other curricular content, it involves the inclusion others.
of the myriad of language and language-related experiences in the The Spanish program at the primary level is designed to create
world of the child. There is a rich amalgam of languages in the enthusiasm, excitement and love for language study among learners.
everyday experiences of the students of our country. A main objective Students are introduced to Spanish through stories, games, interactive
of foreign language study at this level includes awakening in the child instruction, cultural activities, and music. The focus of the program is
an awareness of and appreciation of the richness of language primarily, but not exclusively, on spoken language. Students engage in
exploration- the origin and meaning of his/ her name, places in the using Spanish in contexts that relate to their lives, and help them to
community and country, foods, culturally related references etc. develop awareness of how language affects culture and vice versa.
Embedded within this notion is a respect for diversity and critical
thinking through probing beneath the surface to seek deeper meaning.
Within any programme of language study, students learn about
culture and the interrelationship between culture and language. They
grow in confidence as they learn to recognize different elements of the
belief systems of speakers of the target language. They become
increasingly aware of the ways in which these systems are expressed
through language and cultural practices. As they compare and contrast
83
SPANISH: STANDARD 5
CONTENT/SKILLS DISPOSITIONS OUTCOMES ELABORATIONS
1.1.1. State their nationality and 1.2.1. Feel a sense of 1. Demonstrate a growing  State their nationality and those of four other
that of others in Spanish. belonging to their country. sense of patriotism to countries. [1.1.1]
¿Cuál es tu nacionalidad? 1.2.2. Develop a sense of their nation, and respect
- I’m Trinidadian, Tobagonian
(Soy trinitario/Soy trinitaria, identity. for other nations.
Soy tobaguense)
- He/ She is Trinidadian/Tobagonian/

¿Cuál es su nacionalidad?
American/Jamaican/Spanish/Venezuelan.
Es trinitario/Es trinitaria,
tobaguense,
americano/americana,
jamaicano/jamaicana, español/
española, venezolano/
venezolana)
1.2.3 Be respectful of other
1.1.2. Recognize flags of selected nations of the world.  Identify the flag of their country and those of
Spanish-speaking countries. selected Spanish-speaking countries in the
(Venezuela, Cuba, Puerto Rico, Caribbean. (Venezuela, Cuba, Puerto Rico,
Colombia, Panamá, México) Colombia, Panama, Mexico) [1.1.2]
 Display behaviour that is consistent with

patriotism and respect for other countries.
84
SPANISH: STANDARD 5
[1.1.1;1.1.2]
2.1.1. State in Spanish selected 2.2.1. Engage in 2. Engage in  State in Spanish selected items of clothing that
items of clothing that they wear. exploration of language conversations using they wear. [2.1.1]
¿Qué llevas? through comparing words simple Spanish I wear a uniform, pants, t-shirt, shirt, skirt,
(Llevo uniforme, pantalones, of different languages. structures. dress.
camiseta, camisa, falda, vestido.)
2.1.2. Recognize typical Hispanic

wear 2.2.2. Be aware and
¿Qué traje típico es? appreciative of Hispanic  State the Spanish words for selected Hispanic
(el bolero, la mantilla, el culture. wear. [2.1.2]
poncho, el sombrero) (bolero, mantilla, poncho, sombrero)
 Recognize selected Hispanic wear (as above).
2.1.3. Describe their physical [2.1.2]
appearance (height, size) in 2.2.3. Develop a sense of
Spanish. identity.  Orally make descriptive statements about their
¿Cómo eres? height and size, in Spanish. [2.1.3]
(Soy alto/alta, I’m tall, short, slim, fat, medium sized
Soy bajo/baja,  Engage in exploration of Spanish and Hispanic
Soy delgado/delgada, culture. [2.1.2; 2.1.3]
85
SPANISH: STANDARD 5
Soy gordo/gorda,
Soy mediano/mediana)
3.1.1. Communicate in Spanish 3.2.1. Be respectful as they 3. Use their knowledge of  Communicate with others in their country who are
using various media. communicate with others. Spanish to engage in safe, learners of Spanish via hand-written letters, email,
responsible and phone, text, video chat. [3.1.1]
respectful communication
 Open lines of oral communication with students
with others, both within
from Spanish-speaking countries. [3.1.1]
and outside of their
3.2.2. Be safe and country.  Display safe, responsible and respectful practices
responsible as they interact as they interact with others. [3.2.2]
with others using various
media.
3.2.3. Be enthusiastic about
forming links with others.
86
Visual and Performing Arts
Standard 5
Rationale
What Are The Visual & Performing Arts?
The arts are organised expressions of ideas, feeling, and emotion, intellect, and imagination. They contribute to the child’s
experiences in images, sound, language, gesture and movement. Arts growth by developing skills, sensitivities and positive attitudes. The
education comprises the four disciplines of visual arts, music, drama, arts reflect what is valued in society and celebrate our unique cultural
and dance. These disciplines provide for the stimulation of the senses, mosaic.
Why Study The Visual & Performing Arts?

Arts education is integral to primary education in helping to promoting subject integration in the classroom. Arts programming
promote a variety of thinking processes. The range of cognitive, enhances self-esteem and confidence, and provides a forum where
affective, and hands-on experiences offered by the arts places these spontaneity and risk-taking are encouraged and differences celebrated.
disciplines at the centre of a primary child’s learning. The arts Arts activities are a focus for social and cultural development. They
encourage ideas that are personal and imaginative and make a vital embrace local, national, and international aesthetic and cultural
contribution to the development of a range of intelligences. An expressions, promoting enjoyment and understanding of difference.
effective arts program enables the child to explore exciting, alternative They may also be a means to social change through the voices of
ways of learning and communicating with others. In addition, a individual identity and passion.
purposeful arts education at the primary level is invaluable in
88
How Are The Visual & Performing Arts Structured?
technologies to create imagined worlds. Through purposeful play, both
Students work both independently and collaboratively to construct individual and collaborative, they discover how to link imagination,
meanings, produce works, and respond to the contributions of others. thoughts, and feelings. As students work with drama techniques, they
They learn to use imagination to engage with unexpected outcomes learn to use spoken and written language with increasing control and
and to explore multiple solutions. Through traditional and new confidence and to communicate effectively using words, body
technologies, students’ artistic ideas are generated and refined through language, movement, and space. As they perform, analyse, and
cycles of action and reflection. Within each, students develop literacies respond to different forms of drama and theatre, they gain a deeper
as they build on skills, sensitivities, and attitudes. appreciation of their rich cultural heritage.
Dance
Dance is expressive movement that has intent, purpose, and form. In Music
dance education, students integrate thinking, moving, and feeling. Sound from natural, acoustic, and digital environments is the source
They explore and use dance elements, vocabularies, processes, and material for expressive ideas in music. These ideas are manipulated
technologies to express personal, group, and cultural identities, to and extended into forms, genres, and styles that are recognized as
convey and interpret artistic ideas, and to strengthen social interaction. music. Music is a fundamental form of expression, both personal and
Students develop literacy in dance as they learn about, and develop cultural. Value is placed upon the musical heritages of Trinidad and
skills and sensitivities in, moving, performing, and choreography, and Tobago’s diverse cultures, including traditional and contemporary
respond to a variety of genres from a range of historical and musical arts. By making, sharing, and responding to music, students
contemporary contexts. contribute to the cultural life of their schools, peer groups, and
communities. Students develop literacies in music as they listen and
Drama
Drama expresses human experience played out in time and space. respond, sing, play instruments, create and improvise, read symbols
Students learn to use dramatic conventions, techniques, and and notations, record sound and music works, and analyse and
89
appreciate music. This enables them to develop aural skills and to engage with a wider range of art experiences in increasingly complex
value and understand the expressive qualities of music. ways. Art history provides students with some sense of the efforts of
others to speak their culture.
Visual Arts
Through engaging in the visual arts, students learn how to discern,
participate in, and celebrate their own and others’ visual worlds.
Learning in Visual Arts begins with children’s curiosity and delight in
their senses and extends to communication of complex ideas and
concepts. An understanding of visual culture is achieved through
exploration of local and Caribbean contexts.
Students develop visual literacy and aesthetic awareness as they

manipulate and transform visual, tactile, and spatial ideas. They
explore experiences, stories, abstract concepts, social issues and needs,
both individually and collaboratively. They experiment with materials,
and techniques to develop their visual enquiries and create both static
and time-based artworks in drawing, sculpture, painting, printmaking,
photography, film, design, textiles, ceramics. They view the art works
of others, sharing their responses, and generating multiple
interpretations. Their meaning making is further informed by
investigation of the contexts in which art works are created, used, and
valued. As they develop their visual literacy, students are able to
90
VAPA: STANDARD 5

Students will:
1.1.1 Demonstrate ways to 1.2.1 Prepare simple 1.3.1 Develop National 1a. Create simple props and  Use various materials
solve problems through props and Pride and loyalty costumes. to create at least two
the use of the elements costumes for a to country. (2) simple props and
and principles of design. scenario, 1b. Create a portfolio
1.3.2 Develop a sense of applying the elements one (1) costume for a
production or
presentation that accomplishment. and principles of design. planned scenario,
showcases production or
Trinidad and presentation that
Tobago to the showcases Trinidad
world. and Tobago to the
world. (1.1.1, 1.2.1,
1.2.2 Use pictures
taken to 1.3.1, 1.3.2)
document
activities in a  Apply the elements
portfolio. and principles of
design to create a
portfolio of 5-10
pages using pictures
taken, appropriate
letters/words and
relevant illustrations
to document activities
91
VAPA: STANDARD 5

Students will:
from a planned
scenario, production
or presentation.(1.2.2,
1.3.2)
1.1.1 Demonstrate knowledge 1.2.1 Explore the 1.3.1 Work harmoniously 1a. Create and present  Execute at least 6-8
of the heritage/culture of creative use of with others towards dances to highlight the steps specific to
Trinidad and Tobago. movement a shared goal. culture/heritage of dances from seasonal
elements to Trinidad and Tobago
1.1.2 Demonstrate an 1.3.2 Display a sense of local
highlight the using appropriate music/
understanding of heritage/culture of national pride and accompaniment. festivals/celebrations
movement elements in Trinidad and loyalty to country. (e.g., Carnival –
dance. Tobago to the sailor, Indian Arrival
world. Day- Jharoo (short
broom dance),
1.2.2 Select appropriate
Christmas- Castilian)
music for
accompaniment. with appropriate
music/accompaniment
. (1.1.1, 1.1.2, 1.2.1,
1.3.1, 1.3.2)
 Arrange movements
92
VAPA: STANDARD 5

Students will:
by incorporating the
elements of space,
dynamics, timing and
relationships. (1.1.2,
1.2.1)
2.1.1 Understand the process 2.2.1 Document the 2. Document reflection of  Document the
involved in journal process using the process in a journal. creative process in a
writing. varied media. journal (2-3 pages)
using varied media
(text, pictures, and
video recordings).
(2.1.1, 2.2.1)
1.1.1 Demonstrate an 1.2.1 Create scenarios 1.3.1 Develop National 1. Create scenarios that  In large groups, create
understanding of stage on given theme. Pride and loyalty to showcase Trinidad and one (1) presentation
locations and elements of country. Tobago to the world. using at least three (3)
production/presentation
elements of
(e.g., Costume,
characterization, dance, production that
music and staging). showcase Trinidad &
Tobago to the world.
93
VAPA: STANDARD 5

Students will:
(1.1.1, 1.2.1, 1.3.1)
2.1.1 Document the production 2.2.1 Document and 2.3.1 Develop a sense of 2. In groups, create a  In groups, present the
process by creating a present the accomplishment presentation that production process
journal/portfolio to production process through teamwork. documents the production that was recorded and
showcase Trinidad and using varied media process using the best
which reflects use of
Tobago to the world. (e.g., film, pieces of research
pictures, artefacts, material gathered in a at least 3 components.
journals and journal or portfolio. (2.1.1, 2.2.1, 2.3.1)
portfolios).
1.1.1 Understand how 1.2.1 Sing nation 1.3.1 Build self- 1. Sing nation building  Sing nation building
expression and correct building songs and confidence. songs and other songs songs and other songs
breathing technique songs from the from the Caribbean from the Caribbean
contribute to good Caribbean regions regions and around the
regions and around
singing. and around the world, both independently
world. and in groups. the world both
independently and in
1.2.2 Sing groups, with increased
independently and expression, correct
in groups. breathing technique
and 85-90% pitch
94
VAPA: STANDARD 5

Students will:
accuracy. (1.1.1,
1.2.1, 1.2.2, 1.3.1)
2.1.1 Recognize the different 2.2.1 Sing two-part 2.3.1 Build teamwork 2. Sing more complex two-  Sing more complex
melodies contained in songs by rote. skills. part songs by rote with two-part songs by rote
two-part songs. increased pitch accuracy. in groups and with a
partner,
demonstrating
increased pitch
accuracy. (2.1.1,
2.2.1, 2.3.1)
3.1.1 Become more competent 3.2.1 Play two -part  Play two-part pieces
on melodic instruments. pieces by rote on by rote on melodic
melodic instruments in simple
instruments in
meters and
simple meters and
compound duple compound duple
meter. meter using proper
technique. (3.1.1,
3.2.1)
4.1.1 Understand the process 4.2.1 Apply their 4.3.1 Develop critical 4a. Apply knowledge of  Identify prominent
involved in analysing knowledge of thinking skills. musical concepts and rhythms, meters,
95
VAPA: STANDARD 5

Students will:
music. musical concepts elements to analyse a genres, instruments
and elements to range of local and and textures in a
listen critically to a foreign music. variety of local and
variety of local or
4b. Create a digital foreign music. (4.1.1,
foreign music.
compilation of a variety 4.2.1)
4.2.2 Create a digital of local music.
compilation of a  Create a digital
variety of local . compilation of 8-10
music. selections of a variety
of local music that
best represents our
cultural diversity.
(4.2.2, 4.3.1)
 Include at least one

reason to justify each
selection. (4.2.2)
96
Values, Character and Citizenship Education
Standard 5
Rationale
What is VCCE?
Values, Character and Citizenship Education (VCCE) is a sequenced make informed moral decisions, to be responsible and caring citizens
set of learning experiences designed to help the student grow, develop and to practise socially helpful behaviour. Values, Character, and
and master values and concepts that are relevant for a 21st century Citizenship Education incorporates beliefs and attitudes which
caring, responsible citizen of our interdependent world. Values, contribute positively to the enrichment of the culture in which an
Character, and Citizenship education inculcates in students positive individual resides and extends to the global community.
dispositions valued by society. These dispositions empower them to
Key Terms in VCCE
Disposition: A tendency to act in a specific way

Character: The inherent attributes that determine a person’s moral
Values: Important and lasting beliefs or ideals shared by the and ethical actions and reactions.
members of a culture about what is good or bad, and
desirable or undesirable. These core beliefs guide and Citizenship: The right and responsibility to work and live in a
motivate attitudes and actions. community and to participate in social and political life.
98
Why Study Character Education?
Trinidad and Tobago is a rapidly growing society affected by global learning. These attributes are not only taught but required as part of the
trends in technology, corporate life, and ever-increasing mobility and whole learning environment within the school and classroom. Such a
communication. As a result the family, school, community and country program must be multidimensional to help students as citizens to think
have seen traditional values strained. and act in ways that preserve and respect our heritage and protect our
To facilitate the development in every young person the basic future. While enjoying a range of rights and privileges, a concomitant
characteristics of trustworthiness, respect, responsibility, fairness, sense of identity and responsibility must be developed. The family,
caring and citizenship requires an intentional approach to teaching and school and community must partner to address these challenges.
How is the VCCE Structured?
Teaching and learning these six key characteristics in a well-designed REINFORCE - Instil the six pillars of character by rewarding good
Character Education programme can follow the T.R.A.M. approach. behaviour (usually, praise is enough) and by discouraging all instances
of bad behaviour by imposing (or, in some cases, allowing others to
TEACH - Tell children that their character counts — that their success impose) fair, consistent consequences that prove you are serious.
and happiness will depend on who they are inside, not what they have ADVOCATE - Continuously encourage children to live up to the Six
or how they look. Tell them that people of character know the Pillars of Character in all their thoughts and actions. Don’t be neutral
difference between right and wrong because they guide their thoughts about the importance of character or casual about improper conduct.
and actions by six basic rules of living. Be clear and uncompromising that you want and expect students to be
trustworthy, respectful, responsible, fair, caring, and good citizens.
99
MODEL - Be careful and self-conscious about setting a good example
in everything you say and do. Everything you do and don’t do, sends a
message about your values. Be sure your messages reinforce your
lessons about doing the right thing even when it is hard to do so. When
you slip, act the way you want your students to behave when they act
improperly — be accountable, apologize sincerely, and resolve to do
better.
100
V.C.C.E: STANDARD 5
Students will:
Trustworthiness: 1. Demonstrate an  Describe three (3) ways in which
Building a good understanding of: persons can build and maintain a
reputation  Building and good reputation. (1.1.1)
maintaining a good  Tell the truth consistently
1.1.1 Describe ways of 1.2.1 Consistently and reputation and and discreetly. (2.1.1, 2.3.1)
building and effectively prioritise  Ways in which  Meet deadlines. (1.2.1)
maintaining a time to meet healthy relationships  Complete assignments as
good reputation. deadlines. can be built and required. (1.2.1)
maintained.  Think before making
Trust and commitments. (2.3.1)
International  Make informed and sound
Relations decisions (3.2.1, 3.3.1)
2.1.1 Understand that
open and honest 2.2.1 Suggest plausible 2.3.1 Use discretion  Describe three (3) ways in which
communication is ways of restoring or when keeping persons can communicate
important in strengthening trust promises and honestly yet tactfully with others.
building and among citizens of speaking the truth. (2.1.1)
maintaining trust the global village.
in international  Recommend two (2) ways in
relations. 3.2.1 Use various forms 3.3.1 Revise judgements which relationships can be
of media/ICT to and change strengthened or restored. (2.2.1)
gather and analyse behaviour in light
information to make of new evidence.
informed decisions
on global issues.
Fairness: Social 2. Demonstrate understanding  Discuss in a short paragraph (6-8
Justice and Social of social justice and social lines) their understanding of the
101
V.C.C.E: STANDARD 5
Students will:
Responsibility responsibility. terms and how they foster
peaceful relations. (4.1.1, 5.1.1)
4.1.1 Explain the terms 4.2.1 Make decisions 4.3.1 Act in socially
‘social justice’ after considering responsible ways  Describe three (3) social
and ‘social what would be to counteract the responsibilities persons may have.
responsibility’. socially just in a effects of social (4.1.1)
given situation. injustice.
5.1.1 Understand that  Volunteer to assist others. (4.3.1)
social justice and
social 5.3.1 Refrain from  Avoid stereotyping when
responsibility aid carelessly casting ‘assessing’ others. (5.3.1. 5.3.2)
in fostering world blame on certain
peace. groups for
inequities suffered  Avoid prejudging others. (4.2.1,
by other groups. 5.3.2)
5.3.2 Listen impartially

to others.
Respect: Tolerance 6.3.1 Maintain an 3. Display tolerance.  Speak and relate well with others
attitude of despite differences. (6.3.1, 7.3.1)
tolerance in
classroom  Cite 2-3 benefits of the cultural
discussions. diversity found in Trinidad &
102
V.C.C.E: STANDARD 5
Students will:
Tobago. (8.3.1)
7.3.1 Respect the
values, opinions,
beliefs, and ideas
of others within
the global
community.
2.3.1 Take pride in/Be

proud of the
diversity found
in Trinidad &
Tobago.
Care for the global 4. Demonstrate an  Describe four (4) benefits to be

environment understanding of the derived from caring for the
benefits to be derived from environment. (9.1.1, 10.1.1)
9.1.1 Understand that caring for the
caring for the environment.
environment around
them is crucial to
103
V.C.C.E: STANDARD 5
Students will:
their and others’
survival.
10.1.1 Recognise that

to maintain health
and well-being, it is
crucial that we take 5. Demonstrate an  Describe two (2) benefits of caring
care of the understanding of : for themselves and others. (11.3.1)
environment.  Reasons for caring
for self and others
Building a Caring  Ways in which they
Global Community can care for
11.2.1 Initiate ideas that 11.3.1 Exhibit themselves and
will assist in behaviours and others.
helping others leadership skills that
within the global show caring for self
community. and others in the
community and the
rest of the world.
Building a Caring 5. Demonstrate an  Describe 2-3 characteristics that

Caribbean understanding of : can contribute to the building of a
Community  Reasons for caring caring global society. (12.1.1,
for self and others 12.2.1)
12.1.1 Identify personal 12.2.1 Determine the 12.3.1 Display  Ways in which they
qualities that qualities that patriotism, can care for
contribute to the make a compassion, themselves and
104
V.C.C.E: STANDARD 5
Students will:
development of a contributing unity and good others.
caring global member of the citizenship.
society. society. 6. Take action to show care for
others.  Organise and participate in
activities to offer assistance to
others. (11.2.1, 11.3.1, 12.3.1)
Change, Preparedness 7. Demonstrate  Describe three (3) ways in which
and Responsibility understanding of to be prepared for events and
responsibility. activities. (13.2.1)
13.2.1 Defend  Describe three (3) necessary life

preparedness as skills. (14.2.1)
responsible
behaviour.
14.2.1 Argue that skills

are needed to be a
successful group
member.
Change, Preparedness
and Responsibility 8. Give justifications for  State three (3) effects of
behaving responsibly. irresponsible behaviour on 1)
the individual 2) the group.
(15.2.1)
15.2.1 Analyse the
effects of  Cite three (3) benefits of self-
105
V.C.C.E: STANDARD 5
Students will:
irresponsibility in discipline. (16.2.1)
group related
activities.
9. Recognise personal  Determine three (3) ways in

16.2.1 Recommend that responsibilities. which they can prepare for
self-discipline and changes in their body. (17.2.1)
responsible
behaviour are the  Take more responsibility for
foundations of personal health and well-being.
good citizenship. (17.3.1)
 Name three (3) persons or

17.2.1 Consider the agencies from which they can
changes in their get reliable information on
body and the 17.3.1 Care for changes that will occur as they
responsibility themselves. grow up. (17.3.2)
associated with
these changes. 17.3.2 Seek information
on maturity.
Citizenship- 10. Demonstrate an  Discuss three (3) ways in which

Rights vs. understanding of the media can be used as an
Responsibilities: behaviour associated with agent of social change. (18.1.1)
Social Justice good citizenship.  Build public awareness of
social issues. (18.2.1)
18.1.1 Investigate ways 18.2.1 Use social media 18.3.1 Be responsible in  Highlight efforts/drives in
106
V.C.C.E: STANDARD 5
Students will:
in which the responsibly to using social which they can participate.
media can be advocate for media to (19.2.1)
used to promote ethical, economic, advocate for  Inform of available social
social justice. and social ethical, services and how they can be
practices. economic and accessed. (19.2.1)
social practices.
 Determine criteria for assessing the
19.2.1 Use technology to reliability of information accessed
become an from media sources.(18.3.1)
informed citizen.
 Read print and electronic versions
Citizenship- of media to access information.
Rights vs. 20.2.1 Plan and organise 20.3.1 Defend the rights 11. Become an informed (19.2.1)
Responsibilities: activities of others in citizen.
Social Justice (appropriate) to responsible  Recommend 2-3 ways in which
their level, in ways. they can use media responsibly to
response to social highlight social issues to
injustice. 12. Become an agent of social schoolmates and other young
change. people. (18.2.1, 18.3.1, 20.2.1,
20.3.1)
107
V.C.C.E.: STANDARD 5 GLOSSARY
Trustworthiness Trustworthiness: Being worthy of another’s trust or confidence.
When you are trustworthy, others believe they can depend on you to be truthful and that they can rely on you to try always to
say and do the right thing
Fairness Fairness: Dealing objectively (and impartially) with challenging situations.
When you are fair you consider the needs of others when making decisions.
Respect Respect: Regard or concern for one’s well-being and that of others.
We can show respect for persons and their culture in order to build and maintain healthy relationships.
Caring Caring: Feeling and showing concern and empathy for others. Having compassion.
When you are a caring person you do things to keep yourself and others safe and healthy.
Responsibility Responsibility is the characteristic that is based on obligation. A person who is responsible:
 Contributes to the good of the whole;
 Sets goals and aims to achieve them;
 Accepts and fulfils commitment;
 Is dependable; and
 Takes responsibility for his/her actions
Citizenship Citizenship involves three interrelated concepts: Moral and Social Responsibility, Community Involvement and Political
Literacy.
A good citizen knows what (s)he can do, what (s)he should do and what (s)he must do.
108

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REPUBLIC OF TRINIDAD AND TOBAGO

PRIMARY SCHOOL CURRICULUM

Curriculum Planning and Development Division

WHY STUDY AGRICULTURAL SCIENCE?

CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS

English Language Arts

Development in English Language Arts is essential to students’

Writing is a recursive, cognitive process that can help students to make

 Demonstrate knowledge of punctuation marks and capitalization.

MEDIA AND INFORMATION LITERACY

 Demonstrate an understanding of a variety of media texts.

Oral Communication 1.2.1 Use different 1.3.1 1. Demonstrate 1. Perform:

 use listening strategies

 answer three literal, two

 identify one main idea

 discuss the speaker’s

 discuss speaker’s bias

 share personal opinions

a) pre-listening: purpose 2.3.2

2.2.2 Discuss the

a. Main idea, supporting

b. Use and effects of

 Political speeches  analyse other influences

3.2.8 Consider the

3.2.9 Make judgments of

3.2.10 Form and

5.2.2 Use knowledge of 5.3.2 Be proud of

5.2.3 Apply phonics to

 examine and interpret

 verify meanings of new

 display a passion for

8.2.6 Apply knowledge  analyse simple details

8.2.11 Analyse details

8.2.12 Evaluate texts by

 discuss the writer’s

 compose own poems

 show appreciation for

 apply all taught

 spell high frequency

18.1 Demonstrate an 18.2.1 Demonstrate 18.3 Competent

18.2.3 Recognize that all

18.2.5 Explain the

19.2.3 Recognize that  give the overt

 assess media texts and

20.2.4 Give examples of .

20.2.5 Generate ideas for

20.2.6 Use different

20.2.7 Design a new toy

 chat about the impact of

Why Study Mathematics?

How Is Mathematics Structured?

delivered. Core competencies are developed within the strands

as well as summative evaluation.

According to Adding It Up: Helping Children Learn

 Conceptual understanding: comprehension of

CONTENT SKILLS  DISPOSITIONS OUTCOMES ELABORATIONS

CONTENT SKILLS  DISPOSITIONS OUTCOMES ELABORATIONS

CONTENT SKILLS  DISPOSITIONS OUTCOMES ELABORATIONS

 Generalize and apply rules

 Determine the effects of multiplying or

 Explain why division by a fraction is

 Apply the algorithms for multiplication

CONTENT SKILLS  DISPOSITIONS OUTCOMES ELABORATIONS