GOVERNMENT OF SIERRA LEONE

Ministry of Basic and Senior Secondary Education

THE NEW BASIC EDUCATION CURRICULUM FOR SIERRA LEONE

(With Effect from September 2020)

SOCIAL STUDIES (Class 1 – Form 3)

This subject curriculum is based on the National Curriculum Framework

and Guidelines for Basic Education (revised May 2020).
It was prepared by national curriculum specialists, subject experts, and
teachers and it is based on a series of nationwide consultations and
technical workshops.

UNICEF supported and facilitated the original version of this major

curriculum reform project. Technical expertise and oversight were
provided by Redi4Change LLC, and staff of the Ministry of Basic and Senior
Secondary Education (MBSSE).

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 CONTENT
1. A Message to all Teachers Implementing the New Curriculum

2. Rationale and Justification for Social Studies in Basic Education

3. General Learning Outcomes

3.1. First Stage (Class 1 – Class 3)
3.2. Second Stage (Class 4 – Class 6)
3.3. Third Stage (Form 1 – Form 3)

4. Specific learning Outcomes by Grade (Class or Form)

4.1. First Grade (Class 1)
4.2. Second Grade (Class 2)
4.3. Third Grade (Class 3)
4.4. Fourth Grade (Class 4)
4.5. Fifth Grade (Class 5)
4.6. Sixth Grade (Class 6)
4.7. Seventh Grade (Form 1)
4.8. Eighth Grade (Form 2)
4.9. Ninth Grade (Form 3)

5. Outline Teaching Syllabus for First Stage of Basic Education

5.1. Class 1
5.2. Class 2

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 5.3. Class 3

6. Outline Teaching Syllabus for Second Stage of Basic Education

6.1. Class 4
6.2. Class 5
6.3. Class 6

7. Outline Teaching Syllabus for Third Stage of Basic Education

7.1. Form 1 (JSS 1)
7.2. Form 2 (JSS 2)
7.3. Form 3 (JSS 3)

8. Syllabus Implementation Guidelines (Pacing Guide for Schools to Complete)

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 A MESSAGE TO ALL TEACHERS IMPLEMENTING THE NEW CURRICULUM

It is an exciting time for all teachers, school heads and other education professionals who want to see positive change in Sierra Leone. You are
the professionals who have the challenging duty to shape the future for the next generation of young Sierra Leoneans. The future of our
children and our nation is in your hands!

As part of the curriculum reform process the Ministry of Basic and Senior Secondary Education (MBSSE) has issued a key reference document
to guide future strategies and activities. The National Curriculum Framework and Guidelines for Basic Education is the basis for designing
each subject syllabus in the curriculum. Teachers are urged to access this framework document at MBSSE website: https://mbsse.gov.sl or
borrow a copy from their Headteacher’s or Principal’s office. It highlights key principles underlying the new curriculum and outlines strategies
for the reform of basic education, as well as providing specific guidance on structure, pedagogy, prescribed subjects, time allocation, etc.

The main reform elements in the new curriculum include: a learner-centred approach; learner-friendly schools; equity and a chance for every
child to learn; a focus on learning (not just teaching); support for professional development of teachers; a focus on making schools
accountable to local communities (not just MBSSE); support for learning beyond memorising cognitive content for examinations; a focus on
empowering learners to make choices and thrive through the joys of learning; an approach that encourages local interpretation of the
syllabus to achieve the prescribed learning outcomes through various methods and with a variety of resources.

There are also five key reform issues that have been made part of an advocacy and popularisation campaign to win support from the public
for this type of education reform. These reform issues, which hold great promise for education for development in Sierra Leone, are:
Assessment & Accountability; Equity & Inclusion; Partnerships; Quality & Integrity; and Social Cohesion & Peace Building. To facilitate
popular discussion around these topics MBSSE has issued Advocacy and Guidance Notes on each one, and these can be used to conduct radio
discussions and other forms of popular engagement with the public. Teachers can find these notes in the Basic Education Curriculum
Framework.

The new Basic Education Curriculum has been structured in three broad stages, so the teaching syllabus for each subject area is designed for
Stage 1 (Class 1- Class 3), Stage 2 (Class 4 – Class 6), and Stage 3 (Form 1 – Form 3). We hope this will help teachers to focus on links between
different subjects in a particular stage. Teachers may then see more clearly how these subjects combine to help their students achieve the
outcomes relating to that stage. This should help teachers move away from a “class-by-class” and “subject-by-subject” view of their job.
Instead, teachers will develop a stage-by-stage view of how children develop and learn across subjects. It also gives teachers a sense of what
children need to achieve at each stage before moving to the next stage. We hope teachers also see the need to work together like a “Relay
Team in Sports”. Each teacher has an obligation to the teacher of the next class to prepare students well and make sure they are ready for
that class. In turn, the teacher of the next class has a duty to help learners make up for weak areas from their previous class, as well as to

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prepare them for progressing to yet another next class. Teachers also have a duty to challenge and stretch Gifted and Talented learners
through more advanced content, resources and assessment.

The three broad stages of Basic Education also help teachers to understand that schools have three years in each stage to help learners
achieve certain outcomes. So for children who do not learn well in Class 1, there is still a chance to help them catch up in Class 2 and Class 3,
so that they can achieve the learning outcomes prescribed for the first stage (Class 1-3) of Basic Education. This means that instead of failing
these children and asking them to repeat Class 1 or Class 2, they can be allowed to proceed to the next class where they should be given help
with areas in which they are weak.

However, at the end of each of the three stages there are national assessments which will determine if children are ready to proceed to the
next stage. Based on their performance in these examinations, there are two options to consider. Children may be asked to repeat a class in
order to retake the examination. Alternatively, they may be allowed to proceed, on condition that they are given remedial support in areas of
weakness when they start the next stage. This applies to NPSE and BECE as well as national assessment on reading and mathematics (EGRA
and EGMA) at the end of Class 3. Children who do not perform well in EGRA and EGMA may be asked to repeat Class 3 in order to retake
these early grade assessments; or they may be allowed to proceed to Stage 2 on condition that they are given remedial support in reading
and mathematics during the first year of Stage 2 (i.e. in Class 4).

Keeping these guidelines in mind the outline curriculum and teaching syllabus have been structured along the lines of four key elements that
are important for quality in teaching and learning. These elements are outlined briefly below, and teachers are asked to note that they are
inter-related. This has been considered by curriculum development practitioners in preparing the outline teaching syllabus to guide teachers
on quality classroom practices that reflect the key elements as follows:

 Learning Outcomes: There are different levels of learning outcomes in the document and teachers should note the differences. There
are: General learning Outcomes, which state what learners are expected to achieve in this subject at the end of each of the three stages;
Specific Learning Outcomes by Grade, which state what learners are expected to achieve in this subject at the end of each Class/Form in
the 9-year Basic Education Cycle; and there are Specific learning Outcomes by Topic, which state what learners should achieve in this
subject at the end of each of the suggested topics/themes/units (i.e. content) for each grade. Based on the resources at their disposal and
the background of their students, teachers may adapt the suggested content to make the lesson more familiar to learners. Content
selected in different parts of the country should enable learners to achieve the specified learning outcomes. It is the learning outcomes
that are important, and content is just a way of achieving learning.

 Assessment Methods: These suggest various ways in which teachers can test to find out how far learners have been able to achieve the
expected learning outcomes during, and at the end of, a period of teaching and learning. These assessment methods must match the

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 learning outcomes as an appropriate way of testing for the required results. E.g. testing for recall of the memorised definition of a
concept cannot tell us if a learner really understands or can make correct use of that concept.

 Teaching Styles or Pedagogy: These suggest how teachers can go about teaching and organising learning such that the learners have a
good chance of achieving the expected learning outcomes during, and at the end of, a period of teaching and learning. The teaching style
used must be closely linked to the learning outcome and assessment method.

 Learning & Teaching Resources which suggest a wide variety of learning materials and teaching aids that can be used to help teachers do
their job and to help learners achieve the expected learning outcomes.

SOCIAL STUDIES CURRICULUM

If you can't explain it simply, you don't understand it well enough!

“Some subjects are difficult for students. Teachers may know their subject very well, but it is important to see that subject from a student's
perspective, and to not necessarily assume prior knowledge or skills. As a teacher, you should try to place yourself in the frame of mind of a
novice learner, and only by doing this will you be able to fully comprehend your own studies.” Albert Einstein

Rationale and justification (Why Do We Have Social Studies in the Curriculum?)

Most educators agree that Social Studies should be part of the Basic Education Curriculum. Their reasons include the following:

a) Social Studies helps students understand the world and their place in it, in terms of who they are and who they can become. These
combined subjects also help children to gain the first building blocks that will make them productive, law-abiding, and active citizens who
contribute to building their community and nation. Through this, subject learners can learn to be tolerant and respectful of others and
develop skills to work independently and in collaboration with others and participate in decision making.

b) Social Studies educates learners on their rights and duties as citizens, helping them to develop the knowledge, skills and attitudes that will
help them to be competent, informed and responsible citizens, participate gainfully in the community and show moral/civic virtues in
behaviour.

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c) Social Studies helps students to develop skills in critical, creative, and computational thinking which prepares them to deal with
contemporary concerns in society and the world, making use of a variety of analytical tools and resources to solve problems.

d) Through Social Studies, students learn how to integrate ideas from different disciplines (history, geography, politics, economics,
population studies, etc.) to make reasoned decisions that help them to identify and address problems like poverty, injustice, and
discrimination.

e) Students live and learn in a variety of environments, from the home and school environment to the wider community. Social Studies will
help students to have a clearer understanding and appreciation of the environments that influence and sustain their lives as well as their
communities. They are also encouraged to appreciate and celebrate the diversity of physical and social resources they will inherit as adult
citizens of Sierra Leone – and to work towards inclusive growth and sustainable development.

f) Social studies is also about the study of the interrelationship among people. It enables students to develop an understanding of society
and the human condition. It creates awareness in students of the diversity and interdependence of the world and helps them to celebrate
diversity in Sierra Leone and recognise the challenges and benefits of living in a world with multiple cultures, ideologies, and ways of
being.

General Learning Outcomes (The learning students should acquire by end of each Basic Education Stage)

The General Learning Outcomes of a subject tell us what learners should know or understand and what they should be able to do or
demonstrate, as well as what they should value or reflect in their attitudes/behaviour. These are the things that learners should achieve by
the time they complete each of the three stages of Basic Education. Teachers may use general learning outcomes as a guide to check if the
learners are on track for success at the end of each stage of Basic Education.

1 First Stage of Basic Education (Class 1 to Class 3)

The learners will be able to demonstrate:
a) An understanding of personal identity in terms of family life, their immediate environment, simple rules at home and living together
with others.
b) An awareness of the basic concept of time and change.
c) A basic knowledge of road safety.
d) An idea of community and peaceful co-existence.
e) Rudimentary knowledge of healthy living.
f) Basic knowledge of the resources in their community and how some of their need are met.

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 g) Ability to identify and describe some community and national events and celebrations.
h) Acquire rudimentary skills in computational thinking and civic mindedness
2 Second Stage of Basic Education (Class 4 to Class 6)
The learners will be able to:
a) Name the districts and provinces in Sierra Leone and identify some landforms in their districts.
b) Describe the resources and economic activities of people in their district and show the importance of these activities for the wellbeing
of the people.
c) Describe the need for careful use of resources and care for the environment.
d) Show the different modes of transportation and communication in their district and their related problems.
e) Describe the composition and functions of local councils and their obligations to the citizens as well as the obligations of the citizens to
the councils.
f) Show the qualities of a good citizen in a community and suggest ways people can help their community to develop.
g) List some modern means of communication and how they can be used to promote teaching and learning.
h) Describe the effects of human activities on the climate and vegetation of Sierra Leone.
i) Define the terms population and migration and show the relationship between the two.
j) Examine the impact of the Atlantic Slave Trade and British colonialism on the people of Sierra Leone.
k) Show how the central government and its agencies work for the good of the country.
l) Demonstrate an understanding of the position of Sierra Leone within its sub-regional context through an investigation of geographical,
historical, economic, social and political aspects.
m) Give a basic assessment of the impact of European colonial rule in West Africa.
n) Demonstrate a spirit of cooperation and interdependence through working with others in pairs or in groups and in a sub-regional
context.
o) Show positive social attitudes through tolerance for those of different backgrounds or beliefs, and respect for rules and those in
authority.
p) Describe the need for careful use of resources and care for the environment.
q) Develop skills in collecting and interpreting information.
r) Develop skills in critical/creative/computational thinking, civic engagement, and active citizenship.
s) Exhibit a basic knowledge of environmental management and the necessity for the sustainable use of resources within their district or
region.

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3 Third Stage of Basic Education (Form 1 to Form 3)
The learner will be able to:
a) Understand how Early Man/Humans were able to interact with the environment to support basic needs (i.e. hunting, shelter,
migration, and technology).
b) Grasp the concept of time changes through a study of longitudes.
c) Describe how simple villages evolved into towns through technological advances (e.g. the use of iron).
d) Demonstrate awareness of the need to balance population numbers with available resources.
e) Practice the basic elements of peaceful co-existence (e.g. respect and tolerance for other people’s beliefs and cultures).
f) Develop skills in critical, creative, and computational thinking, decision making, and solving problems
g) Interpret maps, diagrams, etc.
h) Show how good transportation and communication systems contribute to the development of nations.
i) Show elementary understanding of underdevelopment and development and explain why some countries are richer than others are.
j) State the main reasons for Sierra Leone’s slow economic and social progress since independence.
k) Develop and demonstrate positive attitudes (e.g. respect other people of all ages, races and religions; respect for authority, value for
honesty, service or work, and the opinions of others).
l) State the need for law and order in communities and in the country.
m) Define the concept of fair play and show how fair play contributes to peace and development.
n) Show how social equality contributes to peace, justice and development in countries.
o) Demonstrate the meaning and importance of freedom and independence for individuals and nations.
p) Explain the concept of youth empowerment and list some major problems affecting the youth in Sierra Leone.
q) Name some decision-making processes at national level and international levels.
r) Show the ways in which different parts of the world are inter-related
s) Describe and discuss the features of a good government.
t) Explore the principles, features and practices that characterise democracy in Sierra Leone and other countries.
u) Demonstrate the value of cooperation through group work and other activities.
v) Understand the concept ‘global issues’ and describe the work of organisations that are helping to make the world a better place to live
in.

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Specific Learning Outcomes by Class/Grade Level

Specific learning outcomes of a topic or theme indicate what learners should know or understand and what they should be able to do or
demonstrate, as well as what they should value or reflect in their attitudes/behaviour. These are the things that learners should achieve by
the time they complete the specific topic or theme. Teachers should be guided by specific learning outcomes when planning assessments and
tests to check that learners have achieved what is expected of them.

The First Grade (Class 1)

AREA / TOPIC / THEME SPECIFIC LEARNING OUTCOMES
The child and his/her home The learner will be able to demonstrate an understanding of personal identity in terms of family life, his/her
environment immediate environment, simple rules and the basic concept of change.

The Second Grade (Class 2)

SUBJECT AREA SPECIFIC LEARNING OUTCOMES

The learner will be able to:

The school and its surroundings a) Demonstrate basic knowledge of road safety.
b) Draw a simple plan of his/her school and classroom
c) Grasp the concept of time.
d) Show the importance of peaceful co-existence and how to live peacefully with friends.
The Third Grade (Class 3)

SUBJECT AREA SPECIFIC LEARNING OUTCOMES

The learner will be able to:
The local community a) Show a basic understanding of the meaning and importance of diversity.
b) Explain the concept of leadership, respect for rules and those in authority.
c) Describe how people in their community earn a living.
d) Work with others to create things and solve simple problems.

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The Fourth Grade (Class 4)

SUBJECT AREA SPECIFIC LEARNING OUTCOMES

The learner will be able to:
The districts and provinces in a) Name the administrative regions of Sierra Leone and locate their headquarter towns on a map.
Sierra Leone b) Present clear information on some cities and towns.
c) Describe and celebrate different cultural practices in his/her district.
d) Display a basic knowledge of civic responsibilities and give some examples.
e) Demonstrate knowledge of simple environmental management measures (e.g., recycling) and the
necessity for the sustainable use of resources within the district or region.
f) Demonstrate critical, creative, computational skills in solving problems independently and as a team
member

The Fifth Grade (Class 5)

SUBJECT AREA SPECIFIC LEARNING OUTCOMES

Sierra Leone: Location, The learner will be able to:
physical features, history a) Relate the physical features of Sierra Leone to its history.
and economy b) Describe the cultural, social and economic activities of the people of Sierra Leone.
c) Show the value of interdependence and cooperation among Sierra Leonean groups.
d) Display desirable social attitudes such as cooperation, resourcefulness, initiative and patriotism.
e) Demonstrate critical, creative, computational skills in solving problems and making decisions.
The Sixth Grade (Class 6)

SUBJECT AREA SPECIFIC LEARNING OUTCOMES

The learner will be able to:
Sierra Leone in West Africa a) Develop skills in collecting and interpreting information.
b) Demonstrate an understanding of the position of Sierra Leone within its sub-regional context
through an investigation of geographical, historical, economic, social and political aspects.
c) Explain the meaning and significance of climate change within the West African sub-region.
d) Show evidence of critical, creative, computational thinking to solve problems and make decisions

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The Seventh Grade (Form 1)
SUBJECT AREA SPECIFIC LEARNING OUTCOMES
The origins and The learner will be able to:
development of early a) Explain how Early Man/Human was able to interact with the environment to support basic needs (i.e.
humans hunting, shelter, migration, and technology).
b) Describe how simple villages evolved into towns through technological advances (e.g. the use of iron)
The Universe and Solar c) Describe the formation of the Universe and Solar System.
System d) Tell the surface features and characteristics of the Earth.
e) State the effects of the movements of the Earth.
The environment of f) State how geographical factors affect economic activities in Sierra Leone.
Planet Earth and surface g) Gain a basic understanding and appreciation of the functions and importance of the family, and why.
features of Sierra Leone h) Gain a basic understanding and appreciation of how and why cultural practices vary worldwide.
i) Develop and demonstrate positive attitudes (e.g. respect other people of all ages, races and religions;
The family, culture and respect for authority, value for honesty, service or work, and the opinions of others).
diversity j) Write simple family and classroom rules and state the importance of rules.
k) Define the term ‘government’ and show the need for government in communities and the country.
Maintaining peaceful l) Describe the features of a good government.
homes and communities m) Define the concept of fair play and show how fair play can contribute to peace and development.
n) Demonstrate the necessity of developing a strong willpower.
Preparing for citizenship o) Display some elements of self-discipline.
p) Distinguish between facts and opinions
q) Display evidence of critical, creative, computational thinking to solve problems and make decisions alone
and with others in a team
The Eighth Grade (Form 2)

SUBJECT AREA SPECIFIC LEARNING OUTCOMES

Structure and surface The learner will be able to:
features of Planet Earth a) Describe the structure and surface of Planet Earth.
b) Define the terms ‘weathering’ and ‘erosion’ and state how they affect the environment.
Landforms in Sierra c) Show the effects of natural disasters like earthquakes, volcanic eruptions, tsunamis and
Leone hurricanes on the environment and humans.
d) Name and show the importance of landforms in their area.
The people of Sierra e) Name the various types and importance of maps.

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Leone f) Draw a natural resource map of Sierra Leone.
g) Grasp the concept of time changes through a study of longitudes.
Trans-Atlantic slave h) List the ethnic groups in Sierra Leone and describe their political and social organisations.
trade and British i) Describe and evaluate the Trans-Atlantic slave trade and its effect on Sierra Leone.
colonialism in Sierra j) Dramatize the Sengbe Pieh and Amistad Revolt as resistance to slavery and the slave trade.
Leone k) Determine the characteristics of an independent country.
l) Explain why socialisation is important in their lives.
Socialisation and m) Describe the system of education in the country.
education in Sierra Leone n) Discuss the effects of British colonial rule in Sierra Leone.
o) Explain the meaning of independence and investigate the contribution of some nationalist
Sierra Leone is an leaders.
independent country p) Examine the causes and effects migration and urbanisation.
q) Show how excessive population growth affects developing countries.
Transportation, r) Indicate how good transportation and communication systems can aid development.
communication and s) State the changes that takes place during adolescence and how these changes affect adolescents.
development t) Show evidence of using critical, creative, and computational thinking to solve problems and make
decisions
Population, migration
and urbanisation

A Journey through
adolescence

The Ninth Grade (Form 3)

SUBJECT AREA SPECIFIC LEARNING OUTCOMES

The learner will be able to:
a) Define the term ‘conflict’ and show how conflict affects development.
Conflict, conflict resolution and b) Dramatize some ways of resolving conflict in our schools and communities.
peace c) Narrate the need for law and order in our communities and in the country.
d) Give instances of lawlessness in our country.
Rules, laws and stability e) Demonstrate an understanding of the importance of stability and unity in our country.
f) Show how social equality contributes to peace, justice and development in countries.

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Adolescents and life skills g) Discuss simple ways young people can help maintain peace and stability in Sierra Leone.
h) Demonstrate the need for national integration and unity in Sierra Leone.
Diversity, national integration and i) Understand the relationship between difference and inequality.
unity j) Understand systems of privilege and oppression locally and globally.
k) State how a knowledge of life skills can make a positive impact on their lives.
Politics, political parties and the l) Develop and demonstrate positive attitudes (e.g. respect other people of all ages, races and
citizens religions; respect for authority, value for honesty, service or work, and the opinions of others).
m) Show why politics should be a competition, not war and why people from different political
Land use, conservation and parties should not consider their opponents as enemies.
development n) Highlight the reasons why citizens should be interested in politics.
o) Determine the importance of land in our country’s economic development.
We live in an interdependent world p) Describe and practice some conservation and environmental management methods in their
community.
Global issues q) Show how massive corruption is affecting Sierra Leone’s socio-economic development.
r) State the main reasons for Sierra Leone’s slow economic and social progress since independence.
International organisations and s) Define the term ‘global issues’ and indicate how interconnected people are in the world.
cooperation t) Examine some global issues affecting humankind.
u) Show the value of international cooperation.
v) Show how inter-governmental and non-governmental institutions are helping to create a just and
peaceful world.
w) Demonstrate evidence of critical, creative, and computational thinking to solve problems and
make decisions

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 SOCIAL STUDIES
Outline Teaching Syllabus for the First Stage of Basic Education (Class 1)

Suggested Specific Learning Outcomes Recommended Teaching Assessment Methods Suggested Learning &
Topics/Themes Styles or Pedagogical Teaching Resources
/Units Approaches (Core/Supplementary)
After completing this unit, the pupils a) Introduce the lesson with a) Observation of pupils’ a) FQSE Textbook
should be able to: questions about the pupils to drawings. b) Pictures and charts
 Draw and write simple sentences arouse their interest. b) Oral presentations c) Drawing materials
about themselves. b) Teacher makes brief about “myself”.
UNIT 1: Myself  Describe the ways they have statements about him/herself.
grown in the past six years c) Allow pupils to make brief
statements about themselves.
d) Pupils draw simple pictures of
themselves and describe what
is depicted in the picture.
After completing this unit, the pupils a) Introduce the lesson by telling a) Listen to the pupils’ a) FQSE Textbook
should be able to: the class briefly about your statements about their b) Pictures and charts
 Draw and write simple sentences family family and grade these c) Drawing materials
about their families b) Show the class photos of statements.
UNIT 2: My family  Draw their home environment his/her family b) Observe drawings of
 State simple rules in the family c) Allow pupils to tell the class their family and grade
briefly about their families the drawings.
d) Let pupils do simple drawings
of their home and talk about
what is in the drawing.
e) Discuss simple family rules.
f) Ask pupils the rules they like
and do not like and why.
After completing this unit, the pupils a) Introduce the lesson by talking a) Observe and comment a) FQSE Textbook
should be able to: about your home and its on the pupils’ responses. b) Pictures and charts
 Tell where their homes are surroundings, to arouse the b) Oral presentations c) Examples of addresses
located pupils’ interest. about their home
UNIT 3: My home  Describe their home b) Pupils make simple sentences
 Describe and draw the about their home and its
surrounding of their home surroundings.
 Name the things in their home c) Tell them the importance of

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 addresses.
d) Use examples for them to
understand concept of
addresses.
After completing this unit, the pupils a) Introduce the lesson by a) Oral presentations a) FQSE Textbook
should be able to: showing pictures of someone about by the pupils b) Pictures and charts
 State and practice simple ways of who appears sick and someone b) Homework about My c) Resource person (e.g.
keeping themselves healthy who looks well and strong Healthy Family nurse)
UNIT 4: Keeping  Discuss why it is necessary to be b) Discuss the difference in the c) Identify healthy and sick
ourselves healthy healthy two appearances. persons in the pictures
c) Talk about the importance of
keeping ourselves well and
healthy.
d) Pupils make brief statements
about their health and hygiene
e) Display health and hygiene
photos
After completing this unit, the pupils a) Introduce the lesson by a) Observation of pupils a) FQSE Textbook
should be able to: showing pictures of different working in small groups b) Pictures and charts
 Discuss why we need food categories of foods to arouse b) Oral presentations
 Classify the different types of food the pupils’ interest (e.g. c) Group discussions on
 Explain their choice of food carbohydrates, proteins, why they like or dislike
UNIT 5: Food  Name the foods grown in their vegetables, fruits) particular food items
community b) Organise the pupils in groups d) List the importance of
to discuss the food they like or food to our bodies
dislike
c) Produce a list of food items on
the board
d) Teach them the importance of
food to our bodies
After completing this unit, the pupils a) Introduce the lesson by taking a) Observation of pupils’ a) FQSE Textbook
should be able to: the children for a brief work b) Pictures and charts
 Briefly define the term environmental walk around the b) Oral presentation about c) Drawing materials
environment school my environment
UNIT 6: Our  Suggest why we need plants b) Pupils describe the plants in c) Grade the pupils’ work
environment  List some products we get from the school compound on plants and animals
plants and their uses c) Provide list of plants and
 List some of the products we get animals that produce food for
from animals humans
 Differentiate between animals d) Help differentiate town and

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 that live in town from those that bush animals
live in the bush
 Name and draw the animals and
plants in their home environment
After completing this unit, the pupils a) Introduce the lesson by reading a) Observation of pupils’ a) FQSE Textbook
should be able to: aloud a short story about a work b) Pictures and charts
 Explain the importance of special day to the class (e.g. a b) Oral presentation (pupils
UNIT 7: Special birthdays and other special days birthday; Eid; Christmas; talk about their
Days  Draw the National Flag Independence Day) birthdays and the
 Say something about our b) Encourage pupils to talk about Independence Day, and
Independence Day their birthdays how they celebrate
c) Teach pupils to make our these days)
National Flag

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 Outline Teaching Syllabus for the First Stage of Basic Education (Class 2)

Suggested Specific Learning Outcomes Recommended Teaching Assessment Suggested Learning &
Topics/Themes Styles or Pedagogical Methods Teaching Resources
/Units Approaches (Core/Supplementary)
After completing this unit, the pupils a) Introduce the lesson by a) Listen to pupils’ a) FQSE Textbook
should be able to: talking about how you get responses b) Pictures and charts
 Describe and draw the different modes to school every day, to b) Identify public c) Resource persons
of transportation in their community arouse the pupils’ interest. transports and d) Drawing materials
 Practise simple road safety rules b) Ask pupils questions on private transports
 State the types of transportation they how they get to school. c) Oral presentations
UNIT 1: From home use on their way to school c) Differentiate between on the method of
to school  Describe the things they see on their public and private transport they use to
way to school transports school
 Grasp and demonstrate the concept of d) Discuss the importance of d) Ask pupils to draw
time road safety their preferred
e) List/show pictures of transport
different modes of
transportation in S/L for
them to show the ones they
use to school
f) Discuss the time it takes to
get to school
After completing this unit, the pupils a) Introduce the lesson by a) Observation of a) FQSE Textbook
should be able to: letting pupils draw their pupils’ work b) Pictures and charts
 Draw and describe their school school and classroom b) Oral presentation by c) Drawing materials
environment b) Group work. Pupils to draw pupils on the things
 List the things they see in the classroom up simple rules for their in their classroom
UNIT: 2 Our school  Draw a simple diagram of their classroom and penalties for c) Observe pupils’
classroom breaking the rules drawings of their
 Draw up simple rules on how to keep c) Discuss the importance of school and classroom
their school and classroom clean the various people who
 List the names of the people who work work in the school
in their school and tell the types of work d) Organise a group discussion
they do. on why it is important to go
 State why it is important to go to school to school
After completing this unit, the pupils a) Encourage pupils to talk a) Observation of pupils a) FQSE Textbook

Page 18 of 56
 should be able to: about the importance of working in small b) Pictures and charts on
 Explain the importance of peaceful co- rules groups peaceful co-existence
existence b) Discuss the importance of b) Oral presentation on c) A short documentary on
 Role-play the good and bad things that respecting differences peaceful co- living together
happen in their school c) Explain why it is necessary existence by pupils
UNIT 3: Living  Create their own rules for playing for pupils to play together c) Group discussion on
together outside with peers d) Discuss house rules again, the necessity of
 State rules for studying together and link them with the playing and working
without the teachers importance of living together
together
After completing this unit, the pupils a) Introduce the lesson by a) Observation of a) FQSE Textbook
should be able to: talking about the pupils’ work b) Pictures and charts
 Tell how to keep themselves clean importance of good health. b) Oral presentation on c) Resource person (a
 Name some healthy foods b) Encourage pupils to do the health rules nurse, or other health
UNIT 4: Looking  Relate the importance of exercise to same c) Pupils write simple worker)
after our health their daily lives c) Discuss why exercise is sentences on the
 Discuss the importance of frequently important. proper use of
washing hands d) Pupils to state the kinds of medicines
 Show why we need hospitals, doctors exercises they do regularly.
and other health workers e) Class discussion on the
 State why we need medicines when sick benefits of washing their
hands
f) Discuss some common
medicines and their use
After completing this unit, the pupils a) Begin the lesson by showing a) Observation of a) FQSE Textbook
should be able to: the difference between pupils’ work b) Pictures and charts
 Identify essential needs such as house, needs and wants. b) Grade the group c) Some food items
clothes, food, etc. b) Put a list of items on the work d) Drawing materials
UNIT 5: Our needs  Draw different kinds of houses board and ask the class to
 List food items grown in their list each item under Need
neighbourhoods or Want, followed by
 List other food items that are not grown discussion of responses
in their neighbourhoods c) Group work. Pupils to agree
 Practise how to prepare food on one food and explain
 Explain the importance of water in their how to prepare it
lives d) Discussion on why we need
 State why they need clothes water and clothes
After completing this unit, the pupils a) Talk about the Stone Age a) Observation of a) FQSE Textbook and other
should be able to: and how that era got its pupils’ work relevant resources
 State why the very early peoples were name. b) Group discussion and b) Pictures and images from

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 called Stone Age humans b) Ask pupils to say how assessment of life of the past
 Describe how Stone Age humans people in the past hunted early humans c) Short documentary on
collected roots, leaves and fruit for food animals for food. c) Grading of drawings the life of early humans
UNIT 6: People in  Draw some of the tools and clothes they c) Pair work. Pupils to list by pupils on the way
the past used some of the leaves, roots of life of early
 Dramatize the daily life of a Stone Age and fruits early humans humans
human collected for food.
 Compare tools and houses today with d) List and compare some of
those of early humans the tools early humans used
and the tools we use today.
After completing this unit, the pupils a) Introduce the lesson with a a) Observation of a) FQSE Textbook and other
should be able to: recap of the definition of pupils’ work relevant resources
 Describe how living things change and environment b) Oral presentation on b) Pictures and charts
UNIT 7: Our grow b) Encourage pupils to give things found in their c) Drawing materials
environment  Identify/draw things that are found in their own definition of environment
their environment environment c) Pupils list differences
 State some characteristics of non-living c) Ask pupils to draw or list between living and
things things that are found in non-living things
 Identify plants and animals found in the their environment d) Homework: Pupils to
wild d) Class discussion on living write simple
 Describe the characteristics of the two and non-living things and sentences on the
seasons in Sierra Leone why humans need them seasons in Sierra
e) Ask pupils to list Leone
characteristics of the rainy
and the dry seasons in
Sierra Leone
After completing this unit, the pupils a) Introduce the lesson with (a) Assessment of a) FQSE Textbook
should be able to: questions about the pupils’ answers on b) Charts and diagrams
 Identify the neighbourhood of their school’s neighbourhood to the field visit. c) Resource persons
school arouse the pupils’ interest (b) Grading pictures and d) Drawing materials
 Survey the jobs of the people living near b) Arrange a visit to a local diagrams drawn by
UNIT 8: Our school their school crafts worker the pupils on local
neighbourhood  Draw/Make a list of local craft products c) Display samples of products crafts in their
and display them in the classroom made in the neighbourhood community.
 Discuss the contributions of their school and encourage pupils to
neighbours to the development of their show their uses
school d) Tell pupils about people in
the neighbourhood who
have helped or are helping
to develop the school.

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Page 21 of 56
 Outline Teaching Syllabus for the First Stage of Basic Education (Class 3)
Suggested Specific Learning Outcomes Recommended Teaching Assessment Methods Suggested Learning
Topics/Themes Styles or Pedagogical & Teaching
Units Approaches Resources
(Core/Supplementa
ry)
After completing this unit, the pupils should a) Introduce the lesson with a) Simple questions on the a) FQSE Textbook
be able to: questions about the importance of b) Pictures and charts
 Define the word community class/ classroom as an communities. c) Resource persons
 Name different kinds of communities example of a community. b) Grading of individual d) Drawing materials
 Explain how communities do things b) Discuss the concept of presentations by pupils
UNIT 1: The together community in detail using on the history of their
community  Tell the location and name of their information from the communities.
community textbook.
 Narrate the history of their community c) Tell an imaginary story of
 Interview people in their community the growth and
development of a
community, to encourage
pupils to write about
their own communities.
d) Teach pupils basic
techniques and
etiquettes of interviewing
people.
After completing this unit, the pupils should a) Introduce the lesson by a) Observation and a) FQSE Textbook
be able to: asking pupils to name assessment of the work b) Pictures and charts
 Identify groups of people in the some ethnic groups living of the pupils. c) Resource persons
community their community b) Grading role-play activity.
 List some of the work people in the b) Teach about the c) Grading homework based
UNIT 2: People in the community do importance of oneness and on learning outcomes.
community  Show the importance of their work to togetherness in
the development of the community communities.
 Show the benefits of working together c) Pupils identify different
in the community workers in their
community and discuss the
importance of their work in
the development of the
community

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 d) Organise role-play of
some of community
workers
After completing this unit, the pupils should a) Introduce the lesson with a) Observation of the work a) FQSE Textbook
be able to: pertinent questions to of the pupils, including b) Pictures and charts
 Identify common diseases in their arouse the pupils’ role-play on good health c) Resource persons
community and their causes interest. practices d) Short documentary
 List the health facilities in their b) Encourage pupils to talk b) Grade posters on Covid- on Covid-19
communities about common diseases 19 prevention measures
UNIT 3: Healthy  Name the health workers and and health facilities in
living in our traditional healers in the community their community.
and show the importance of their work c) Discuss the importance of
community  Name and collect plants used for health workers and
medicine in their communities traditional healers.
 Make posters about some health rules – d) General discussion on
particularly Covid-19 prevention rules Covid-19 and how it can
be prevented.
After completing this unit, the pupils should  Introduce the lesson with a) Ask pupils to draw a) FQSE Textbook
be able to: questions about why different types of food b) Pictures and charts
 Classify the main types of food humans need food. and their importance. c) Resource persons
 State the functions of these foods in the  Display pictures of b) Grade pupils’ report on d) A short
UNIT 4: Food and body various food items on the the farm visit documentary on
farming  Match different pictorial labels of food classroom wall foods and their uses
items into their classes  Introduce the topic of
 State the importance of a healthful diet farming and talk about
 Describe the types of farming in their the common types of
community farming in their
 Visit a farm to understand the food community.
journey from the soil to the dinner table  Make a visit to a farm
nearby
After completing this unit, the pupils should a) Introduce the lesson with a) Assessment of pupils’ oral a) FQSE Textbook
be able to: questions to arouse the responses to teacher- b) Pictures and charts
UNIT 5: Resources in  Define the term resources pupils’ interest made questions c) Resource persons
the community  Give examples of natural and human- b) Talk about some natural b) Home on classification of d) A short
made resources resources of Sierra Leone. resources documentary on
 Describe how to make manure c) Encourage pupils to talk resources and
 Briefly define the term ‘recycle’ and give about the resources in recycling
examples of recycling in their their community and
community their uses.
d) Explain ways of managing

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 wastes from the
community.
e) Organise a class
discussion on the
importance of recycling.
After completing this unit, the pupils should a) Introduce the lesson by a) Observation and grading a) FQSE Textbook
be able to: telling pupils how you to of the pupils’ oral b) Pictures and charts
 Talk about how people move with their travel to school performance in class. c) Resource persons
goods in the community b) Ask them to tell you how b) Ask True/False questions d) Tins, strings and
UNIT 6: Movement  List some advantages and disadvantages they travel to school and on transportation and nails
and communication of the various means of transport in how people communicate communication. e) Hammers
their region in their community. c) Homework: Multiple-
 Define the term communication and c) List the types of choice questions
describe some means of communication transportation and
 Show the importance of communication communication on the
 Make a simple telephone using string chalkboard
and tins d) Arrange a discussion on
the advantages and
disadvantages of each
type of transportation
e) Drama – a telephone
conversation in pairs
After completing this unit, the pupils should a) Introduce the lesson with a) Grade pupils’ drawings of a) FQSE Textbook
be able to: questions from the early humans and the b) Pictures and charts
 Name the period when early humans previous work in Class 2 tools they used. c) Short
UNIT 7: Early used mainly stones to carve tools and on people in the past b) Grading teacher-made documentaries on
humans weapons b) Talk about the early questions on the life of the Stone and Metal
 Show how early humans discovered fire metals early humans early humans Ages
 Describe the Metal Age and identify the used c) True/False questions
first metals early humans used c) Allow pupils to talk about
 Explain what the Iron Age means the various uses of fire
 Indicate the importance of the d) Give pupils an
discovery and use of iron among early opportunity to talk about
humans the life of early humans.
 Name other metals used today e) Discuss the importance of
the Iron Age to early
communities
UNIT 8: Community After completing this unit, the pupils should a) Introduce the lesson with a) Grade pupils’ responses a) FQSE Textbook
celebrations and be able to: questions on a popular to teacher-made b) Pictures and charts
 Name some community celebrations celebration in the questions c) Resource persons

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customs and customs country, to arouse the b) True/False questions
 Show their relevance to the community pupils’ interest c) Simple objective
 Talk about how some community b) Ask pupils to name some (multiple-choice)
celebrations are organised what community celebrations questions
community people do during the and customs and write
celebrations. these on the chalkboard.
 Describe an important custom in the c) Let them state the
community importance of these
celebrations and customs
to the community
d) Pupils dramatize one of
these celebrations.
e) Discuss the positives and
negatives of a custom in
the community
After completing this unit, the pupils should a) Introduce the lesson with a) Grade pupils’ responses a) FQSE Textbook
be able to: questions to arouse the to teacher-made b) Pictures and charts
 Define what a National Holiday is pupils’ interest questions c) Resource persons
 List the National Holidays in the country b) Recall the importance of b) True/False questions d) Other relevant
UNIT 9: National  Prepare for the celebration of a holidays c) Simple objective textbooks and
holidays National Holiday c) Ask pupils to name some (multiple-choice) resources
National Holidays and questions
when they are celebrated d) Homework: Pupils to
write a short account of a
community celebration or
custom

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 SOCIAL STUDIES
Outline Teaching Syllabus for the Second Stage of Basic Education (Class 4)

Suggested Specific Learning Outcomes Recommended Teaching Assessment Methods Suggested Learning &
Topics/Themes Styles or Pedagogical Teaching Resources
/Units Approaches (Core/Supplementary)
After completing this unit, the pupils a) Introduce the lesson by a) Oral presentation a) FQSE Textbook
should be able to: talking to pupils about the about pupils’ b) Relevant maps
 Name the districts and provinces in main administrative regions town/city/village c) Pictures and charts
Sierra Leone of Sierra Leone b) True/False statements d) Other relevant
UNIT 1: Districts  Locate the headquarter towns of the b) Find out what they know c) Check map work textbooks
and provinces in districts and provinces on a map about their district d) Multiple choice test
Sierra Leone  Write a paragraph about their village, c) Use an atlas to name the on the topic
town or city administrative regions of e) Informal assessment
 Draw a district map of Sierra Leone Sierra Leone and locate their of the pupils’
headquarter towns on a map descriptions
d) Discuss with the pupils the
characteristics of some
districts
e) Present clear information on
some cities and towns.
f) Pupils describe their
towns/city/village in one
paragraph
After completing this unit, the pupils a) Introduce the lesson with a) Oral presentation by the a) FQSE Textbook
should be able to: questions to arouse the pupils b) Relevant maps
 Identify the groups of people that live pupils’ interest b) Homework based on the c) Pictures and charts
UNIT 2: Groups of in their district b) Individual work listing the learning outcomes d) Simple documentaries
people and  State why it is necessary for these ethnic groups in the district c) True/False statements on the topic
landforms in our various groups to work together c) Discuss what landforms are, d) Short essays e) Other relevant
district  Define the term “landform” including their importance e) Multiple choice textbooks
 Describe the landforms in their district d) Visit an important landform questions
and how these landforms aid or hinder in the community and let
development in their district. pupils write a short
description of the landform.
After completing this unit, the pupils  Introduce the lesson by  Observation of group a) FQSE Textbook
should be able to: asking pupils to define the work by the pupils b) Pictures and charts

Page 26 of 56
  Tell the meaning of economic activity. term “economic activities”  Homework based on the c) Visit to a factory,
 Identify some economic activities that  Let them list some economic learning outcomes market or farm.
take place in urban centres and rural activities in their district  True/False statements d) Resource persons
areas.  Talk about the importance of  Short essays
 Name some economic activities in their economic activities to the  Multiple choice
UNIT 3: Economic community and the importance of such wellbeing of communities questions
activities to the wellbeing of the  Group work to list some
activities in the  Oral presentation by the
community. economic activities in the
pupils about economic
districts  Describe a farming calendar and indicate urban centres and rural areas
activities that bring
the importance of the calendar to in their district
much money in their
farmers.  Children to draw a farming district.
calendar for their district.
After completing this unit, the pupils  Introduce the lesson by  Homework based on the a) FQSE Textbook
should be able to: asking pupils to define the learning outcomes b) Pictures and charts
 Identify and draw the natural resources terms “resources” and  Matching words and c) Resource persons
in their district and state some of their “natural resources” their meanings
UNIT 4: Managing uses  Let them list the natural  Short essays
 Categorise natural resources into resources of Sierra Leone and
our resources  Multiple choice
renewable and non-renewable resources in their district
questions
 Discuss the proper management of  Talk about renewable and
resources non-renewable resources
 Do a case study on an important natural  Group work on how to care
resource in their area. for our natural resources
After completing this unit, the pupils a) Introduce the lesson with  Oral presentation by the a) FQSE Textbook and
should be able to: questions to arouse the pupils other print resources
 Highlight some social services in the pupils’ interest  Homework based on the b) Pictures and charts
UNIT 5: Social district and name their providers b) Discuss what is a social learning outcomes c) Resource persons
services in the  Differentiate between services provided service  True/False statements
districts by their local government and those c) Talk about why social  Short essays
provided by non-governmental services are important in a
 Multiple choice
organisations community
questions
 Discuss the importance of the proper d) Talk about the role of local
use of these services and the councils in the provision of
consequences of their improper use social services
 Suggest how young people can help to e) Field visit to a social service
maintain the social services facility
After completing this unit, the pupils a) Introduce the lesson with a) Oral presentation by a) FQSE Textbook and
should be able to: questions about the the pupils other print resources
 Describe the various means of common means of b) Homework based on b) Pictures and charts
transportation in their district transportation in their the learning outcomes c) Resource persons

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  Tell the importance of transportation to district c) True/False statements
farmers b) Read some pages from the d) Short essays
UNIT 6: Moving
 Indicate how poor roads and textbook and discuss e) Multiple choice
and overcrowded lorries and boats affect the transportation and questions
communicating in movement of people and goods in their communication as a class
our district district or in the other parts of the activity
country c) Pupils to say how they
 Write a case study on transportation communicate with their
problems in an urban area Name the friends (e.g., text messages;
mobile phone service providers in the email; telephone chats,
country other social media; etc)
 Describe the different modes of
communication in their district
 State some of the problems of using
mobile phones in the country
After completing this unit, the pupils a) Introduce the lesson with a) Oral presentation by a) FQSE Textbook and
should be able to: questions about the the pupils other print resources
 Explain the meaning of a local council importance of the b) Homework based on b) Pictures and charts
 Tell the composition and functions of government the field visit c) Resource persons
local councils b) Map work to locate the c) True/False statements
UNIT 7: People  Name their local council Chairman or various districts in the d) Short essays
Mayor country e) Multiple choice
who rule our  Show the importance of paying taxes to c) Discuss the five regional questions
district local councils divisions of the country
 Briefly describe what their local council d) Discuss the roles of the
is doing in terms of providing services Chairman/Mayor and the
 Show reasons why people must pay Chief Administrator
taxes e) Field visit to the Local
Council Chairman’s or
Mayor’s office. Pupils
prepare questions to ask
during the visit
After completing this unit, the pupils a) Introduce the lesson with a) Observe the role play a) FQSE Textbook and
should be able to: questions to arouse the b) Homework based on other print resources
 Define the word “custom” pupils’ interest the learning outcomes b) Pictures and charts
 Describe some customs in their district b) Describe the dress patterns c) True/False statements c) Resource persons
 Show how some customs are performed of some ethnic groups d) Short essays
 Indicate the importance of customs c) Discuss the importance of e) Multiple choice
 Roleplay a certain community music and dance in Sierra questions
UNIT 8: Customs celebration Leonean culture

Page 28 of 56
and celebrations of d) Encourage pupils to mime or
sing some traditional songs
our people
e) Explain some ceremonies
related to the dead and why
they are important
f) Organise a role play of a
community celebration
After completing this unit, the pupils a) Introduce the lesson by a) Assessment of a) FQSE Textbook and
should be able to: showing photographs of individual and group other print resources
 Define the term ‘good citizen’. people from different presentations. b) Pictures and charts
UNIT 9: The good  List some of the qualities of a good professions. b) Multiple choice c) Resource persons
citizen in a citizen. b) Explain why these people are questions
community  Identify some good citizens in their important c) True/False statements
community. c) Encourage pupils to discuss d) d) Short write-ups on
 Write a brief account of a good citizen their understanding of the qualities of good, passive
(dead or alive). term ‘good citizen’ and the and bad citizens
 Suggest what young people, as good qualities of a good citizen.
citizens, can do to develop their d) Discuss why good citizens
communities. are important in any
 State what they hope to do in the future community.
for their district so that they would be e) Talk about other types of
well remembered citizens – passive and bad
citizens and how they affect
the development of their
communities.

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 SOCIAL STUDIES
Outline Teaching Syllabus for the Second Stage of Basic Education (Class 5)
Suggested Specific Learning Outcomes Recommended Teaching Assessment Suggested Learning &
Topics/Themes Styles or Pedagogical Methods Teaching Resources
/Units Approaches (Core/Supplementary)
After completing this unit, the pupils a) Introduce the lesson with a) Oral presentation a) FQSE Textbook
should be able to: questions to arouse the by the pupils b) Relevant maps
 Locate Sierra Leone on a map of West pupils’ interest b) Homework based c) Pictures and charts
Africa b) Display a large map of Sierra on the learning d) Other relevant
UNIT 1: The land  Briefly describe the physical features of Leone, with its physical outcomes textbooks and
and people of the country features c) Matching words resources
Sierra Leone  Name the physical features in their c) Show the differences and their meanings
region between and the importance d) True/False
 Draw a physical map of Sierra Leone of latitudes and longitudes statements
 Distinguish between latitudes and d) Explain how the different e) Short essays
longitudes and show their importance ethnic groups entered Sierra f) Multiple choice
 Give a historical sketch of the people of Leone questions
Sierra Leone e) Allow pupils to give short
 Write a short account of their ethnic accounts of their ethnic
group groups
After completing this unit, the pupils  Introduce the lesson with a) Observation and a) FQSE Textbook
should be able to: questions to arouse the assessment of b) Relevant maps
 Define the terms weather, climate and pupils’ interest pupils’ activities c) Pictures and charts
vegetation  Observation of the weather b) Oral explanation d) Simple documentaries
 Name some weather instruments and on a particular day and allow by pupils e) Other relevant
their uses pupils to narrate their c) True/False textbooks
UNIT 2: Climate  Describe the characteristics of the two experience of the weather statements
and vegetation main seasons in Sierra Leone  Show the uses of the weather d) Short essays
 Name the main vegetation belts in the instruments e) Multiple choice
country  Allow pupils to draw and label questions
 Describe the vegetation of their region these weather instruments
and explain how the vegetation is  General discussion on the
linked to the economic activities of characteristics of the dry and
the people rainy seasons
 Pupils to describe what they
like and dislike about each
season

Page 30 of 56
 After completing this unit, the pupils a) Introduce the lesson with a) Oral presentation by a) FQSE Textbook
should be able to: questions to arouse the the pupils on some b) Pictures and charts
 Indicate the importance of traditions pupils’ interest aspects of Sierra c) Simple documentaries
and cultures b) Explain some cultures of the Leonean culture on Sierra Leonean
 Describe a cultural ceremony of an people of Sierra Leone b) Homework based on cultures
UNIT 3: Our ethnic group c) Organise a role play of some the learning d) Resource persons
traditions and  Role play a traditional marriage Sierra Leonean cultures outcomes
cultures ceremony d) Discuss the good and bad c) Grading of field visit
 Explain how some communities show effects of some cultural report
respect to their chiefs practices d) Short essays
 Discuss some beneficial and harmful e) Organise a visit to a place of e) Multiple choice
effects of some of our traditions cultural importance questions
 Explain the term ‘cultural heritage’
 Describe and draw the ‘Nomoli’ and
show its importance to some
communities
After completing this unit, the pupils a) Introduce the lesson with a a) Oral presentation a) FQSE Textbook
should be able to: brief talk on why Europeans by the pupils b) Map of the Atlantic
 Explain the main reasons why became interested in West b) Homework based Slave Trade
Europeans became interested in Sierra Africa from the 15th century. on the learning c) Pictures and charts
Leone b) Write the word ‘SLAVERY’ on outcomes d) Simple documentaries
 List some of the European and Sierra the board. Ask the pupils to c) Quizzes and short on slavery and the
Leonean trade items and their main name words that are essays slave trade
UNIT 4: Early uses associated with ‘slavery’. d) Multiple choice e) Other relevant
 Discuss in groups, the organisation and Write their responses and questions textbooks
contact with the effects of the Trans-Atlantic Slave Trade have a general discussion on
Europeans  Tell the importance of Sengbe Pieh in these responses as a class
Sierra Leone and world history activity.
c) Explain the reasons for the
Trans-Atlantic Slave Trade.
d) Let pupils talk about how they
feel about the Trans-Atlantic
Slave Trade.
e) General discussion on why
pupils think Sengbe Pieh is
important in Sierra Leone and
world history.
f) Discuss why and how the
trade came to an end.
After completing this unit, the pupils a) Introduce the lesson with a a) Assessment of a) FQSE Textbook

Page 31 of 56
 should be able to: review of the Trans-Atlantic group work by the b) Pictures and charts
 Show the connection between the Slave Trade. pupils c) Documentaries on
abolition of the slave trade and the b) Ask pupils questions to elicit b) Homework based colonialism and Sierra
founding of the Sierra Leone Colony their understanding of why the on the learning Leone’s attainment of
settlement Colony of Sierra Leone was outcomes Independence
 Explain why the British took over the founded c) Quizzes and short d) Other relevant
UNIT 5: British rule management of the Sierra Leone c) Discuss the evolution of Krio essays textbooks
in Sierra Leone Colony settlement in 1808 society and culture e) Multiple choice
 Describe the evolution of Krio society d) Talk generally about questions
and culture colonialism and why the British
 Discuss in groups, why the British colonised Sierra Leone
extended their rule into the Sierra g) General discussion on the
Leone hinterland reactions of Sierra Leonean
 Show how Sierra Leone regained its chiefs to British rule
independence from the British h) Debate on the good and bad
 Write short accounts of some of our effects of British rule in Sierra
nationalist leaders Leone.
After completing this unit, the pupils a) Introduce the lesson with a) Quizzes and oral a) FQSE Textbook
should be able to: questions to arouse the presentations by the b) Pictures and charts
 Describe the structure of the National pupils’ interest pupils c) Resource persons
Government of Sierra Leone b) Ask pupils for their b) Assessment of d) Other relevant
 List and discuss the functions of the understanding of National project work on a textbooks
UNIT 6: Our Executive, Legislative and Judicial Government and why a Government
Branches of Government National Government is Ministry,
National  Explain the concept ‘Separation of necessary Department or
Government Powers’ and why it is important in a c) General discussion of the Agency
democracy functions of the various arms c) Multiple choice
 Name some Government Ministries, of government questions
Departments and Agencies and d) Debate on why ‘Separation of
describe their functions Powers’ is necessary
e) Talk on the importance of
Government Ministries,
Departments and Agencies

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 After completing this unit, the pupils a) Introduce the lesson with a) Quizzes and oral a) FQSE Textbook
should be able to: questions to arouse the pupils’ presentations by the b) Pictures and charts
 Define the word ‘industry’ interest in the topic pupils c) Resource persons
 Classify the industries according to b) Pupils to name some industries b) Assessment of d) Other relevant
their function in their region or country and project work textbooks
UNIT 7: Industries  State the difference between a small- what they produce c) Multiple choice
and a large-scale industry c) Help pupils to classify the questions
in Sierra Leone  Write a short account of an industry industries they have named and d) Matching words and
either in their region or in the country explain the basis for the their meanings
 Show the importance of industries to classification
the economy of the country d) Discuss a particular industry
and show its importance to the
Sierra Leone economy
e) Arrange a visit to a nearby
industry
After completing this unit, the pupils a) Introduce the lesson with a) Assess the group a) FQSE Textbook
should be able to: questions to arouse the work of the b) Pictures and charts
 Define the term population pupils’ interest children on the c) Resource persons
 Discuss the reasons for the growth of b) Talk about the growth of the More Flow Chart
the Sierra Leone population over the Sierra Leone population since b) Homework based
UNIT 8: The years independence and discuss the on the learning
 Debate the effects of huge population factors for the growth outcomes
Population of growth c) Allow pupils to discuss the c) Quizzes
Sierra Leone  Show why population planning and ‘More Flow Chart’ in groups d) Matching words
control are necessary and encourage them to add with their
 Define the term ‘census’ and state why to the chart meanings
it is necessary for countries to do a d) Discuss why population e) Short essays
census every ten years planning and control are f) Multiple choice
necessary in our country questions
e) Define what a census is and
state the importance of
census
After completing this unit, the pupils a) Introduce the lesson by asking a) Oral presentation by a) FQSE Textbook
should be able to: the class to list the ways in the pupils b) Relevant maps
 Tell the difference between a healthy which the government keeps b) Homework based on c) Pictures and charts
and an unhealthy environment them safe and healthy (e.g. the learning d) Simple documentaries
 Describe what sanitation means water sanitation; road safety; outcomes e) Resource persons
UNIT 9:  State whether their environment is a police security; garbage c) True/False f) Other relevant
healthy one or not, and the reasons for collection) statements textbooks
Environment and this state of affairs b) Discuss the role of d) Short essays

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sanitation  Describe major health problems in their Government in our lives e) Multiple choice
district and in the country c) Explain why it is necessary to questions
 Determine the role of every Sierra spray the drainages
Leonean in maintaining a healthy d) Explain the causes of pollution
environment and allow the pupils to discuss
 Explain the causes and effects of the various types of pollution
pollution and their effects
 Show the contribution of NGOs e) Discuss the role of faith-based
(including religious organisations) to and private hospitals and
improving people’s health in Sierra clinics in health promotion
Leone f) Explain some health problems
 Describe how to construct a garbage in schools
collection centre g) Ask the pupils how these
problems can be avoided.

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 SOCIAL STUDIES
Outline Teaching Syllabus for the Second Stage of Basic Education (Class 6)
Suggested Specific Learning Outcomes Recommended Teaching Assessment Suggested Learning &
Topics/Themes Styles or Pedagogical Methods Teaching Resources
/Units Approaches (Core/Supplementary)
After completing this unit, the pupils should be a) Introduce the lesson with a) Pupils draw a a) FQSE Textbook
able to: general questions on the map showing all b) Relevant maps
 Locate Liberia, Guinea and Sierra Leone on a three countries to arouse the three countries c) Pictures and charts
map pupils’ interest b) Oral d) Other relevant
UNIT 1: Sierra  Describe the sizes and shapes of these b) Discuss the names of the presentation by textbooks
Leone and her countries capital cities of these the pupils on the e) Resource persons
immediate  Talk about the origins/meanings of the countries origins of the
neighbours names of these three countries c) Talk about the physical sizes names of the
 Measure distances between cities and towns of the three countries countries.
in the three countries d) Discuss the various ways of c) Homework
 Show the two ways of measuring distances measuring distances between based on the
between settlements settlements, and why the learning
 Practise how to use a scale on a map measurements vary outcomes
e) Group work: Pupils find out d) True/False
more about the names of statements
each of the countries e) Short essays
f) Multiple choice
questions
After completing this unit, the pupils should be  Introduce the lesson with a) Oral a) FQSE Textbook
able to: questions to assess pupils’ presentation by b) Relevant maps
 Define the words ‘relief’, ‘climate’ and prior knowledge on the topic. the pupils c) Pictures and charts
‘vegetation’  Use an atlas to show the class b) Homework d) Simple documentaries
 Describe the physical features of Liberia, the physical features of based on the e) Resource persons
UNIT 2: Relief, Sierra Leone and Guinea, including the Liberia, Sierra Leone and learning f) Other relevant
climate and shapes of their land Guinea. outcomes textbooks
vegetation  Show why these countries are hot and humid  Pupils to read portions of the c) True/False
throughout the year Unit in the textbook in turns. statements
 Draw simple climate graphs  Discuss the climate and d) Short essays
 Compare the climate and vegetation of the vegetation of Liberia, Guinea e) Multiple choice
three countries and Sierra Leone and let questions
pupils point out the
similarities in the climate and
vegetation.

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  Point out the reasons for
these similarities.
 Do the same for the seasons.
 Pupils to do more research on
the physical features of either
Liberia or Guinea.
After completing this unit, the pupils should be a) Introduce the lesson with a a) Oral presentation a) FQSE Textbook
able to: recap of some issues discussed and discussion by b) Relevant maps
 State some historical commonalities among in Unit 3 above. the pupils c) Pictures and charts
the three countries b) Discuss some similarities in the b) True/False d) Simple documentaries
 Tell or write a brief history of the founding of histories of Sierra Leone, Liberia statements e) Other relevant
UNIT 3: History Liberia and Guinea c) Short essays textbooks
and National  Narrate a brief history of Guinea c) Let pupils give reasons for these d) Multiple choice
Symbols  Show similarities between the establishment similarities questions
of Freetown and Monrovia d) Talk about the National
 Describe and draw the Coats of Arms and Symbols of all three countries
Flags of Sierra Leone, Liberia and Guinea and the importance of these
 Explain the significance of these national symbols.
symbols e) Encourage pupils to draw these
symbols.
After completing this unit, the pupils should be  Introduce the lesson with e) Oral presentation a) FQSE Textbook
able to: questions to arouse the by the pupils b) Relevant maps
 State how people and goods move between pupils’ interest, for example, f) True/False c) Pictures and charts
Liberia, Sierra Leone and Guinea ‘why do people travel?’ statements d) Simple documentaries
 Discuss the challenges of moving between  Talk about the main g) Short essays e) Other relevant
these countries transportation modes in the h) Multiple choice textbooks
UNIT 4: Moving  Explain the meaning and importance of sub-region. questions
between countries cross-border trade  Pupils discuss in small groups i) Grade pupils’ role
 Name the people and institutions that secure the advantages and play
our borders disadvantages of each mode.
 Show the reasons for securing our borders  Explain what cross-border
trade is and pupils name some
of the trade items.
 Discuss some of the effects of
border closure.
 Name some of the people
who secure our borders.
 Ask pupils to describe what
might happen if the borders
are not secure.

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  Role play a trader crossing the
border between Sierra Leone
and Liberia.
After completing this unit, the pupils should be a) Introduce the lesson with a a) Oral presentation a) FQSE Textbook
able to: brief description of what by the pupils b) Population maps
 Define population population means, and the b) Homework c) Pictures and charts
 Describe the effects of excessive population importance of a productive based on the d) Simple documentaries
UNIT 5: growth in Liberia, Sierra Leone and Guinea population to the wellbeing of learning outcomes on population growth
Population and  Draw a population pyramid and state the a country c) True/False e) Resource persons
economic importance of a population pyramid b) Talk about a population statements
activities  Define the term ‘population density’ pyramid and why it is d) Short essays
 Name and classify the main economic important e) Multiple choice
activities in Liberia, Sierra Leone and Guinea c) Pupils to describe common questions
 Show how some of these activities affect the economic activities in Liberia, f) Grade pupils’
environment Sierra Leone and Guinea and performance
how they contribute to the during the debate.
development of the individual
countries.
d) Pupils to point out how some
of these economic activities
affect the environment.
e) Organise a debate on the
topic: “A large population is
good for the development of
a country.”
After completing this unit, the pupils should be a) Introduce the lesson with a  Oral presentation a) FQSE Textbook
able to: short quiz. by the pupils b) Relevant maps
 Explain the terms cooperation and conflict b) Call on individual pupils to  True/False c) Pictures and charts
 State why it is necessary for countries to read passages in the textbook. statements d) Documentaries on the
UNIT 6: cooperate c) Ask some pupils to read some  Short essays on civil wars (e.g. Blood
Cooperation and  Write a brief essay on the history and passages from the textbook the reasons and Diamonds)
conflict in the achievements and problems of the Mano and then start a discussion effects of the civil e) Resource persons
Mano River Union River Union based on the reading. war in either f) Other relevant
 Describe the civil wars in Liberia and Sierra d) Talk about why cooperation Liberia or Sierra resources
countries Leone and the effects of these wars between and among countries Leone
 Tell how these wars ended. is necessary.  Multiple choice
e) Ask pupils to give the reasons questions
for the civil wars in Liberia and
 Pupils research on
Sierra Leone and discuss these
the Late President
reasons.

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 f) Discuss the commonalities of Ahmad Tejan
these wars. Kabbah of Sierra
Leone
After completing this unit, the pupils should be a) Begin this topic by dividing the j) Oral presentation a) FQSE Textbook
able to: board into three sections. In and discussion by b) Relevant maps
 Explain what European rule means section 1, write K (K stands for the pupils c) Pictures and charts
 Discuss why Europeans became interested in what the pupils already know k) True/False d) Simple documentaries
West Africa about the topic). In section 2, statements on European colonial
UNIT 7: European  Highlight the reactions of West Africans to Write W (W stands for what l) Short answer rule
Rule in West the imposition of European rule they want to know about the questions e) Other relevant
Africa  Describe the patterns of European rule in topic). In section 3 of the m) Multiple textbooks
West Africa board, write L (L stands for choice questions
 Analyse the effects of European rule what they will learn about the
topic at the end of the lesson).
Next, ask the class what they
already know about why
Europeans came to West Africa.
List all their responses under K
on the board without correcting
any wrong answers.
b) Ask the pupils what they want
to know about European rule in
West Africa and write down
their answers under W on the
board.
c) Leave the L section blank.
d) Using the textbook and other
sources, discuss the
motivations, patterns, reactions
and effects of European rule in
West Africa.
e) Ask the pupils what they have
learned about European rule in
West Africa and complete the L
section on the blackboard.
After completing this unit, the pupils should be a) Introduce the lesson by a) Oral presentation a) FQSE Textbook
able to: displaying a large political by the pupils b) Relevant maps
 Draw a political map of West Africa map of West Africa on the b) Homework c) Pictures and charts
 Narrate some interesting facts about Sierra board. based on the d) Simple documentaries
Leone in West Africa b) Ask the pupils to identify the learning e) Resource persons

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UNIT 8: Sierra  Arrange the West African countries countries on the map. outcomes f) Other relevant
Leone and the according to their location c) Let them divide the West c) True/False resources
 Arrange the West African countries African countries according to statements
West African according to their official languages, and (i) Official languages and (ii) d) Short answer
Community of account for the differences in their official location – coastal and inland questions
Nations languages countries. e) Multiple choice
 State some advantages of the coastal d) Talk about the physical and questions
countries economic features of West
 State some disadvantages of the landlocked African countries
countries e) Discuss with pupils the main
 Describe some major economic activities in economic activities in West
West Africa Africa and how they
 Give a brief history of ECOWAS and name of contribute to the
its achievements and problems development of the countries.
f) Talk briefly about ECOWAS
and tell pupils to write a short
account of this organisation.
After completing this unit, the pupils should be a) Introduce the lesson by a) Oral presentation a) FQSE Textbook
able to: displaying a large political map by the pupils b) Relevant maps
 List and explain the main reasons why people of West Africa showing some b) True/False c) Pictures and charts
migrate within West Africa and the problems migration routes in the statements d) Resource persons
UNIT 9: Migration associated with migration subregion c) Short answer
and health issues  State why many young people desire to b) Discuss with the pupils the questions
in West Africa migrate to Europe and list some of the main reasons why people d) Multiple choice
consequences of such migration migrate in West Africa questions
 Draw a map showing the migration routes c) Talk about how migration
 Describe the Ebola virus disease and COVID- within West Africa affects
19 and show how migration aids their spread farmers and cattle herders
 Draw a diagram of how Ebola may have d) Prod them to find examples in
spread from animals to humans Sierra Leone
 Write some prevention messages for Ebola e) Talk about the new migration
and COVID-19 trend from West Africa to
 Name some common diseases in West Arica Europe and the dangers
and state how they can be prevented involved.
f) Let pupils research on the
reasons for this new type of
migration and suggest how it
can be minimised.
g) Talk about Ebola and COVID-19
and their relationship with

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 migration
h) Pupils to write prevention
messages for both diseases.

Page 40 of 56
 SOCIAL STUDIES
Outline Teaching Syllabus for the Third Stage of Basic Education (Form 1)

Suggested Specific Learning Outcomes Recommended Teaching Styles Assessment Suggested Learning &
Topics/Themes/Units or Pedagogical Approaches Methods Teaching Resources
(Core/Supplementary
)
After completing this unit. the pupils a) Introduce the lesson by asking a) Essay questions that a) Print resources (e.g.
should be able to: questions pertaining to the topic. require short answers. pictures, charts and
 Explain the difference between a Observe the pupils’ responses by b) Multiple-choice posters, Holy Bible
decade and a century; asking follow-up questions. questions and Holy Quran)
 Compare oral traditions and b) Discuss and compare traditional c) Matching words and b) FQSE Textbook; other
religious explanations of the and scientific theories of the their meanings textbooks/materials
origins of humans; origin of man/humans d) True/false statements c) Audio-visual media
UNIT 1: The Origins of  Debate the scientific theories of c) Discuss the five stages of e) Grading pupils on (e.g. DVD recordings
the origin of humans; man/humans and explain the group work activities about the topic
Humans  Describe the main stages in the special characteristics of human f) Assessment of the d) Historic/archaeologica
development of humans, according beings debate l sites in or near the
to anthropologists; d) List the major human races community.
 Show why scientists believe that e) Research and debates: e.g.
Africa is the cradle of humans; Debate in class the motion: ‘This
 Name the major and minor racial House believes that the
groups in the world. Darwinian theory of evolution is
the correct view of the origin of
Man.’
After completing this unit, the pupils a) Introduce the lesson by asking a) Essay questions that a) FQSE Textbook and
should be able to: questions pertaining to the topic, require short answers. other materials such
 Describe and show the importance e.g. “What does Stone Age’ b) Multiple-choice as videos from
of some cultural changes that took mean? questions Resource Centres.
place during the Stone Age period; b) Write some of the responses on c) Matching words and b) Models of early stone
UNIT 2: From Stone Age  Demonstrate an understanding of the chalkboard for further their meanings and iron tools
to Metal Age how the agricultural revolution discussion. d) True/false statements c) Pictures of modern
changed the lives of Stone Age c) Talk about an imaginary journey e) Homework based on uses of iron
communities; into the Stone Age and ask pupils the questions in the
 List the main metals used by early to explain how they could have textbook or teacher-
humans and describe how these lived during this Age. made questions.
metals helped to change their d) Make use of the environment, f) Grading pupils on
lives; e.g. visit to a blacksmith to see group work activities

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  Tell the importance of the Nile different kinds of metals and how g) Oral presentations
River in the lives of ancient they are used
Egyptians; e) Arouse children’s interest through
 Explain some special other activities.
characteristics of human beings, f) Pupils read passages from the
which make them superior to textbook, followed by discussion
other creatures. and questions.
g) Invite a science teacher to explain
more about how the human brain
functions
After completing this unit, the pupils a) Introduce the lesson with a short a) Essay questions that a) FQSE Textbook
should be able to: presentation on how the require short answers. b) Short video
 Define the term Universe; Universe may have started. b) Multiple-choice documentaries on the
 Explain how the Universe came b) Have an animated discussion on questions Universe and solar
about; the scientific explanation of the c) Matching words and system
UNIT 3: The Universe  Describe and draw the Planets of origin of the universe with the their meanings c) Other relevant articles
and Solar System the Solar system; religious (e.g. Genesis story in the d) True/false statements d) Diagrams of space
 Show the relationship between the Bible) explanations. e) Homework based on exploration
Sun and the other planets; c) Ask pupils which of these the questions in the
 Explain the importance of the Sun explanations they find textbook or teacher-
in our lives. convincing, and why. made questions.
d) Pupils to read passages from the f) Grading pupils on group
textbook, followed by discussion work activities
and questions (e.g. the benefits g) Oral presentations
of space exploration).
After completing this unit, the pupils a) Introduce the lesson with a big a) Essay questions that a) FQSE Textbook and
should be able to: map of the world or a globe. require short answers. other resources;
 Describe and draw the size and b) Ask pupils about their b) Multiple-choice Internet; teacher
shape of planet Earth; understanding of what Earth questions notes
 State the main geographical means to them. c) Matching words and b) the Earth and Sun
UNIT 4: The regions of the world; c) Write some of the responses on their meanings c) Diagram of the Solar
environment of Planet  Explain how eclipses occur; the chalkboard for further d) True/false statements system
Earth  Show the key effects of the discussion. e) Homework based on d) Lamp or other light
movements of the Earth; d) Talk about the surface and the questions in the source
 Draw lines of latitude and characteristics of the Earth and textbook or teacher- e) Globe/maps
longitude and state their their importance. made questions. f) Diagrams illustrating
importance e) Encourage pupils to read f) Grading pupils on group rotation and
passages from the textbook, work activities revolution of the Earth
followed by discussion and g) Oral presentations g) Diagram of the eclipse
questions. of the Moon and Sun

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 After completing this, the pupils a) Introduce the lesson with a large a) Essay questions that a) FQSE Textbook and
should be able to: physical map of Sierra Leone. require short answers. other print resources
 Describe the position of Sierra b) Ask pupils to name the physical b) Multiple-choice b) Physical and vegetation
Leone in West Africa; features they see on the map. questions map of Sierra Leone
 Name the surface features of c) Discuss the relationship between c) Matching words and c) Resource persons
Sierra Leone and locate some climate and vegetation. their meanings d) Field visit
UNIT 5: Sierra Leone: mountains and rivers; d) Find out the pupils’ experiences d) True/false statements
Surface features,  State the two main seasons in the of the changing climatic e) Homework based on
country, their characteristics and conditions in our country in more the questions in the
vegetation and farming importance; recent times and discuss possible textbook or teacher-
 Draw simple maps showing the reasons for these changes. made questions.
physical regions and vegetation e) Pupils to read passages from the f) Grading pupils on group
belts of the country; textbook, followed by discussion work activities
 Draw a simple climate graph; and questions. Oral presentations
 Show how geographical factors f) Group work: Pupils to discuss the
influence farming activities in the physical feature of their region
rural areas. and write simple sentences on it.
g) Encourage them to explain how
the physical feature affects the
people’s way of life.
After completing this unit, the pupils a) Introduce the topic with a brief a) Essay questions that a) FQSE Textbook and
should be able to: description of your own family. require short answers. other print resources;
 Give their own meaning of b) Encourage pupils to do likewise. b) Multiple-choice b) Pictures of different
family; c) Ask pupils to state the types of questions types of families
 Show the importance of family in families that are common in the c) Matching words and around the world
their lives; country. their meanings c) Pictures of different
UNIT 6: The family  State the main types of families d) Ask the pupils what family means d) True/false statements family members
in Sierra Leone and their to them. e) Homework based on performing various
characteristics; e) Have an exercise on the advantages the questions in the functions
 Describe the main functions of and disadvantages of nuclear and textbook or teacher- d) Resource persons
the family and the main roles of extended families, based on their made questions.
family members; own experiences. f) Grading pupils on group
 Indicate why it is important for f) Talk about roles of family members work activities
each family member to perform and their significance. g) Oral presentations
their role well.
After completing this unit, the pupils a) Introduce the lesson by asking a) Essay questions that a) FQSE Textbook.
should be able to: the pupils to give their own require short answers b) Pictures of different
 Give their own meaning of culture; meaning of culture and the b) Multiple-choice cultures around the
 Describe the characteristics of various things they associate with questions world
UNIT 7: Culture and culture; culture. c) Matching words and c) Pictures showing the

Page 43 of 56
diversity  Identify various Sierra Leonean b) Write some of the responses on their meanings importance of cultural
cultures; the chalkboard for further d) Homework based on diversity
 Show how diversity can enrich our discussion. the questions in the d) Resource persons
lives; c) Discuss some characteristics of textbook or teacher-
 Role play a traditional marriage culture. made questions.
ceremony. d) Pupils dramatize some Sierra
Leonean cultures to reinforce the
concept of diversity.
After completing this unit, the pupils a) Introduce the lesson by asking the a) Essay questions that a) FQSE Textbook
should be able to: pupils to state the purpose of require short answers b) Other print resources
 Explain the need for rules; rules and laws, and what might b) Multiple-choice c) Resource persons
 Draw up simple rules that promote happen to a community where questions
safety, good behaviour and so on; there are no rules or laws. c) Matching words and
 Write a classroom charter; b) Pupils describe some basic home their meanings
UNIT 8: Peaceful Homes  Define the term ‘government’; rules and why they are important. d) Homework based on
and Communities  State the need for government; c) Have a discussion on simple the questions in the
 Show the features of a good classroom rules. textbook or teacher-
government; d) Arrange the pupils in small groups made questions.
 State the purpose of laws in a to write their classroom rules,
country; followed by another general
 Show the basic elements of a good discussion of these rules.
law. e) Talk about the purpose of
government.
After completing this unit, the pupils a) Introduce the lesson by asking the a) Essay questions that a) FQSE Textbook
should be able to: pupils to define citizenship and require short answers b) Print resources
 Define citizenship and state some name words connected with b) Multiple-choice c) Documentaries
qualities of a good citizen; citizenship. questions d) Resource persons
 List certain things he/she can do to b) Write these on the chalkboard for c) Matching words and
UNIT 9: Preparing for improve their community; discussion. their meanings
citizenship  Describe the concept of Fair Play c) Talk about the three types of d) Homework based on
and its importance in our lives; citizens in any community – the the questions in the
 State the benefits of sport for good active citizen, the bad textbook or teacher-
individuals and groups; citizen and the passive citizen. made questions.
 Indicate how sport can be used to d) General discussion on how each
bring peace, tolerance and respect type of citizen contributes or
among young people; hinders the development of their
 Show why it is important to community.
develop a strong willpower. e) Pupils to discuss some elements
of fair and how they can
demonstrate fair play in sports.

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 f) Encourage them to write more
fair game rules.
g) Pupils to discuss the importance
of self-discipline or willpower in
their lives.

Page 45 of 56
 SOCIAL STUDIES
Outline Teaching Syllabus for the Third Stage of Basic Education (Form 2)

Topics/Themes/Units Specific Learning Outcomes Recommended Teaching Assessment Suggested Learning

Styles or Pedagogical Methods & Teaching
Approaches Resources (Core/
Supplementary)
After completing this unit, the pupils a) Introduce the lesson by asking a) Essay questions that a) FQSE Textbook and
should be able to: the pupils to describe the parts require short other print resources
 Compare the structure of the earth of a pear and an egg and show answers. b) A pear and an egg
to a pear or an egg; what the two have in common. b) Multiple-choice c) Diagrams of how
 Describe how earthquakes, b) Relate this information to the questions earthquakes,
volcanoes, tsunamis and structure of the earth. c) Matching words and volcanoes and
UNIT 1: The Structure hurricanes are formed, and their c) Talk about earthquakes and their meanings erosion occur.
and Surface of Planet impact on the environment and volcanoes, using audio visual d) True/false statements d) Audio visual materials
humans; materials. e) Homework based on relating to
Earth  Explain the terms weathering and d) Pupils to explain what they see the questions in the earthquakes and
erosion and give examples from in these materials. textbook or teacher- volcanoes.
their environment; e) Arrange visits to sites affected made questions. e) Different types of
 Describe the different types and by weathering and erosion. f) Grading pupils on maps.
uses of maps; f) Discussion on the importance group work activities f) A globe
 Narrate the ancient and modern of time in our lives.
ways of measuring time. g) Group work on the differences
 State the importance of time in our between the various types of
lives. maps.
After completing this unit, the pupils a) Introduce the lesson by asking a) Essay questions that a) FQSE Textbook and
should be able to: the pupils to define landforms require short answers. other print
 Describe the landforms in their and describe the types of b) Multiple-choice resources
region and how these landforms landforms in their community. questions b) Diagrams of and
influence certain activities, e.g. b) General discussion on how c) Matching words and videos on different
UNIT 2: Landforms in farming; these landforms influence their meanings types of rocks and
Sierra Leone  Describe and draw the different farming and other activities. d) True/false statements how they are
types rocks, and show how people c) Talk about rocks, their e) Homework based on formed.
use rocks in their community; formation and uses. the questions in the c) Videos on landslides
 Show how landslides occur, and write d) Show a video of how landslides textbook or teacher- and tides.
about the effects of landslides; and tides occur, and their made questions.
 Explain the importance of tides; effects. f) Grading pupils on
 Read simple contour lines on a map. e) Introduce map reading skills. group work activities.

Page 46 of 56
 After completing this unit, the pupils a) Introduce the lesson with a large a) Essay questions that a) FQSE Textbook and
should be able to: ethnic map of Sierra Leone. require short other print
 Tell the migration stories of many of b) Show the historical importance of answers. resources
Sierra Leone’s ethnic groups; the map and indicate whether it is b) Multiple-choice b) A large ethnic map
UNIT 3: The People of  Describe their early political and very relevant today questions of Sierra Leone
Sierra Leone social organisations; c) Pupils to name the ethnic groups c) Matching words and c) Resource persons
 Show how some groups have in their class, plus other groups their meanings
influenced the others; not represented in the class. d) True/false statements
 Explain the meaning of a ‘nation- d) Discussion on the migration of e) Homework based on
state’ and determine whether Sierra these groups to Sierra Leone and the questions in the
Leone is a nation-state. reasons for these migrations. textbook or teacher-
 Indicate the importance of unity e) Talk about the necessity for unity made questions.
among the ethnic groups. among the various groups. f) Grading pupils on
group work activities.
After completing this unit, the pupils a) Introduce the topic with a short a) Essay questions that a) FQSE Textbook and
should be able to: talk about the coming of the require short other print
 Describe the evolution, pattern and Europeans to Sierra Leone; answers. resources
effects of the Trans-Atlantic Slave b) Talk about the origin and b) Multiple-choice b) Video on the
Trade; organisation of the Slave Trade. questions Amistad Revolt
 Show the importance of Sengbe Pieh c) Discussion on resistance to and c) Matching words and c) Pictures of the
UNIT 4: Trans-Atlantic in Sierra Leone and world history; evils of the slave trade, using their meanings Architects of Sierra
Slave Trade and British  Describe the circumstances that led Sengbe Pieh as a classic example. d) True/false statements Leone
to the founding of the Sierra Leone d) Pupils to dramatize the Sengbe e) Homework based on independence
Colonialism colony; Pieh revolt. the questions in the
 Assess the pattern and significance of e) Link the end of the slave trade textbook or teacher-
European colonial rule in Sierra to the founding of the Sierra made questions.
Leone; Leone colony settlement and f) Grading pupils on
 Briefly trace the steps by which Sierra British colonial rule in Sierra group work activities.
Leone regained its independence Leone.
from the British f) Pupils to state the effects of
colonial rule in Sierra Leone
After completing this unit, the pupils a) Introduce the topic by drawing a) Essay questions that a) FQSE Textbook and
should be able to: on the pupils’ knowledge on require short other print
 Define socialisation and state its socialisation. answers. resources
importance for the development of b) Animated discussion of the role b) Multiple-choice b) Video on the Agents
an individual; of various socialising agencies questions of Socialisation
 Highlight the Agents of Socialisation c) Pupils talk about their role c) Matching words and c) Resource persons
UNIT 5: Socialisation and examine their influence on models and what influences their meanings
and Education in Sierra particularly young people; their choice of role models. d) True/false statements
 Discuss how an individual who is not d) General discussion on education e) Homework based on

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Leone socialised may look like. in our country, including the questions in the
 Describe the system of education in suggestions for reform. textbook or teacher-
the country, and suggest ways of e) Talk on what constitutes a made questions.
improving the system; workforce and the link f) Grading pupils on
 Classify the workers in a modern between a good education and group work activities.
economy. the workforce.
After completing this unit, the pupils a) Introduce the lesson with a a) Essay questions that a) FQSE Textbook and
should be able to: recap of Sierra Leone’s march require short other print
 State the importance of towards independence. answers. resources
independence to a country and its b) Guided discussion on why it is b) Multiple-choice b) Video clip on Sierra
UNIT 6: Sierra Leone is people; important for any country to questions Leone’s
an Independent  Journey back into time and feel how be independent. c) Matching words and Independence
Country our first independence was c) Talk about what independence their meanings c) Diagrams of our
celebrated; means in practice. d) True/false statements National Symbols
 Examine the significance of some of d) Have a discussion on the e) Homework based on d) Pictures of examples
our nationalist leaders; meaning and importance of the questions in the of patriotic
 Define patriotism and give examples our National Symbols. textbook or teacher- behaviour
of patriotic behaviour. e) Encourage pupils to give made questions.
examples of patriotic f) Grading pupils on
behaviour in our country. group work activities.
After completing this unit, the pupils a) Introduce the lesson by asking a) Essay questions that a) FQSE Textbook and
should be able to: the pupils to define the words require short other print
 Describe the different modes of transportation and answers. resources
transportation and communication in communication and show the b) Multiple-choice b) Diagrams of the
UNIT 7: Transportation, Sierra Leone; relationship between them. questions different modes of
communication and  Discuss in small groups, how good b) Pupils to describe the different c) Matching words and transportation and
development transportation and communications modes of transportation in their meanings communication.
systems can promote development; Sierra Leone. d) True/false statements
 Define the term ‘mass media’ and c) Initiate a lively discussion on e) Homework based on
give examples of the mass media; how pupils would live in the the questions in the
 Explain the good and bad effects of absence of a good textbook or teacher-
social media; transportation and made questions.
 Describe how people with special communication network.
disabilities communicate. d) General discussion on the
positive and negative aspects of
social media.
After completing this unit, the pupils a) Introduce the lesson by asking a) Essay questions that a) FQSE Textbook and
should be able to: the pupils to define the words require short other print
 Explain the reasons for rapid population, migration and answers. resources
population growth in developing urbanisation, and show the b) Multiple-choice c) Resource persons

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 countries and the effects of huge connection between them. questions
population growth; b) Talk about the factors that c) Matching words and
 Explain the distribution of population influence population distribution their meanings
in Sierra Leone; in Sierra Leone. d) True/false statements
UNIT 8: Population,  Define migration and state the main c) Allow pupils to describe the e) Homework based on
Migration and reasons why people migrate; main types of internal migration, the questions in the
Urbanisation  Show the main types of internal their importance and the types textbook or teacher-
migration in Sierra Leone and the that are prevalent in their made questions.
effects of such migration on certain community. f) Grading pupils on
communities; e) Pupils to discuss the advantages group work activities.
 Trace the history of urbanisation in and disadvantages of
early and modern times; urbanisation, using one urban
 Describe the advantages and settlement in Sierra Leone as an
disadvantages of urbanisation; example.
 Write a short history of an urban f) Pupils to do a case study of an
settlement in Sierra Leone. urban settlement.
 Demonstrate an understanding of
the connection between population,
migration and resources.
After completing this unit, the pupils a) Introduce the lesson by drawing a) Essay questions that a) FQSE Textbook and
should be able to: on the pupils’ experiences at require short other print
 Define the term ‘adolescence’ and home when they were growing answers. resources
categorise the stages in adolescence; up; b) Multiple-choice b) Resource persons
UNIT 9: A journey  Examine the characteristics of b) Let them compare how they questions
through adolescence adolescents; were when they were less than c) Matching words and
 Show why adolescence is an ten years old and how they are their meanings
important stage in their lives; now, and talk about some of the d) True/false statements
 Name and discuss some of the changes they have noticed about e) Homework based on
challenges adolescents face. their bodies; the questions in the
c) Classify adolescence into various textbook or teacher-
stages and discuss the physical, made questions.
intellectual, emotional and social f) Grading pupils on
changes that take place during group work activities.
each stage.
d) General discussion on the
characteristics of adolescents;
e) Pupils to identify the common
social problems that adolescents
face and suggest possible
preventive measures.

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Page 50 of 56
 SOCIAL STUDIES
Outline Teaching Syllabus for the Third Stage of Basic Education (Form 3)

Topics/Themes/Units Specific Learning Outcomes Recommended Teaching Assessment Suggested

Styles or Pedagogical Methods Learning &
Approaches Teaching
Resources (Core
/Supplementary)
After completing this unit, the pupils a) Introduce the lesson with a) Essay questions a) FQSE Textbook
should be able to: clear and concise that require short and other
 Define and state the categories of questions to arouse the answers. resources;
conflict; pupils’ interest. E.g. b) Multiple-choice b) Pictures of
 Show the characteristics of negative and “What is conflict?” questions categories of
positive conflict; b) Write on the chalkboard c) Matching words and conflict and
 Describe how social inequality affects word associated with their meanings conflict resolution
Unit 1: Conflict and Conflict certain groups of people worldwide; conflict. d) True/false methods
 State some common ways of resolving c) Pupils to role play a statements
Resolution conflicts. conflict situation and e) Homework based
 Dramatize one conflict resolution method ways of peacefully on the questions in
in class. resolving conflicts. the textbook or
d) Organise a lively teacher-made
discussion on the theme: questions.
“No peace without f) Grading pupils on
justice.” group work
e) Pupils to read passages activities
from the textbook, Oral presentations
followed by discussion
and questions.
After completing this unit, the pupils a) Introduce the lesson with a a) Essay questions that a) FQSE textbook
should be able to: general discussion on the require short b) Pictures of
 Define the terms “rules”, “law” and pupils’ prior knowledge answers. institutions and
“order” and state the relationship on rules, law and order. b) Multiple-choice individuals that
between them; b) Using their class as an questions maintain law and
Unit 2: Rules, laws and stability  Show why we need rules, law and order example, discuss the c) Matching words and order in the
in society; things that may happen in their meanings country
 State the reasons for lawlessness and the class in the absence of d) True/false c) Resource persons
indiscipline in Sierra Leone; rules and order. statements d) Visit to an
 Talk about how indiscipline in schools c) Discuss the significance of e) Homework based institution that

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 could affect their learning; Lady Justice. on the questions in maintains law and
 Define cultism and indicate how cultism d) Discuss the reasons for and the textbook or order
affects its members and society; the effects of lawlessness teacher-made
 Indicate the importance of stability in in the country. questions.
communities. e) Children to give their own f) Grading pupils on
meaning of cultism and group work
state how cultism in their activities
school may affect their
learning.
f) Children draw a poster
discouraging young
people from joining cults
g) Let the pupils discuss the
meaning and importance
of stability in their homes,
schools, communities and
in the country.
After completing this unit, the pupils a) Introduce lesson with a) Multiple-choice a) FQSE Textbook
should be able to: leading questions to draw questions. b) Pictures and
 Define the term adolescents and name from the pupils their b) True/False diagrams
some characteristics of adolescents; previous knowledge on statements. c) Video clips on life
 Determine what life skills are and give adolescents. c) Short answers skills
Unit 3: Adolescents and life examples of life skills; b) Define life skills and help d) Homework d) Resource persons
skills  Categorise the different life skills; e) Observation of
pupils to categorise them.
 Show how life skills can help them in their pupils’ work.
c) Discuss with the pupils the
interactions with others.
significance of each life
skill in their lives.
d) Exercises on which life
skills the pupils consider
most important.
e) Role play the importance
of one life skill.
After completing this unit, the pupils a) Introduce the lesson with a) Essay questions a) FQSE Textbook
Unit 4: Diversity, National should be able to: clear and concise questions that require short and other print
 State the meaning of diversity and give to arouse the pupils’ answers. resources
Integration and Unity examples of diversity; interest. b) Multiple-choice b) Songs on diversity
 Draw posters relating to diversity; b) Discussion on the benefits questions c) Resource persons
 Discuss some practical ways of realising of diversity in our homes, c) Matching words
national integration and unity in our schools, and communities. and their

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 country; c) Discuss the relationship meanings
 Show why national integration and unity between national d) True/false
are important for our country; integration and unity. statements
 Highlight the factors that undermine d) Group discussion on why e) Homework based
national integration and unity; democratic governance is a on the questions
 Describe some elements of democratic necessary condition for the in the textbook or
governance and explain how democratic promotion of national teacher-made
governance can promote national integration. questions.
integration and unity.
After completing this unit, the pupils a) Introduce the topic with a a) Essay questions a) FQSE Textbook
should be able to: general discussion on that require short and other print
 Demonstrate an understanding of politics what the pupils think answers. resources
and state the importance of political about politics and b) Multiple-choice b) Resource persons
parties in a democracy; politicians in our country. questions c) Audio visual
 Indicate in a practical way why people b) Talk about the relevance c) Homework based materials
should be interested in politics; of politics in our lives on the questions
 Show why politics should be a c) Pupils read some in the textbook or
competition, not war and why people passages from the text teacher-made
Unit 5: Politics, Political Parties from different political parties should not for explanation and questions.
and the Citizens consider their opponents as enemies, but discussion. d) Grading pupils on
as competitors; d) Dramatization of a group work
 Describe the various ways citizens can peaceful political activities
participate in politics; campaign.
 Dramatize a peaceful political campaign; e) Probe the pupils’
 Narrate the importance of elections; knowledge about free,
 Describe the key features of free, fair and fair and credible elections
credible elections.
After completing this unit, the pupils a) Introduce the lesson by a) Essay questions that a) FQSE Textbook
should be able to: asking pupils to give the require short and other
 Discuss the importance of land for meaning and their answers. resources;
development; understanding of what land b) Multiple-choice Internet; articles.
 Show how farming contributes to soil is. questions e) Pictures of
Unit 6: Land Use, Conservation erosion; b) Write some of the responses c) Matching words and different
and Development  Examine the impact of large-scale their meanings landforms in
on the chalkboard.
agriculture and mining on rural d) True/false Sierra Leone
f) Discuss the various uses
communities and the environment; statements f) Farming calendar
 Define conservation and environmental and importance of land in e) Homework based g) Diagram of the
management and display knowledge of the pupils’ environment. on the questions in Sustainable
conservation and environmental g) Pupils to describe simple the textbook or Development
management practices in Sierra Leone; conservation and teacher-made Goals

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  Discuss human development strategies environmental questions. h) Pictures of
worldwide and in Sierra Leone and show management methods in f) Grading pupils on conservation and
why it has been difficult to achieve many their communities. group work environmental
human development goals. h) Encourage pupils to activities management
 Highlight the major challenges Sierra practice these methods in practices in Sierra
Leone is likely to face in the their homes and schools. Leone
implementation of the Sustainable
Development Goals and suggest how
these challenges could be overcome.
After completing this unit, the pupils a) Introduce the topic by a) Essay questions a) FQSE Textbook
should be able to: asking the pupils to give that require short and other print
 Define corruption and some terms words associated with answers. resources
connected with corruption; corruption and write b) Multiple-choice b) Resource persons
 Describe the character of a corrupt these on the board. questions c) Audio visual
individual and show why certain people b) Identify the types and c) Matching words and materials
indulge in corrupt practices in Sierra manifestations of their meanings
Leone; corruption in Sierra d) True/false
 State the importance of transparency in Leone. statements
UNIT 7: Corruption in Sierra governance; c) Pupils dramatize a corrupt e) Homework based
Leone  Highlight the different scales of practice either in the on the questions in
corruption in Sierra Leone; school or community. the textbook or
 Give examples of corruption in different d) Guide pupils to state what teacher-made
institutions; their role would be to questions.
 Write a case study of corruption in an make our country a f) Grading pupils on
institution of your choice; corrupt free society. group work
 Determine the effects of corruption in the activities
country;
 Examine the work of Transparency
International and the Sierra Leone Anti-
Corruption Commission in the fight
against corruption.
After completing this unit, the pupils a) Introduce the lesson with a) Essay questions a) FQSE Textbook
should be able to: familiar examples of inter- that require short and other print
 Define the term inter-dependency and dependency in the pupils’ answers. resources
give examples. environment. b) Multiple-choice b) Resource persons
 Explain how the world has become a b) Have a little discussion on questions c) Audio visual
Unit 8: We live in an inter- global village; inter-dependency among c) Matching words and materials
dependent world  Define the terms epidemics and people and the regions of their meanings
pandemics and give examples of each; Sierra Leone. d) True/false
 Show how epidemics and pandemics c) Talk about global inter- statements

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 affect the world; dependence and its e) Homework based
 Define poverty and discuss the causes importance. on the questions in
and effects of poverty; d) Give clear examples of the textbook or
 Explain why the refugee crisis is a inter-dependency in the teacher-made
global problem; modern world. questions.
 Define terrorism and state some of the e) Pupils discuss inter- f) Grading pupils on
causes and consequences of terrorism dependency among group work
in the modern world. themselves. activities
 Examine the main factors for and f) Organise a debate on the
effects of climate change. topic: “The rich countries
do not need the poorer
countries.”
After completing this unit, the pupils a) Introduce the lesson by a) Essay questions a) FQSE Textbook
should be able to: drawing on the pupils’ that require short and other print
 Define international cooperation and knowledge on inter- answers. resources
show why it is important for countries to dependence and b) Multiple-choice b) Resource persons
come together; international organisations. questions c) Audio visual
 State why the MRU and ECOWAS were b) Pupils to name the c) Matching words materials
formed and point out Sierra Leone’s and their
international organisations
Unit 9: International contribution to the growth of these meanings
Sierra Leone is a member of
organisations; d) True/false
Organisations and Cooperation  Describe the work of the African Union in the West African statements
and its role in the development of the subregion. e) Homework based
African continent. c) Discussion on how our on the questions
 Indicate what Commonwealth countries country has contributed to in the textbook or
have in common. the success of one teacher-made
 Explain the contribution of the United international organisation questions.
Nations in maintaining world peace and and what our country has f) Grading pupils on
security. also gained from this group work
 Examine some of the major problems organisation. activities
facing these international organisations. d) Have a general discussion
 Outline the advantages of international
on the expression: “In unity,
cooperation.
there is strength.”

SOCIAL STUDIES
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Sierra Leone New Primary Social Studies (Books 1-6)
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Eleanor A Navo
Tity L Moseray
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