GEOGRAPHY

CURRICULUM FOR SECONDARY

EDUCATION (SHS 1 - 3) NATIONAL COUNCIL FOR
CURRICULUM & ASSESSMENT
OF MINISTRY OF EDUCATION

MINISTRY OF EDUCATION
REPUBLIC OF GHANA SEPTEMBER 2023
GEOGRAPHY | 1
 GHANA EDUCATION SERVICE
(MINISTRY OF EDUCATION)

MINISTRY OF EDUCATION

REPUBLIC OF GHANA

PHYSICAL AND HEALTH

REPUBLICEDUCATION
OF GHANA CURRICULUM
FOR BASIC 7 – 10
GEOGRAPHY
(COMMON CORE PROGRAMME)
CURRICULUM FOR SECONDARY EDUCATION
(SHS 1-3)

SEPTEMBER 2020
September, 2023
 GEOGRAPHY
Enquiries and comments on this Curriculum should be addressed to:
The Director-General
National Council for Curriculum and Assessment (NaCCA)
Ministry of Education
P. O. Box CT PMB 77
Cantonments Accra
Telephone: 0302909071, 0302909862
Email: [email protected]
Website: www.nacca.gov.gh

©2023 National Council for Curriculum and Assessment (NaCCA)

This publication is not for sale. All rights reserved. No part of this publication
may be reproduced without prior written permission from the Ministry of
Education, Ghana.

2 | GEOGRAPHY
FOREWORD

Through the National Council for Curriculum and Assessment (NaCCA), Ghana’s The curriculum for Senior High School (SHS), Senior High Technical School
Ministry of Education has introduced a series of curriculum reforms to improve (SHTS) and Science, Technical, Engineering and Mathematics (STEM), which
the quality and relevance of learning experiences in pre-tertiary schools in constitutes the next phase, is designed to ensure the continuation of learning
the country. These reforms will improve learning through the introduction of experiences from JHS. It introduces flexible pathways for progression to facilitate
innovative pedagogies that encourage critical thinking and problem-solving. For the choice of subjects necessary for further study, the world of work and adult
a long time, our learners memorise facts and figures, which does not develop life. The new SHS, SHTS and STEM curriculum emphasises the acquisition of
their analytical and practical skills. The Ministry recognises that learners need 21st Century skills and competencies, character development and instilling of
to be equipped with the right tools, knowledge, skills and competencies to deal national values. Social and Emotional Learning (SEL), Information Communications
with the fast-changing environment and the challenges facing their communities, Technology, Gender Equality and Social Inclusion, have all been integrated into
the nation and the world. the curriculum. Assessment – formative and summative has been incorporated
into the curriculum and aligned with the learning outcomes throughout the
These curriculum reforms were derived from the Education Strategic Plan
three-year programme.
(ESP 2018-2030), the National Pre-tertiary Education Curriculum Framework
(NPTECF) and the National Pre-Tertiary Learning Assessment Framework The Ministry of Education’s reform aims to ensure that graduates of our secondary
(NPLAF), which were all approved by Cabinet in 2018.The new standards-based schools can successfully compete in international high school competitions and,
curriculum implemented in 2019 in basic schools, aims to equip learners to at the same time, be equipped with the necessary employable skills and work
apply their knowledge innovatively to solve everyday problems. It also prioritises ethos to succeed in life. The Ministry of Education, therefore, sees the Senior
assessing learners’ knowledge, skills, attitudes, and values, emphasising their High School (SHS) curriculum as occupying a critical place in the education
achievements. The content of the basic school standards-based curriculum was system – providing improved educational opportunities and outcomes for further
therefore designed to promote a curriculum tailored to the diverse educational studies, the world of work and adult life – and is consequently prioritising its
needs of the country’s youth. It addresses the current curriculum’s deficiencies implementation.
in learning and assessment, especially in literacy and numeracy. These reforms
have been carried out in phases.The curriculum for the basic school level – KG,
Primary and Junior High School (JHS) – was developed and implemented from
2019 to 2021.

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ACKNOWLEDGEMENTS

This standards-based SHS curriculum was created using the National Pre- made by personnel from various universities, colleges of education Industry
Tertiary Learning Assessment Framework (NPLAF), the Secondary Education players, Vice Chancellors Ghana, Vice Chancellors Technical Universities as well
Assessment Guide (SEAG), and the Teacher and Learner Resource Packs which as educators and learners working within the Ghana education landscape.
include Professional Learning Community (PLC) Materials and Subject Manuals
Special appreciation is extended to consultants who contributed to development
for teachers and learners. All the above-mentioned documents were developed by
of the curriculum. The development process involved multiple engagements
the National Council for Curriculum and Assessment (NaCCA).The Ministry of
between national stakeholders and various groups with interests in the curriculum.
Education (MoE) provided oversight and strategic direction for the development
These groups include the teacher unions, the Association of Ghana Industries,
of the curriculum with NaCCA receiving support from multiple agencies of
and heads of secondary schools.
the MoE and other relevant stakeholders. NaCCA would like to extend its
sincere gratitude, on behalf of the MoE, to all its partners who participated in
the professional conversations and discussions during the development of this
SHS curriculum.
In particular, NaCCA would also like to extend its appreciation to the leadership
of the Ghana Education Service (GES), the National School Inspectorate Authority
(NaSIA), the National Teaching Council (NTC), the Commission for Technical
and Vocational Education and Training (Commission for TVET), West African
Examinations Council (WAEC) and other agencies of the MoE that supported the
entire process. In addition, NaCCA acknowledges and values the contributions

4 | GEOGRAPHY
CONTENTS

FOREWORD 3 YEAR TWO

ACKNOWLEDGEMENTS 4 STRAND 1. THE EARTH AND ITS NEIGHBOURHOODS 62
THE SHS CURRICULUM OVERVIEW 7 SUB-STRAND 1. THE EARTH AND ITS FEATURES 62
INTRODUCTION 8 SUB-STRAND 2. ROCKS,WEATHERING, SOIL AND MASS WASTING 67
SUB-STRAND 3. THE EARTH ATMOSPHERE 70
PHILOSOPHY,VISION AND GOAL OF GEOGRAPHY 19
STRAND 2. NAVIGATING OUR ENVIRONMENT 73
GEOGRAPHY CURRICULUM DEVELOPMENT PANEL 21
SUB-STRAND 1. MAPS:THEIR ELEMENTS AND ANALYSES 73
SCOPE AND SEQUENCE 22 SUB-STRAND 2. GEOSPATIAL DATA COLLECTION, REPRESENTATION AND 77
INTERPRETATION
STRAND 3. HUMAN AND ENVIRONMENT 80
YEAR ONE
SUB-STRAND 1. PHYSICAL SETTINGS AND PEOPLE 80
STRAND 1. THE EARTH AND ITS NEIGHBOURHOODS 24 SUB-STRAND 2. ECONOMIC ACTIVITIES 83
SUB-STRAND 1. THE EARTH AND ITS FEATURES 24 SUB-STRAND 3. ENVIRONMENTAL DEGRADATION 87
SUB-STRAND 2. ROCKS,WEATHERING, SOIL AND MASS WASTING 33 SUB-STRAND 4. ENVIRONMENTAL HAZARDS AND THEIR MANAGEMENT 90
SUB-STRAND 3. THE EARTH ATMOSPHERE 36
STRAND 2. NAVIGATING OUR ENVIRONMENT 40 YEAR THREE
SUB-STRAND 1. MAPS,THEIR ELEMENTS AND ANALYSES 40 STRAND 1. THE EARTH AND ITS NEIGHBOURHOODS 94
SUB-STRAND 2. GEOSPATIAL DATA COLLECTION, REPRESENTATION AND 45 SUB-STRAND 1. THE EARTH AND ITS FEATURES 94
INTERPRETATION
SUB-STRAND 2. ROCKS,WEATHERING, SOIL AND MASS WASTING 97
STRAND 3. HUMAN AND ENVIRONMENT 48
SUB-STRAND 3. THE EARTH ATMOSPHERE 100
SUB-STRAND 1. PHYSICAL SETTINGS AND PEOPLE 48
STRAND 2. NAVIGATING OUR ENVIRONMENT 103
SUB-STRAND 2. ECONOMIC ACTIVITIES 52
SUB-STRAND 1. MAPS,THEIR ELEMENTS AND ANALYSES 103
SUB-STRAND 3. ENVIRONMENTAL DEGRADATION 55
SUB-STRAND 2. GEOSPATIAL DATA COLLECTION, REPRESENTATION AND 106
SUB-STRAND 4. ENVIRONMENTAL HAZARDS AND THEIR MANAGEMENT 58 INTERPRETATION
STRAND 3. HUMAN AND ENVIRONMENT 109
SUB-STRAND 1. PHYSICAL SETTINGS AND PEOPLE 109
SUB-STRAND 2. ECONOMIC ACTIVITIES 114
SUB-STRAND 3. ENVIRONMENTAL DEGRADATION 118
SUB-STRAND 4. ENVIRONMENTAL HAZARDS AND THEIR MANAGEMENT 122

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6 | GEOGRAPHY
THE SHS CURRICULUM OVERVIEW

The vision for this curriculum is to ensure the nation has a secondary education the use of ICT, literacy and mathematics, Social Emotional Learning, Gender
system that enables all Ghanaian children to acquire the 21st Century skills, Equality and Social Inclusion as tools for learning and skills for life. Shared
competencies, knowledge, values and attitudes required to be responsible citizens, Ghanaian values are also embedded in the curriculum.
ready for the world of work, further studies and adult life.The nation’s core values The curriculum writing process was rigorous and involved developing and using
drive the SHS curriculum, and it is intended to achieve Sustainable Development a Curriculum Writing Guide which provided systematic instructions for writers.
Goal 4: ‘Inclusive, equitable quality education and life-long learning for all’. Above The process was quality assured at three levels: through (a) evaluation by national
all, it is a curriculum enabling its graduates to contribute to the ongoing growth experts, (b) trialling curriculum materials in schools and (c) through an external
and development of the nation’s economy and well-being. evaluation by a team of national and international experts. Evidence and insights
The curriculum is inclusive, flexible, and robust. It was written under the auspices from these activities helped hone the draft’s final version. The outcome is a
of the National Council for Curriculum and Assessment by a team of expert curriculum coherently aligned with national priorities, policies and the needs
curriculum writers across Ghana. It reflects the needs of critical stakeholders, of stakeholders. A curriculum tailored to the Ghanaian context ensures that all
including industry, tertiary education, the West African Examination Council, SHS learners benefit from their schooling and develop their full potential.
learners, teachers, and school leaders. It has been written based on the National The following section highlights the details of the front matter of the draft
Pre-Tertiary Learning and Assessment Framework and the Secondary Education curriculum.The vision, philosophy and goal of the curriculum are presented.This is
Policy. followed by the details of the 21st Century skills and competencies, teaching and
The key features of the curriculum include: learning approaches, instructional design and assessment strategies.The template
for the curriculum frame, which outlines the scope and sequence, the design that
• flexible learning pathways at all levels, including for gifted and talented learners
links the learning outcomes to particular 21st Century skills and competencies,
and those with deficiencies in numeracy and literacy, to ensure it can meet
as well as Gender Equality and Social Inclusion, Social and Emotional Learning and
the needs of learners from diverse backgrounds and with different interests
Ghanaian values are presented together with the structure of the lesson frame
and abilities.
showing the links between the content standards, learning indicators with their
• the five core learning areas for secondary education: science and technology, corresponding pedagogical exemplars and assessment strategies.
language arts, humanities, technical and vocational and business; with emphasis
placed on STEM and agriculture as integral to each subject.
• a structured, standards-based approach that supports the acquisition of
knowledge, skills and competencies, and transition and seamless progress
throughout secondary education, from JHS to SHS and through the three
years of SHS.
• a focus on interactive approaches to teaching and assessment to ensure
learning goes beyond recall enabling learners to acquire the ability to
understand, apply, analyse and create.
• guidance on pedagogy, coupled with exemplars, demonstrating how to
integrate cross-cutting themes such as 21st Century skills, core competencies,

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INTRODUCTION

Effective implementation of this Senior High School (SHS) curriculum is the Goal of Senior High School Curriculum
key to creating a well-educated and well-balanced workforce that is ready to The goal of the curriculum is to achieve relevant and quality SHS through the
contribute to Ghana’s progress by harnessing the potential of the growing youth integration of 21st Century skills and competencies as set out in the Secondary
population, considering the demographic transition the country is currently Education Policy. The key features to integrate into the curriculum are:
experiencing (Educational Strategic Plan [ESP] 2018-2030). SHS curriculum aims
to expand equitable, inclusive access to relevant education for all young people, • Foundational Knowledge: literacy, numeracy, scientific literacy, information,
including those in disadvantaged and underserved communities, those with special communication and digital literacies, financial literacy and entrepreneurship,
educational needs and those who are gifted and talented. Senior High School cultural identity, civic literacy and global citizenship
allows young people to develop further skills and competencies and progress • Competencies: critical thinking and problem-solving, innovation and creativity,
in learning achievement, building from the foundation laid in Junior High School. collaboration, and communication
This curriculum intends to meet the learning needs of all high school learners • Character Qualities: discipline, integrity, self-directed learning, self-confidence,
by acquiring 21st Century skills and competencies to prepare them for further adaptability and resourcefulness, leadership, and responsible citizenship.
studies, the world of work and adult life. Changing global economic, social and The JHS curriculum has been designed to ensure that learners are adequately
technological context requires life-long learning, unlearning, and continuous equipped to transition seamlessly into SHS, where they will be equipped with
processes of reflection, anticipation and action. the relevant knowledge, skills and competencies.The SHS curriculum emphasises
character building, acquisition of 21st Century skills and competencies and
Philosophy of Senior High School Curriculum nurturing core values within an environment of quality education to ensure the
The philosophy underpinning the SHS curriculum is that every learner can develop their transition to further study, the world of work and adult life. This requires the
potential to the fullest if the right environment is created and skilled teachers effectively delivery of robust secondary education that meets the varied learning needs of
support them to benefit from the subjects offered at SHS. Every learner needs to be the youth in Ghana.The SHS curriculum, therefore, seeks to develop learners to
equipped with skills and competencies of interest to further their education, live a become technology-inclined, scientifically literate, good problem-solvers who can
responsible adult life or proceed to the world of work. think critically and creatively and are equipped to communicate with fluency, and
possess the confidence and competence to participate fully in Ghanaian society
Vision of Senior High School Curriculum as responsible local and global citizens – (referred to as ‘Glocal citizens’).
The vision of the curriculum is to prepare SHS graduates equipped with relevant skills
and competencies to progress and succeed in further studies, the world of work and The SHS curriculum is driven by the nation’s core values of truth, integrity,
adult life. It aims to equip all learners with the 21st Century skills and competencies diversity, equity, discipline, self-directed learning, self-confidence, adaptability
required to be responsible citizens and lifelong learners. When young people are and resourcefulness, leadership, and responsible citizenship, and with the intent
prepared to become effective, engaging, and responsible citizens, they will contribute of achieving the Sustainable Development Goal 4: ‘Inclusive, equitable quality
to the ongoing growth and development of the nation’s economy and well-being. education and life-long learning for all’. The following sections elaborate on the
critical competencies required of every SHS learner:

8 | GEOGRAPHY
Gender Equality and Social Inclusion (GESI) based, inquiry-based, and other learner-centred pedagogy should be used. As well
• Appreciate their uniqueness about others. as aligning with global best practices, these approaches also seek to reconnect
• Pay attention to the uniqueness and unique needs of others. formal education in Ghana with values-based indigenous education and discovery-
based learning which existed in Ghana in pre-colonial times. This is aligned with
• Value the perspective, experience, and opinion of others.
the ‘glocal’ nature of this curriculum, connecting with Ghana’s past to create
• Respect individuals of different beliefs, political views/ leanings, cultures, and confident citizens who can engage effectively in a global world. Digitalisation,
religions. automation, technological advances and the changing nature of work globally
• Embrace diversity and practise inclusion. mean that young people need a new set of skills, knowledge and competencies
• Value and work in favour of a democratic and inclusive society. to succeed in this dynamic and globalised labour market.
• Be conscious of the existence of minority and disadvantaged groups in society
and work to support them. Critical Thinking and Problem-Solving Competency
• Gain clarity about misconceptions/myths about gender, disability, ethnicity, • Ability to question norms, practices, and opinions, to reflect on one’s values,
age, religion, and all other excluded groups in society perceptions, and actions.
• Interrogate and dispel their stereotypes and biases about gender and other • Ability to use reasoning skills to come to a logical conclusion.
disadvantaged and excluded groups in society. • Being able to consider different perspectives and points of view
• Appreciate the influence of socialisation in shaping social norms, roles, • Respecting evidence and reasoning
responsibilities, and mindsets.
• Not being stuck in one position
• Identify injustice and advocate for change.
• Ability to take a position in a discourse
• Feel empowered to speak up for themselves and be a voice for other
• The overarching ability to apply different problem-solving frameworks to
disadvantaged groups.
complex problems and develop viable, inclusive, and equitable solution options
21st Century Skills and Competencies that integrate the above-mentioned competencies, promote sustainable
In today’s fast-changing world, high school graduates must be prepared for the development,
21st Century world of work. The study of Mathematics, Science, and Language
Arts alone is no longer enough. High school graduates need a variety of skills Creativity
and competencies to adapt to the global economy. Critical thinking, creativity, • Ability to identify and solve complex problems through creative thinking.
collaboration, communication, information literacy, media literacy, technology • Ability to generate new ideas and innovative solutions to old problems.
literacy, flexibility, leadership, initiative, productivity, and social skills are needed. • Ability to demonstrate originality and flexibility in approaching tasks and
These skills help learners to keep up with today’s fast-paced job market. Employers challenges.
want workers with more than academic knowledge.The 21st Century skills and • Collaborating with others to develop and refine creative ideas
competencies help graduates navigate the complex and changing workplace. • Ability to incorporate feedback and criticism into the creative process
Also, these help them become active citizens who improve their communities. • Utilising technology and other resources to enhance creativity
Acquisition of 21st Century skills in high school requires a change in pedagogy
• Demonstrating a willingness to take risks and experiment with new approaches
from the approach that has been prevalent in Ghana in recent years. Teachers
• Adapting to changing circumstances and further information to maintain
should discourage and abandon rote memorisation and passive learning. Instead,
creativity
they should encourage active learning, collaboration, and problem-solving, project-

GEOGRAPHY | 9
• Integrating multiple perspectives and disciplines to foster creativity • Demonstrate mastery of skills in literacy, numeracy, and digital literacy.
• Ability to communicate creative ideas effectively to a variety of audiences • Develop an inquiry-based approach to continual learning.
• Be able to understand higher-order concepts and corresponding underlying
Collaboration principles.
• Abilities to learn from others; to understand and respect the needs, • Participate in the creative use of the expressive arts and engage in aesthetic
perspectives, and actions of others (empathy) appreciation.
• Ability to understand, relate to and be sensitive to others (empathic leadership) • Use and apply a variety of digital technologies
• Ability to deal with conflicts in a group • Be digitally literate with a strong understanding of ICT and be confident in
• Ability to facilitate collaborative and participatory problem-solving its application.
• Ability to work with others to achieve a common goal. • Be equipped with the necessary qualifications to gain access to further and
• Ability to engage in effective communication, active listening, and the ability higher education and the world of work and adult life
to compromise. • Ability to apply knowledge practically in the workplace so that they are able
• Ability to work in groups on projects and assignments. to utilise theory by translating it into practice.
• Develop their abilities, gifts and talents to be able to play a meaningful role
Communication in the development of the country
• Know the specific literacy and language of the subjects studied • Be able to think critically and creatively, anticipate consequences, recognise
• Use language for academic purposes opportunities and be risk-takers
• Communicate effectively and meaningfully in a Ghanaian Language and English • Ability to pursue self-directed learning with the desire to chart a path to
Language become effective lifelong learners.
• Communicate confidently, ethically, and effectively in different social contexts. • Independent thinkers and doers who show initiative and take action.
• Communicate confidently and effectively to different participants in different • Ability to innovate and think creatively, building on their knowledge base so
contexts that they take risks to achieve new goals
• Ability to communicate effectively verbally, non-verbally and through writing. • Ability to think critically and solve problems so that they become positive
• Demonstrate requisite personal and social skills that are consistent with change agents at work, in further study and in their personal lives.
changes in society • Be motivated to adapt to the changing needs of society through self-evaluation
• Ability to express ideas clearly and persuasively, listen actively, and respond and ongoing training
appropriately • Be able to establish and maintain innovative enterprises both individually and
• Ability to develop digital communication skills such as email etiquette and in collaboration with others.
online collaboration. • Be able to ethically prioritise economic values to ensure stability and autonomy
• Ability to engage in public speaking, debate, and written communication. • Show flexibility and preparedness to deal with job mobility
• Be committed towards the improvement of their quality of life and that of
Learning for Life
others
• Understand subject content and apply it in different contexts
• Feel empowered in decision-making processes at various levels e.g., personal,
• Apply mathematical and scientific concepts in daily life group, class, school, etc.

10 | GEOGRAPHY
• Be able to seek and respond to assistance, guidance and/or support when • Ability to negotiate values, principles, goals, and targets, in a context of conflicts
needed. of interests and trade-offs, uncertain knowledge and contradictions
• Ability to make and adhere to commitments.
Anticipatory Competency
• Adopt a healthy and active lifestyle and appreciate how to use leisure time
well. • Ability to understand and evaluate multiple futures – possible, probable, and
• Be enthusiastic, with the knowledge, understanding and skill that enable them desirable
to progress to tertiary level, the world of work and adult life. • Ability to create one’s vision for the future.
• Ability to transition from school to the world of work or further study by • Ability to apply the precautionary principle
applying knowledge, skills and attitudes in new situations. • Ability to assess the consequences of actions
• Be independent, have academic and communication skills such as clarity of • Ability to deal with risks and changes
expression (written and spoken), and the ability to support their arguments.
Strategic Competency
• Be innovative and understand the 21st Century skills and competencies and
apply them to everyday life. • Ability to collectively develop and implement innovative actions that further
a cause at the local level and beyond.
Global and Local (Glocal) Citizenship • Ability to understand the bigger picture and the implications of smaller actions
• Appreciate and respect the Ghanaian identity, culture, and heritage on them
• Be conscious of current global issues and relate well with people from different
Self-Awareness Competency
cultures
• Act in favour of the common good, social cohesion and social justice • The ability to reflect on one’s role in the local community and (global) society
• Have the requisite personal and social skills to handle changes in society • Ability to continually evaluate and further motivate one’s actions
• Appreciate the impact of globalisation on the society. • Ability to deal with one’s feelings and desires
• Ability to be an honest global citizen displaying leadership skills and moral Social Emotional Learning (SEL): Five Core Competencies with
fortitude with an understanding of the wider world and how to enhance
Examples
Ghana’s standing.
1. Self-Awareness
Systems Thinking Competency
Understanding one’s emotions, thoughts, and values and how they
• Ability to recognise and understand relationships influence one’s behaviour in various situations. This includes the ability
• Ability to analyse complex systems to recognise one’s strengths and weaknesses with a sense of confidence and
• Ability to think of how systems are embedded within different domains and purpose. For instance:
different scales
• Integrating personal and social identities;
• Ability to deal with uncertainty
• Identifying personal, cultural, and linguistic assets;
Normative Competency • Identifying one’s emotions;
• Ability to understand and reflect on the norms and values that underlie one’s • Demonstrating honesty and integrity;
actions • Connecting feelings, values, and thoughts;

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• Examining prejudices and biases; adapting to diverse social and cultural demands and opportunities, taking the
• Experiencing self-efficacy; initiative, and asking for or offering assistance when necessary. For instance:
• Having a growth mindset; • Communicating effectively;
• Developing interests and a sense of purpose; • Building positive relationships;
• Demonstrating cultural competence;
2. Self-Management
• Working as a team to solve problems;
The capacity to control one’s emotions, thoughts, and actions in a
• Constructively resolving conflicts;
variety of situations and to realise one’s ambitions. This includes delaying
obtaining one’s desires, dealing with stress, and feeling motivated and accountable • Withstanding negative social pressure;
for achieving personal and group goals. For instance: • Taking the initiative in groups;
• Seeking or assisting when needed;
• Managing one’s emotions;
• Advocating for the rights of others.
• Identifying and utilising stress-management strategies;
• Demonstrating self-discipline and self-motivation; 5. Responsible Decision-Making
• Setting personal and group goals; The capacity to make thoughtful and constructive decisions regarding
• Using planning and organisation skills; acting and interacting with others in various situations. This includes
• Having the courage to take the initiative; weighing the pros and cons of various personal, social, and group well-being
• Demonstrating personal and collective agency; actions. For example:
• Demonstrating curiosity and an open mind;
3. Social Awareness
• Solving personal and social problems;
The capacity to comprehend and care for others regardless of their backgrounds,
• Learning to make reasonable decisions after analysing information, data, and facts;
cultures, and circumstances.This includes caring for others, understanding larger
historical and social norms for behaviour in different contexts, and recognising • Anticipating and evaluating the effects of one’s actions;
family, school, and community resources and supports. For instance: • Recognising that critical thinking skills are applicable both inside and outside of the
classroom;
• Recognising others’ strengths
• Reflecting on one’s role in promoting personal, family, and community well-being;
• Demonstrating empathy and compassion
• Evaluating personal, interpersonal, community, and institutional impacts
• Caring about others’ feelings
• Understanding and expressing gratitude Learning and Teaching Approaches
• Recognising situational demands and opportunities Learning and teaching should develop learners as self-directed and lifelong learners.
• Understanding how organisations and systems influence behaviour Learners must be helped to build up deep learning skills and competencies
to develop the ability to acquire, integrate and apply knowledge and skills to
4. Relationship Skills solve authentic and real-life problems. Learners need to be exposed to a variety
The capacity to establish and maintain healthy, beneficial relationships and adapt of learning experiences to enable them to collaborate with others, construct
to various social situations and groups. This includes speaking clearly, listening meaning, plan, manage, and make choices and decisions about their learning.This
attentively, collaborating, solving problems and resolving conflicts as a group, will allow them to internalise newly acquired knowledge and skills and help them

12 | GEOGRAPHY
to take ownership of their education.The 21st Century skills and competencies a problem or scenario and are asked to work together to find a solution.This
describe the relevant global and contextualised skills that the SHS curriculum approach encourages learners to take an active role in their learning and helps
is designed to help learners acquire in addition to the 4Rs (Reading, wRiting, them develop important skills such as critical thinking and problem-solving.
aRithmetic and cReativity).These skills and competencies, as tools for learning and One of the main benefits of problem-based learning is that it encourages
teaching and skills for life, will allow learners to become critical thinkers, problem- learners to take ownership of their learning. By working together to solve
solvers, creators, innovators, good communicators, collaborators, digitally literate, problems, learners can develop important skills such as collaboration and
and culturally and globally sensitive citizens who are life-long learners with a keen communication. Additionally, problem-based learning can help learners develop
interest in their personal development and contributing to national development. a deeper understanding of the material as they apply it to real-world situations.
Given the diverse needs of learners, teachers need to have a thorough grasp • Project-Based Learning: Project-based learning is a hands-on approach to
of the different pedagogies as they design and enact meaningful learning learning that involves learners in creating a project or product.This approach
experiences to meet the needs of different learners in the classroom. The allows learners to take an active role in their learning and encourages them to
teaching-learning techniques and strategies should include practical activities, develop important skills such as critical thinking, problem-solving, collaboration,
discussion, investigation, role play, problem-based, context-based, and project- and communication. One of the main benefits of project-based learning is
based learning. Active learning strategies have become increasingly popular in that it allows learners to apply what they have learned in the classroom to
education as they provide learners with meaningful opportunities to engage real-world situations. Additionally, project-based learning can help learners
with the material. These strategies emphasise the use of creative and inclusive develop important skills from each other and develop a deeper understanding
pedagogies and learner-centred approaches anchored on authentic and enquiry- of the material.
based learning, collaborative and cooperative learning, differentiated teaching and • Talk for Learning Approaches: Talk for learning approaches (TfL) are a
learning, holistic learning, and cross-disciplinary learning.They include experiential range of techniques and strategies that are used to encourage learners to
learning, problem-based learning, project-based learning, and talk-for-learning talk by involving them in discussions and debates about the material they are
approaches. Some of the pedagogical exemplars to guide learning and teaching learning. This approach encourages learners to take an active role in their
of the SHS curriculum include: learning and helps them develop important skills such as critical thinking,
collaboration and communication and also makes them develop confidence.
• Experiential Learning: Experiential learning is a hands-on approach to One of the main benefits of TfL is that it encourages learners to think deeply
learning that involves learners in real-world experiences.This approach focuses about the material they are learning. By engaging in discussions and debates,
on the process of learning rather than the result. Learners are encouraged to learners can develop a deeper understanding of the material and make
reflect on their experiences and use them to develop new skills and knowledge. connections between different concepts.
Experiential learning can take many forms, including internships, service
• Initiating Talk for Learning: Initiating talk for learning requires the use
learning, and field trips. One of the main benefits of experiential learning is
of strategies that would encourage learners to talk in class. It helps learners
that it allows learners to apply what they have learned in the classroom to
to talk and participate meaningfully and actively in the teaching and learning
real-world situations. This can help them develop a deeper understanding of
process. Apart from developing skills such as communication and critical
the material and make connections between different concepts. Additionally,
thinking, it also helps learners to develop confidence. Some strategies for
experiential learning can help learners develop important skills such as critical
initiating talk among learners are Activity Ball; Think-Pair-Share; Always,
thinking, problem-solving and communication.
Sometimes, Never True; Matching and Ordering of Cards.
• Problem-Based Learning: Problem-based learning is an approach that
• Building on What Others Say: Building on what others say is an approach
involves learners in solving real-world problems. Learners are presented with
that involves learners in listening to and responding to their classmates’

GEOGRAPHY | 13
 ideas. This approach encourages learners to take an active role in their or sticky notes with different ideas or concepts into a diamond shape, with
learning and helps them develop important skills such as critical thinking the most important idea at the top and the least important at the bottom.
and communication. One of the main benefits of building on what others The Diamond Nine activity encourages learners to think critically about a
say is that it encourages learners to think deeply about the material they topic and prioritise their ideas. It also promotes collaboration and discussion
are learning. By listening to their classmates’ ideas, learners can develop a among group members.Teachers can use this activity to introduce a new topic,
deeper understanding of the material and make connections between different review material, or assess student understanding.
concepts. Additionally, building on what others say can help learners develop • Group Work/Collaborative Learning: Group work or collaborative
important skills such as collaboration and reflection. Some of the strategies learning are effective strategies for managing talk for learning in the classroom.
to encourage learners to build on what others say are brainstorming, concept These strategies encourage learners to work together to solve problems, share
cartoons, pyramid discussion, and 5 Whys, amongst others. ideas, and learn from each other. Group work and collaborative learning also
• Managing Talk for Learning: Managing talk for learning requires the use of promote communication and collaborative skills that are essential for success
various strategies to effectively coordinate what learners say in class. Effective in the workplace and in life. To implement group work effectively, teachers
communication is a crucial aspect of learning in the classroom.Teachers must must provide clear guidelines and expectations for group members. They
manage talk to ensure that learners are engaged, learning, and on-task in should also monitor group work to ensure that all learners are participating
meaningful and purposeful ways. Some strategies for managing learners’ and on-task. Teachers can also use group work as an opportunity to assess
contributions are debates, think-pair-share, sage in the circle etc. individual student understanding and participation.
• Structuring Talk for Learning: One effective way to shape learners’ • Inquiry-Based Learning: Learners explore and discover new information
contributions is to structure classroom discussions. Structured discussions by asking questions and investigating.
provide a framework for learners to engage in meaningful dialogue and develop • Problem-Based Learning: Learners are given real-world problems to solve
critical thinking skills. Teachers can structure discussions by providing clear and must use critical thinking and problem-solving skills.
guidelines, such as speaking one at a time, listening actively, and building on • Project-Based Learning: Learners work on long-term projects that relate
each other’s ideas. One popular structured discussion technique is the “think- to real-world scenarios.
pair-share” method. In this method, learners think about a question or prompt • Flipped Classroom: Learners watch lectures or instructional videos at
individually, and then pair up with a partner to discuss their ideas. Finally, home and complete assignments and activities in class.
the pairs share their ideas with the whole class. This method encourages all
• Mastery-Based Learning: Learners learn at their own pace and only move
learners to participate and ensures that everyone has a chance to share their
on to new material once they have mastered the current material.
thoughts. Another effective way to structure talk for learning is to use open-
• Gamification: Learning is turned into a game-like experience with points,
ended questions. Open-ended questions encourage learners to think deeply
rewards, and competition.
and critically about a topic. They also promote discussion and collaboration
among learners. Teachers can use open-ended questions to guide classroom These strategies provide learners with opportunities to engage with the material
discussions and encourage learners to share their ideas and perspectives. in meaningful ways and develop important skills such as critical thinking, problem-
Other strategies that can be used are Concept/Mind Mapping, “Know,” “Want solving, collaboration, and communication. By incorporating these strategies into
to Know,” “Learned” (KWL); Participatory Feedback; and the 5 Whys. their teaching, teachers can help learners develop a deeper understanding of the
material and prepare them for success in the real world. Effective communication
• Diamond Nine: The Diamond Nine activity is a useful tool for managing talk
is essential for learning in the classroom. Teachers must manage talk to ensure
for learning in the classroom. This activity involves ranking items or ideas in
that learners are engaged in learning and on-task. Strategies such as structuring
order of importance or relevance. Learners work in groups to arrange cards

14 | GEOGRAPHY
talk for learning, using Diamond Nine activities, and implementing group work/ as analysis, evaluation, and creation, which are essential for success in today’s
collaborative learning can help teachers manage talk effectively and promote complex and rapidly changing world. This framework is a valuable tool for
student learning and engagement. By implementing these strategies, teachers educators who want to design effective learning experiences that challenge
can create a positive and productive learning environment where all learners students at the appropriate level and help them develop higher-order thinking
can succeed. skills. By understanding the six levels of learning and incorporating them into their
teaching, educators can help prepare students for success in the 21st century.
Universal Design for Learning (UDL) in the SHS Curriculum The six hierarchical levels of the revised Bloom’s Taxonomy are:
The design of the curriculum uses UDL to ensure the creation of flexible learning
1. Remember – At the foundation is learners’ ability to remember. That is
environments that can accommodate a wide range of learner abilities, needs, and
retrieving knowledge from long-term memory. This level requires learners
preferences.The curriculum is designed to provide multiple means of engagement,
to recall concepts—identify, recall, and retrieve information. Remembering is
representation, and action and expression, so teachers can create a more inclusive
comprised of identifying, listing, and describing. Retrieving relevant knowledge
and effective learning experience for all learners. UDL is beneficial for all learners,
from long-term memory includes, recognising, and recalling is critical for this
but it is particularly beneficial for learners needing special support and learners
level.
who may struggle with traditional teaching approaches. The integration of UDL
in the pedagogy is aimed at making learning accessible to everyone and helping 2. Understand – At understanding, learners are required to construct meaning
all learners reach their full potential. For instance, teachers need to: that can be shown through clarification, paraphrasing, representing, comparing,
contrasting and the ability to predict. This level requires interpretation,
• incorporate multiple means of representation into their pedagogy, such as demonstration, and classification. Learners explain and interpret concepts at
using different types of media and materials to present information. this level.
• provide learners with multiple means of action and expression, such as giving 3. Apply – This level requires learners’ ability to carry out procedures at the
them options for how they can demonstrate their learning. right time in a given situation.This level requires the application of knowledge
• consider incorporating multiple means of engagement into their choice to novel situations as well as executing, implementing, and solving problems.
of pedagogy, such as incorporating games or interactive activities to make To apply, learners must solve multi-step problems.
learning more fun and engaging. 4. Analyse – The ability to break things down into their parts and determine
By doing these, teachers can help ensure that the curriculum is accessible and relationships between those parts and being able to tell the difference between
effective for all learners, regardless of their individual needs and abilities. what is relevant and irrelevant. At this level, information is deconstructed, and
its relationships are understood. Comparing and contrasting information and
Curriculum and Assessment Design: Revised Bloom’s Taxonomy organising it is key. Breaking material into its constituent parts and detecting
and Webb’s Depth of Knowledge how the parts relate to one another and an overall structure or purpose is
The design of this curriculum uses the revised Bloom’s Taxonomy and Webb’s required. The analysis also includes differentiating, organising and attributing.
Depth of Knowledge (DoK) as frameworks to design what to teach and assess. 5. Evaluate – The ability to make judgments based on criteria. To check
The Revised Bloom’s Taxonomy provides a framework for designing effective whether there are fallacies and inconsistencies.This level involves information
learning experiences. Understanding the different levels of learning, informed the evaluation, critique, examination, and formulation of hypotheses.
creation of activities and assessments that challenge learners at the appropriate 6. Create – The ability to design a project or an experiment. To create, entails
level and help them progress to higher levels of thinking. Additionally, the learners bringing something new.This level requires generating information—
framework emphasises the importance of higher-order thinking skills, such planning, designing, and constructing.

GEOGRAPHY | 15
Webb’s Depth of Knowledge (DoK) is a framework that helps educators and The main distinction between these two conceptual frameworks is what is
learners understand the level of cognitive engagement required for different measured. The revised Bloom’s Taxonomy assesses the cognitive level that
types of learning tasks.The framework includes four levels. By understanding the learners must demonstrate as evidence that a learning experience occurred.
four DoK levels, educators can design learning activities that challenge students The DoK, on the other hand, is focused on the context—the scenario, setting, or
to engage in deeper thinking and problem-solving. DoK is an essential tool for situation—in which learners should express their learning. In this curriculum, the
designing effective instruction and assessments. By understanding the different revised Bloom’s taxonomy guided the design, and the DoK is used to guide the
levels of DoK, teachers can design instruction and assessments that align with assessment of learning.The taxonomy provides the instructional framework, and
what they intend to achieve. DoK is a useful tool for differentiating instruction the DoK analyses the assignment specifics. It is important to note that Bloom’s
and providing appropriate challenges for all learners. Teachers can use DOK to Taxonomy requires learners to master the lower levels before progressing to the
Agricultural Science 
identify students who need additional support or those who are ready for more next. So, suppose the goal is to apply a mathematical formula. In that case, they
advanced tasks. The four levels assessment
of Webb’s’ task DoKrequires
assessment learners to analyse are:
framework and evaluate must
composite
first real-world
be able toproblems with formula
identify that predictable and outcomes.
its primaryA learner
purpose must(remember
apply logic,
employ problem-solving strategies, and use skills from multiple subject areas to generate solutions. Multitasking is
and understand).The cognitive rigour is therefore presented in incremental expected of learners at this steps
level.
• Level 1: Recall and Reproduction
3. Level 4: Extended– Assessment Critical at this level isand
Thinking on recall
Reasoning – At this level of assessment, the learner’s extended thinking to solve complex and
toThe
demonstrate the
belearning progression. Wheninvestigate,
measuring andassessments
reflect while in DoK,
of facts, concepts, information, and procedures—this
authentic involves basic
problems with unpredictable knowledge
outcomes is the goal. learner must able to strategically analyse, working
to specific
solve a problem, learners move fluidly through all levels. In the same example, while solving a
acquisition. Learners are asked questionsortochanginglaunch their approach
activities, to accommodate new information. The assessment requires sophisticated and creative thinking. As
exercises,
part of this assessment, the learner must know how to evaluate problem theirwith a formula,
progress learners recall
and determine whether thethey
formula are on(DoK
track1)totoa solve
feasiblethe problem
solution for
and assessments.The assessment is focused on recollection and reproduction.
themselves. (DoK 2 and DoK 3). Depending on the difficulty of the problem to be solved,
• Level 2: Skills of Conceptual
The main Understanding
distinction between – Assessment
these two at this level
conceptual the learner may progress to DoK 4.
goes beyond simple recall to includeismaking
frameworks what connections
is measured. between The revised pieces of
Bloom's
information. The learner’s Taxonomy
application assesses
of skillsthe andcognitive
conceptslevel isthat learners
assessed. The must Webb’s Depth of Knowledge Assessment
demonstrate as evidence that
assessment task is focused more on the use of information to solve multi-stepa learning experience
occurred. The DoK, on the other hand, is focused on the Extende
problems. A learner is required
context—theto make decisions
scenario, aboutorhow
setting, to apply facts
situation—in which
Recall/
Reproduction
Basic Skills/
Concepts
Strategic
Thinking d
Reasonin
and details provided to them.
learners should express their learning. In this curriculum, the g

• Level 3: Strategic Reasoning – At this

revised Bloom's level, theguided
taxonomy learner’s strategic
the design, andthinking
the DoK is Create
used toand
and reasoning which is abstract guide the assessment
complex is assessed. of The
learning. The taxonomy
assessment task
DOK 1 DOK 2

provides the instructional framework, and the DoK analyses

requires learners to analyse and evaluate composite real-world problems with Evaluate
the assignment specifics. It is important to note that Bloom's
predictable outcomes. ATaxonomy
learner must requiresapplylearners
logic, employ
to master problem-solving
the lower levels
strategies, and use skillsbefore
from multiple
progressing subject
to theareasnext. toSo,generate
suppose the solutions.
goal is to Analyse
DOK 3 DOK 4
Multitasking is expectedapply
of learners at this level.
a mathematical formula. In that case, they must first be
• Level 4: Extended Critical able toThinking
identify that and formula
Reasoning and –itsAtprimarythis level purpose
of Apply DOK 2
(remember and understand). The cognitive rigour is
assessment, the learner’stherefore
extendedpresented
thinking in to incremental
solve complex and authentic
steps to demonstrate DOK 1

problems with unpredictable outcomes

the learning is the goal.When
progression. The learner
measuring mustassessments
be able to in Understand

strategically analyse, investigate, and reflect

DoK, learners movewhilefluidlyworking
throughtoallsolve levels.a problem,
In the same
or changing their approach example, while solvingnew
to accommodate a problem
information.with Thea formula,
assessmentlearners Remember
recall the formula (DoK 1) to solve the
requires sophisticated and creative thinking. As part of this assessment, the problem (DoK 2 and
DoK 3). Depending on the difficulty of the problem to be
learner must know howsolved,to evaluate their progress and determine whether
the learner may progress to DoK 4.
they are on track to a feasible solution for themselves. Figure 1: Revised Bloom Taxonomy combined with Webb’s Depth of Knowledge for Teaching and Assessment

The structure of teaching and the assessment should align with the six levels of Bloom’s knowledge hierarchy and DoK shown in Figure 1. Each level of
16 | GEOGRAPHY DoK should be used to assess specific domains of Bloom’s Taxonomy as illustrated in the table below:
Depth of Knowledge (DoK) Bloom’s Taxonomy applied to DoK
Assessment
Level 1: Recall and Reproduction Remembering, Understanding, Application, Analysis and Creation
Level 2: Basic Skills and Concepts Understanding, Application, Analysis and Creation
The structure of teaching and the assessment should align with the six levels should be used to assess specific domains of Bloom’s Taxonomy as illustrated
of Bloom’s knowledge hierarchy and DoK shown in Figure 1. Each level of DoK in the table below:

Depth of Knowledge (DoK) Assessment Bloom’s Taxonomy applied to DoK

• Level 1: Recall and Reproduction • Remembering, Understanding, Application, Analysis and Creation
• Level 2: Basic Skills and Concepts • Understanding, Application, Analysis and Creation
• Level 3: Strategic Thinking • Understanding, Application, Analysis, Evaluation and Creation
• Level 4: Extended Reasoning • Understanding, Application, Analysis, Evaluation and Creation
In line with the National Pre-Tertiary Learning and Assessment Framework, comprehension, whereas higher DoK levels might be more appropriate for
the Secondary Education Assessment Guide (SEAG) requires that classroom assessing more complex skills such as analysis, synthesis, and evaluation.
assessments should cover Assessment as learning (AaL), Assessment of • Develop assessment items that align with the DoK levels and the skills and
learning (AoL) and Assessment for learning (AfL). Therefore, teachers competencies you want to assess. These items should be designed to elicit
should align the Revised Bloom’s Taxonomy with the DoK framework of evidence of learning across the different levels of the DoK framework.
assessment. Formative assessments should include classroom discussions, project- • Administer the assessment and collect data. Analyse the data to gain insights
based assignments, and self-reflection exercises, while summative assessments into student learning and identify areas where learners may need additional
should include standardised tests and rubric-based evaluations of learners’ work. support or instruction.
It is important to seek feedback from learners themselves, as they may have The DoK framework is a powerful tool for assessing the acquisition of 21st
unique insights into how well they are developing these skills in the classroom. Century skills and competencies in the classroom, helping teachers to better
To assess 21st Century skills and competencies in the classroom, teachers will understand how learners are learning and identify areas for improvement.
have to use a combination of both formative and summative assessments to Educational success is no longer about producing content knowledge, but rather
evaluate learners’ acquisition of these skills and competencies. For instance: about extrapolating from what we know and applying the knowledge creatively
• Identify the specific 21st Century skills and competencies to be assessed. For in new situations.
instance, you might want to assess critical thinking, problem-solving, or creativity. The overall assessment of learning at SHS should be aligned with the National
• Align the skills and competencies with the DoK levels. For example, lower Pre-Tertiary Learning and Assessment Framework and the Secondary Education
DoK levels might be more appropriate for assessing basic knowledge and Assessment Guide. Formative and summative assessment strategies must be used.

GEOGRAPHY | 17
Definition of Key Terms and Concepts in the Curriculum
• Learning Outcomes: It is a statement that defines the knowledge, skills, • Assessment: It is the systematic collection and analysis of data about
and abilities that learners should possess and be able to demonstrate after learners’ learning to improve the learning process or make a judgement
completing a learning experience.They are specific, measurable, attainable, and on learner achievement levels. Assessment is aimed at developing a deep
aligned with the content standards of the curriculum. It helps the teachers understanding of what learners know, understand, and can do with their
to determine what to teach, how to teach, and how to assess learning. Also, knowledge because of their educational experiences. Assessment involves the
it communicates expectations to learners and helps them to better master use of empirical data on learners’ learning to improve learning. Assessment is
the subject. an essential aspect of the teaching and learning process in education, which
• Learning Indicators: They are measures that allow teachers to observe enables teachers to assess the effectiveness of their teaching by linking learner
progress in the development of capacities and skills. They provide a simple performance to specific learning outcomes.
and reliable means to evaluate the quality and efficacy of teaching practices, • Teaching and Learning Resources: Teaching and learning resources are
content delivery, and attainment of learning outcomes. essential tools for teachers to provide high-quality education to their learners.
• Content Standards: It is a statement that defines the knowledge, skills, and These resources can take various forms, including textbooks, audiovisual
understanding that learners are expected to learn in a particular subject area materials, online resources, and educational software. It is also important to
or grade level.They provide a clear target for learners and teachers and help avoid stereotypes and use inclusive language in teaching and learning resources.
focus resources on learner achievement. This means avoiding language that reinforces negative stereotypes and using
• Pedagogical Exemplars: They are teaching examples used to convey values language that is respectful and inclusive of all individuals regardless of their
and standards to learners. Pedagogical Exemplars are usually demonstrated background. Using a consistent tone, style, and design is very important.
through teacher behaviour.

18 | GEOGRAPHY
PHILOSOPHY, VISION AND GOAL OF GEOGRAPHY

Philosophy ‘remembering’ – emphasising only ‘recognise and recall’. As such, knowledge and
All learners can be supported to develop their full potential in the geographical understanding formed 40% of the assessment, application of knowledge (40%)
skills of space-time and human-environment interrelationships, build on and attitudes, values and process skills formed 20%.These challenges are further
contemporary and emerging technologies and competencies for further studies, worsened by inadequate tools and equipment to support the effective teaching
the world of work and adult life. and learning of the subject.

Vision Rationale
Learners equipped with 21st Century skills and competencies in critical thinking Geography studies the Earth’s landscapes, processes and the interrelationships
and spatial analysis of the earth’s physical and human patterns and processes to be between humans and their environments. Issues of the environment are becoming
interdisciplinary innovators, advance new world-changing discoveries in geospatial increasingly important and the study of Geography, provides solutions to problems
science and the interrelationship between the natural and the built-environment. in their spatial context. Specifically, Geography serves as a medium for attaining
national educational goals through the following ways:
Goal • Providing learners with the opportunity to apply the geographical skills of
To equip the SHS Geography learners with relevant knowledge, skills and space-time and human-environment interrelationships to read, interpret
competencies that will enable them to make sense of spatial phenomena and and analyse their environment, giving them the ability to make valuable
processes in their localities and the wider world as well as exhibit 21st Century contributions to the socio-economic development of their localities and the
skills and GESI in their social interactions.The subject aims to equip learners with world at large.
the knowledge, skills and competencies that will enable them to become informed, • Providing an opportunity for learners to appreciate the processes that shape
communicative and responsible global citizens and solve societal problems.   the landscape and the world, and viewing human-environment issues as
responsible local and global citizens (‘Glocal citizens’).
Contextual Issues
• Exploring past, current and possible future events and phenomena on the
The existing Senior High School (SHS) Geography curriculum was published in
Earth’s surface, thereby placing learners to be part of a generation that can
September 2010, more than a decade ago. A lot has changed since then. New
deal effectively with and mitigate global challenges while maximising related
technologies and educational tools have emerged, and learners have become
opportunities.
more enthusiastic about the new developments needing a change of educational
• Providing learners with the opportunity to be systematic inquirers by
focus from what it was over a decade ago. Moreover, the 2010 curriculum has
stimulating critical thinking involving asking questions about spatial phenomena,
content overlaps with other subjects. Also, the teaching of Geography in SHS
gathering, evaluating and interpreting geospatial data and communicating
in the 2010 curriculum barely emphasised the acquisition of 21st-century skills
information to help guide decision-making.
and competencies. Also, the curriculum was not GESI-responsive, thus failing to
create a supportive and enabling learning environment for disadvantaged learners • Developing learners’ critical thinking, problem-solving and graphical skills for
to realise their full learning potential. The geographical knowledge and skills for development at the personal, local and global levels to enable them to make a
solving human-environment challenges have not been emphasised.The pedagogies living in future.Thus, learners after going through the curriculum at the Senior
used is largely teacher centred. The instructional design barely went beyond High School level may find employment in the public and private sectors of the
national economy, in areas such as cartography, regional and urban planning,

GEOGRAPHY | 19
 land use and spatial planning, surveying, environmental protection agency This curriculum shifts from an objective-based assessment to a standard-based
(EPA), teaching, etc assessment that emphasises learners demonstrating 21st-century skills and
· Enhancing digital and information literacy for effective organisation and competencies. Learners will do a lot of reasoning instead of recalling. With the
utilisation of space thereby exposing learners to the policies and principles advent of new and emerging technologies, this curriculum incorporates and
underlying land use practices, and resource exploitation and utilisation for encourages learners to make use of the free geographic information system
socio-economic development. (GIS) and computer/mobile-based applications for spatial analysis. GESI issues
The SHS Geography curriculum provides learners with the opportunity to are deliberately integrated to remove biases and create supportively and
increase their understanding and application of knowledge and skills for solving enabling learning environments that allow disadvantaged learners to achieve
human-environment challenges of the 21st century. It is designed to meet the their full learning potential. It emphasises the use of gender-sensitive language
current and future needs of learners with different learning abilities. It also and differentiated teaching and assessment to remove gender discrimination in
incorporates the current and emerging technologies and applications for space- teaching and learning. Also, it identifies and addresses the potential barriers to
time analysis, the world of work and adult life. learning of various groups. Generally, the curriculum addresses the environmental
and human challenges of geographical perspectives facing our communities and
The curriculum has addressed the issues of subject overlaps by aligning the the Nation that need attention to promote sustainable development. It is also
content with related subject groups such as Social Studies, Agriculture and engraved with a philosophy, vision and goal to guide the teaching and learning
Economics. It has also been streamlined to eliminate obvious repetitions. The of Geography.
content of this Geography curriculum focuses on the thematic physical and human
areas of local, national and global concerns. It also employs multiple techniques
of teaching and learning to meet the needs of all learners and ensure a deeper
understanding.This includes teacher-learner interactions, presentations, field trips,
discussions, computer laboratory sessions and videos, with a special focus on
local examples, thus equipping the learner with geographical skills for further
studies, addressing local and national developmental issues, the world of work
and adult life.

20 | GEOGRAPHY
GEOGRAPHY CURRICULUM DEVELOPMENT PANEL

WRITERS 3. Yakubu Jamaldeen Tamale Girls Senior High School

Name Institution 4. Amoah Ramatu Agana Tamale Girls Senior High School
1. Dr. John Kusimi University of Ghana 5. Abubakari Abdul-Fatawu Kalpohin Senior High School
2. Dr. Matthew B. Kursah University of Education, Winneba 6. Alhassan Mohammed Huss Kalpohin Senior High School
3. Dr. Adjoa Afriyie Poku University of Education, Winneba NaCCA TEAM
4. George Boateng Berekum College of Education, Berekum 1. Prof K. O. Kwarteng 12. Bridget Anku
5. Diana Segbefia Asukawkaw Senior High School 2. Prof Edward Appiah 13. Anthony Sarpong
6. Daniel Kofi Osae Kumasi Senior High School 3. Mr. Matthew Owusu 14. Seth Nii Nartey
REVIEWERS 4. Reginald Quartey 15. Kenneth Wontumi
Name Institution 5. Joana Vanderpuije 16. Sharon Antwi-Baah
1. Prof. Mrs. Esther Yeboah University of Education, Winneba 6. Anita Collison 17. Dennis Adjasi
Danso-Wiredu 7. Rebecca Abu Gariba 18. Ogyampo S. Amankwah
2. Dr. Anthony Baabereyir Fosu College of Education 8. Genevieve Mensah 19. Abigail Owusu Oduro
CURRICULUM WRITING GUIDE TEAM 9. Veronica Odom 20. Priscilla B. Plange
Name Institution 10. Joachim Seyram Honu 21. Abigail Birago Owusu
1. Prof. Winston Abroampa Kwame Nkrumah University of Science 11. Dr. Mercy Nyamekye 22. Uriah Otoo
and Technology EXTERNAL QUALITY ASSURANCE TEAM
2. Cosmos Eminah University of Education, Winneba 1. Prof. Kwame Akyeampong 4. Dr. Esinam Avornyo
3. Aaron Akwaboah Ministry of Education 2. Dr. Jane Cullen 5. Dr. Christopher Yaw Kwaah
4. Evans Odei Achimota School 3. Dr. Sean Higgins
5. Paul Michael Cudjoe Prempeh College
6. Ahmed Amihere University of Education, Winneba
TRIALLING TEAM
Name Institution
1. Atediwe K. David Dagbong State Senior High Technical
School
2. Abukari Issahaku Dagbong State Senior High Technical
School

GEOGRAPHY | 21
SCOPE AND SEQUENCE

Geography Summary
S/N STRAND SUB-STRAND YEAR 1 YEAR 2 YEAR 3
CS LO LI CS LO LI CS LO LI
1 The Earth and its The Earth and its features 4 4 8 2 2 4 1 1 2
Neighbourhoods Rocks, weathering, soils and mass wasting 1 1 3 1 1 2 1 1 3
The earth’s atmosphere 1 1 3 1 1 3 1 2 3
2 Navigating the Maps: Their elements and analysis 2 2 4 1 2 4 1 1 3
Environment Geospatial data collection, representation and interpretation 1 1 2 1 1 3 1 1 2
3 Human and Environment Physical settings and people 1 1 3 1 1 2 2 2 5
Economic activities 1 1 2 1 1 2 1 1 3
Environmental degradation 1 1 2 1 1 2 1 1 3
Environmental hazards and their management 1 1 2 1 1 2 1 1 2
Total 13 13 29 10 10 24 10 10 26

Overall Totals (SHS 1 – 3)

Content Standards 33
Learning Outcomes 33
Learning Indicators 79

22 | GEOGRAPHY
YEAR ONE

GEOGRAPHY | 23
Subject GEOGRAPHY
Strand 1. THE EARTH AND ITS NEIGHBOURHOODS
Sub-Strand 1. THE EARTH AND ITS FEATURES

Learning Outcomes 21st Century Skills and Competencies GESI1, SEL2 and Shared National
Values
1.1.1.LO.1
With your understanding of the Collaboration and self-confidence: GESI: Learners having experienced a
environmental features, explain the • Learners work in mixed ability groups, Share ideas and build their teaching approach that ensures Gender
meaning of GEOGRAPHY and confidence level during brainstorming. Equality and Social Inclusion, where they
identify its branches and career • Learners learn to unlearn and re-learn and build their self- work with each other in an inclusive way;
prospects confidence from the think-pair-share and discussion. cross-sharing of knowledge and
understanding among groups and individuals
will lead them to:
• Be aware of individuals of different
geographical areas.
• Embrace diversity and practice
inclusion of people from different
socio-economic backgrounds.
• Interrogate their stereotypes and
biases about productive and
reproductive gender roles in home
management.

SEL: Learners having experienced teaching

and learning approaches that ensures the
inclusion of Social Emotional Learning
Competencies (Self-Awareness, Self-
Management, Social Awareness, Relationship
Skills and Responsible decisions) where they

1
Gender Equality and Social Inclusion
2
Socio-Emotional Learning

24 | GEOGRAPHY
 work with each other in an inclusive way;
cross-sharing of knowledge and
understanding among groups and individuals
will lead them to be:
• SMART goal setting
• Self-reflecting
• Finding confidence
• Self-awareness
• Exhibiting motivation
• SMART goal setting

National Core Values: Tolerance,

friendliness, open mindedness, patience,
hard work, humility, respect for the
environment, Risk prevention and
environmental care.
1.1.1.LO.2
Explain the constituents and Creative skills: By building the model of the solar system GESI: Learners having experienced a
characteristics of the Solar System teaching approach that ensures Gender
Collaborative skills and information literacy: Develop analytical Equality and Social Inclusion, where they
and collaborative skills and information literacy through watching work with each other in an inclusive way;
videos on the solar system and having group discussions afterwards. cross-sharing of knowledge and
understanding among groups and individuals
will lead them to:
• Sensitive to diversity and inclusion of
learners from different geographical
areas.
• Interrogate their stereotypes and biases
about gender and the role men and
women play in environmental
management.

SEL: Learners having experienced teaching

and learning approaches that ensures the

GEOGRAPHY | 25
 inclusion of Social Emotional Learning
Competencies (Self-Awareness, Self-
Management, Social Awareness, Relationship
Skills and Responsible decisions) where they
work with each other in an inclusive way;
cross-sharing of knowledge and
understanding among groups and individuals
will lead them to be:
• Finding confidence
• Self-awareness
• Exhibiting motivation
• SMART goal setting
National Core Values: Tolerance,
friendliness, open mindedness, patience,
hard work, humility, respect for the
environment.
1.1.1.LO.3
Describe the shape of the Earth and ICT and creativity: Creative and innovative skills and ICT are GESI: Learners having experienced a
the effects of its rotation and developed in model building and the use of computers and smart teaching approach that ensures Gender
revolution on our daily lives phones Equality and Social Inclusion, where they
work with each other in an inclusive way;
cross-sharing of knowledge and
understanding among groups and individuals
will lead them to:
• Embrace diversity and practice
inclusion of learners with mixed
abilities.
• Sensitive to the inter-relatedness of
cultures of learners from different
geographical areas.

SEL: Learners having experienced teaching

and learning approaches that ensures the
inclusion of Social Emotional Learning

26 | GEOGRAPHY
 Competencies (Self-Awareness, Self-
Management, Social Awareness, Relationship
Skills and Responsible decisions) where they
work with each other in an inclusive way;
cross-sharing of knowledge and
understanding among groups and individuals
will lead them to be:
• Managing emotions and conflicts
• Showing empathy and cooperation
• Finding confidence
• Self-awareness

National Core Values: Tolerance,

friendliness, open mindedness, patience,
hard work, humility, time consciousness
1.1.1.LO.4
Explain latitudes and longitudes and Critical thinking and problem-solving skills: By discussing and GESI: Learners having experienced a
outline their significance to our calculating distances and time. teaching approach that ensures Gender
everyday life Equality and Social Inclusion, where they
work with each other in an inclusive way;
cross-sharing of knowledge and
understanding among groups and individuals
will lead them to:
• Be aware of individuals of different
backgrounds.
• Sensitive to diversity and inclusion of
learners with different intellectual
abilities.
• Interrogate their stereotypes and biases
about gender and the role men and
women play in societal management.

SEL: Learners having experienced teaching

and learning approaches that ensures the

GEOGRAPHY | 27
 inclusion of Social Emotional Learning
Competencies (Self-Awareness, Self-
Management, Social Awareness, Relationship
Skills and Responsible decisions) where they
work with each other in an inclusive way;
cross-sharing of knowledge and
understanding among groups and individuals
will lead them to be:
• Showing empathy and cooperation
• SMART goal setting
• Self-reflecting
• finding confidence
• Exhibiting motivation

National Core Values: Tolerance,

friendliness, open mindedness, patience,
hard work, humility.

28 | GEOGRAPHY
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
1.1.1.CS.1 1.1.1.LI.1 1.1.1.AS.1
Demonstrate Explain Geography and its branches Level 1 Recall
understanding of Level 2 Skills of conceptual
Geography as a subject Talk for Learning: understanding
of study Through questioning explore what learners Know, Want to know and Learn (KWL) about Level 3 Strategic
geography. In pairs learners think and share the meaning of geography and some elements that reasoning
constitutes geography ensuring GESI-responsiveness, taking note of the emotions of others and Level 4 Extended critical
tolerating the views of others. thinking and reasoning

Through questions and answers learners identify, collect and classify environmental features into
the various branches of geography. Use tables or concepts maps to organise learners’
contribution.
1.1.1.LI.2 1.1.1.AS.2
Discuss career prospects and the importance of studying geography Level 1 Recall
Level 2 Skills of
Talk for Learning: Through think-pair-share, discuss the importance of studying geography to conceptual
our daily lives, taking into consideration the emotions of others, being open-minded and valuing understanding
the thoughts of others. Level 3 Strategic reasoning
Level 4 Extended critical
Exploratory Learning: Using videos/field excursions to institutions of geography (e.g. Land thinking and reasoning
Use and Spatial Planning Authority, Lands Commission etc), resource persons or other
resources, discuss the career and/or importance of geography.
Teaching and • Use pictures and videos of the globe, atlas and Google • Use pictures and videos of careers in GEOGRAPHY.
Learning Resources Earth App. • Resource persons and institutions such as Land Use and
• Real objects such as rocks and plants Spatial Planning Authority, Lands Commission etc.

GEOGRAPHY | 29
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
1.1.1.CS.2 1.1.1.LI.1 1.1.1.AS.1
Demonstrate Describe the solar system and its constituents Level 1 Recall
knowledge of the Solar Level 2 Skills of
System and its Activity-Based Learning: Using pictures/videos and other resources, build a model of the solar conceptual understanding
constituents system to illustrate the components and characteristics of the solar system. Level 3 Strategic
reasoning
Group work/collaborative learning: Discuss in pairs/manageable groups the interrelationships Level 4 Extended
between the planetary bodies using the model of the solar system ensuring all-inclusiveness. I.e. critical thinking and
gender, emotions and respect for each other. reasoning
1.1.1.LI.2 1.1.1.AS.2
Discuss the characteristics of the planets in the solar system Level 1 Recall
Level 2 Skills of
Group work/collaborative learning: conceptual understanding
• In mixed ability and gender grouping, identify and discuss the position of the planets in relation to Level 3 Strategic
the sun using a model of the solar system. Learners should control their emotions during reasoning
discussions to accept the views of others and share with whole class. Level 4 Extended
• In manageable groups, analyse the features of the eight planets, their differences and similarities critical thinking and
iteratively while ensuring all-inclusiveness emphasising on gender differences. reasoning
Teaching and • Use mobile phones • Globe • Models and images of the solar
Learning Resources • Computers • Videos and images to illustrate the system
• Pictures solar system. • Other resources (clay, paper,
cardboard etc) for modelling the
solar system

30 | GEOGRAPHY
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
1.1.1.CS.3 1.1.1.LI.1 1.1.1.AS.1
Demonstrate Discuss evidence of the shape of earth Level 1 Recall
knowledge and skills in Level 2 Skills of
describing the shape Talk for learning: conceptual understanding
and movements of The • Using questions and answers, discuss the shape of the Earth ensuring all-inclusiveness with Level 3 Strategic
Earth, and the effects of emphasis on people from different geographical areas. reasoning
the earth's rotation and • Using questions and answers and built models, discuss the proofs of the shape of the earth Level 4 Extended
revolution involving all participants. Learners should be self-reflecting and finding confidence in sharing their critical thinking and
views. reasoning
1.1.1.LI.2 1.1.1.AS.2
Examine the effects of the Earth's rotation and revolution Level 1 Recall
Level 2 Skills of
Exploratory Learning: Prior to the lesson, research on the rotation and revolution of the earth conceptual understanding
from various sources such as books, the internet, library etc. Level 3 Strategic
reasoning
Group work/collaborative learning: In mixed ability and GESI responsive groups, discuss the Level 4 Extended
effects of the earth’s rotation and revolution with the aid of pictures, globe, model etc, of the solar critical thinking and
system. Learners should be firm and fair to resist inappropriate views that might override group reasoning
discussions.

Activity-Based Learning: Role play the revolution and rotation of the earth.
Teaching and • Pictures/diagrams of the planetary system
Learning Resources • Physical model of the planetary system (globe, from the computer or built one)

GEOGRAPHY | 31
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
1.1.1.CS.4 1.1.1.LI.1 1.1.1.AS.1
Demonstrate skills in Use latitudes and longitudes to locate places on the earth's surface Level 1 Recall
locating places using Level 2 Skills of
longitudes and latitudes Exploratory Learning: conceptual
• Using a globe, atlas or other resources, brainstorm the definition and characteristics of latitudes understanding
and longitudes in an all-inclusive interaction including gender differences. Learners should be able Level 3 Strategic
to manage their emotional reactions and behaviours using techniques such as mindfulness reasoning
strategies, breathing, and self-talk. Level 4 Extended critical
• With the aid of a globe, atlas, Google Earth or other resources, discuss the differences between thinking and reasoning
latitudes and longitudes ensuring all learners are involved.
1.1.1.LI.2 1.1.1.AS.2
Calculate distances using latitudes and time using longitudes Level 1 Recall
Level 2 Skills of
Project-based learning: Using maps or other resources, and in manageable mixed ability groups, conceptual
calculate distances using latitudes and time using longitudes. Learners should be firm and fair to resist understanding
inappropriate views that might override group’s interest. Level 3 Strategic
reasoning
Level 4 Extended critical
thinking and reasoning
Teaching and • Globe • Google Earth
Learning Resources • Atlas • Bing or other free 3D-capable satellite images to facilitate
• Maps your discussions on the definition and characteristics of
latitudes and longitudes

32 | GEOGRAPHY
Subject GEOGRAPHY
Strand 1. THE EARTH AND ITS NEIGHBOURHOODS
Sub-Strand 2. ROCKS, WEATHERING, SOIL AND MASS WASTING

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
1.1.2.LO.1
Identify the three types of rocks and Critical thinking and problem-solving skills: Through classifying GESI: Learners having experienced a
explain weathering processes and differentiating between the rock types in a field tour. teaching approach that ensures Gender
Equality and Social Inclusion, where they
Self-confidence and Writing skills: Learners develop their self- work with each other in an inclusive way;
confidence and writing skills through answering of questions and cross-sharing of knowledge and
writing field reports and presentation. understanding among groups and individuals
will lead them to:
Observation and critical analysis skills: The fieldwork promotes • Awareness of the views of individuals of
critical observation of events and activities. different geographical areas.
• Embrace diversity and practice inclusion
Leadership skills/teamwork: Through the selection of leaders of learners from different geographical
leading field tour groups, writing field reports and making
areas.
presentations.
• Examine and dispel
misconceptions/myths about gender as
they relate human and environmental
development.
• Identify injustice, especially in
recognition of the contributions of
different geographical groups and
individuals to the effective class
management.

SEL: Learners having experienced teaching

and learning approaches that ensures the
inclusion of Social Emotional Learning
Competencies (Self-Awareness, Self-
Management, Social Awareness, Relationship

GEOGRAPHY | 33
 Skills and Responsible decisions) where they
work with each other in an inclusive way;
cross-sharing of knowledge and
understanding among groups and individuals
will lead them to be:
• Self-awareness
• Exhibiting motivation
• SMART goal setting

National Core Values: Tolerance,

friendliness, open mindedness, patience,
hard work, humility, care for the
environment.

34 | GEOGRAPHY
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
1.1.2.CS.1 1.1.2.LI.1 1.1.2.AS.1
Demonstrate knowledge Discuss the three types of rock, their characteristics, formational processes and their Level 1 Recall
in rocks formation and importance Level 2 Skills of
weathering processes conceptual
Collaborative learning: Working in small groups based on people living in different relief areas, understanding
brainstorm on the different rock types and their formation. Level 3 Strategic reasoning
Level 4 Extended
Project-based learning: In a field tour within the community, identify and discuss the critical thinking and
importance of rocks to your community/national development. Learners should cooperate with reasoning
each other during the field tour.
1.1.2.LI.2 1.1.2.AS.2
Explain weathering and the factors affecting its processes Level 1 Recall
Level 2 Skills of
Activity Based Learning: Create a mind-map on weathering, covering its definition, causes, conceptual
effects and factors affecting it. Learners should be self-reflecting and be confident. understanding
Level 3 Strategic reasoning
Level 4 Extended
critical thinking and
reasoning
1.1.2.LI.3 1.1.2.AS.3
Evaluate the three weathering processes (physical, chemical and biological Level 1 Recall
weathering processes) Level 2 Skills of conceptual
understanding
Talk for learning: Using questions and answers, discuss the types of weathering processes, Level 3 Strategic reasoning
ensuring all participants are involved. Level 4 Extended
critical thinking and
Experiential Learning: In mixed ability groups embark on a field tour around the school reasoning
compound or neighbourhood to observe the types of weathering and weathering processes in the
environment and make presentation and/or a written field report. Learners should create an
environment in which others believe that their thoughts and opinions are valued.
Teaching and • Rock samples in the locality • Pictures and/or videos and other sources to show rock
Learning Resources • Pictures and/or videos on rock types uses

GEOGRAPHY | 35
Subject GEOGRAPHY
Strand 1. THE EARTH AND ITS NEIGHBOURHOODS
Sub-Strand 3. THE EARTH ATMOSPHERE

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
1.1.3.LO.1
Analyse the physical structure and Observation and critical analysis, communication skills: GESI: Learners having experienced a
composition of the Earth's • The observation of the weather station and analysis of the teaching approach that ensures Gender
atmosphere and explain the term repository data will promote critical observational, analytical Equality and Social Inclusion, where they
weather and climate skills, the understanding and ability to apply concepts to real-life work with each other in an inclusive way;
situations. cross-sharing of knowledge and
• The discussions based on a talk for learning and structuring talk understanding among groups and individuals
for learning will also promote good communication skills. will lead them to:
• Awareness of views of individuals of
different geographical and intellectual
ability backgrounds.
• Embrace diversity and practice inclusion
of people from different geographical
areas.
• Identify injustice, especially in
recognition of the contributions of
learners with different temperaments.

SEL: Learners having experienced teaching

and learning approaches that ensures the
inclusion of Social Emotional Learning
Competencies (Self-Awareness, Self-
Management, Social Awareness, Relationship
Skills and Responsible decisions) where they
work with each other in an inclusive way;
cross-sharing of knowledge and
understanding among groups and individuals

36 | GEOGRAPHY
will lead them to be:
• Managing emotions and conflicts
• SMART goal setting
• Self-reflecting
• Self-awareness
• Exhibiting motivation

National Core Values: Tolerance,

friendliness, open mindedness, patience,
hard work, protection of water bodies and
vegetation.

GEOGRAPHY | 37
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
1.1.3.CS.1 1.1.3.LI.1 1.1.3.AS.1
Demonstrate knowledge Discuss the physical structure and composition of the Earth's atmosphere and their Level 1 Recall
of the structure and importance Level 2 Skills of
composition of the conceptual understanding
Earth's atmosphere and Digital Learning: Watch videos, pictures or PowerPoint slides on the components of the earth’s Level 3 Strategic
explain the terms atmosphere. reasoning
weather and climate Level 4 Extended critical
Collaborative Learning: Initiate discussion to identify and explain the main components of the thinking and reasoning
atmosphere (troposphere, stratosphere, mesosphere, thermosphere and exosphere), and explain
the gases and their importance in the atmosphere ensuring all-inclusiveness and being mindful of
reserved learners. Learners should be able to manage their emotional reactions and behaviours
using techniques such as mindfulness strategies, breathing, and self-talk.
1.1.3.LI.2 1.1.3.AS.2
Explain the differences between the weather and climate and the factors that affect Level 1 Recall
them Level 2 Skills of
conceptual
Talk for Learning: Initiate discussion and help shape learners to understand the differences understanding
between weather and climate and the factors influencing them. Learners during discussions should Level 3 Strategic
provide opportunities for others to practice identifying potential situations or experiences that lead reasoning
to feeling overwhelmed and struggling to manage emotions. Level 4 Extended critical
thinking and reasoning
Activity-Based Learning: Design word clouds based on the explanation, similarities and
differences between weather and climate.
1.1.1.3LI3
Calculate the annual and mean rainfall and temperature data of a station with Level 1 Recall
appropriate instruments for measuring the various s elements of weather Level 2 Skills of
conceptual
Project-based Learning: Using a 30-year weather data from a station (e.g TAHMO, GMet etc) understanding
or repository, learners calculate annual and mean rainfall and temperature data to differentiate Level 3 Strategic
between the terms weather and climate. reasoning
Learners should be able to manage their emotional reactions and behaviours using techniques such Level 4 Extended critical
as mindfulness strategies, breathing, and self-talk. thinking and reasoning

38 | GEOGRAPHY
Teaching and • Video, pictures and diagrams of instruments for measuring the elements of weather and climate
Learning Resources • Weather station (e.g. GMet and TAHMO) or repository of elements of weather and climate data

GEOGRAPHY | 39
Subject GEOGRAPHY
Strand 2. NAVIGATING OUR ENVIRONMENT
Sub-Strand 1. MAPS, THEIR ELEMENTS AND ANALYSES

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
1.2.1.LO.1
Base on your knowledge on maps, Graphical and collaborative skills: GESI: Learners having experienced a
examine the different types of maps, • Collaborative and graphical skills are developed through think- teaching approach that ensures Gender
their importance and map scales pair-share discussions and the art of graphical construction of Equality and Social Inclusion, where they
scales and representation of relief features on maps. work with each other in an inclusive way;
cross-sharing of knowledge and
understanding among groups and individuals
will lead them to:
• Sensitive to individuals with different
statistical capabilities.
• Embrace diversity and practice inclusion
of mixed ability groups.
• Interrogate their stereotypes and biases
about gender and capabilities of both
men and women in statistics.

SEL: Learners having experienced teaching

and learning approaches that ensures the
inclusion of Social Emotional Learning
Competencies (Self-Awareness, Self-
Management, Social Awareness, Relationship
Skills and Responsible decisions) where they
work with each other in an inclusive way;
cross-sharing of knowledge and
understanding among groups and individuals
will lead them to be:
• Managing emotions and conflicts
• Showing empathy and cooperation

40 | GEOGRAPHY
 • SMART goal setting
• Self-reflecting
• finding confidence
• Self-awareness
• Exhibiting motivation

National Core Values: Tolerance,

friendliness, open mindedness, patience,
hard work, humility, critical thinking.
1.2.1.LO.2
Evaluate the various methods of Graphical and collaborative skills: Collaborative and graphical GESI: Learners having experienced a
representing relief features on maps skills are developed through think-pair-share discussions and the art teaching approach that ensures Gender
of graphical construction of scales and representation of relief Equality and Social Inclusion, where they
features on maps. work with each other in an inclusive way;
cross-sharing of knowledge and
understanding among groups and individuals
will lead them to:
• Tolerate the views of learners of
different geographical areas.
• Awareness of attitudes of different
gender groups to the study of maps
• Examine and dispel misconceptions/
myths about male dominance in map
interpretations.
• Value and promote justice in class,
home and in society.

SEL: Learners having experienced teaching

and learning approaches that ensures the
inclusion of Social Emotional Learning
Competencies (Self-Awareness, Self-
Management, Social Awareness, Relationship
Skills and Responsible decisions) where they

GEOGRAPHY | 41
 work with each other in an inclusive way;
cross-sharing of knowledge and
understanding among groups and individuals
will lead them to be:
• Managing emotions and conflicts
• Showing empathy and cooperation
• Self-reflecting
• finding confidence
• Self-awareness
• Exhibiting motivation

National Core Values: Tolerance,

friendliness, open mindedness, patience,
hard work, humility, environmental
consciousness.

42 | GEOGRAPHY
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
1.2.1.CS.1 1.2.1.LI.1 1.2.1.AS.1
Demonstrate Discuss the types of maps and their importance Level 1 Recall
understanding of maps, Level 2 Skills of
their importance and the Talk for learning: Brainstorm on the definition of maps, elements, types and importance of maps. conceptual understanding
map scales Ensure no biases during the brainstorming and consider the diverse views from learners. Learners Level 3 Strategic
should embrace the differences in the responses. reasoning
Level 4 Extended critical
Activity-Based learning: thinking and reasoning
• Study different types of maps and discuss their features and importance.
• Individually write short notes on maps, their characteristics and uses.
1.2.1.LI.2 1.2.1.AS.2
Explain the concept of map scale and convert from one scale type to another Level 1 Recall
Level 2 Skills of
Collaborative learning: conceptual understanding
• In groups, think-ink-share the definitions of a map scale, types and their advantages and Level 3 Strategic
disadvantages. reasoning
• Learners should be conscious of resolving interpersonal conflicts with each other if they arise Level 4 Extended
in group discussions. critical thinking and
reasoning
Activity-based learning: Practice the conversion of one scale to another (e.g. from statement
scale to R.F and linear scale and vice versa) and to construct the linear scale.
Teaching and • Topographical maps • Google earth
Learning Resources • Atlas • Mathematical instruments

GEOGRAPHY | 43
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
1.2.1.CS.2 1.2.1.LI.1 1.2.1.AS.1
Demonstrate Examine the methods of representing relief on maps Level 1 Recall
knowledge and skills of Level 2 Skills of conceptual
representing relief Collaborative learning: In small mixed-gender groups, discuss the various methods used to show understanding
features on maps relief features on a map. During the discussions, learners should listen to their peers’ opinions and Level 3 Strategic reasoning
express disagreements in constructive ways. Level 4 Extended
critical thinking and
reasoning
1.2.1.LI.2 1.2.1.AS.2
Read and interpret contours on maps Level 1 Recall
Level 2 Skills of conceptual
Activity-based learning: In small mixed-ability groups of learners from different relief areas, understanding
represent or draw the various relief features on a map using given relief data, with emphasis on Level 3 Strategic reasoning
using contours to represent the nature or types of slopes considering the diverse physiographic Level 4 Extended
settings of the members. In the group, all learners should be aware of the emotions of all critical thinking and
members, especially the vulnerable ones. reasoning
Teaching and • Use topographical maps, atlas and Google Earth and mathematical instruments to learn the types and construction of scales.
Learning Resources

44 | GEOGRAPHY
Subject GEOGRAPHY
Strand 2. NAVIGATING OUR ENVIRONMENT
Sub-Strand 2. GEOSPATIAL DATA COLLECTION, REPRESENTATION AND INTERPRETATION

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
1.2.2.LO.1
Collect geospatial data using both ICT, Information literacy, life-long learning and GESI: Learners having experienced a
traditional methods e.g. chain and communication skills: teaching approach that ensures Gender
compass surveying and modern • Through the use of mobile and computer apps to collect spatial Equality and Social Inclusion, where they
methods e.g. remote sensing, Global data in the field or compound learners develop ICT and work with each other in an inclusive way;
Positioning System (GPS) and mobile information literacy and prepare them for adult life. cross-sharing of knowledge and
Apps Communication skills through the talk for learning and building understanding among groups and individuals
on what others say. will lead them to:
• Through the use of mobile and computer apps to collect spatial • Respect gender differentials in
data in the field. understanding of concepts in surveying.
• Interrogate their stereotypes and
biases about gender differentiations in
surveying.

SEL: Learners having experienced teaching

and learning approaches that ensures the
inclusion of Social Emotional Learning
Competencies (Self-Awareness, Self-
Management, Social Awareness, Relationship
Skills and Responsible decisions) where they
work with each other in an inclusive way;
cross-sharing of knowledge and
understanding among groups and individuals
will lead them to be:
• Managing emotions and conflicts
• Showing empathy and cooperation
• SMART goal setting
• Self-reflecting

GEOGRAPHY | 45
 • finding confidence
• Self-awareness
• Exhibiting motivation

National Core Values: Tolerance,

friendliness, open mindedness, patience,
hard work, humility, being curious and
critical of things we see and hear and being
optimistic on our expectations.

46 | GEOGRAPHY
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
1.2.2.CS.1 1.2.2.LI.1 1.2.2.AS.1
Demonstrate knowledge Discuss the methods of collecting geospatial data (surveying, remote sensing, GPS Level 1 Recall
and skills in basic etc.) Level 2 Skills of
geospatial data collection conceptual understanding
methods Talk for learning: Level 3 Strategic
• Through questioning, brainstorm on the definition of spatial data, and the spatial data learners reasoning
can acquire in the classroom, school compound or field. Learners should consider the Level 4 Extended
emotions of individuals who struggle to express themselves critical thinking and
• Use pyramid discussion to initiate discussion on reasoning
(i) The modern spatial data collection methods/tools
(ii) How they are used?
(iii) What data these methods/tools can collect
Ensure that reserved learners contribute during the brainstorming and discussion

Activity-based learning: Group learners to use mobile and computer Apps to collect spatial data
on the field, and discuss their findings in class.

Talk for learning: Learners watch videos on how satellites (e.g. Landsat) revolve around the
earth and collect repetitive spatial data around the world and discuss that in class.
1.2.2.LI.2 1.2.2.AS.2
Assess the geospatial data collection tools Level 1 Recall
Level 2 Skills of
Collaborative learning: Discuss the advantages and disadvantages of the various spatial data conceptual understanding
collection methods/tools. Level 3 Strategic
Ensure that reserved learners contribute during discussion. The emotions of approaching reasoning
proficiency learners should not be override when they don’t contribute to discussion as expected. Level 4 Extended critical
thinking and reasoning
Teaching and • Mobile phone • GPS
Learning Resources • Computer Apps • Video on how satellites revolve around the earth
• Google Earth App

GEOGRAPHY | 47
Subject GEOGRAPHY
Strand 3. HUMAN AND ENVIRONMENT
Sub-Strand 1. PHYSICAL SETTINGS AND PEOPLE

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
1.3.1.LO.1
Examine the physical environment Collaboration and communicative skills: Exhibit communication GESI: Learners having experienced a
of Ghana (relief, drainage, climate, and collaborative skills through brainstorming and group discussion. teaching approach that ensures Gender
vegetation and soils) and their socio- Equality and Social Inclusion, where they
economic importance Creativity and innovation skills: Developed through drawing work with each other in an inclusive way;
administrative map of Ghana, inserting administrative regions and cross-sharing of knowledge and
towns. understanding among groups and individuals
will lead them to:
Communication and collaborative skills: Communication and • Respect individuals of different
collaborative skills are developed through group discussion on the geographical areas.
socio-economic importance of relief and drainage and their • Examine and dispel misconceptions/
challenges. myths about male domination in map
sketching.
Teamwork: Through discussions in groups of different backgrounds
• Interrogate their stereotypes and biases
Graphical skills: Graphical skills are developed as learners draw about gender and the role men and
climate, vegetation and soil maps of Ghana. women play in home and environment
management.

SEL: Learners having experienced teaching

and learning approaches that ensures the
inclusion of Social Emotional Learning
Competencies (Self-Awareness, Self-
Management, Social Awareness, Relationship
Skills and Responsible decisions) where they
work with each other in an inclusive way;
cross-sharing of knowledge and
understanding among groups and individuals
will lead them to be:

48 | GEOGRAPHY
 • Managing emotions and conflicts
• Showing empathy and cooperation
• finding confidence
• Self-awareness
• Exhibiting motivation
• SMART goal setting

National Core Values: Tolerance,

friendliness, open mindedness, patience,
hard work, humility, consciousness of the
need to safeguard the natural environment.

GEOGRAPHY | 49
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
1.3.1.CS.1 1.3.3.1.LI.1 1.3.1.AS.1
Demonstrate Draw the outline map of Ghana and describe the location and size, and indicate the Level 1 Recall
understanding of the administrative regions Level 2 Skills of
physical environment of conceptual understanding
Ghana and its socio- Collaborative Learning: In mixed ability and mixed gender groups, discuss the size of Ghana Level 3 Strategic
economic importance using an atlas map. Learners should create an environment where others believe their thoughts and reasoning
and challenges opinion are valued. Level 4 Extended
critical thinking and
Initiate talk for learning: Brainstorm on the definition of absolute and relative locations. Let reasoning
learners share their thoughts.

Collaborative learning: In mixed groups of different abilities and based on dominant economic
activity areas learners
(i) Use administrative maps of Ghana to identify and locate the administrative regions and
towns.
(ii) Draw the outline map of Ghana and insert the administrative regions and towns.
1.3.3.1.LI.2 1.3.1.AS.2
Discuss the major relief and drainage features of Ghana and their importance and Level 1 Recall
challenges to development Level 2 Skills of
conceptual understanding
Talk for learning: Level 3 Strategic
• Use a map to identify and describe the relief regions of Ghana in small manageable all-inclusive reasoning
groupings, emphasising on learners from different regions of Ghana. Level 4 Extended critical
• Discuss the importance and challenges of relief to socio-economic development through think- thinking and reasoning
pair-share.
Learners should create an environment in which others believe that their thoughts and opinions are
valued.

Activity-Based Learning: Use maps to identify and discuss the drainage features of Ghana
through a pair activity.

Collaborative Learning: In mixed-ability, and mixed gender groups and a focus on learners living
closer to different drainage systems discuss the importance and challenges of drainage features to

50 | GEOGRAPHY
 socio-economic development.

Project-based learning: Using different task-based or small mixed ability groups, draw an outline
map of Ghana showing the relief and drainage features.
1.3.3.1.LI.3 1.3.1.AS.3
Discuss the climate, vegetation and soil types in Ghana and their importance and Level 1 Recall
challenges to socio-economic development Level 2 Skills of
conceptual understanding
Collaborative learning: In small all-inclusive groupings, with emphasis on learners from different Level 3 Strategic
vegetation zones, use maps to reasoning
(i) Identify the climatic, vegetation zones and soil types. Level 4 Extended
(ii) Describe the factors that affect climate and vegetation zones and the soil types of Ghana. critical thinking and
Learners should create an environment in which others believe that their thoughts and opinions are reasoning
valued.

Activity-based learning: In mixed-groups of different climatic regions

(i) Draw the climate, vegetation and soil maps of Ghana
(ii) Discuss the characteristics of the climatic zones and their associated vegetation and soils
including their economic importance
Teaching and • Atlas • Drainage map of Ghana
Learning Resources • Administrative map of Ghana to determine the size, • Use climate, vegetation, soil maps of Ghana and soil
describe the position and identify administrative regions. samples to identify climate, vegetation and soil types.
• Relief maps of Ghana

GEOGRAPHY | 51
Subject GEOGRAPHY
Strand 3. HUMAN AND ENVIRONMENT
Sub-Strand 2. ECONOMIC ACTIVITIES

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
1.3.2.LO.1
Examine the methods, importance Communication and collaboration skills: Through leading GESI: Learners having experienced a
and problems of agriculture, discussions, think-pair-sharing and accepting constructive feedback. teaching approach that ensures Gender
lumbering and mining in Ghana Equality and Social Inclusion, where they
Information literacy: By viewing and watching pictures/videos of work with each other in an inclusive way;
agricultural production systems and types. cross-sharing of knowledge and
understanding among groups and individuals
Digital literacy: By viewing pictures and watching videos of mining will lead them to:
activities. • Encourage mutual co-existence of
animal herders and farmers .
Collaborative and communication skills: Through group • Embrace diversity and practice
discussions and individual contributions promote tolerance of inclusion of learners from different
opinions, oral communication and self-confidence. geo-spatial and economic areas.
• Examine and dispel misconceptions/
Collaborative learning: In mixed groups from mining and non-
myths about the contribution of men
mining communities, discuss;
i) definition of mining, minerals mined and methods of mining and women to agricultural.
in Ghana • Identify injustice, especially in
ii) importance, challenges facing the mining sector and their recognition of the contributions of
solutions in Ghana different socio-economic groups.

SEL: Learners having experienced teaching

and learning approaches that ensures the
inclusion of Social Emotional Learning
Competencies (Self-Awareness, Self-
Management, Social Awareness, Relationship
Skills and Responsible decisions) where they
work with each other in an inclusive way;
cross-sharing of knowledge and

52 | GEOGRAPHY
understanding among groups and individuals
will lead them to be:
• Self-reflecting
• Finding confidence
• Self-awareness
• Exhibiting motivation
• SMART goal setting

National Core Values: Tolerance,

friendliness, open mindedness, patience,
hard work, humility, being curious and
critical of things we see and hear and be
optimistic on our expectations.

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
1.3.2.CS.1 1.3.2.LI.1 1.3.2.AS.1
Demonstrate an Discuss the characteristics of subsistence and commercial agriculture and their Level 1 Recall
understanding of the importance and challenges in Ghana Level 2 Skills of
various primary conceptual
economic activities in Collaborative learning: understanding
Ghana and beyond • In mixed groups from different localities, think-pair-share on the meaning of economic activities Level 3 Strategic
with emphasis on the primary economic activities and identify some of these activities in their reasoning
various localities. Level 4 Extended critical
• Brainstorm learners on the definition of agriculture and the types of agriculture production thinking and reasoning
systems (crops and livestock farming).
• Learners should help to expand others’ emotional vocabulary and their abilities to identify
physical sensations related to particular feelings.

Exploratory Learning: Visit local farms that practice subsistence and commercial farming, and
discuss the characteristics, importance, problems and remedies of the various forms of agriculture
(subsistence and commercial) in Ghana.
1.3.2.LI.2 1.3.2.AS.2
Examine the methods, importance and problems of lumbering and mining in Ghana Level 1 Recall
Level 2 Skills of
Talk for Learning: Watch a video presentation or listen to a resource person give a presentation conceptual
on: understanding
(i) Definition of lumbering, identify timber species using question and answer technique Level 3 Strategic
(ii) Factors influencing lumbering and methods of extraction reasoning
(iii) Importance and challenges facing lumbering and mining activities and their solutions in Ghana Level 4 Extended critical
thinking and reasoning
Learners should accurately assess their own capabilities as they watch videos or listen to the
resource person.
Teaching and • Use pictures/videos and other sources of primary economic activities to explain the meaning of economic activities.
Learning Resources • Pictures/videos and other sources to show lumbering and mining activities and methods of extraction in Ghana.
• Pictures/videos and other sources to show problems of lumbering and mining activities in Ghana.
• Visit available local sites (farms, gardens, etc) to discuss the characteristics of subsistence and commercial farming.

54 | GEOGRAPHY
Subject GEOGRAPHY
Strand 3. HUMAN AND ENVIRONMENT
Sub-Strand 3. ENVIRONMENTAL DEGRADATION

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
1.3.3.LO.1
Evaluate the causes, effects and Systems-thinking competency: Are developed by examining GESI: Learners having experienced a
measures of preventing or mitigating interrelationships between the causes, and effects and proposing teaching approach that ensures Gender
water and air pollutions remedies for air pollution and for water pollution in Ghana. Equality and Social Inclusion, where they
work with each other in an inclusive way;
Critical thinking and problem-solving skills: Initiating talk for cross-sharing of knowledge and
learning promotes initiatives and imagination toward problem-solving understanding among groups and individuals
and prepare them for adult life on air pollution and environmental will lead them to:
concerns in Ghana. • Respect the views of mixed ability
learners.
• Embrace ideas of learners from
different geographical zones

SEL: Learners having experienced teaching

and learning approaches that ensures the
inclusion of Social Emotional Learning
Competencies (Self-Awareness, Self-
Management, Social Awareness, Relationship
Skills and Responsible decisions) where they
work with each other in an inclusive way;
cross-sharing of knowledge and
understanding among groups and individuals
will lead them to be:
• Managing emotions and conflicts
• Showing empathy and cooperation
• SMART goal setting
• Self-reflecting
• finding confidence

GEOGRAPHY | 55
 • Self-awareness
• Exhibiting motivation

National Core Values: Tolerance,

friendliness, open mindedness, patience,
hard work, humility, creativity.

56 | GEOGRAPHY
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
1.3.3.CS.1 1.3.3.LI.1 1.3.3.AS.1
Demonstrate an Examine causes and measures for preventing or mitigating air pollution in Ghana Level 1 Recall
understanding of the Level 2 Skills of conceptual
causes of environmental Talk for Learning: Learners think pair and share definition of air pollution. understanding
pollution and the Level 3 Strategic reasoning
strategies for dealing Talk for Learning: In an all-inclusive whole class discussion, and with the aid of pictures/videos Level 4 Extended
with it discuss the causes of air pollution in Ghana. Use mind maps to organise learners thoughts. critical thinking and
reasoning
Activity-Based Learning: In mixed ability and mixed gender groupings create posters on the
effects of air pollution and ways of addressing air pollution. Learners should be able to manage
their emotional reactions and behaviours using techniques such as mindfulness strategies,
breathing, and self-talk.
1.3.3.LI.2 1.3.3.AS.2
Examine causes and measures for preventing/mitigating water pollution in Ghana Level 1 Recall
Level 2 Skills of conceptual
Exploratory Learning: Embark on a trip to a nearby polluted water body/watch a video on understanding
water pollution Level 3 Strategic reasoning
Level 4 Extended
Talk for Learning: critical thinking and
• Brainstorm on the definition of water pollution. reasoning
• In an all-inclusive whole class discussion, and with the aid of pictures/videos discuss the causes
of water pollution in Ghana. Learners during discussions should provide opportunities for
others to practice identifying potential situations or experiences that lead to feeling
overwhelmed and struggling to manage emotions.

Activity-Based Learning: Create a mind-map on the causes, effects and prevention of water
pollution.
Teaching and • Use pictures/videos and other sources to show the causes and effects of air pollution in Ghana.
Learning Resources • Use pictures/videos and other sources showing water pollution, causes and effects in Ghana.

GEOGRAPHY | 57
Subject GEOGRAPHY
Strand 3. HUMAN AND ENVIRONMENT
Sub-Strand 4. ENVIRONMENTAL HAZARDS AND THEIR MANAGEMENT

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
1.3.4.LO.1
Sketch a map showing the Communication skills: Is developed as learners respond to GESI: Learners having experienced a
environmental hazard areas in questions and interact with each other. teaching approach that ensures Gender
Ghana Equality and Social Inclusion, where they
ICT and information literacy: Through watching videos, viewing work with each other in an inclusive way;
pictures and digital images of hazards/ disasters in Ghana. cross-sharing of knowledge and
understanding among groups and individuals
Creativity, innovation and personal development skills: By will lead them to:
undertaking individual tasks of map production on hazards/disasters in • Embrace diversity and practice inclusion
their localities and Ghana. of learners from different environmental
conditions.
• Examine and dispel gender
misconceptions/ myths about map
sketching.
• Identify injustice, especially in
recognition of the contributions of
different groups and individuals to the
effective management and maintenance
of the home.

SEL: Learners having experienced teaching

and learning approaches that ensures the
inclusion of Social Emotional Learning
Competencies (Self-Awareness, Self-
Management, Social Awareness, Relationship
Skills and Responsible decisions) where they
work with each other in an inclusive way;
cross-sharing of knowledge and

58 | GEOGRAPHY
understanding among groups and individuals
will lead them to be:
• Managing emotions and conflicts
• Showing empathy and cooperation
• SMART goal setting
• Self-reflecting

National Core Values: Tolerance,

friendliness, open mindedness, patience,
hard work, humility, environmental
awareness.

GEOGRAPHY | 59
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
1.3.4.CS.1 1.3.4.LI.1 1.3.4.AS.1
Demonstrate Differentiate between hazards and disasters Level 1 Recall
understanding of the Level 2 Skills of
concepts 'hazard' and Talk for Learning: Through questioning, learners brainstorm conceptual understanding
'disaster' (i) The definition of hazards and disasters Level 3 Strategic
(ii) Types of hazards and disasters in Ghana from your community reasoning
Level 4 Extended critical
Collaborative Learning: In pairs, map areas prone to environmental disasters (e.g. earthquakes thinking and reasoning
or tremors, landslides, floods and drought) in your community or Ghana.
Learners during discussions should provide opportunities for others to practice identifying potential
situations or experiences that lead to feeling overwhelmed and struggling to manage emotions.
1.3.4.LI.2 1.3.4.AS.2
Sketch areas in Ghana prone to floods, drought, bushfires and earthquakes Level 1 Recall
Level 2 Skills of
Project-based learning: conceptual understanding
• In an all-inclusive grouping, visit a nearby area in your locality that is prone to hazard and Level 3 Strategic
produce a disaster map. reasoning
In discussions, learners should listen to their peers’ opinions and express disagreements in Level 4 Extended
constructive ways. critical thinking and
reasoning
Teaching and • A visit to hazards or disaster-prone areas in your community.
Learning Resources • Pictures/videos, maps and other sources showing hazards/disasters in Ghana.
• Use pictures/videos, maps and other sources showing disasters in Ghana.

60 | GEOGRAPHY
YEAR TWO

GEOGRAPHY | 61
Subject GEOGRAPHY
Strand 1. THE EARTH AND ITS NEIGHBOURHOODS
Sub-Strand 1. THE EARTH AND ITS FEATURES

Learning Outcomes 21st Century Skills and Competencies GESI3, SEL4 and Shared National
Values
2.1.1.LO.1
With reference to the shape and Communication and collaborative skills: Oral communication GESI: Learners having experienced a
movement of the earth, discuss the and teamwork through discussions in interactive groups. teaching approach that ensures Gender
concept of continental drift Equality and Social Inclusion, where they
Communication and Collaborative skills: Oral and written work with each other in an inclusive way;
communication, teamwork and tolerance of views in groups cross-sharing of knowledge and
discussions and presentation of findings in class. understanding among groups and individuals
will lead them to:
• Respect individuals from the African
continent.
• Tolerate diversity and practice inclusion
of people from different parts of Africa.
• Interrogate their stereotypes and biases
about people from different racial
groups Sensitive to the inter-relatedness
of the various aspects of life.

SEL: Learners having experienced teaching

and learning approaches that ensures the
inclusion of Social Emotional Learning
Competencies (Self-Awareness, Self-
Management, Social Awareness, Relationship
Skills and Responsible decisions) where they
work with each other in an inclusive way;

3
Gender Equality and Social Inclusion
4
Socio-Emotional Learning

62 | GEOGRAPHY
 cross-sharing of knowledge and
understanding among groups and individuals
will lead them to be:
• Showing empathy and cooperation
• SMART goal setting
• Self-reflecting
• Finding confidence

National Core Values: Tolerance,

friendliness, open mindedness, patience,
hard work, appreciate wide variety of
landforms.
2.1.1.LO.2
Identify the different types of Digital literacy: By watching video on the processes and formation GESI: Learners having experienced a
landforms (mountains and plains), of mountains. teaching approach that ensures Fender
describe the processes that create Equality and Social Inclusion, where they
them and examine their importance Communication and Collaborative skills: Interactive learning work with each other in an inclusive way;
and discussion in groups build confidence, engender inclusivity and cross-sharing of knowledge and
tolerance of opinions and promotes oral communication. understanding among groups and individuals
will lead them to:
• Respect the views of individuals of
different relief areas.
• Embrace diversity and practice
inclusion.
• Interrogate their stereotypes and biases
about people living in different relief
areas.
• Sensitive to the connectedness of the
benefits of the various landforms.

SEL: Learners having experienced teaching

and learning approaches that ensures the
inclusion of Social Emotional Learning
Competencies (Self-Awareness, Self-

GEOGRAPHY | 63
 Management, Social Awareness, Relationship
Skills and Responsible decisions) where they
work with each other in an inclusive way;
cross-sharing of knowledge and
understanding among groups and individuals
will lead them to be:
• Managing emotions and conflicts
• Showing empathy and cooperation
• Finding confidence
• Self-awareness
• Exhibiting motivation
• SMART goal setting

National Core Values:

Respect and tolerance, environmental
harmony, respect for authority.

64 | GEOGRAPHY
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
2.1.1.CS.1 2.1.1.LI.1 2.1.1.AS.1
Demonstrate an Sketch, label and describe the internal structure of the Earth Level 1 Recall
understanding of the Level 2 Skills of
internal structure of Talk for learning: Using videos or pictures and other resources, Learners in pairs discuss the conceptual
the earth and the components of the internal structure of the earth and share with whole class. understanding
concept of continental Level 3 Strategic reasoning
drift Activity-Based Learning: Using appropriate resources draw a well labelled diagram showing the Level 4 Extended critical
internal structure of the earth. Learners in group discussions should not forget the emotions thinking and reasoning
people attached to religious, political and ethnic issues.
2.1.1.LI.2 2.1.1.AS.2
Explain the concept of continental drift and discuss the supporting evidence Level 1 Recall
Level 2 Skills of conceptual
Exploratory Learning: Research about continental from various sources including the internet, understanding
library and books. Level 3 Strategic reasoning
Level 4 Extended
Collaborative Learning: In small mixed-gender groups of assigned roles, discuss the concept and critical thinking and
evidence of continental drift using available sources and present findings. reasoning
Learners should consider the emotions of individuals who struggle to express themselves.
Teaching and • Pictures • Pictures of the continents, • Videos showing continental drift
Learning Resources • Diagrams of the internal structure of • Physical models (Jigsaw-puzzles) • World map
the earth
• Globe

GEOGRAPHY | 65
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
2.1.1.CS.2 2.1.1.LI.1 2.1.1.AS.1
Demonstrate Identify the different types of mountains (e.g. volcanic, fold and block), their Level 1 Recall
knowledge and characteristics, the processes that create them and their importance Level 2 Skills of conceptual
understanding of understanding
landforms, their Exploratory learning: Through nature walk, observe mountains/hills (or any high grounds) in the Level 3 Strategic
importance and the vicinity; use videos and sequential photos to examine the processes that create such highlands. reasoning
processes that leads to Level 4 Extended critical
their creation Activity-Based Learning: Create posters on different types of mountains, their features, benefits thinking and reasoning
and processes leading to their formation.
Learners should create an environment in which others believe that their thoughts and opinions are
valued.
2.1.1.LI.2 2.1.1.AS.2
Describe the types of plains (structural, erosional and depositional) and the processes Level 1 Recall
that create them and their importance Level 2 Skills of conceptual
Digital learning: In small GESI responsive groups (interactive, collaborative, diverse needs and understanding
mixed ability); learners watch a video on plains and share their thoughts with class. Level 3 Strategic reasoning
Level 4 Extended
Activity-Based Learning critical thinking and
• Individually make sketches of plains and describe their features. reasoning
• Discuss the importance of plains.
In groups, learners with strong characters should be aware of it in order not to abuse the emotions
of other members.
Teaching and • Pictures, videos and other materials showing fault structures
Learning Resources • Pictures or videos of plains

66 | GEOGRAPHY
Subject GEOGRAPHY
Strand 1. THE EARTH AND ITS NEIGHBOURHOODS
Sub-Strand 2. ROCKS, WEATHERING, SOIL AND MASS WASTING

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
2.1.2.LO.1
Discuss the factors of soil formation, Critical thinking skills: By think-pair-sharing on soil and its GESI: Learners having experienced a
soil types and importance components, identifying the factors of soil formation. teaching approach that ensures Gender
Equality and Social Inclusion, where they
Critical thinking, self-confidence: By working in groups to work with each other in an inclusive way;
conduct the experiment, they develop the ability to question cross-sharing of knowledge and
practices, opinions, independent development for life-long learning understanding among groups and individuals
and adult life. will lead them to:
• Accept diversity and practice inclusion
Communicative and collaborative skills: Team building, written of people with different temperaments
and oral communication through peer learning from others during and academic capabilities.
the experiment. • Consider the spatial differential needs of
learners.

SEL: Learners having experienced teaching

and learning approaches that ensures the
inclusion of Social Emotional Learning
Competencies (Self-Awareness, Self-
Management, Social Awareness, Relationship
Skills and Responsible decisions) where they
work with each other in an inclusive way;
cross-sharing of knowledge and
understanding among groups and individuals
will lead them to be:
• Managing emotions and conflicts
• Showing empathy and cooperation
• SMART goal setting
• Self-reflecting

GEOGRAPHY | 67
 • finding confidence

National Core Values: Tolerance,

friendliness, open mindedness, patience,
hard work, humility, avoid practices that
enhance soil erosion, risk prevention,
respect for environment, environmental
harmony, concern citizen.

68 | GEOGRAPHY
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
2.1.2.CS.1 2.1.2.LI.1 2.1.2.AS.1
Demonstrate knowledge State and explain the factors of soil formation Level 1 Recall
and understanding of Level 2 Skills of
soils Talk for Learning: Brainstorm on the definition, composition and profile of soils ensuring conceptual
gender responsiveness and different abilities. understanding
Level 3 Strategic
Collaborative learning and talk for learning: Using mixed ability and interactive small reasoning
groups, discuss the factors of soil formation. Level 4 Extended critical
Learners should be able to manage their emotional reactions and behaviours using techniques thinking and reasoning
such as mindfulness strategies, breathing, and self-talk.
2.1.2.LI.2 2.1.2.AS.2
Differentiate between the soil types and discuss the importance of soil Level 1 Recall
Level 2 Skills of conceptual
Experiential learning: In mixed ability groups, perform an experiment using real objects to understanding
differentiate between clay, loam and sandy soils. Level 3 Strategic
Learners should be conscious of resolving interpersonal conflicts with each other if they arise in reasoning
group discussions. Level 4 Extended critical
thinking and reasoning
Teaching and • Collect samples of soil types in the environment • Google Earth or satellite images of soil degradation
Learning Resources • Charts and pictures of soil types, their composition • Videos on soil formational processes, types, soil
• Buckets, bottle of water, funnel, and other soil sampling degradation processes and conservative techniques
materials

GEOGRAPHY | 69
Subject GEOGRAPHY
Strand 1. THE EARTH AND ITS NEIGHBOURHOODS
Sub-Strand 3. THE EARTH ATMOSPHERE

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
2.1.3.LO.1
Examine factors that influence the Communication skills and Personal development: Verbal GESI: Learners having experienced a
elements of climate, the world communication skills and self-confidence and public speaking through teaching approach that ensures Gender
climatic zones and the associated individual participation in discussions. Equality and Social Inclusion, where they
vegetation zones work with each other in an inclusive way;
Communication skills and self-confidence: Verbal and written cross-sharing of knowledge and
communication skills, self-confidence, leadership and public speaking understanding among groups and individuals
through individual participation in discussions and report writing. will lead them to:
• Respect individuals of different religious,
ethnic and political backgrounds.
• Embrace diversity and practice inclusion
of people from different climatic and
vegetational zones.
• Examine and dispel
misconceptions/myths about climate
change.
• Identify injustice, especially, in
recognition of the contributions of
different groups and individuals to the
management and maintenance of the
home and the environment.
• Value and promote environmental
justice in home and in society.

SEL: Learners having experienced teaching

and learning approaches that ensures the
inclusion of Social Emotional Learning
Competencies (Self-Awareness, Self-

70 | GEOGRAPHY
Management, Social Awareness, Relationship
Skills and Responsible decisions) where they
work with each other in an inclusive way;
cross-sharing of knowledge and
understanding among groups and individuals
will lead them to be:
• Self-reflecting
• Finding confidence
• Self-awareness
• Exhibiting motivation
• SMART goal setting

National Core Values: Tolerance,

friendliness, open mindedness, patience,
hard work, humility, environmental
consciousness, risk prevention, concern
citizenship.

GEOGRAPHY | 71
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
2.1.3.CS.1 2.1.3.LI.1 2.1.3.AS.1
Demonstrate Discuss the factors influencing the various climatic elements Level 1 Recall
understanding of the Level 2 Skills of
factors that influence Inquiry-Based Learning: Conduct individual research on the factors that influence the weather conceptual
the elements of understanding
climate, the world Talk for learning: Learners share perspectives on the factors influencing the various elements of Level 3 Strategic
climatic zones and the weather through a whole class discussion. reasoning
associated vegetation Learners in group discussions should not forget the emotions people attached to religious, political Level 4 Extended critical
types and ethnic issues. thinking and reasoning
2.1.3.LI.2 2.1.3.AS.2
Identify the forms of precipitation and the types of rainfall Level 1 Recall
Exploratory-Learning: In GESI-responsive groups research about the various types of Level 2 Skills of
precipitation. conceptual understanding
Collaborative Learning: Discuss the forms of precipitation, their formation and characteristics. Level 3 Strategic
reasoning
Level 4 Extended critical
thinking and reasoning
2.1.3.LI.3 2.1.3.AS.3
Describe the characteristics associated with vegetation within each climatic zone in the Level 1 Recall
world Level 2 Skills of
conceptual
Talk for learning: Using videos, pictures and other relevant materials in all-inclusive and gender understanding
responsive, brainstorm as a whole class the climate and its associated vegetation. Level 3 Strategic
reasoning
Activity-Based Learning: In manageable GESI groups, design posters on the vegetation within Level 4 Extended critical
each climatic zone and describe their key features. thinking and reasoning
Learners during discussions should provide opportunities for others to practice identifying potential
situations or experiences that lead to feeling overwhelmed and struggling to manage emotions.
Teaching and • Textbooks • Videos/pictures of types of rainfall and factors that
Learning Resources • Videos/pictures of types of air masses and fronts influence weather and climate

72 | GEOGRAPHY
Subject GEOGRAPHY
Strand 2. NAVIGATING OUR ENVIRONMENT
Sub-Strand 1. MAPS: THEIR ELEMENTS AND ANALYSES

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
2.2.1.LO.1
Using the knowledge from maps and Digital and ICT literacy: Through the search for information or GESI: Learners having experienced a
scales, reproduce maps, measure watching video on how to reduce and enlarge maps. Through the teaching approach that ensures Gender
distances and areas, determine search for information or watching video on measurement of Equality and Social Inclusion, where they
direction and bearings, and draw distances and areas on a topographical map. work with each other in an inclusive way;
cross-sectional profiles between cross-sharing of knowledge and
places Collaborative and communicative skills: Through sharing of understanding among groups and individuals
ideas by think-pair-share and group discussion on map reproduction will lead them to:
and insertion of features on maps, they build a sense of working • Respect individuals of different
together, oral and writing skills. geographical backgrounds.
• Embrace diversity and practice inclusion
Creativity skills: By drawing a reduced or enlarged map and of mixed ability groups.
inserting features, they become creative and artistic.
SEL: Learners having experienced teaching
and learning approaches that ensures the
inclusion of Social Emotional Learning
Competencies (Self-Awareness, Self-
Management, Social Awareness, Relationship
Skills and Responsible decisions) where they
work with each other in an inclusive way;
cross-sharing of knowledge and
understanding among groups and individuals
will lead them to be:
• Managing emotions and conflicts
• Showing empathy and cooperation
• SMART goal setting
• Self-reflecting
• Exhibiting motivation

GEOGRAPHY | 73
 National Core Values: Tolerance,
friendliness, open mindedness, patience,
hard work, humility creativity, accuracy,
truthfulness.

74 | GEOGRAPHY
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
2.2.1.CS.1 2.2.1.LI.1 2.2.1.AS.1
Demonstrate skill in map Reproduce map by reduction and enlargement Level 1 Recall
analysis Level 2 Skills of
Talk for learning: Using video, maps and other relevant materials in all-inclusive, emphasizing on conceptual understanding
gender responsive groups; Level 3 Strategic
i) Discuss, the steps or procedures to reduce and enlarge a map. reasoning
ii) Elaborate on the steps or procedures to insert features on a reproduced map. Level 4 Extended critical
thinking and reasoning
Project-based Learning: Engage in an artwork by reducing and enlarging a given map individually
and insert important physical and human features.
Learners during discussions should provide opportunities for others to practice identifying potential
situations or experiences that lead to feeling overwhelmed and struggling to manage emotions.
2.2.1.LI.2 2.2.1.AS.2
Measure distances and areas on maps Level 1 Recall
Level 2 Skills of
Talk for learning: Using video, maps and other relevant materials in all-inclusive groups of people conceptual understanding
from different geographical areas, do a whole class discussion on the techniques, and steps to Level 3 Strategic
measure distances and areas on a topographical map after watching a video on distance reasoning
measurement on maps. Level 4 Extended critical
Learners during discussions should provide opportunities for others to practice identifying potential thinking and reasoning
situations or experiences that lead to feeling overwhelmed and struggling to manage emotions.

Activity-based Learning:
• Undertake the measurement of distances on a given map and areas of maps individually.
• In pairs carry out actual ground distance and area measurements on the school compound
using a measuring tape.
2.2.1.LI.3 2.2.1.AS.3
Determine directions and bearings Level 1 Recall
Level 2 Skills of
Talk for Learning: Using videos, maps and other relevant resources, Initiate a class discussion on conceptual
the processes of measuring bearing and determining direction of places on a map, understanding
Level 3 Strategic

GEOGRAPHY | 75
 Exploratory Learning reasoning
• Work in pairs to find the direction and bearing of places on a given map. Level 4 Extended critical
• Work individually to find the direction and calculate the bearing of places on a topographical thinking and reasoning
map.
Learners should be conscious of resolving interpersonal conflicts with each other if they arise
in group discussions.

2.2.1.LI.4 2.2.1.AS.4
Draw sectional profiles (annotated) and calculate vertical exaggeration and gradient Level 1 Recall
Level 2 Skills of
Collaborative learning: Using videos, maps and other relevant resources, Learners in small conceptual understanding
groups discuss the processes involved in drawing an annotated cross section between localities on Level 3 Strategic
a topographic map and its importance. Share their opinion with whole class. reasoning
Think-pair-sharing: Work in pairs to draw an annotated cross section and calculate the vertical Level 4 Extended
exaggeration of the profile. critical thinking and
reasoning
Project-based Learning: Individually, draw an annotated cross section of two places on a
topographic map and calculate the vertical exaggeration of the profile.
Teaching and • Watch videos on map reduction and enlargement on • Topographical maps
Learning Resources mobile phones, computers/laptops. • Calculator, thread, paper, measuring tape, etc.
• Printed topographical maps

76 | GEOGRAPHY
Subject GEOGRAPHY
Strand 2. NAVIGATING OUR ENVIRONMENT
Sub-Strand 2. GEOSPATIAL DATA COLLECTION, REPRESENTATION AND INTERPRETATION

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
2.2.2.LO.1
Collect geospatial data using both Digital and information literacy skills: Through collecting and GESI: Learners having experienced a
traditional methods e.g. chain and mapping geospatial data in various forms using the computer, mobile teaching approach that ensures Gender
compass surveying and modern and other digital Apps. Equality and Social Inclusion, where they
methods e.g. remote sensing and work with each other in an inclusive way;
Geographic Information Systems cross-sharing of knowledge and
(GIS), Global Positioning System understanding among groups and individuals
(GPS) and mobile Apps will lead them to:
• Respect learners’ social characteristics
differences.
• Embrace diversity and practice
inclusion of men and women in all
group work.
• Identify injustice, especially in
recognition of the contributions of
different groups and individuals to the
effective management and maintenance
of the home, society and the
environment.

SEL: Learners having experienced teaching

and learning approaches that ensures the
inclusion of Social Emotional Learning
Competencies (Self-Awareness, Self-
Management, Social Awareness, Relationship
Skills and Responsible decisions) where they
work with each other in an inclusive way;
cross-sharing of knowledge and

GEOGRAPHY | 77
 understanding among groups and individuals
will lead them to be:
• Showing empathy and cooperation
• finding confidence
• Self-awareness
• Exhibiting motivation
• SMART goal setting

National Core Values: Tolerance,

friendliness, open mindedness, patience,
hard work, humility, uniqueness,
accurateness, truthfulness.

78 | GEOGRAPHY
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
2.2.2.CS.1 2.2.2.LI.1 2.2.2.AS.1
Demonstrate skills in Identify and discuss the methods of collecting geospatial data (surveying, remote Level 1 Recall
basic geospatial data sensing, GIS, GPS etc) Level 2 Skills of
collection methods conceptual understanding
Talk for learning: Using pictures, videos and other relevant materials in all-inclusive groupings, Level 3 Strategic
being mindful of reserved learners, identify and discuss the methods of collecting geospatial data reasoning
(surveying, remote sensing, GIS, GPS etc). Level 4 Extended
critical thinking and
Collaborative Learning: Through think pair share, identify the similarities and differences reasoning
between different methods of collecting geospatial data.
Learners should be conscious of resolving interpersonal conflicts with each other if they arise in
group discussions.
2.2.2.LI.2 2.2.2.AS.2
Collect and map geospatial data using Computer and Mobile Apps, GIS and GPS Level 1 Recall
Level 2 Skills of
Activity-based learning: Collect and map geospatial data using Computer and Mobile Apps, GIS conceptual understanding
and GPS Level 3 Strategic
Learners should understand cause and effect of decision they make. reasoning
Level 4 Extended
critical thinking and
reasoning
2.2.2.LI.3 2.2.2.AS.3
Explore the emerging technologies for geospatial data collection Level 1 Recall
Level 2 Skills of
Talk for learning: Using pictures, videos and other relevant materials in an all-inclusive with conceptual understanding
emphasis of learners from different geographical areas discussion, explore the emerging Level 3 Strategic
technologies for geospatial data collection. reasoning
In discussions, learners should listen to their peers’ opinions and express disagreements in Level 4 Extended
constructive ways. critical thinking and
reasoning
Teaching and • Computer
Learning Resources • Mobile Apps for collecting geospatial data and mapping

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Subject GEOGRAPHY
Strand 3. HUMAN AND ENVIRONMENT
Sub-Strand 1. PHYSICAL SETTINGS AND PEOPLE

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
2.3.1.LO.1
Compare and contrast the physical Collaborative and Communication skills: Oral communication, GESI: Learners having experienced a
geography of Ghana to West Africa respect for diverse views and team work are developed as they teaching approach that ensures Gender
and Africa express themselves in responding to questions and sharing ideas in Equality and Social Inclusion, where they
their various groups. work with each other in an inclusive way;
cross-sharing of knowledge and
Personal development: understanding among groups and individuals
• Self-confidence to speak in public among others are developed as will lead them to:
they work in mixed ability groups and share ideas. • Respect individuals from different racial
• Self-confidence to speak in public among others are developed as groups.
they work in mixed ability groups and share ideas. • Accept diversity and practice inclusion
of people from different areas in Africa.
Creative and Innovation skills: Are developed as they learn to • Interrogate their stereotypes and biases
draw the maps of administrative maps of West Africa and Africa. about gender and the role men and
women in different geographical areas in
Communication skills: Oral communications developed as they Africa.
express themselves in discussions. • Sensitive to the inter-connectedness of
all countries in Africa.
Collaboration and self-confidence: Through sharing ideas, they
build their confidence level and peer bonding. SEL: Learners having experienced teaching
and learning approaches that ensures the
inclusion of Social Emotional Learning
Competencies (Self-Awareness, Self-
Management, Social Awareness, Relationship
Skills and Responsible decisions) where they
work with each other in an inclusive way;
cross-sharing of knowledge and
understanding among groups and individuals

80 | GEOGRAPHY
will lead them to be:
• Managing emotions and conflicts
• Showing empathy and cooperation
• Self-reflecting
• Finding confidence
• SMART goal setting

National Core Values: Tolerance,

friendliness, open mindedness, patience,
hard work, humility, respect for African
Neighbours.

GEOGRAPHY | 81
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
2.3.1.CS.1 2.3.1.LI.1 2.3.1.AS.1
Demonstrate skills of Describe the geographic location, size and political divisions of West Africa and Level 1 Recall
drawing and showing the Africa Level 2 Skills of
physical setting of West conceptual
Africa and Africa Collaborative Learning: Using maps, atlases and other relevant information in mixed ability, understanding
different cultural and gender-sensitive groups discuss and compare the position, administrative Level 3 Strategic reasoning
regions and size of West Africa and Africa. Level 4 Extended critical
thinking and reasoning
Digital Learning:
• Use smart phones or computers or laptops to search for the size and administrative regions
in West Africa and Africa.
• Learners should be able to manage their emotional reactions and behaviours using techniques
such as mindfulness strategies, breathing, and self-talk.
2.3.1.LI.2 2.3.1.AS.2
Describe the relief, drainage, climate and vegetation of West Africa and Africa Level 1 Recall
Level 2 Skills of conceptual
Talk-For-Learning: In all-inclusive and interactive learning process, discuss the characteristics of understanding
the relief, drainage, climate and vegetation of West Africa and Africa. Level 3 Strategic
reasoning
Activity-Based Learning: Level 4 Extended critical
• Using videos, maps, atlas or relevant materials and in pairs, sketch the map of West Africa on thinking and reasoning
the following physical elements: relief, drainage, climatic and vegetation zones.
• Learners should be able to manage their emotional reactions and behaviours using techniques
such as mindfulness strategies, breathing, and self-talk.
Teaching and • Atlas • Computers/laptops
Learning Resources • Maps • Watch videos on relief, drainage, vegetation of West
• Smart phones Africa/Africa from TVs

82 | GEOGRAPHY
Subject GEOGRAPHY
Strand 3. HUMAN AND ENVIRONMENT
Sub-Strand 2. ECONOMIC ACTIVITIES

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
2.3.2.LO.1
Examine the types distribution, Collaboration and self-confidence: Develop team spirit, respect GESI: Learners having experienced a
characteristics, importance and for each other and build their self-confidence level in public speaking teaching approach that ensures Gender
challenges of manufacturing as they discuss and share ideas. Equality and Social Inclusion, where they
industries in Ghana work with each other in an inclusive way;
Communication skills: Verbal and written communication skills cross-sharing of knowledge and
are developed as they express themselves, research and write understanding among groups and individuals
reports on the solutions to industries. will lead them to:
• Respect individuals of different ethnic,
Problem solving skills: Are developed through research and field religious and political backgrounds.
investigations to find solutions to the challenges of manufacturing • Embrace diversity and practice inclusion
industries. learners from different socio-economic
zones.
• Identify injustice, especially in
recognition of the contributions of
mixed ability groups and individuals to
the effective management and
maintenance of the home.
• Sensitive to the inter-relatedness of the
various aspects of life.
• Value and promote justice in home and
in society.

SEL: Learners having experienced teaching

and learning approaches that ensures the
inclusion of Social Emotional Learning
Competencies (Self-Awareness, Self-
Management, Social Awareness, Relationship
Skills and Responsible decisions) where they

GEOGRAPHY | 83
 work with each other in an inclusive way;
cross-sharing of knowledge and
understanding among groups and individuals
will lead them to be:
• Showing empathy and cooperation
• finding confidence
• Self-awareness
• Exhibiting motivation
• SMART goal setting

National Core Values: Tolerance,

friendliness, open mindedness, patience,
hard work, humility, appreciate made in
Ghana goods.

84 | GEOGRAPHY
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
2.3.2.CS.1 2.3.2.LI.1 2.3.2.AS.1
Analyse the manufacturing Discuss the distribution, types and characteristics of manufacturing industries in Level 1 Recall
sector in Ghana Ghana Level 2 Skills of
conceptual
Collaborative learning: Using videos, maps and other relevant resources discuss the understanding
distribution of manufacturing industries, types and their characteristics in Ghana, and explain the Level 3 Strategic reasoning
reasons for their concentration in some parts of the country. Level 4 Extended critical
thinking and reasoning
Activity-Based Learning: Produce a map on the distribution of manufacturing industries in
Ghana.

Experiential Learning: Embark on a field trip to a nearby industry;

• Give a report on the reasons for its establishment in that locality
• Research about the types and characteristics of manufacturing industries in Ghana
Learners in group discussions should not forget the emotions people attached to religious,
political and ethnic issues
2.3.2.LI.2 2.3.2.AS.2
Discuss the importance and challenges of manufacturing industries in Ghana Level 1 Recall
Level 2 Skills of
Talk for Learning: Learners think pair share and outline some importance of manufacturing conceptual
industries in Ghana and possible challenges that may confront them. Use mind maps to structure understanding
contributions. Level 3 Strategic
reasoning
Problem Based Learning: Either in a field tour to a local industry or researching using Level 4 Extended critical
internet or relevant information sources: thinking and reasoning
• Investigate the challenges facing manufacturing industries in Ghana
• Investigate to find out solutions to the challenges of the industry/recommend solutions to
the possible challenges
Learners should be conscious of resolving interpersonal conflicts with each other if they arise in
group discussions.
Teaching and Learning • Projectors • Smart phones
Resources • Atlas • Local or community industries

GEOGRAPHY | 85
 • Computers/laptops • Documentary videos on related industries in Ghana or
• Maps similar geographical context

86 | GEOGRAPHY
Subject GEOGRAPHY
Strand 3. HUMAN AND ENVIRONMENT
Sub-Strand 3. ENVIRONMENTAL DEGRADATION

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
2.3.3.LO.1
Analyse causes, effects and Self-awareness by determining which behaviour makes one a good GESI: Learners having experienced a
preventing or mitigating strategies citizen and which behaviour makes one a bad citizen. teaching approach that ensures Gender
for land degradation and soil Equality and Social Inclusion, where they
pollution in Ghana Critical thinking and problem-solving skills are demonstrated as work with each other in an inclusive way;
learners discuss and discover effects and remedies of soil pollution in cross-sharing of knowledge and
their communities. understanding among groups and individuals
will lead them to:
Global citizenship: Through distinguishing between good behaviour • Respect individuals of different
and bad behaviour as a citizen with regards to soil degradation. geographical locations.
• Embrace cultural diversity and practice
Self-awareness: By determining which behaviour makes one a good inclusion of leraners from different
citizen and which behaviour makes one a bad citizen. cultures.
• Interrogate their stereotypes and
biases about gender and the role men
and women play in environmental
management.
• Identify injustice, especially in
recognition of the contributions of
different groups and individuals to the
effective management of the
environment.

SEL: Learners having experienced teaching

and learning approaches that ensures the
inclusion of Social Emotional Learning
Competencies (Self-Awareness, Self-
Management, Social Awareness, Relationship

GEOGRAPHY | 87
 Skills and Responsible decisions) where they
work with each other in an inclusive way;
cross-sharing of knowledge and
understanding among groups and individuals
will lead them to be:
• Managing emotions and conflicts
• Showing empathy and cooperation
• SMART goal setting
• Self-reflecting
• Finding confidence
• Self-awareness

National Core Values: Tolerance,

friendliness, open mindedness, patience,
hard work, humility, the environment is our
friend, don’t destroy it, risk prevention.

88 | GEOGRAPHY
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
2.3.3.CS.1 2.3.3.LI.1 2.3.3.AS.1
Demonstrate skills of Discuss the causes of land degradation, its effects and management strategies in Level 1 Recall
preventing or mitigating Ghana Level 2 Skills of
land degradation and soil conceptual
pollution in Ghana Talk for Learning: Brainstorm on the meaning of land degradation. Considering the cultural understanding
diversity and different location of learners, let them share their experiences Level 3 Strategic reasoning
Level 4 Extended
Experiential Learning: Embark on a fieldtrip to a nearby mines/watch a video documentary on critical thinking and
mining and document machinery used in mining activities for presentation in groups. reasoning

Talk-for-learning: Discuss and discover in GESI responsive groups, the effects of land
degradation on the environment and suggest remedies to reducing the effects.
In groups, all Learners should be aware of the emotions of all members, especially the vulnerable
ones.
2.3.3.LI.2 2.3.3.AS.2
Discuss the causes of soil pollution, its effects and management strategies in Ghana Level 1 Recall
Level 2 Skills of
Talk for learning: conceptual
• Brainstorm the definition of soil pollution understanding
• In different task groups learners s identify causes of soil pollution in local communities Level 3 Strategic reasoning
• discuss and identify the impacts of soil Level 4 Extended
• pollution on humans and the environment and propose remedies to mitigate the menace. critical thinking and
Learners should consider the emotions of individuals who struggle to express themselves reasoning

Activity-Based Learning: Create a mind-map on the causes, effects and control of soil erosion
in Ghana
Teaching and • Pictures/videos and other materials showing land • Mobile phones
Learning Resources degradation • Computers
• Pictures/videos and other materials showing the effects of
land degradation on the earth’s surface

GEOGRAPHY | 89
Subject GEOGRAPHY
Strand 3. HUMAN AND ENVIRONMENT
Sub-Strand 4. ENVIRONMENTAL HAZARDS AND THEIR MANAGEMENT

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
2.3.4.LO.1
Evaluate measures for controlling or Communication skills: Developed as they express themselves in GESI: Learners having experienced a
mitigating floods, droughts, responding to questions and sharing ideas in their various groups teaching approach that ensures Gender
earthquakes and fires in Ghana Equality and Social Inclusion, where they
Collaboration and self-confidence: work with each other in an inclusive way;
• Learners work in mixed ability groups, share ideas and build their cross-sharing of knowledge and
confidence level. understanding among groups and individuals
• Learners work in mixed ability groups, share ideas and build their will lead them to:
confidence level. • Respect individuals of different ethnic
backgrounds.
ICT literacy, creativity and innovative skills: Developed by • Embrace diversity and practice inclusion
mapping flood areas/zones either by using computer and smart phone of mixed ability learners.
Apps or printed maps. • Identify injustice, especially in
recognition of the extent of
Problem solving skills is achieved as learners discover strategies in vulnerabilities of different groups and
curbing floods. As learners discover strategies in curbing fire individuals resulting from disasters
outbreaks and drought. • Value and promote environmental
justice in the society.

SEL: Learners having experienced teaching

and learning approaches that ensures the
inclusion of Social Emotional Learning
Competencies (Self-Awareness, Self-
Management, Social Awareness, Relationship
Skills and Responsible decisions) where they
work with each other in an inclusive way;
cross-sharing of knowledge and
understanding among groups and individuals

90 | GEOGRAPHY
will lead them to be:
• Managing emotions and conflicts
• Self-reflecting
• Finding confidence
• Self-awareness
• Exhibiting motivation
• SMART goal setting

National Core Values: Tolerance,

friendliness, open mindedness, patience,
hard work, humility, natural disaster
consciousness, risk prevention, risk
reduction.

GEOGRAPHY | 91
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
2.3.4.CS.1 2.3.4.LI.1 2.3.4.AS.1
Demonstrate skills for Examine the measures for managing floods in Ghana Level 1 Recall
managing earthquakes, Level 2 Skills of
floods, drought and Experiential learning: View/watch pictures/video or other resources on floods, brainstorm on the conceptual understanding
fires definition of flood. Learners share their observations with whole class. Level 3 Strategic
reasoning
Talk for Learning: Through think-pair-share, discuss the causes of floods in our Level 4 Extended
communities/districts/Ghana. critical thinking and
reasoning
Activity-Based Learning:
• In pairs, identify low lying areas or water channels of within the community.
• Using printed maps or computer or smart phone Apps, map areas that are prone to floods in
your community, district or region.
In groups, learners with strong characters should be aware of it in order not to abuse the emotions
of other members.
2.3.4.LI.2 2.3.4.AS.2
Examine the measures for managing drought and fires in Ghana Level 1 Recall
Level 2 Skills of
Talk for learning: Brainstorm on the definition of drought. Individual earner share their thoughts. conceptual
understanding
Experiential Learning: Level 3 Strategic
• Using pictures/videos on drought, discuss the causes of drought in Ghana reasoning
• In mixed ability and GESI responsive groups, explore methods to mitigate droughts and fire Level 4 Extended
outbreaks in our communities and Ghana and present the findings in class. Taking into critical thinking and
consideration learners from different ethnic backgrounds reasoning
Learners should help to expand others’ emotional vocabulary and their abilities to identify physical
sensations related to feelings.
Teaching and • Maps, arts toolkits, computers and projectors
Learning Resources • Data on the floodable areas
• Pictures or video documentary on drought
• Charts to explain drought mitigation strategies

92 | GEOGRAPHY
YEAR THREE

GEOGRAPHY | 93
Subject GEOGRAPHY
Strand 1. THE EARTH AND ITS NEIGHBOURHOODS
Sub-Strand 1. THE EARTH AND ITS FEATURES

Learning Outcomes 21st Century Skills and Competencies GESI5, SEL6 and Shared National
Values
3.1.2.LO.1
With your knowledge on the Communication and collaborative skills: Through sharing of GESI: Learners having experienced a
characteristics of mountains, discuss ideas with their colleagues and learning to cope with members in the teaching approach that ensures Gender
the development of river channels collaborative groups. Equality and Social Inclusion, where they
and associated landforms and their work with each other in an inclusive way;
importance with reference to Ghana Digital and information literacy: Through the search for cross-sharing of knowledge and
information on the river landforms on Google Earth and various understanding among groups and individuals
sources. will lead them to:
• Sensitive to the views of different
Collaborative skills: As members cooperate, tolerate and learn to learners based on their exposure to
work as a team. water from different drainage areas.
• Interrogate their stereotypes and
biases about gender and the role men
and women play in water management.

SEL: Learners having experienced teaching

and learning approaches that ensures the
inclusion of Social Emotional Learning
Competencies (Self-Awareness, Self-
Management, Social Awareness, Relationship
Skills and Responsible decisions) where they
work with each other in an inclusive way;
cross-sharing of knowledge and
understanding among groups and individuals

5
Gender Equality and Social Inclusion
6
Socio-Emotional Learning

94 | GEOGRAPHY
will lead them to be:
• Managing emotions and conflicts
• Self-reflecting
• Finding confidence
• Self-awareness
• Exhibiting motivation

National Core Values: Tolerance,

friendliness, open mindedness, patience,
hard work, humility, avoid water pollution,
water preservation.

GEOGRAPHY | 95
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
3.1.1.CS.1 3.1.1.LI.1 3.1.1.AS.1
Demonstrate knowledge Describe the development of river channels and associated landforms Level 1 Recall
and understanding of Level 2 Skills of conceptual
river channels and Exploratory Learning: Prior to the lesson, individually, research on the formation of erosional understanding
associated landforms and depositional landforms. Level 3 Strategic
reasoning
Talk-for-Learning: Using questions and answer technique, explain the formation of erosional Level 4 Extended
and depositional landforms of rivers. Consider learners with different learning needs. critical thinking and
Learners should consider the emotions of individuals who struggle to express themselves. reasoning

Geographic enquiry: Embark on a field trip to a nearby river or watch videos on river
processes and landforms.
3.1.1.LI.2 3.1.1.AS.2
Examine the importance of river landforms to the socio-economic development in Level 1 Recall
Ghana Level 2 Skills of conceptual
understanding
Project-based learning: Write a report to include river landforms identified on Google Earth Level 3 Strategic
App or other digital sources or during the field trip. reasoning
Level 4 Extended
Talk for learning: In manageable, cultural, gender-responsive, interactive groups, discuss how critical thinking and
and why the river landforms are beneficial to socio-economic development of Ghana. reasoning
The emotions of Approaching proficiency Learners should not be override when they don’t
contribute to discussion as expected.
Teaching and • Use videos, pictures, Google Earth App and other digital sources to view channels of major rivers and identify examples of
Learning Resources river landforms

96 | GEOGRAPHY
Subject GEOGRAPHY
Strand 1. THE EARTH AND ITS NEIGHBOURHOODS
Sub-Strand 2. ROCKS, WEATHERING, SOIL AND MASS WASTING

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
3.1.2.LO.1
Examine the factors, types and Information literacy skills: GESI: Learners having experienced a
effects of mass wasting • Through brainstorming and sharing of ideas in group discussion teaching approach that ensures Gender
and seeking information from diverse sources. Equality and Social Inclusion, where they
• Collaboration and information literacy skills are achieved as work with each other in an inclusive way;
learners work in groups and search for information from different cross-sharing of knowledge and
sources. understanding among groups and individuals
will lead them to:
• Respect individuals of different
intellectual capabilities.
• Embrace diversity and practice inclusion
of people from different landform areas.

SEL: Learners having experienced teaching

and learning approaches that ensures the
inclusion of Social Emotional Learning
Competencies (Self-Awareness, Self-
Management, Social Awareness, Relationship
Skills and Responsible decisions) where they
work with each other in an inclusive way;
cross-sharing of knowledge and
understanding among groups and individuals
will lead them to be:
• Managing emotions and conflicts
• Finding confidence
• Self-awareness
• Exhibiting motivation
• SMART goal setting

GEOGRAPHY | 97
 National Core Values: Tolerance,
friendliness, open mindedness, patience,
hard work, humility, be mindful of natural
disasters, Risk prevention, conservation of
vegetation.

98 | GEOGRAPHY
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
3.1.2.CS.1 3.1.2.LI.1 3.1.2.AS.1
Demonstrate Discuss mass wasting and the factors that influence it Level 1 Recall
knowledge of mass Level 2 Skills of conceptual
wasting as a Digital learning: Watch videos and pictures on mass wasting. Learners share their observation. understanding
geomorphic process Level 3 Strategic
Talk for learning: Using brainstorming define and account for the factors influencing mass reasoning
wasting. Level 4 Extended critical
Learners should realise that they can accomplish their goals with hard work, persistence, and good thinking and reasoning
strategies.
3.1.2.LI.2 3.1.2.AS.2
Examine the types of mass wasting Level 1 Recall
Level 2 Skills of conceptual
Talk for learning: Think-pair-share on the types of mass wasting processes understanding
Learners should realise that they can accomplish their goals with hard work, persistence, and good Level 3 Strategic
strategies. reasoning
Level 4 Extended critical
thinking and reasoning
3.1.2.LI.3 3.1.2.AS.3
Discuss the socio-economic and environmental effects of mass wasting Level 1 Recall
Level 2 Skills of conceptual
Collaborative Learning: Conduct group research and create PowerPoint presentations on understanding
socio-economic and environmental effects of mass wasting for class presentations. Level 3 Strategic
Learners working in a group should allow their colleagues to develop interpersonal and reasoning
communication skills, and to create a community where Learners assign themselves specific roles. Level 4 Extended critical
thinking and reasoning
Teaching and • Use pictures, videos, field observations and other learning resources to show evidence of mass wasting.
Learning Resources

GEOGRAPHY | 99
Subject GEOGRAPHY
Strand 1. THE EARTH AND ITS NEIGHBOURHOODS
Sub-Strand 3. THE EARTH ATMOSPHERE

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National
Values
3.1.3.LO.1
Discuss the causes and evidence of • Collaboration skills through working in group with their GESI: Learners having experienced a
climate change, its impacts and the colleagues. teaching approach that ensures Gender
adaptation and mitigation strategies • Problem solving skills through the discussion of remedies to Equality and Social Inclusion, where they
in Ghana climate change. work with each other in an inclusive way;
• Glocal citizenship by knowing the socio-economic impacts and cross-sharing of knowledge and
ways to combat climate change both in Ghana and beyond. understanding among groups and
individuals will lead them to:
• Respect individuals of different political,
religious and ethnic backgrounds.
• Embrace diversity and practice
inclusion of people from different
climatic regions.
• Examine and dispel misconceptions/
myths on climate change.
• Awareness of the inter-connectedness
of the global climatic factors.

SEL: Learners having experienced teaching

and learning approaches that ensures the
inclusion of Social Emotional Learning
Competencies (Self-Awareness, Self-
Management, Social Awareness, Relationship
Skills and Responsible decisions) where they
work with each other in an inclusive way;
cross-sharing of knowledge and
understanding among groups and

100 | GEOGRAPHY
individuals will lead them to be:
• Showing empathy and cooperation
• Self-awareness
• Exhibiting motivation
• SMART goal setting

National Core Values: Tolerance,

friendliness, open mindedness, patience,
hard work, humility, understanding climate
change.

GEOGRAPHY | 101
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
3.1.3.CS.1 3.1.3.LI.1 3.1.3.AS.1
Demonstrate knowledge of Discuss the causes and evidence of climate change in Ghana Level 1 Recall
climate change and its Level 2 Skills of conceptual
impacts on the Inquiry learning: understanding
environment and socio- • Conduct research from various sources including the internet on climate change. Level 3 Strategic
economic development • Identify evidence of climate change in Ghana. reasoning
Level 4 Extended critical
Activity-Based Learning: Develop charts on climate change using relevant pictures thinking and reasoning
Self-reflection during instruction, especially when solving problems or on accomplished projects
and assignments.
3.1.3.LI.2 3.1.3.AS.2
Discuss the socio-economic and environmental impacts of climate change in Ghana Level 1 Recall
and beyond Level 2 Skills of conceptual
understanding
Collaborative learning: In manageable mixed ability and GESI responsive groups, discuss the Level 3 Strategic
socio-economic and environmental impacts of climate change and the adaptation strategies reasoning
Learners working in groups should allow their colleagues to develop interpersonal and Level 4 Extended critical
communication skills, and to create a community where Learners assign themselves specific thinking and reasoning
roles.
3.1.1.3LI3 3.1.1.3AS3
Discuss adaptation strategies and remedies for climate change in Ghana Level 1 Recall
Level 2 Skills of conceptual
Collaborative learning: understanding
• In manageable GESI responsive and mixed ability groups of learners from different climatic Level 3 Strategic
regions, discuss the remedies to combat climate change. reasoning
• Create posters on how to combat climate change Level 4 Extended critical
Learners in group discussions should not forget the emotions people attached to religious, thinking and reasoning
political and ethnic issues.
Teaching and Learning • Use pictures, videos, climate datasets and other sources for searching for information and evidence of climate change.
Resources

102 | GEOGRAPHY
Subject GEOGRAPHY
Strand 2. NAVIGATING OUR ENVIRONMENT
Sub-Strand 1. MAPS, THEIR ELEMENTS AND ANALYSES

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
3.2.1.LO.1
Analyse natural and cultural features Critical thinking skills: Through viewing, describing and analysing GESI: Learners having experienced a
on topographical maps base on the features on topographical maps. teaching approach that ensures Gender
knowledge gained from the Equality and Social Inclusion, where they
representation of relief features on Digital and ICT Skills: work with each other in an inclusive way;
maps • Through viewing digital Google Earth 3D view and analysing the cross-sharing of knowledge and
features understanding among groups and individuals
• Critical thinking is developed as learners determine intervisibility will lead them to:
on a topographical map which involves consideration of varying • Respect individuals of different cultural
factors simultaneously. backgrounds.
• Embrace diversity and practice inclusion
of people from different geographical
and cultural areas.

SEL: Learners having experienced teaching

and learning approaches that ensures the
inclusion of Social Emotional Learning
Competencies (Self-Awareness, Self-
Management, Social Awareness, Relationship
Skills and Responsible decisions) where they
work with each other in an inclusive way;
cross-sharing of knowledge and
understanding among groups and individuals
will lead them to be:
• Managing emotions and conflicts
• Showing empathy and cooperation
• Self-awareness
• Exhibiting motivation

GEOGRAPHY | 103
 • SMART goal setting

National Core Values: Tolerance,

friendliness, open mindedness, patience,
hard work, humility, analytical skills,
Curiosity of things we see, fair judgement,
optimism.

104 | GEOGRAPHY
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
3.2.1.CS.1 3.2.1.LI.1 3.2.1.AS.1
Demonstrate skills and Analyse natural features on maps (e.g. relief, drainage) Level 1 Recall
competencies in Level 2 Skills of
interpreting and Activity-Based Learning: conceptual understanding
analysing maps • In small groups of people from different ethnic groups, describe and analyse the natural and Level 3 Strategic
cultural features on a topographical map and their interrelationships. reasoning
• During class assignments and especially before tests, learners should think positively about Level 4 Extended
themselves, confirming that they are prepared and have everything in their power to succeed. critical thinking and
reasoning
3.2.1.LI.2 3.2.1.AS.2
Analyse cultural features on maps (e.g. settlements, farms and roads) Level 1 Recall
Level 2 Skills of
• Through think-pair-share, analyse the interrelationship between natural and cultural features on conceptual understanding
topographical maps and compare with the 3D view on Google Earth. Level 3 Strategic
Learners should be aware of the different background of their colleagues. reasoning
• Learners should realise that they can accomplish their goals with hard work, persistence, and Level 4 Extended
good strategies. critical thinking and
reasoning
3.2.1.LI.3 3.2.1.AS.3
Analyse the interrelationships between natural and cultural features on maps Level 1 Recall
Level 2 Skills of
Talk for Learning: Through think-pair-share, determine whether two points on topographical conceptual understanding
maps are intervisible and calculate gradient between any two points. Level 3 Strategic
Learners should realise that they can accomplish their goals with hard work, persistence, and good reasoning
strategies. Level 4 Extended
critical thinking and
reasoning
Teaching and • Google Earth in 3D view (zoom to the area covered by the topographical map, so learners can see the natural and cultural
Learning Resources features they are describing and analysing)
• Topographical map (if possible, one covering your school locality)

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Subject GEOGRAPHY
Strand 2. NAVIGATING OUR ENVIRONMENT
Sub-Strand 2. GEOSPATIAL DATA COLLECTION, REPRESENTATION AND INTERPRETATION

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
3.2.2.LO.1
Represent geospatial data using dot ICT, Graphical and statistical skills: Through calculating, drawing GESI: Learners having experienced a
maps and flow charts and analysing geospatial data using dot maps. teaching approach that ensures Gender
Equality and Social Inclusion, where they
ICT and statistical skills: Through calculating and analysing work with each other in an inclusive way;
geospatial data using flow charts and revealing the relationships in the cross-sharing of knowledge and
datasets. understanding among groups and individuals
will lead them to:
• Embrace diversity and practice
inclusion of geospatial values.
• Inclusion of women and men in
collecting spatial data
• Dispel myths on male dominance in
geospatial data collection

SEL: Learners having experienced teaching

and learning approaches that ensures the
inclusion of Social Emotional Learning
Competencies (Self-Awareness, Self-
Management, Social Awareness, Relationship
Skills and Responsible decisions) where they
work with each other in an inclusive way;
cross-sharing of knowledge and
understanding among groups and individuals
will lead them to be:
• Managing emotions and conflicts
• Self-reflecting
• Finding confidence

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 • Self-awareness

National Core Values: Tolerance,

friendliness, open mindedness, patience,
hard work, humility, curiosity, precision,
analytical skills.

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
3.2.2.CS.1 3.2.2.LI.1 3.2.2.AS.1
Demonstrate skills in Analyse and interpret geospatial data using dot maps Level 1 Recall
basic geospatial data Level 2 Skills of
representation and Activity-Based Learning: In an all-inclusive and gender-responsive classroom, analyse and conceptual understanding
interpretation using interpret geospatial data using dot maps and discuss the relationships revealed in the datasets. Level 3 Strategic
diagrams During class task and especially before tests, ask learners should think positively about themselves, reasoning
confirming that they are prepared and have everything in their power to succeed. Level 4 Extended
critical thinking and
reasoning
3.2.2.LI.2 3.2.2.AS.2
Analyse and interpret geospatial data using flow charts Level 1 Recall
Level 2 Skills of
Activity-Based Learning: In a GESI-responsive classroom, analyse and interpret geospatial data conceptual understanding
using flow charts. Level 3 Strategic
Learners should create an environment in which others believe that their thoughts and opinions are reasoning
valued. Level 4 Extended
critical thinking and
reasoning
Teaching and • Geospatial datasets e.g. national, regional, district and local agricultural production such as maize and groundnuts in tonnes
Learning Resources • Geospatial datasets e.g. regional and district migration, trade or agricultural production (in tonnes)

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Subject GEOGRAPHY
Strand 3. HUMAN AND ENVIRONMENT
Sub-Strand 1. PHYSICAL SETTINGS AND PEOPLE

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
3.3.1.LO.1
Using the knowledge gained in the Teamwork/collaborative skills are developed through sharing and GESI: Learners having experienced a
physical environment, analyse accepting ideas of peers in mixed ability groups. teaching approach that ensures Gender
population growth and distribution, Equality and Social Inclusion, where they
migration trends and settlement Collaboration and Communication; Creativity and work with each other in an inclusive way;
types in Ghana Innovation skills: Through sharing and accepting the ideas of peers cross-sharing of knowledge and
in mixed-ability groups. understanding among groups and individuals
will lead them to:
• Respect individuals with different
intellectual capabilities.
• Accept diversity and practice inclusion
of people from different ethnic
backgrounds.
• Interrogate their stereotypes and biases
about ethnic groups, gender and the
role each person plays in society and
home.
• Identify injustice, especially in
recognition of the contributions of
different groups and individuals to the
effective management and maintenance
of the home, society and environment.
• Value and promote respect from people
living in different settlements areas.

SEL: Learners having experienced teaching

and learning approaches that ensures the
inclusion of Social Emotional Learning

GEOGRAPHY | 109
 Competencies (Self-Awareness, Self-
Management, Social Awareness, Relationship
Skills and Responsible decisions) where they
work with each other in an inclusive way;
cross-sharing of knowledge and
understanding among groups and individuals
will lead them to be:
• Finding confidence
• Self-awareness
• Exhibiting motivation
• SMART goal setting

National Core Values: Tolerance,

friendliness, open mindedness, patience,
hard work, humility, birth control.
3.3.1.LO.2
Compare Ghana's population Collaboration and Communication; Creativity and GESI: Learners having experienced a
growth and migration trends to Innovation skills: Through sharing and accepting the ideas of peers teaching approach that ensures Gender
Africa and the world. in mixed-ability groups. Equality and Social Inclusion, where they
work with each other in an inclusive way;
cross-sharing of knowledge and
understanding among groups and individuals
will lead them to:
• Awareness of individuals of different
racial backgrounds.
• Embrace diversity and practice inclusion
of migrants from different parts of
Africa.
• Examine and dispel
misconceptions/myths about gender,
racial groups as they relate to human
and national development.
• Identify injustice, especially in

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 recognition of the contributions of
different groups and individuals to the
effective management the home and the
society.

SEL: Learners having experienced teaching

and learning approaches that ensures the
inclusion of Social Emotional Learning
Competencies (Self-Awareness, Self-
Management, Social Awareness, Relationship
Skills and Responsible decisions) where they
work with each other in an inclusive way;
cross-sharing of knowledge and
understanding among groups and individuals
will lead them to be:
• Managing emotions and conflicts
• Self-reflecting
• finding confidence
• Exhibiting motivation
• SMART goal setting

National Core Values: Tolerance,

friendliness, open mindedness, patience,
hard work, humility; Cherish Ghanaian
values, respect for people from diverse
groups, including race.

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
3.3.1.CS.1 3.3.1.LI.1 3.3.1.AS.1
Demonstrate Examine population growth and distribution in Ghana Level 1 Recall
understanding of Level 2 Skills of
population growth and Groupwork/collaborative learning: conceptual understanding
distribution, migration • With the aid of pictures and videos, work in groups to explain population growth, distribution Level 3 Strategic
trends and settlement and density reasoning
types in Ghana • Distinguish between population growth, distribution and density. Level 4 Extended critical
Learners should be able to manage their emotional reactions and behaviours using techniques such thinking and reasoning
as mindfulness strategies, breathing, and self-talk.
3.3.1.LI.2 3.3.1.AS.2
Discuss migration trends, settlement types and patterns in Ghana Level 1 Recall
Level 2 Skills of
Activity-Based learning: In mixed ability groups of people from different population density areas, conceptual
sketch a map of Ghana showing migration trends. understanding
Level 3 Strategic
Collaborative Learning: In mixed ability and all-inclusive groups, explore settlement types and reasoning
patterns in Ghana. Level 4 Extended critical
Learners should be able to manage their emotional reactions and behaviours using techniques such thinking and reasoning
as mindfulness. strategies, breathing, and self-talk
3.3.1.LI.3 3.3.1.AS.3
Discuss factors influencing population growth, population distribution and migration in Level 1 Recall
Ghana Level 2 Skills of
conceptual understanding
Talk for learning: Level 3 Strategic
• Listen to a presentation or watch a video on population distribution and migration. reasoning
• Through a whole class session, discuss factors influencing population growth, population Level 4 Extended critical
distribution and migration in Ghana. thinking and reasoning
• Learners should realise that they can accomplish their goals with hard work, persistence, and
good strategies.
Teaching and • Use available population data from Ghana Statistical Service, National Population Council and any other sources to facilitate
Learning Resources your discussions.
• Maps of migration trends to aid discussion.
• Use pictures and videos of different settlement types and patterns for illustrations.

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
3.3.1.CS.2 3.3.1.LI.1 3.3.1.AS.1
Analyse the population Compare Ghana's population growth to that of Africa and the world Level 1 Recall
growth and migration Level 2 Skills of
trends in Africa and the Experiential learning: Using relevant charts and figures, compare Ghana's population growth to conceptual understanding
world that of Africa and the world. Level 3 Strategic
Learners should realise that they can accomplish their goals with hard work, persistence, and good reasoning
strategies. Level 4 Extended critical
thinking and reasoning
3.3.1.LI.2 3.3.1.AS.2
Explore the socio-economic implications of migration from Africa to the rest of the Level 1 Recall
world Level 2 Skills of
conceptual understanding
Inquiry-Based Learning: Research from textbooks, the internet and other sources on the socio- Level 3 Strategic
economic implications of migration reasoning
Level 4 Extended critical
Talk for learning: thinking and reasoning
• In an all-inclusive with a focus on learners from different parts of the country share your
feedback and analyse the differences and similarities between migration in Ghana, Africa and the
world.
• Discuss the socio-economic implications of migration.
• In discussions, learners should listen to their peers’ opinions and express disagreements in
constructive ways.
Teaching and • Use available population and migration data from Ghana Statistical Service, National Population Council, International
Learning Resources Organisation for Migration (IOM) any other sources to facilitate your discussions.

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Subject GEOGRAPHY
Strand 3. HUMAN AND ENVIRONMENT
Sub-Strand 2. ECONOMIC ACTIVITIES

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
3.3.2.LO.1
Assess the role of tourism, trade Collaboration and information literacy skills are acquired GESI: Learners having experienced a
and transport/communication to the through working in groups and searching for information from teaching approach that ensures Gender
socio-economic development of different sources on tourism, trade and transport/communication Equality and Social Inclusion, where they
Ghana activities in Ghana. work with each other in an inclusive way;
cross-sharing of knowledge and
understanding among groups and individuals
will lead them to:
• Be sensitive to individuals of different
ethnic and racial backgrounds.
• Embrace diversity and practice
inclusion of different race and ethnic
backgrounds.
• Examine and dispel
misconceptions/myths about gender,
racial groups they relate human and
national development.
• Identify injustice, especially in
recognition of the contributions of
local manufacturers to global trade.
• Dispel misconceptions that commercial
driving is a men-reserved occupation.

SEL: Learners having experienced teaching

and learning approaches that ensures the
inclusion of Social Emotional Learning
Competencies (Self-Awareness, Self-
Management, Social Awareness, Relationship

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Skills and Responsible decisions) where they
work with each other in an inclusive way;
cross-sharing of knowledge and
understanding among groups and individuals
will lead them to be:
• Managing emotions and conflicts
• Showing empathy and cooperation
• finding confidence
• Self-awareness
• Exhibiting motivation

National Core Values: Tolerance,

friendliness, open mindedness, patience,
hard work, humility, value leisure, rest,
peace.

GEOGRAPHY | 115
Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
3.3.2.CS.1 3.3.2.LI.1 3.3.2.AS.1
Evaluate the tourism, Examine the role of tourism in the socio-economic development of Ghana and the Level 1 Recall
trade and challenges facing the tourism sector Level 2 Skills of
transport/communication conceptual
sectors in Ghana Collaborative Learning: In GESI-responsive groups, research about the following; understanding
• The role of tourism in the socio-economic development of Ghana and the challenges facing the Level 3 Strategic
sector. reasoning
• The role of trade in the socio-economic development of Ghana and the challenges facing the Level 4 Extended
sector. critical thinking and
• The role of transport/communication in the socio-economic development of Ghana and the reasoning
challenges facing the sector.
Write a report based on your findings
Learners should be able to manage their emotional reactions and behaviours using techniques such
as mindfulness strategies, breathing, and self-talk.
3.3.2.LI.2 3.3.2.AS.2
Assess the role of trade in the socio-economic development of Ghana and the Level 1 Recall
challenges facing the sector. Level 2 Skills of
conceptual
Collaborative Learning: In groups research about the following; understanding
• The role of tourism in the socio-economic development of Ghana and the challenges facing the Level 3 Strategic
sector. reasoning
• The role of trade in the socio-economic development of Ghana and the challenges facing the Level 4 Extended
sector. critical thinking and
• The role of transport/communication in the socio-economic development of Ghana and the reasoning
challenges facing the sector.
Write a report based on your findings.
In the groups, all Learners should be aware of the emotions of all members, especially the
vulnerable ones.
3.3.2.LI.3 3.3.2.AS.3
Examine the role of transport and communication in the socio-economic development Level 1 Recall
of Ghana and the challenges facing the sector Level 2 Skills of
conceptual

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 Project-based Learning: In small GESI-responsive groups, discuss the following; understanding
• The role of tourism in the socio-economic development of Ghana and the challenges facing the Level 3 Strategic
sector. reasoning
• The role of trade in the socio-economic development of Ghana and the challenges facing the Level 4 Extended critical
sector. thinking and reasoning
• The role of transport and communication in the socio-economic development of Ghana and
the challenges facing the sector.
• In groups, all Learners should be aware of the emotions of all members, especially the
vulnerable ones.
Teaching and Learning • Use maps • Statistical data and other learning resources showing
Resources • Pictures tourism
• Videos • Trade
• Transport/communication activities in Ghana

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Subject GEOGRAPHY
Strand 3. HUMAN AND ENVIRONMENT
Sub-Strand 3. ENVIRONMENTAL DEGRADATION

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
3.3.3.LO.1
Analyse the sources of waste and Collaboration and information literacy skills are acquired GESI: Learners having experienced a
effects of improper waste disposal in through working in groups and searching for information from teaching approach that ensures Gender
Ghana different sources. Equality and Social Inclusion, where they
work with each other in an inclusive way;
Leadership skills are developed as group leaders manage their cross-sharing of knowledge and
members to execute the task given. understanding among groups and individuals
will lead them to:
Problem-solving and Lifelong learning: Through searching for • Be sensitive and respect individuals'
information from different sources on their own and discussing the views on waste.
effectiveness of the 3Rs in managing waste. • Interrogate stereotypes and biases
about gender and the role men and
Creativity and innovation skills are developed through the women play in waste management.
creation of artefacts from waste • Identify injustice, especially in
recognition of the contributions of
different groups and individuals to
effective waste management at the
home.
SEL: Learners having experienced teaching
and learning approaches that ensures the
inclusion of Social Emotional Learning
Competencies (Self-Awareness, Self-
Management, Social Awareness, Relationship
Skills and Responsible decisions) where they
work with each other in an inclusive way;
cross-sharing of knowledge and
understanding among groups and individuals
will lead them to be:

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 • Managing emotions and conflicts
• Showing empathy and cooperation
• SMART goal setting

National Core Values: Tolerance,

friendliness, open mindedness, patience,
hard work, humility, avoid littering; learn to
separate wastes, environmental cleanliness.

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
3.3.3.CS.1 3.3.3.LI.1 3.3.3.AS.1
Demonstrate skills in Discuss the sources of waste in your community and Ghana Level 1 Recall
waste management in Level 2 Skills of
Ghana Inquiry-Based Learning: conceptual
• In GESI responsive groups, visit the nearby community to identify various sources of waste understanding
generation. Level 3 Strategic
• Based on the visitation, write down the main and minor sources of waste generation within the reasoning
local community and Ghana as a whole. Level 4 Extended critical
• The emotions of approaching proficiency learners should not be override when they don’t thinking and reasoning
contribute to discussion as expected.
3.3.3.LI.2 3.3.3.AS.2
Discuss the effects of improper waste management or disposal in your community and Level 1 Recall
Ghana Level 2 Skills of
conceptual understanding
Exploratory Learning: Level 3 Strategic
• Embark on visits to the community or observe pictures and videos on the effects of improper reasoning
waste disposal. Level 4 Extended
• Discuss the effects of poor waste management. critical thinking and
• The emotions of approaching proficiency learners should not be override when they don’t reasoning
contribute to discussion as expected.
3.3.3.LI.3 3.3.3.AS.3
Examine appropriate methods of waste management in Ghana: Reduce, Reuse and Level 1 Recall
Recycle (3Rs) Level 2 Skills of
conceptual understanding
Collaborative Learning: Level 3 Strategic
• Listen to a presentation by a resource person on ways of managing waste. reasoning
• Classify the various ways of managing waste under the 3Rs (Reduce, Reuse and Recycle). Level 4 Extended
critical thinking and
Project-based Learning: reasoning
• In groups use plastic or other waste products as the raw material to create any useful artefact.
• Learners should be conscious of resolving interpersonal conflicts with each other if they arise in
group. discussions

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Teaching and • Use pictures, videos, field observation or any other sources • Pictures, videos or any other sources showing waste
Learning Resources in your communities showing the different sources and sorting.
types of waste. • Pictures, videos or any other sources showing waste reuse
• Use pictures, videos or any other sources showing links and recycle.
between waste and our health.

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Subject GEOGRAPHY
Strand 3. HUMAN AND ENVIRONMENT
Sub-Strand 4. ENVIRONMENTAL HAZARDS AND THEIR MANAGEMENT

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
3.3.4.LO.1
Evaluate the management strategies Collaborative and communication skills are developed through GESI: Learners having experienced a
for desert encroachment and corporative discussion on the meaning, causes and effects of desert teaching approach that ensures Gender
landslides encroachment. Equality and Social Inclusion, where they
work with each other in an inclusive way;
Problem-solving and lifelong learning as learners examine cross-sharing of knowledge and
diverse ways of managing desert encroachment. As learners examine understanding among groups and individuals
diverse ways of managing landslides. will lead them to:
• Respect views of learners from different
vegetation zones.
• Examine and dispel misconceptions/
myths about people living in different
vegetation zones.
• Interrogate their stereotypes and biases
about gender and the role men and
women play in vegetation management.

SEL: Learners having experienced teaching

and learning approaches that ensures the
inclusion of Social Emotional Learning
Competencies (Self-Awareness, Self-
Management, Social Awareness, Relationship
Skills and Responsible decisions) where they
work with each other in an inclusive way;
cross-sharing knowledge and understanding
among groups and individuals lead them to
be:
• Managing emotions and conflicts

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 • Showing empathy and cooperation
• SMART goal setting

National Core Values: Tolerance,

friendliness, open mindedness, patience,
hard work, humility; avoid deforestation,
vegetation conservation, follow national
building codes.

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
3.3.4.CS.1 3.3.4.LI.1 3.3.4.AS.1
Demonstrate Examine ways of managing desert encroachment Level 1 Recall
knowledge and skills Level 2 Skills of conceptual
for preventing or Talk for Learning: In an interactive, GESI and different cultural background class discussion, understanding
mitigating desert explain the meaning, causes and effects of desert encroachment. Level 3 Strategic
encroachment and reasoning
landslides Collaborative learning: Level 4 Extended
• In the same task group work, explain ways by which desert encroachment can be minimised. critical thinking and
• Learners should be able to manage their emotional reactions and behaviours using techniques reasoning
such as mindfulness strategies, breathing, and self-talk.
3.3.4.LI.2 3.3.4.AS.2
Examine measures for the prevention/mitigation of landslides Level 1 Recall
Level 2 Skills of conceptual
Talk for Learning: understanding
• Using videos/pictures and other sources, discuss the meaning, causes and effects of landslides in Level 3 Strategic reasoning
small groups. Level 4 Extended
• Learners should be able to manage their emotional reactions and behaviours using techniques critical thinking and
such as mindfulness strategies, breathing, and self-talk. reasoning
Teaching and • Use pictures, videos, maps and any other sources showing desert encroachment and landslides.
Learning Resources

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