Subject Overviews

Contents Contents

1. Introduction

2. Early Childhood Education Curriculum • 3. •Subjects Primary 1 to Secondary 4 • National Languages • English • Mathematics (and Additional Mathematics S1-‐4) • Science (including separate Physics, Chemistry and Biology S1-‐4) • Social Studies (including separate Citizenship, History and -‐ Geography S1 4) • Religious Education (Generic expectations for both Christian and Islamic RE)

• Physical Education

• Arabic (P5-‐S4)

• French (S1-‐S4) Kiswahili (S1-‐S4)

Information and Communication Technology (ICT) (S1-‐4)

•

4. •Integrated subjects: P1-‐P8 ICT

Technical and Vocational Education and Training (TVET)

• 5. Cross-‐cutting Issues • Peace Education • Life Skills

Environment and Sustainability

Subject Overviews

Introduction Introduction

A Broader Structure

These Subject Overviews are part of the broader structure of the new areas. They also need to possess the skills and the attitudes to make curriculum. The new curriculum sets out key aims that define what good use of that knowledge and to apply it in the service of community. The subject knowledge th together wi the skills and the • nation wants for its young people; that they should become: attitudes forms the competencies that will equip learners to become • st Good citizens of South Sudan global citizens in the 21 Century. • • Successful life-‐long learners Creative and productive individuals Citizens of South Sudan also need a clear sense of identity and an understanding and appreciation of the rich culture and heritage of Environmentally responsible members of society their own country. The curriculum is therefore an association of

subjects and competencies, driven by aims, values and principles,

located with the rich culture and heritage of South Sudan. This is The new curriculum also puts the subjects of the curriculum into a reflected in the Subject Overviews. broader context of values, principles, student competencies and the

rich culture and heritage of South Sudan. It is set out in three key Values'and'Principles' documents:

South'Sudanese'culture'and'heritage' The Curriculum Framework sets out the key aims this broader context of the curriculum and gives guidance on how it is to be implemented in schools. ! !

The Subject Overviews set out the key learning ach expected for e ! The!!South!Sudan!Curriculum!

subject, year by year. Subjects

These Syllabus Units give the detail that supplements the overall learning expectations that are set out in the ‘Subject Overviews’ The Framework of the curriculum

Student!Competencies! st 85! To face the challenges of the 21 Century, young people need to be knowledgeable and have a good understanding of the key subject

04 Subject Overviews

Expected Learning Outcomes What are “Subject Overviews”? Expected Learning Outcomes What are “Subject Overviews”? The expected learning outcomes comprise three main forms of The Subject Overviews for Primary 1 to Secondary set 4 out the key •The learning: expected learning outcomes comprise three main forms of The learning Subject expected Overviews for for each Primary of 1 the to curriculum Secondary set 4 out subjects the be the end of key •learning: learning every • year. expected For each for subject, each of the the Subject curriculum Overview sets out: subjects be the end of • Knowledge: the memorizing of information every year. For each subject, the Subject Overview sets out: UnderKnowledge:standing: the putting memorizing knowledge of into information a framework of meaning • o • The rationale for the subject Skills:Under standing:the ability putting apply knowledge one’s into knowledge a framework and understanding; to of meaning o • The rationale The purpose for the and subject scope of the subject perform Skills: the a ability mental apply or physical one’s process knowledge and understanding; to The purpose and scope of the subject perform a mental or physical process • o • The subject within the broader Framework For • example: o • The subject How the within subject the fits broader within Framework the overall Curriculum •For Knowledge: example: remembering that Paris is the capital of France How Framework the , subject and in fits particular within how the overall it Curriculum contributes to the • UnderstandingKnowledge: remembering : understanding that why Paris Washington is the and capital of France not New York • Frameworkfour Student , and Competences in particular how it contributes to the • is Understanding the capital : understanding of the USA why Washington and not New York four Student Competences Skill:is the being capital able to of the USA find (eg out from a book, map or the internet) • o The teaching and learning of the subject what Skill: being is the able capital to find (eg out of Mongolia. from a book, map or the internet) o The teaching Key approaches and learning to teaching of the subject and learning that are needed what is the capital of Mongolia. to Key approaches meet the to aims teaching of the and new curriculum learning that are needed So it is important to look at the expected learning outcomes in these to meet the aims of the new curriculum terms. So it is important We must to look ask ourselves, at the does expected ledge, this require know learning skills outcomes in these or The Subject Overview also shows how the subject is organized. This understanding.terms. We must ask ourselves, does ledge, this require know skills or The usually Subject in terms Overview of also “strands” shows which how are the the subject component parts of the is organized. This •understanding. (Knowledge) usually subject. in For terms example, of English “strands” is divided which into the four are strands the of: component parts of the •For example, in Primary 1 Science, (Knowledge learners (Understanding)) are expected to: subject. Listening, Speaking, For example, English Reading is divided and Writing. into the four strands of: •For “Know example, in basic Primary weather 1 conditions..” Science, (Skill) learners (Understanding) are expected to:

Listening, Speaking, Reading and Writing. • “Understand “Know basic the weather use of conditions..” (Skill) simple machines ..” The Overview sets out the key purpose of each strand. “Investigate “Understand the which use objects of sink ..” simple machines ..” The Overview sets out the key purpose of each strand. “Investigate which objects sink ..” The final section of each Subject Overview sets out the expected When using these Subject Overviews for planning teaching or for The learning final outcomes section by of the each end Subject Overview sets of the out of year for each these the strands. expected assessment, When using it these is essential Subject to Overviews look closely for planning at teaching or for the expected learning learning They should outcomes therefore by the be end used of as the of year for each the basis for any end-‐ these of-‐year strands. outcomes assessment, and it distinguish is essential between to knowledge, look closely skills and at the expected learning They assessments. should therefore be used as the basis for any end-‐of-‐year understanding. outcomes and distinguish Each between is taught knowledge, and assessed skills and differently. The “School assessments. Based understanding. Assessment Each Guidance” is taught gives and more assessed help with this. differently. The “School These learning outcomes are the basis for the more detailed Syllabus The Based new Assessment curriculum takes Guidance” the skills one gives stage more further, help with this. has and been These Units and learning for the outcomes textbooks. are the basis for the more detailed Syllabus written The new to curriculum encourage takes students the to skills one develop stage ‘Higher further, has and Order been Thinking Units and for the textbooks. written to encourage students to develop ‘Higher Order Thinking

05 Subject Overviews

Integrated Subjects

Skills’. These are illustrated in Bloom’s Taxonomy which divides learning into six ascending levels. The lowest level is memorizing At the Primary School levels, ICT and TVET have been integrated into (which refers to knowledge) and comprehending the second is (which the subjects: These will be learned in the context of other subjects refers to understanding). To reach the higher levels, learners have to rather than as separate subjects. There are separate programmes for Bloom’s!Taxonomy! use ‘higher a order thinking skill ’ to apply their learning in some way. these (set out in Section so 4) that progress can be checked, but the This is illustrated in the diagram below: elements are already in the expected learning outcomes and so do

Crea5ng! need to be added. !!!! Synthesising! The separate programme for ICT will be helpful to schools that have Analysing! no equipment at the moment. These schools will be able use these to Applying! run ‘stand alone’ catch-‐up programmes when they have the resources. Comprehending! Cross -‐cutting issues Memorising! • The are elements of learning that fall across all the subjects: Bloom’s Taxonomy • • Peace Education Life Skills Environment and Sustainability It will be helpful to bear this in Subject mind when using the Overviews. The Higher Order Thinking Skills have been built into the Like the integrated subjects, there are separate ( programmes set out expected learning “Investigate outcomes. air pressure ..” For example: in Section 5) but all these elements have already been built into the subjects, so they do not need to be added. P3 Science: “Compare.. to a (apply) contrasting location” Early Childhood Development Curriculum (ECD)

P3 Social “Analyse Studies: pre-‐colonial trade …” (analyse) The ECD Curriculum takes account of the early stage of development S1 History: “develop informed arguments (analyse) ..” of children of this age when it is not appropriate to study the same subjects as older children in seven school. The ECD Areas of Learning S2 Citizenship: “communicate ideas creatively …” (synthesise) are seen activities as , because learning needs to be active at this stage. The seven activities cover all the key elements of early childhood P5 English: (create) development and prepare young children to start school in P1.

06 Early Childhood Development Curriculum Early Childhood Development Curriculum

07 Subject Overviews

Early Childhood Development Curriculum Early Childhood Development Curriculum

Early Childhood Development (ECD) ECDC with the Framework

The ECD Curriculum covers the period from It 3 to 5 years old. is a key phase The ECD is all about the four of the Framework competencies. Learning to communicate of development when children develop very rapidly intellectually, physically, is fundamental to young children’s development, and to do so they must be given as many socially and emotionally. It is a time when they are exploring the world and opportunities to do so. – Talk with adults and to – each other is central to this finding their place within it. They learn through play. They need a rich range development. Children need to be encouraged to ask questions and to suggest their own of practical activities and the time and independence to investigate and find ideas, and they need to have these ideas valued by their teachers. Critical and creative out what things do. This will give them the practical knowledge and thinking are at the heart of learning for young children as they explore the world around experience on which theoretical learning can be built later. They need to be them and try to make sense of it. This is a period when young children move from the encouraged to grow socially and emotionally: to be given opportunities to individual to the social, and co learning to -‐operate and to work and play with other is a work and play by themselves and with others, ilities to take some responsib crucial part of their development. All learning is at this stage part of the induction of and develop some independence. Above all, they need to be encouraged young children into culture their : from behaviour and beliefs rhymes to the songs, and talk about what they are doing, to ask questions, to suggest answers and take stories, all learning contributes to their cultural development. part in conversations. Talk is the basis of language development and the key Teaching, learning and assessment to future learning.

A stimulating environment enables the learners to initiate their own learning, The language of education will be a National Language to be selected by the school. making choices and decisions. To enable children to realize their full potential Young children earn l through doing things rather than by sitting and listening, and they the teacher needs to ensure that they feel secure and free to learn new things. learn through play, so activity and play must be the basis of teaching and learning. This will be achieved through the active way that young children learn, Teachers of facilitators of learning, arranging stimulating activities and resources, through the independence they are given ical at this crit stage of their engaging children in rich learning experiences. For effective learning to take place, these development, and the way they are valued and supported by their teachers. activities must be accompanied by talk. Children need to be encouraged to reflect upon their learning and talk to to others about what they are doing. This helps them make At this stage, learning is first-‐hand and practical, and based on play and sense of new information. exploration. This is the basis of the Early Childhood Development

AimsCurriculum. Young children need to be helped to explore the world around them and develop the early understandings and skills that will enable them to take their learning forward as they get older. They need help developing their own emotional stability and learning to Early • childhood development contributes to the development of young adapt to social situations. They need help to develop their language abilities through speaking, singing and listening. They also need the space and the time to develop these people • as: skills and understandings. • Good citizens of South Sudan

• Successful life-‐long learners Creative and productive individuals Teachers will make assessments of children’s learning through observations and Environmentally aware members of society discussions. It is not appropriate for children at this stage to take tests.

Early childhood should be a time of joy, of fascination, of stimulation, of excitement and rich learning.

08 Subject Overviews

09 Subject Overviews

The Areas of Learning

The ECD Curriculum takes account of the early stage of development of children of this age when it is not appropriate to study the same subjects as older children in school. The ECD Areas of Learning are seen as activities, and they cover all the key elements of early childhood development and prepare young children to start school in P1.

Although these are set out as separate areas of learning, children will almost inevitably be learning in more than one area when they engage in practical activities.

The seven areas are: Language Activities

Language is vital for learning and for communication. Children learn by doing things practically and by talking about what they do. Language gives young children the means by which to understand the world and it forms the basis for reading and writing. It is through language that children access all the other subjects. Language gives young children the ability to express themselves, and the tools for relating to others, so it supports their social and emotional Creative Activities development. To develop good language skills children need an environment that is rich in talk, stories and books. Their efforts at early writing need to be valued and they need to be listened to. Most of talk all they need lots of time to both to adults and to each other. Young children are naturally creative. Their responses and reactions to what they see, hear, and experience are expressed art communicated in individual and unique ways. Being creative enables them to explore a wide range of processes and materials resulting to realization of new creations which are rewarding and satisfying. It is therefore important for the teacher of young children to provide them with opportunities to explore their surroundings. Mathematics Young learners need enabling and stimulating environments to enhance their creativity, originality and expressiveness. They need to be provided with a Activities wide range of materials; the especially locally available resources. Young children learn mathematics by exploring the world around them, and by talking about what they do and observe. They need to handle shapes and materials, to count, sort, match and order them. Above all they need to use mathematics and the language of mathematics in practical everyday situations. Outdoor and They need an environment in which opportunities to talk about and explore number and shape, time and position are rich, and one in which mathematics is Physical Activities fun. The outdoors is the best place for young children explore their It physical capabilities. is where they develop control over their movements and use this Musical Activities increasing control to develop skills and to relish physical activity. They need the ngs space and the freedom to try out new thi and to practise newly acquired skills. Teachers need to encourage their efforts so that children gain in confidence and enjoy what they do. Music is a very powerful medium and young children love to sing and to make music. Music allows them to be creative and they need opportunities to Environmental, explore sound and to express themselves through music, song and dance. It is through song and dance that young children learn about their own and others Personal and Social cultures. The rhythms and sounds of music form the basis for speaking and reading. Activities Children are naturally curious and the environment around them is endlessly fascinating. oring Through observing, handing and expl nature they learn how the natural world works and how human endeavour impacts on nature. Through caring for the natural world they begin to realise that they have Religious Education responsibilities that go beyond themselves and their families. It provides a framework for respecting and valuing others. Children’s horizons are extended Activities and they begin to have a sense of themselves and their place in the world. Religious education provides a way of looking at the world and of making sense of that world in a spiritual way. It encourages children to look beyond themselves and to think about others. It provides a strong moral compass.

10 Subject Overviews

Language activities • • eg in rhymes, poems, news, riddles, news Learning Develop the ability to listen with increasing attention and follow directions telling and stories Begin to express themselves , orally and talk about what they are doing and ask questions. Join in repeated refrains ( • ) • (eg. earners l ’ scribble) PP 1 Look at books with some interest and handle them with care. Begin to stand under that print carries meaning • Draw with increasing control, and begin to ascribe meaning to r thei drawings communications and Range • Stories, rhymes, poems, news, riddles, books, drawing, painting, role -‐play, speaking, asking, replying and listening to other people (To include text and pictures on screen where possible) • Learning Talk about their learning • listen attentively in a range of situations, and respond appropriately to stories with anticipation, stions relevant comments and que • Express themselves effectively, joining events and ideas. • (real and in -‐ role play) Recognise some simple words, demonstrate understanding of stories by talking to others about them PP 2 • Begin to use writing as a form of communication with letters properly formed and some simple words spelled correctly • Identify different patterns, letters and colours. Range Stories, rhymes, poems, news, riddles news telling books, drawing, painting, -‐ role play, speaking, asking, replying and listening (To to other people include other media and keyboards where possible)

Creative Activities • • Learning Observe, handle and discuss artefacts and artworks. Ask questions about how things are made. • Explore a range of techniques, materials, colours and textures to find out what effects they can make. Talk about what they have found. • Express their ideas and feelings using a range of materials and effects that they have chosen themselves. Talk about their work. PP 1 • Select appropriate methods and materials to express their ideas Range • Drawing, colouring, painting, printing, modelling, collage, construction elling & mod with hard and soft materials • Found materials, paints, crayons, paste, glue, cardboard, wood, , construction kits clay, plasticene • Learning Observe and discuss a range of artefacts and artworks. Talk about similarities and differences. • Explore a range of techniques, materials, colours and textures to find out what effects they can make. Discuss the effects that they can make. • Express their ideas and feelings using a range of materials and effects that they have chosen themselves. Talk about how they could improve their work. PP 2 • Select appropriate methods and materials to express their ideas • Range Drawing, colouring, painting, printing, modelling, collage, construction & modelling with hard and soft material Found materials, paints, crayons, paste, glue, paper, cardboard, scissors, wood, construction kits

11 Subject Overviews

Mathematics activities • (at least to 10) • (such as or more less than, ) many etc Learning Recite number names in sequence • Use language of quantity • (up, down, behind etc) Compare groups of objects by number and capacity • (round, flat etc) Use positional language • (large, small, thin etc) Describe the shape of everyday objects • (before, after, later etc) Use the language of size • PP 1 Use language of time • Sort by shape and colour • Recognise patterns in a range of situations • Identifying different shapes and numbers. • Match objects to numbers. Range Count, compare, match, identify, describe and use the language of mathematics across all the areas of learning and on all possible occasions using every day • objects and situations. (Use ICT where available) • Learning Count reliably to 20, saying what is one more or less than a give number • Add and subtract simple numbers, using quantities and objects • Explore number patterns and sequences • Use everyday language to talk ut abo size, weight, capacity, position, distance, time and money • PP 2 Sort shapes by their properties • Use mathematical language to describe everyday objects and shapes • Order and sequence familiar events (eg pretend shops etc) Range Count, compare, identify, describe and use the language of mathematics across all the areas of learning and on all possible occasions using every day objects and situations, including outdoors and use of role -‐play (Use ICT where available)

12 Subject Overviews

Outdoor and physical activities • • , (for example, running or jumping, dancing, adjusting speed and direction obstacles. to avoid ) Learning Move freely with pleasure and confidence in a range of ways. • (for example, kicking , throwing and catching of bean bags, rings large and balls etc) Move with increasing control of their body • Begin to develop the skills manipulating of objects • Develop gross and fine motors using skills large and small tools, implements and apparatus with increasing control. PP 1 • Talk about what they are doing. • Compete in interesting and enjoyable games. • Range Large and small spaces, confined, open and with and without l obstac es and apparatus to allow children to experience a full range of movements. • A range of large and small apparatus or tools and a range of fixed and moveable equipment. • Learning Move confidently and with good control and co-‐ordination in both large and small movements, adapting movements to the environment • Handle equipment tools and effectively • (eg, throwing and catching effectively) Show increasing control when manipulating objects • (eg. for dangerous objects to be cleared from the Refine gross and fine motor skills play ground) Enjoy and care for the outdoor environment and talk about why it is important to care for the environment. PP 2 •

• Grow plants from seeds • Explain using simple language what , they can do enjoy and find difficult. • Range Large and small spaces, open and confined, with and without obstacles and apparatus to allow children to experience a full range of movements. A range of large and small apparatus or tools and range a of fixed and moveable equipment. Musical activities • • (including rhymes) Learning Create movements in response to music. Talk about the movements • Listen to simple rhythms and make their own rhythms. • PP 1 Learn simple traditional stories, songs and music. • Begin to create their own music and songs. • Range A variety of music and songs, musical instruments and objects that make sounds. • Learning Create and refine movements in response to music. Talk about the refinements. • Express themselves through song, dance and music, stories and role play individually and as part of a group • PP 2 Choose their own resources to make music. • Learn about traditional stories, songs and music. Range A variety of music and songs, musical instruments and objects that make sounds.

13 Subject Overviews

Environmental, personal and social activities • • Learning Talk about things they have observed in the environment. • Develop an understanding of growth, decay and changes over time • Talk about the lives of people who are familiar to them and learn about other people’s lives and occupations. • Learn to play in a group harmoniously -‐ by co operating with othersand demonstrating friendly behaviour. PP 1 • Know that classroom rules are important and show regard for them. • Begin to show care and concern for living things and the environment. • Begin to understand that personal and hygiene nutrition is important and begin to develop good personal habits • Range Role-‐play, stories, songs, talk books, ing to people in the community, Observe and collect from nature and grow plants. (ICT resources where available) • Learning Talk about past and present events in their lives. • Understand and value the similarities and differences between themselves and others, and among communities and traditions • Learn to co-‐operate with others, line up in an orderly fashion, take turns and share. • Know how to behave well, understand the importance of rules and follow classroom rules. PP 2 • Understand that people have differing needs and feelings and take account of this when dealing with others. • Understand the importance of personal and hygiene nutrition, and demonstrate good personal habits. • Begin to take responsibility for the environment. Range Role-‐play, stories, songs, books, talking to people in the community, nature. observe and collect from (ICT resources where available)

14 Subject Overviews

Environmental, personal and social activities Religious Activities • • • • Learning Talk about things they have observed in the environment. Learning • Be aware of their creator God/Allah. . • Develop an understanding of growth, decay and changes over time • Appreciate the creation of God/Allah and his generosity. • Develop values and virtues to enhance spiritual development Talk about the lives of people who are familiar to them and learn about other people’s lives and occupations. • . • Know who Jesus Christ is and his goodness. Learn to play in a group harmoniously -‐ by co operating with othersand demonstrating friendly behaviour. • PP 1 • • Know who Mohamed is and his goodness Know that classroom rules are important and show regard for them. Appreciate own beliefs and that of others. • PP 1 Begin to show care and concern for living things and the environment. Say or recite verses and prayers. • • Begin to understand that personal and hygiene nutrition is important and begin to develop good personal habits • • Range Role-‐play, stories, songs, talk books, ing to people in the community, Observe and collect from nature and grow plants. (ICT resources where available) Range • Drawing, colouring, painting, printing, modelling, collage, construction with & modelling hard and soft material • Learning Talk about past and present events in their lives. Found materials, paints, crayons, paste, glue, cardboard, wood, . construction kits • Storytelling, poems, songs, question and answers. Understand and value the similarities and differences between themselves and others, and among communities and traditions • • • . Learn to co-‐operate with others, line up in an orderly fashion, take turns and share. • Learning • Appreciate the significance . of God’s creation. Know how to behave well, understand the importance of rules and follow classroom rules. Identify importance Religious of practices, values and virtues PP 2 • • Understand that people have differing needs and feelings and take account of this when dealing with others. Tell the importance of prayers • • Understand the importance of personal and hygiene nutrition, and demonstrate good personal habits. • Demonstrate appreciation of God’s creation. • Begin to take responsibility for the environment. PP 2 • Range Range Role-‐play, stories, songs, books, talking to people in the community, nature. observe and collect from (ICT resources where available) • Drawing, colouring, painting, printing, modelling, collage, construction & modelling with hard and soft material • Found materials, paints, crayons, paste, glue, cardboard, wood, construction kits. Storytelling, poems, songs, question and answers, Dramatizing, Discussions. Learn and dramatise simple Biblical and Koranic stories etc.

15 16 Early Childhood Development Curriculum Subjects in Primary & Secondary Schools

Primary 1 - 8 Secondary 1- 4

17 Subject Overviews

National Languages

The medium of education

the ability to think critically and . creatively It is language that provides the

The medium of education for P1-‐3 will be a national language to be selected by tools for thought and fuels imaginations. Communication -‐ makes possible co the school. At P4, the medium of education will change to English for all schools operation because working together as a team would not be possible without and learners. It is essential that learners develop good communication skills in the ability to exchange ideas and information. The fourth competency is their national language in P1 to 3 so that they can transfer these skills to culture, and a national language is the gateway to a national culture. It English in P4. All the evidence suggests that it is best for young learners to combines a system of thought and expression with access to the stories and learn to read and write in a familiar language and then transfer this ability to Teaching understandings and that learning define a national a culture. language English. Aims This will be the focus of the subject on P1-‐3.

• Good citizens of South Sudan Children develop their ability in any language by using it in context. The A national • Successful language life contributes -‐long learners to the development of young people as: development of language ability is not a theoretical exercise, but a practical one. Speaking, listening, reading and writing all need practice, and that • Creative and productive individuals practice is best carried out in real situations where learners communicate with • others for a purpose. Role-‐play and drama are very important in providing

Environmentally aware members of society this practice. Rationale Learners hould s be given as many opportunities as possible to express their The ability to communicate is fundamental to life and to learning. Facility in ideas, ask and answer questions, explain what they are doing and join in speaking, listening, reading and writing enables learners to express themselves discussions and conversations. This builds up vocabulary and the ability to creatively and imaginatively and to communicate with s other effectively. It manipulate language. Being able to speak with facility is an essential step enables learners to become enthusiastic and critical readers of stories, poetry towards being able to write. and drama as well as non-‐fiction. New technologies have extended the contexts of communication so that learners can speak and listen to s other electronically, Young learners should be encouraged to communicate in writing even when and can read and write in a wide variety of forms. their early attempts may appear as ‘scribble’. This can be refined into formal writing as they develop. The physical skills of writing develop with increased The emphasis -‐ in P1 3 is on communication with others, and the building of the fine motor control and this is helped by a wide variety of activities such as skills that can be transferred to English in P4. This is a practical subject with drawing, painting and games that require close control. communication at its core. It is about learning to use language in communication. earning L about heory the t and structure of language can come The ability to read starts with a familiarity with books and texts an enjoyment of talking about what they contain. The ability to distinguish letter National later. After language P4 the emphasis within is on using the the framework language effectively and creatively. shapes is supported by a range of activities in involving line and shapes the ability to detect patterns.

National Language makes an important contribution to the development of all Learners need a wide variety of purposes and audience to develop their the four framework competencies. First of these is, of course, communication communication skills, and need also to develop the confidence to use them. which is the whole purpose of language. Facility with language also underpins

18 Subject Overviews

The Strands

The subject is set out in four strands: Listing, Speaking, Reading and Writing.

Most learning experiences will involve many or all of these strands at once; they cannot be learned in isolation. Detailing the requirements under each strand separately ensures that all essential learning content As is covered. learner s develop their skills, he t emphasis needs to be on communication rather than on aca demic study. Learners must build up a good vocabulary and use appropriate grammatical structures, but need to do so in order communicate with others. Learning should be based on real and realistic situations that call for the use of e a range of languag skills.

Learner• s listen and comprehend so that they can respond appropriately to others. They listen carefully for gist and detail, understanding Listening the • key points and interpreting idiomatic usages appropriately. Learners should opportunities have to listen to: • Stories being read • Each other (eg radio and TV) Adults giving explanations Recordings Learner• s speak clearly, fluently and confidently to different people. They express ideas and communicate information experiences to others.• They ask and answer questions, and know tiate how to ini and develop conversations. Learner s should have opportunities to: • Tell stories Speaking • Describe events and experiences • Speak to different people • Share ideas and experiences • Talk about likes and dislikes • Make plans and investigate Comment and report Take part in role-‐play and drama Learners read a variety of texts with fluency, accuracy, understanding and enjoyment. They understand written information in a variety of Reading sources • such signs, as labels, books, posters, advertisements (eg with and rhymes, electronic repetitions begin media. They and refrains) to recognize the intentions and techniques used • by authors. Learners should have opportunities to read and listen to: • Stories and poems with predictable language • Traditional folk tales Stories and poems from a range of cultures ICT-‐based text where available Learners write with appropriate structures, vocabulary, punctuation and spelling for a range of purposes and audience. They vary their language • to suit the context, audience and purpose, and adapt r language they already know fo different contexts. Learners should have opportunities • to write: Writing In a range of forms and styles including narratives, poems, notes, lists, signs, labels, captions, messages, instructions etc o For a range of purposes including to: o communicate to others o create imaginary worlds o • explore experiences organise and explain information Using a range of media including books, paper, posters, and electronic media where available

19 Subject Overviews

P1 P2 P3 P4 • • • •

Listening • Listen attentively to others Listen carefully and respond • Understand the main points of Understand longer passages and respond (eg rhymes and • with increasing what is being said including some unfamiliar Respond repetitions) to patterns in appropriateness Ask questions to clarify their materials from which s attitude Speaking • language • Remember specific points that • understanding • and emotions can be • interest them (eg vocabulary and recognised • Talk about matters of Use growing vocabulary Adapt form) talk to different Narrate events, tell a story or immediate interest Show awareness of the • contexts relate the plot of a book or film Convey simple meaning to a listener by including relevant and give opinions about it • range of listeners • detail • Communicate more complex • Reading ideas and information Recognise, understand and • Read simple texts with Read independently, using Read simple texts relating to • read out familiar words in accuracy and understanding(eg • strategies appropriately to • familiar contexts simple contexts Use phonic, more graphic, than context) one strategy in establish meaning independently and fluently Use knowledge of letters and • reading unfamiliar words Read texts fluently and Understand main points and sounds to read words and accurately express preferences in their • establish meaning • Express opinions about • • reading Writing stories, poems and non-‐fiction • Form letters that are clearly • Form letters accurately and • Write imaginatively, clearly Produce simple texts on shaped and correctly oriented • consistent in size and in an organised way familiar topics spelling words Communicate meaning Spell simple words correctly Write sequences of sentences • correctly and using through simple words and Communicate meaning in both • that extend ideas logically and punctuation appropriately phrases • narrative and non-‐narrative where grammar is correct Take account the of rules of forms • Choose words for variety and • grammar, and use punctuation Develop ideas in sequences of interest effectively sentences appropriately • Spell polysyllabic words Choose words for more punctuated correctly detailed and complex Use punctuation appropriately sentences using phrases and clauses

20 Subject Overviews

P5 P6 P7 P8

Listening Comprehend the gist of a range Understand the main points of an Understand the main points of Identify the majority of points and of authentic passages in complex authentic spoken passage or authentic spoken passages and infer the meaning of a range of situation. conversation involving one or more conversations in a range of different authentic passages and conversation speakers. context spoken at near native speed Speaking Take part in discussion giving Give a presentation e ffectively and Give a presentation fluently on a Participate p roficiently in and justifying ideas creatively confidently on a chosen theme and chosen theme and argue view points discussions relating to a variety of

21 Subject Overviews

English

Aims Teaching and learning English

• Good citizens of South Sudan English • Successful contributes life-‐ long to learners the development of young people as: South Sudan has invested much of its ambition in the effectiveness of its • Creative and productive individuals strategy with respect to English. From Primary Four (P.4) onwards, English will be the medium of instruction and learners will therefore require a high level of • proficiency so that they can access learning across the entire curriculum.

Environmentally aware members of society Rationale English is a compulsory subject for all learners, from the start of primary up to the end of secondary school education. There is a n focus o developing learners’ skills in speaking, listening, reading and writing throughout their time in school. South Sudan is a country inhabited by people of diverse linguistic background

where English is an official language and medium of instruction. It is considered a There is a marked difference between the English curriculum in P1-‐3 and that of neutral language and an effective tool for national unity, peace and development. P4 onwards. 1 The P -‐3 curriculum is an intensive programme of English as a English language will able en the people of South Sudan not only to effectively foreign language, while learners learn other subjects through the medium of the communicate internationally but also benefit in gaining knowledge, gaining appropriate national language for the location of the school. From P4 onwards experience of new technologies and preserving cultural heritage. proficiency in English continues to be developed through learners’ learning in Learning and communicating in English will accelerate the progress of English lessons and across the whole curriculum. In English lessons after P3, Republic of South Sudan towards its goal of becoming recognised as one of the there is an increasing emphasis on literature, a, medi presentation, creative writing and writing for different purposes. English developed within countries the of the world. framework

In P1-‐3 speaking and listening are developed through oral language International evidence shows that reading and writing skills are best developed English makes an important contribution to the development of all the four through the learners’ National Language so that these skills can then be framework competencies transferred to the second language. Hence the National Language is the medium

for early reading strategies such as letter and word recognition and for Learning English as an additional language will involve a high degree of critical developing manual dexterity, forming letters and , words and building them into thinking as learners build their understanding, compare and contrast English phrases, simple and compound sentences. In P4, the transition year, these skills with their national, home and tribal languages. Communication is intrinsic to are used to accelerate the development of learners’ reading and writing in language learning and this requires frequent speaking and listening activities in English. pairs and groups of different sizes, hence co-‐operation is also routinely

developed. The most effective language learning is founded on relevance to From P6 the focus of the Reading strand moves more to the understanding and learners’ culture and heritage. Therefore a constant focus in literature in the later appreciation of a range of literature. years of Primary and Secondary should lay emphasis upon the culture and heritage of South Sudan and neighboring countries.

22 Subject Overviews

The Strands

The subject is set out in five strands: Speaking, Listening, Reading, Writing and Knowledge about language

Most learning experiences involve will many or all these of strands at once; they cannot be learned in isolation. Knowledge about language is not an academic study, but the basis for communication. Detailing the requirements under each strand separately ensures that all essential learning content in English is covered.

As learner s develop their skills, the emphasis needs to be on communication rather than on academic study, particularly Primary in . Learners must build up a good vocabulary and use appropriate grammatical structures, but need to do so in order to communicate with others. Learning should be based on real and realistic situations that call for the use of a range of English language skills. ive The units of study g details to some -‐ of the real life challenges which learner enable s to deepen their proficiency and build their confidence. Appropriate cross cutting issues are mainstreamed in opportunity areas.

Learners should be introduced to a range of English literature, including prose, poetry and drama. They should also consider other media such as film and video.

Frequent opportunities to integrate cross cutting issues and make use of new technologies are built into the units of study.

Listening

Learners listen and comprehend so that they can respond appropriately to others. They listen carefully for gist and detail, understanding the key Speaking points and interpreting idiomatic usages appropriately.

Learners speak clearly, fluently and confidently to different people. They express ideas and communicate information and experiences to others. They Reading ask and answer questions, and know how to initiate and develop conversations

Learners read a variety of texts with fluency, accuracy, understanding and enjoyment. They understand written information in a variety of sources such as books, posters, advertisements and electronic media. They recognize the intentions and techniques used by authors. They develop an Writing appreciation of a range of literary forms and a love of reading.

Learners write with appropriate structures, vocabulary, punctuation and spelling for a range of purposes and audience. They vary their language to Knowledge suit the context, audience and purpose, and adapt language they already know for different contexts. about Learners understand language how works know and how to manipulate it in order to communicate. language

23 Subject Overviews

P1 P2 P3 P4

Listening Understand a range of familiar Understand the main points and Understand the differences between Understand longer passages spoken words, phrases and some details from a spoken passage the present, past and future events in including some unfamiliar Speaking differentiate facts, opinions made up of familiar language in a range of spoken materials materials from which attitudes and simple sentences emotions can be recognisesd Answer simple questions and give Speak clearly, fluently and Give clearly, fluently and confidently a Narrate events, tell a story or relate basic information confidently to different in people speech expressing opinions and the plot of a book or film and give confidently to different people in different situations answer questions about it using opinions about it different occasions variety of structuresin their National . Language Reading In -‐ P1 3 learner s should be prepared for reading English through learning to read Make use of reading skills gained in National Language to develop Recognise, understand and read out Read simple texts with accuracy and Read independently, using strategies reading in English familiar words in simple contexts understanding appropriately to establish meaning (eg phonic, Read simple texts relating to Use knowledge of letters and Use more than one strategy in Read texts fluently and accurately graphic, context) familiar contexts independently sounds to read words and establish reading unfamiliar words Understand main points and express and fluently meaning preferences in their reading Express opinions about stories, their National Language Writing poems and non-‐fiction In -‐ P1 3 learner s should be prepared for writing English through learning to write Make use of writing skills gained in National Language to develop Write or copy patterns, letters, Form letters accurately and Write imaginatively, clearly and in an writing in English words consistent in size organised way Letters clearly shaped and correctly Spell simple words correctly Write sequences of sentences that Produce simple texts on familiar oriented Communicate meaning in both extend ideas logically and where topics spelling words correctly and Communicate through simple narrative and non-‐narrative forms grammar is correct using punctuation appropriately words and phrases Develop ideas in s sequence of Choose words for variety and interest Knowledge sentences appropriately punctuated Spell their polysyllabic National words Language correctly Use punctuation appropriately about (nouns, pronouns, In -‐ P1 3 learner s should develop their knowledge about language in both English and Take account the of rules of language verbs adjectives and adverbs) grammar, and use punctuation Introduction to parts of speech and Parts of speech Form simple (if, and so, compound while and since) effectively e.g. simple names sentences of people, things and and sentences; begin to use

places; tenses and parts high of their use in simple (and, sentences but subordinators Choose words for more detailed frequency verbs -‐ to be, to have and (using and complex sentences using to do; use of capital letters, full stops. Begin o t use conjunctions ) simple, Respond past, to and regular use and present, past, irregular; phrases and clauses to form compound sentences subject continuous, verb future agreement; tenses negative and

interrogative forms) Use of present, past and continuous Use of phonics to understand and tenses; punctuate sentences using Distinguish spelling and meaning of develop words capital letters, full stops, commas, Adverbs and adjectives; common homophones and distinguish between homonyms speech mark (quotation marks) Use full stop, speech marks, question marks. exclamation marks appropriately 24 Subject Overviews

P5 P6 P7 P8

and confidently. respond readily to questions with some degree of success situations and topics, taking the initiative where possible Understand texts including some Understand authentic written texts Understand authentic texts of some Understand and be able to infer the unfamiliar materials from which of moderate length and complexity, degree of complexity and meaning of a range of more complex Reading attitudes and emotions can be and produce a summary covering the abstractions in a range of different texts and produce a detail report recognised. majority of points. context; produce a summary covering all essential . points covering most essential . points Understand a wide range Begin to appreciate the plot and Identify how character and setting authentic texts in familiar structure of simple stories. Recognise how authors can achieve are created in literature, and how contexts effect through sentence pattern and plot is developed in literature. use of figurative language. Produce formal and informal Structure writing to produce (e a .g. An Write coherent text in an Write extended texts using a wide Writing texts on familiar topics application coherent text letter in for an r a job o appropriate an (appropre.g. a iate review, register an for article different or a report) range (e.g. of language work related in a variety of or in a account register of for a ) visit specific purposes purposes specialised register covering area of more study) specialised Communicate ideas creatively context and accurately in an appropriate style Adapt sentence construction for Develop the use of complex Apply complex language elements in Understand complex language usage different purposes and readers; sentences using connectives and all ways of life to make oneself well and critical application of the subordinate clauses effectively; understood in an efficient manner, elements across subjects in both Understand and use adverbs, drawing on a full range of familiar and unfamiliar contexts adjectives, nouns prepositions Use grammatical structures correctly punctuation to clarify meaning, aid Knowledge and conjunction appropriately (tense, agreement, plural) cohesion and create a variety of about effect. language Use punctuation appropriately to Understand and use abstract nouns, create effects adverbs, adjectives, nouns (e.g. actually, substitutes, prepositions and similarSpell words containing conjunction appropriately unstressed vowels ) Use a range of strategies to spell (eg im…., ir…) difficult and unfamiliar words; use a Know and use common prefixes range of strategies to correct their own work;

25 Subject Overviews

S1 S2 S3 S4 Listening

Understand extended speech of Understand extended speech in Understand almost everything Understand virtually everything some degree of complexity and an unfamiliar context and n ca heard including familiar heard and if required can report abstraction involving a number of summarise the key points and specialised texts and if required back comprehensively on what Speaking speakers and can summarise the most of the details can report back on as what h was heard key points. heard Play a proactive role in discussions Take a leading role in discussions Communicate with ease in both Communicate effortlessly and on a range of topics in an speaking coherently in a wide formal and informal situations confidently in most situations appropriate register and can make variety of situations using a wide range and variety of showing a command of language Reading oneself understood with relative language appropriately which enable one to express finer ease. shades of meaning Understand a range of texts of Understand texts outside their Understand and interpret almost Understand and interpret moderate length increasing and field of expertise and note the key everything read including text in virtually everything read and if complexity including literature points and most of the details familiar specialised context and if required translate or report back and specialised texts written for a required report back on what has comprehensively on what was non specialist audience Identify key features, s theme and been read read characters, and select sentences, Evaluate techniques used by phrases and relevant information Make comparisons between , texts Evaluate how authors achieve writers and poets, commenting on to support their views. including consideration of their effects through the use of how effective they are Writing audience, purpose and form linguistic, structural and presentational devices Produce extended texts or report Produce well structured texts of Communicate with ease Communicate fluently and on a range of topics in a variety of some length which clearly express producing text for a range of effortlessly in most situations registers using a wide range of argument or specific view point purposes using a sophisticated showing a command of language language forms using a wide range and variety of range and variety of structures which enables one to express language finer shades of meaning.

Create or translate texts accurately showing an appropriate sensitivity to style and register

26 Subject Overviews

27 Subject Overviews

Mathematics

Aims Teaching and Learning Mathematics

• Math•ematic s contributes to the development of young people as: All learner s need a level of competence in Mathematics such that they can operate as • Good citizens of South Sudan effective members of society. Hence they need to be able to count, to estimate, to measure, to cal culate, to handle and manage to money and understand statistics, probabilities and • Successful life-‐long learners graphs. Those intending to study Mathematics to a higher standard or to pursue a career Creative and productive individuals in finance or specialist branches of business or industry need to develop deeper learning Environmentally aware members of society in school. Competence in Mathematics also makes an important contribution to progress Rationale in other subjects.

Mathematics is a logical subject which deals with numbers and symbols and their Mathematics is a compulsory subject learner for all s, regardless of their ambitions with relationships expressed in rules. It is reflected and in all subjects particularly respect to Mathematics, from the start of primary to the end of secondary school. sciences. Mathematics equips learners with knowledge, skills and attitude in computation, Learning is applied through the use of practical problem-‐solving activities with constructions and model-‐making, enabling them to contribute to rapid technological opportunities for learner s to plan their own investigations and develop their confidence as Mathematicians. growth and socio-‐economical development through their confidence in problem -‐

Mathematicssolving in with real in life the situations. Framework In the overview below, the subject is set out in five strands: Number, Measurement, Geometry, Algebra and Statistics. Mathematics contributes to learners’ development with respect to all four of the Framework competencies. Many of the learning experiences will reflect just one of these strands but, where possible, learners should problem face -‐solving challenges calling for a range of Mathematics skills and knowledge from across s the trands. The Units of Study detail some of these real -‐life Critical thinking lies at the heart of Mathematics. Understanding of mathematical challenges which enable learner s to deepen learning their . D etailing the requirements concepts and techniques requires ought th processes which ffer di from those used in under each strand separately ensures that all essential learning in Mathematics is other subjects. Effective communication is essential so that problem-‐solving covered. strategies and solutions can be clearly explained. Mathematics is a subject with

applications across the curriculum and in life. Learners are encouraged to work co-‐ The impact of new technologies on all aspects extraordinary of life has been in recent operatively and make use of mathematics to solve real-‐life problems. Furthermore years and particularly so in relation numerical to data and processes . For this reason, the subject is taught in such a way learner its relevance to s is emphasised through a wherever possible, learner s should gain experience of a range of ICT equipment and focus on South Sudanese culture and e heritag . applications.

28 Subject Overviews

Mathematics Strands

• There • are six strands in Mathematics : Number • • Measurement Aims Teaching and Learning Mathematics • Geometry Algebra • • Statistics Math•ematic s contributes to the development of young people as: All learner s need a level of competence in Mathematics such that they can operate as • Good citizens of South Sudan effective members of society. Hence they need to be able to count, to estimate, to measure, Calculus(Secondary only). to cal culate, to handle and manage to money and understand statistics, probabilities and • Successful life-‐long learners graphs. Those intending to study Mathematics to a higher standard or to pursue a career Creative and productive individuals Mathematics is an ideal context learner for s to develop ICT skills whilst studying the subject. Every learner opportunity should be taken for s to use in finance or specialist branches of business or industry need to develop deeper learning Environmentally aware members of society calculators, computers and other devices as part of their learning. The programme of ut ICT appropriate for each stage is set o in Annex 2. in school. Competence in Mathematics also makes an important contribution to progress Rationale in other subjects. Number

Mathematics is a logical subject which deals with numbers and symbols and their Mathematics is a compulsory subject learner for all s, regardless of their ambitions with Know how to read, write, compare and order numbers, how to carry out basic operations involving numbers and how to solve relationships expressed in rules. It is reflected in all subjects and particularly respect to Mathematics, from the start of primary to the end of secondary school. problems involving fractions, decimals, percentages, ratios and proportions Measurement sciences. Mathematics equips learners with knowledge, skills and attitude in computation, Learning is applied through the use of practical problem-‐solving activities with Estimate and measure to an degree appropriate of accuracy and express measurements with the correct units constructions and model-‐making, enabling them to contribute to rapid technological opportunities for learner s to plan their own investigations and develop their confidence Geometry as Mathematicians. growth and socio-‐economical development through their confidence in problem -‐ Explore shape, size space and relative position; represent real objects or positional relationships with scale drawings

Mathematicssolving in with real in life the situations. Framework In the overview below, the subject is set out in five strands: Number, Measurement, Algebra Geometry, Algebra and Statistics. Use reasoning to solve problems unknown involving quantities and variables through the use of expressions, equations and formulae Mathematics contributes to learners’ development with respect to all four of the Statistics Framework competencies. Many of the learning experiences will reflect just one of these strands but, where possible, learners should problem face -‐solving challenges calling for a range of Mathematics skills Manipulate, interpret, and represent statistical data and draw valid conclusions; understand risk by defining, interpreting and and knowledge from across s the trands. The Units of Study detail some of these real -‐life Critical thinking lies at the heart of Mathematics. Understanding of mathematical devising probabilities challenges which enable learner s to deepen learning their . D etailing the requirements Calculus concepts and techniques requires ought th processes which ffer di from those used in under each strand separately ensures that all essential learning in Mathematics is (S3&4 only other subjects. Effective communication is essential so that problem-‐solving covered. Explore changing quantities e.g. gradient of curves and finding areas under curves strategies and solutions can be clearly explained. Mathematics is a subject with applications across the curriculum and in life. Learners are encouraged to work co-‐ The impact of new technologies on all aspects extraordinary of life has been in recent operatively and make use of mathematics to solve real-‐life problems. Furthermore years and particularly so in relation numerical to data and processes . For this reason, the subject is taught in such a way learner its relevance to s is emphasised through a wherever possible, learner s should gain experience of a range of ICT equipment and focus on South Sudanese culture and e heritag . applications.

29 Subject Overviews

P1 P2 P3 P4 Number

Sorting, matching and arranging Read, write, compare and order Read, write, compare and order Read, write, compare and order groups of objects numbers up to 3 digits numbers up to 4 digits numbers up to 5 digits. Counting, reading and writing Rounding off numbers to the nearest Subtraction with and without Rounding off numbers to the nearest numbers from 0-‐99 tens and hundreds borrowing thousands Even and odd numbers Addition involving one carrying Divisibility test (by 2, 5 and 10) Multiples and factors of whole Addition of whole numbers up to 2 Subtraction without borrowing. Fractions (simple) numbers digits Recall multiplication facts up to Comparing simple equivalent Addition and subtraction of fractions Subtraction of whole numbers up to 2 10x10 fractions with the same denominators digits Know d ivision facts for numbers up Compare equivalent fractions

st , nd th 100 by numbers not exceeding 10 Recognizing percentage Ordinal numbers 1 2 up to 10 Fractions (half quarter and as a part Use ratio as a way of comparing of a whole) quantities Measurement

Estimate and compare length, Estimating and m easuring length Estimating and m easuring length in Measuring and drawing length to the capacity and weights using different objects and capacity centimeters, meters ; capacity in liters , nearest cm Solving simple problems involving using different containers milliliters and deciliters ; weight in Solving problems using cm, and money Comparison of weight using beam kgs and grams meters Time of the day & days of the week balance Operations involving length, capacity Find the area 2 of 2, squares and Days of the week and month of the Recognizing currency in shopping and weight rectangles in cm and m and volume year (correct balance) and activities Converting hours to minutes, seconds by counting cubes Reading clock in hours Time in hours, half past, quarter past, and vice-‐versa Estimate capacity, estimating weight, quarter to the hour Operations on currencies time in hours minutes and , simple Geometry calculation of money Tell time using the 24-‐hour system. Recognize geometrical lines and Making patterns using geometrical Sketch and draw accurately Identify intersecting, parallel and identification of simple geometrical shapes geometrical shapes perpendicular lines shapes Types and properties of triangles, Comparing angles, drawing right Making patterns and models of rectangles and squares angle using corners Algebra triangular and square base pyramids Use patterns to recognize geometrical Measurement of angles using degrees shapes Inequalities and symbols, use of <, > Using symbols for numbers, like and unlike terms, addition and Statistics subtraction of simple algebraic expressions Interpreting simple pictograms Data collection and recording, graphs Interpreting and making block graphs of data (bar & line graphs)

30 Subject Overviews

P1 P2 P3 P4 P5 P6 P7 P8 Number Number

Sorting, matching and arranging Read, write, compare and order Read, write, compare and order Read, write, compare and order Read, write, compare and order Read, write, compare and order Squares and square roots of perfect Multiples and factors including groups of objects numbers up to 3 digits numbers up to 4 digits numbers up to 5 digits. numbers up to 6 digits numbers up to a million square numbers fractions and decimals Counting, reading and writing Rounding off numbers to the nearest Subtraction with and without Rounding off numbers to the nearest Divisibility tests of 3,4,6 and 9 Divisibility tests of 8 and 11. Squares and square roots of fractions Finding square roots of mixed numbers from 0-‐99 tens and hundreds borrowing thousands Prime numbers. Squares and square roots of perfect (perfect squares) s and simple numbers involving perfect squares Even and odd numbers Addition involving one carrying Divisibility test (by 2, 5 and 10) Multiples and factors of whole HCF and LCM squares up to 3 digits decimals. Recurring decimals Addition of whole numbers up to 2 Subtraction without borrowing. Fractions (simple) numbers Roman numerals up to 50. Conversion of decimals and fractions Cubes of number Finding square roots of decimals digits Recall multiplication facts up to Comparing simple equivalent Addition and subtraction of fractions Add and subtract fractions using LCM into percentage and -‐ vice versa Solving problems using ratios and Expressing fractions and decimals as Subtraction of whole numbers up to 2 10x10 fractions with the same denominators Simplification of fractions by Proportion as relationship between proportions using the unitary method percentages and -‐ vice versa digits Know d ivision facts for numbers up Compare equivalent fractions cancelling two quantities Percentage increase and decrease st , nd th 100 by numbers not exceeding 10 Recognizing percentage Measurement Conversion of fractions to decimals Ordinal numbers 1 2 up to 10 Fractions (half quarter and as a part Use ratio as a way of comparing and vice versa of a whole) quantities Convert meter into kilometer and circumference Millimeters as and units diameter of length Calculate circumferences and areas of Solving problems involving length, Measurement vice-‐versa Know the parts of a circle: circle, parallelogram, rhombus, perimeter and circumference Calculate areas of rectangles and trapezium, and surface area of Solving problems involving areas of Estimate and compare length, Estimating and m easuring length Estimating and m easuring length in Measuring and drawing length to the squares Calculate the value of 𝜋𝜋 common solids. given shapes; triangles, capacity and weights using different objects and capacity centimeters, meters ; capacity in liters , nearest cm Formula for volume of cuboids (V=l X Units of area in acres and hectares Calculations involving discount, quadrilaterals, circles and combined Solving simple problems involving using different containers milliliters and deciliters ; weight in Solving problems using cm, and b X h) Find the area of triangles percentages, simple interest, shapes. money Comparison of weight using beam kgs and grams meters Units of volume Solve problems involving s unit of commission and hire purchase Solving problems involving surface Time of the day & days of the week balance Operations involving length, capacity Find the area of squares and 2 2, Find the volume of cubes and cuboids capacity Problems involving units of time, area and 3 volumes 3 of cuboids Days of the week and month of the Recognizing currency in shopping and weight rectangles in cm and m and volume Convert milliliters to liters and vice-‐ Conversion of liters to milliliters and converting km/h into m/s and Converting m to cm and vice-‐versa year (correct balance) and activities Converting hours to minutes, seconds by counting cubes versa vice-‐versa average speed. Solving problems involving capacity Reading clock in hours Time in hours, half past, quarter past, and vice-‐versa Estimate capacity, estimating weight, Solve problems involving money Conversion of tonnes to kilograms Problems involving units of weight. Solving problems involving; quarter to the hour Operations on currencies time in hours minutes and , simple Tell time in a.m. and p.m. and kilograms to grammes Problems involving temperature commissions and discounts, hire calculation of money Geometry .Solve problems involving Solve problems involving tones, purchase, profit and loss, simple Tell time using the 24-‐hour system. temperature in degrees Celsius kilograms and grammes interest and compound interest Recognize geometrical lines and Making patterns using geometrical Sketch and draw accurately Identify intersecting, parallel and Finding profit and loss Solving problems involving speed, identification of simple geometrical shapes geometrical shapes perpendicular lines time ( m/s and and distance km/h) shapes Types and properties of triangles, Comparing angles, drawing right Geometry Speed as a distance covered in unit Making patterns and models of rectangles and squares angle using corners time Algebra triangular and square base pyramids Use patterns to recognize geometrical Measurement of angles using degrees Identify and construct parallel lines Constructing and bisecting lines Identifying transversal lines and Constructing, inscribing and shapes using ruler protractor and and Identifying vertically opposite and angles of parallel lines. circumscribing triangles of given Inequalities and symbols, use of <, > Using symbols for numbers, like and compasses supplementary angles Constructing equilateral, isosceles sides and angles unlike terms, addition and Use linear scale and draw lines to a Constructing a circle of a given radius and right-‐angled triangles Applying Pythagoras relationships Statistics subtraction of simple algebraic (acute, given scale obtuse, reflex etc) Making patterns with circles Inscribing and circumscribing length and areas of triangles expressions Identify different sorts of angles Making cubes and cuboids. triangles Making curved patterns from straight Interpreting simple pictograms Data collection and recording, graphs and relate Conversion of scale . and length, Pythagoras theorem (2D) lines and nets for envelopes, Interpreting and making block graphs of data (bar & line graphs) this to turns. Writing scale in ratio form Construction of parallelogram, pyramids and prisms Making scale drawing rhombus and trapezium Solving problems involving scale Drawing, interpreting and using a Use of co-‐ordinates range of linear scale

31 Subject Overviews

P5 P6 P7 P8 Algebra

Solving simple equations Simple equations with one unknown Finding values of algebraic expression Formation, simplification and Simplification of algebraic by substitution evaluation of algebraic expressions expressions with and without Formation of algebraic expression Sets, union of sets, empty, unequal brackets from mathematical statements and intersection of sets Statistics Sets, members of a set, n set notatio Understand and produce Venn and equal and equivalent sets diagrams (up to 2 sets) Representation and interpretation of Reading and interpretation of data Drawing frequency tables of grouped Collecting and recording of data: collected data from tables data representation and interpretation Understand and use mean (average), Probability: Calculating Recognizing and interpreting picture, mode and median possible outcomes of simple events. line and circle graphs and their Drawing using appropriate scale interpretation Interpret and draw bar graphs, pie charts and travel graphs Solving problems involving arithmetic mean, mode and median Introduction to Probability (chance)

32 Subject Overviews

P5 P6 P7 P8 S1 S2 S3 S4 Algebra Numbers

Solving simple equations Simple equations with one unknown Finding values of algebraic expression Formation, simplification and Understand natural numbers, prime Indices (Know rules, evaluating Understand logarithms Complex numbers Numerical Simplification of algebraic by substitution evaluation of algebraic expressions factors, multiples, GCD, HCF and LCM fractional, zero and negative indices) Know laws of logarithms and apply in Operations on complex numbers, concepts Know types of fractions Understand and use surds calculation graphical representation of complex expressions with and without Formation of algebraic expression Sets, union of sets, empty, unequal Calculating squares and square roots Explain rational and irrational Logarithmic equations numbers, polar form of complex brackets from mathematical statements and intersection of sets of numbers numbers numbers Statistics Sets, members of a set, n set notatio Understand and produce Venn Solving problems involving direct and and equal and equivalent sets diagrams (up to 2 sets) indirect proportion Representation and interpretation of Reading and interpretation of data Drawing frequency tables of grouped Collecting and recording of data: Understand reciprocals of numbers collected data from tables data representation and interpretation Commercial Understand profit and loss Foreign exchange Understand and use mean (average), Probability: Calculating Arithmetic Understand percentage discount and Simple and compound interest, Recognizing and interpreting picture, mode and median possible outcomes of simple events. commission as percentage compound interest formula, Depreciation and appreciation, Hire line and circle graphs and their Drawing using appropriate scale Measure purchase and ncome i tax interpretation Interpret and draw bar graphs, pie ment charts and travel graphs Calculate length, area and volume of Calculate areas of geometrical figures Computation using calculators Approximation of area of irregular Solving problems involving arithmetic common solids Surface areas of solids Estimation and approximation of mean, mode and median Solving problems involving surface object by counting surface area and volume of irregular Introduction to Probability (chance) area and volumes of cylinders Use of trapezium rule, mid-‐ ordinate Calculate Capacity of containers objects Geometry rule Understand significant figures Geometry 3D Coordinates Understand and use equations of Three dimensional figures The circle: explain the equation of a Angles of plane figures straight lines. Proof of Pythagoras theorem circle passing through two points Geometrical constructions Pythagoras theorem and application Understand and use loci Know and touching -‐ x axis. Scale drawing and bearing of the theorem understand 2 2 the = 2 equation of a circle is Angles of depression and elevation. (x-‐a) + (y-‐b) r Reflection, congruency and rotation. Trigonometry Trigonometry (I): Trigonometry (II): Trigonometry (III): Explain trigonometric ratios from the Plot graphs of trigonometrical ratios Explan relationship etween b sine, cosine, tangent and special angles unit circle, angle property of circle

33 Subject Overviews

S1 S2 S3 S4 Algebra

Understand and apply: Quadratic expressions and equations Quadratic equations (II): Forming inequalities find maximum Simplification, brackets, substitution (1): Binomial expansion and minimum values of linear Factorization and Expansion, Identification, Compound v proportion inequalities and apply linear expansion, Factorization Mixtures and rate of work programming. Simultaneous linear equations Vectors (I): vectors and scalar Vectors (II): ector algebra, mid-‐point Permutation and combination, Formation and solution of inequalities quantities, column, position and of vector in algebraic expression definition Formulae and equations equivalent vectors, operation on Sequences and series Ways of arrangement of objects, Functions vectors, vector translation Explain arithmetic and geometric factorial notation and its application Relation and mapping Sets: set notation, Venn diagrams and progression Vectors (III): Understand coordinates Translation as a transformation solving problems up to three sets Derivation of the formulae for A.P. and in two and three dimension systems, Matrices (I): Understand G.P. column and position vectors in three determinant, : inverse, transposition of Matrices (II): dimensions matrices, similarities and enlargement Transformation on the Cartesian Functions Papy gram, functional plane notation, inverse of simple functions, Identity and inverse; Determinant of composite functions and their matrices, shear and stretch, Isometric inverses and non isometric transformation and Statistics Statistics their application

Statistics (I): Statistics (II): Collection of statistical data, Understand assumed mean

construction of frequency tables, Interpret cumulative frequency tables, understand grouped data average, Explain ogives, median, quartiles , mode and median depression Interpretation and representation of Probability data Understand probability of events, use Calculations involving probability Calculus of tree diagram

Differentiation: gradient n of the curve Derivative of polynomial, equations of at point, a gradient of y =x tangents and normals, maxima and minima points, : application of differentiation to kinematics. Integration application of integration, integration of polynomials, finding area under a curve

34 Subject Overviews

ADDITIONAL MATHEMATICS Overview 2013

S3 S4 Domain and range, modulus of a function, inverse (or no inverse) of a Limits (rational numbers) Functions function, composite function Identities, equation with more one than function Simplification of trigonometrical ratios and solutions of trigonometrical Addition formulae and the tangents of compound angles (A±B) equations Trigonometry Derivation of three trigonometrical identitities, secant, cosecant and Sum and differences of two angles (A±B)

cotangent Functions, acosɘ +bsinɘ The double angle formulae and half angle formulae The equation, ɘ acos +bsinɘ =c Derivatives of a polynomials Differentiation of product of two functions, quotient and implicit

The nd composite (combined) function function The 2 derivative coefficient Differential of trigonometric s function sinx, cosx and tanx Application of differentiations Tangent, normal, maximum, minimum, velocity and acceleration Calculus 1 Small increments: Approximate -‐ changes connected rates of change

Pure mathematics

Definition of integration Application of integration-‐ Area under the curve Integration as opposite of differentiation Integration of powers of linear function Ax+b Calculus II Indefinite integration Integration of trigonometric functions Integration by substitution and by parts

3x3 Matrices Partial fractions. Introduction, identify denomination or with only linear Determinants factors, with quadratic factors and with repeated factors Algebra Crammer`s rule Vectors in terms of i, j and k, application of vector method in geometry

Concepts (introduction) and definition. Graphical representation and polar form of complex numbers Complex Addition and subtraction of complex number The powers and De-‐Moivres’s theorem numbers Multiplication and division of complex numbers The roots of complex numbers and solution of quadratic equation in complex numbers

35 Subject Overviews

S3 S4 Equation of the circle at the origin General form of equation of the circle Equation of a circle that satisfies special condition: Equations of the circle passing 3 points, The Circle Equation of a circle when ends of diameter in it are given Pure Equation of a circle passing through d two points an its centers lies on a mathematics given straight line The equation of tangent to a circle at a point on it Length of tangent drawn to a circle from an external point

Graph: Area under velocity – time graph Straight line motion constant with acceleration Kinematics Vertical motion under gravity

Composition of velocities Velocity Resolution of velocities Velocity components, coordinates, t greates height, time of flight and Projectiles horizontal range Unit of force Explain why riction f is a force, calculations of friction Types of forces -‐weight, reaction, tension, friction, thrust Composition of two forces Mechanics Force Resolution of forces Coplanar forces acting on a point Equilibrium of a particle Triangle of forces; Lemi’s theorem; polygons of forces Understand Newton’s laws of motion Laws of motion Explain the difference between mass and weight Connected particles Work, Power Explain inetic k energy, potential energy, work and power and Energy Momentum Understand the onservation c of momentum

36 Subject Overviews

37 Subject Overviews

Science

Aims Teaching and Learning Science

• Science• contributes to the development of young people as: Science incorporates the three traditional science subjects: Biology, Chemistry and • Good citizens of South Sudan Physics. Younger learner s normally learn Science as an integrated subject whereas, in • Successful life-‐long learners secondary schools, learners preparing for further study or careers in Sciences are likely to Creative and productive individuals take separate Science subjects . Those not wishing specialis to e in this will way continue to Environmentally aware members of society study Science as an integrated subject. Rationale In the overview below, the learning is set out as three strands: Living things and life processes; Materials and properties; their Physical processes. Science is relevant to the life of every human being. The context, content and the teaching and learning of Science should enable keep the learner to up with the fast Some of the learning experiences will reflect just one of three strands but, where possible, pace of technological change in the global world. Scientific methods provide tools learners will benefit if the learning is thematic, spanning the boundaries between strands. and kills s for discovery and problem solving as well as motivation enhancing . The Units of Study detail some of these connections and enable learner s to deepen their Science provides utilitarian skills and attitude for coping with the current and future understanding. However, detailing the requirements under each strand separately challenges. It must enable the learner to make good use of natural resources and ensures that all essential learning is covered. guard against environmental damage and destruction. Most importantly for the Republic of South Sudan as a developing country, Science learning must encourage Opportunities to exploit the practical nature of Science can make a considerable responsib le industrialization and minimal exports of raw natural resources as difference to learner s’ motivation and learning and hence they should form a regular opposed to finished industrial goods. feature of Science lessons. Practical Science skills need to be developed in a structured Science within the Framework manner with steady progression from year to year. The learning experiences required to achieve this are set out in the units for each strand.

Science helps learners develop all four of the Framework competencies. In addition to experiments and the use of , text books learning experiences in Science should be rich and varied and should include, for example, field work; observations of the As a practical subject calling for planning of investigations, analysis of results and natural world; practical problem solving; the use of new technologies; ysis; data anal evaluation of evidence, Science has a particular focus on critical thinking. Group engagement with practitioners from agriculture, business and industry; plus practical work provides opportunities for co-‐operation, and good Science depends opportunities to develop skills confidence and through questioning, discussion, drawing upon effective communication through the use of questioning, debating, presentation conclusions and evaluating. and writing skills. The links between Science and a range of issues including, for example, agriculture, animals and plants, health, diet, natural resources, the There is scope for teachers to use local materials and opportunities in order to engage environment and industry present considerable scope for examination of South learners in first-‐hand and practical experiences. It is not always necessary to have Sudanese culture and heritage in relation to the wider world. specialist equipment to learn science.

38 Subject Overviews

Science Strands

• There • are three strands in Science : • Living things and life processes Materials and their properties

Aims Teaching and Learning Science Physical processes

Younger learner s will learn these in an integrated way with greater separation of the strands . in higher grades •

Science• contributes to the development of young people as: Science incorporates the three traditional science subjects: Biology, Chemistry and Across all three strands, learner s should be developing a scientific approach through investigation, forming and testing hypotheses and experimentation. They need to • Good citizens of South Sudan Physics. Younger learner s normally learn Science as an integrated subject whereas, in secondary schools, learners preparing for further study or careers in Sciences are likely to realise that science is thinking about creatively to try to explain how -‐ living and non living things work, and to establish links between cause and effect. • Successful life-‐long learners Creative and productive individuals take separate Science subjects . Those not wishing specialis to e in this will way continue to Science is an ideal context learner for s to develop ICT skills whilst studying the subject. Every opportunity should be taken for learners to use calculators, computers and other Environmentally aware members of society study Science as an integrated subject. devices as part of their learning. The programme of ICT appropriate for each stage is set out in Annex 2. Rationale In the overview below, the learning is set out as three strands: Living things and life Living things and processes; Materials and properties; their Physical processes. life processes Learners learn about the variety of plants and animals, including humans, which inhabit our planet and the processes which enable them to Science is relevant to the life of every human being. The context, content and the remain alive. They also learn about the interrelationships between living things and the environment. teaching and learning of Science should enable keep the learner to up with the fast Some of the learning experiences will reflect just one of three strands but, where possible, Materials and pace of technological change in the global world. Scientific methods provide tools learners will benefit if the learning is thematic, spanning the boundaries between strands. their properties Learners learn about the materials which make up everything in our world, the composition and the properties of these materials. Furthermore and kills s for discovery and problem solving as well as motivation enhancing . The Units of Study detail some of these connections and enable learner s to deepen their they learn how we make use of this knowledge. Science provides utilitarian skills and attitude for coping with the current and future understanding. However, detailing the requirements under each strand separately Physical challenges. It must enable the learner to make good use of natural resources and ensures that all essential learning is covered. processes guard against environmental damage and destruction. Most importantly for the Lea rners learn about the processes resulting from the effect of energy on matter. These processes relate to mechanics, heat, light, other radiation, Republic of South Sudan as a developing country, Science learning must encourage Opportunities to exploit the practical nature of Science can make a considerable sound, electricity, magnetism and atomic structure. responsib le industrialization and minimal exports of raw natural resources as difference to learner s’ motivation and learning and hence they should form a regular

opposed to finished industrial goods. feature of Science lessons. Practical Science skills need to be developed in a structured In all strands, learner s should be developing a scientific approach by: Science within the Framework manner with steady progression from year to year. The learning experiences required to • achieve this are set out in the units for each strand. • • Asking questions that can be investigated scientifically, and deciding how to find answers Science helps learners develop all four of the Framework competencies. In addition to experiments and the use of , text books learning experiences in Science • Considering what sources of information they will use to answer , questions including first-‐hand experience and a range other of sources should be rich and varied and should include, for example, field work; observations of the • Forming hypotheses hink and t ing about what might happen As a practical subject calling for planning of investigations, analysis of results and natural world; practical problem solving; the use of new technologies; ysis; data anal • Planning and carrying investigations out , trying out possible approaches and deciding what evidence to collect and what sort of equipment or materials to use evaluation of evidence, Science has a particular focus on critical thinking. Group engagement with practitioners from agriculture, business and industry; plus • Making a fair test or comparison by changing one factor and observing or measuring the effect whilst keeping other factors the same practical work provides opportunities for co-‐operation, and good Science depends opportunities to develop skills confidence and through questioning, discussion, drawing Making systematic measurements and observations upon effective communication through the use of questioning, debating, presentation conclusions and evaluating. Checking measurements and observations by repeating them where appropriate and writing skills. The links between Science and a range of issues including, for example, agriculture, animals and plants, health, diet, natural resources, the There is scope for teachers to use local materials and opportunities in order to engage environment and industry present considerable scope for examination of South learners in first-‐hand and practical experiences. It is not always necessary to have Sudanese culture and heritage in relation to the wider world. specialist equipment to learn science.

39 Subject Overviews

P1 P2 P3 P4 Living things and life Identify main parts of body, know how Understand the importance of keeping Appreciate the importance of food, Care for and appreciate the importance of a processes to keep them , clean and know about body clean and the dangers of micro-‐ exercise, washing clothes, sleep and rest clean environment proper use of the latrine organisms / ‘germs’ for a healthy life Group animals according to their eating habits, Understand the role of bones, joints, Understand similarities and differences Classify animals and plants according to food chains muscles in movement and the between animals according to their their habitat. importance of healthy exercise habitats Appreciate the importance of conservation of Distinguish between fruits and seeds animals and plants Identify plants and animals in their Identify different types of plants and and state their uses locality and their importance their parts Understand the structure of a seed and the Identify objects, symbols and gestures process of seed germination Understand the role of the senses in Use the sense organs to explore our using the five senses Materials daily life world and distinguish between and their substances Investigate living things found in water properties Recognise sources of water and its uses, Explain mportance i of clean water, and Investigate water, solubility, and the Investigate physical properties water of and measurement of quantities of water methods of making water clean and safe ways of conserving water what happens to water under different conditions Know basic weather conditions Understand how animals and humans Understand changes in the weather and respond to different weather conditions record the changes Further investigate and understand why Appreciate the presence of air and its certain objects float and others sink in water movement in air currents / wind Understand importance of air in daily Understand the concept of air pressure, eg sieving, moulding, mixing life pressure differences and wind Understand the concept of matter Perform simple activities using soil / sand Investigate structure / composition of Identify types, formation and uses of soil Simple methods of separating materials eg soil sieving, winnowing, dissolving, use of Physical magnetism processes Understand sources of light & sound in Understand the concept of shadow Understand concept of image formation Investigate how light travels and its uses the environment Produce sound using local materials and Identify sounds produced by different Describe the shape of the discuss earth and the Understand use of simple machines like produce sounds of different pitches & objects, changing volume and pitch; concept of gravity wheels understand echoes Investigate air pressure as a force Explore the sources of heat and its uses Construct and use simple rollers to Investigate which objects float and sink make work easier Construct and levers use to make work State sources of electricity and carry out simple in water easier activities with electricity and magnetism

Construct and make use of simple machines (pulley and inclined plane)

40 Subject Overviews

P5 P6 P7 P8 Living things and life processes Understand the relationship between Explain the causes of drug abuse and its Explain structures and functions human of Apply knowledge of hygiene and disease to germs and sanitation impacts on life excretory and circulatory system. personal and home sanitation, food sexual preservation Know about common human Understand relationships, sexual the nature intercourse, of changes Explain how reproduction takes place in parasites, how they are spread and occurring conception, in pregn humans ancy, at childbirth, puberty, ( flowering plants Explain how reproduction takes place in controlled contraception) mammals and birds Name some common water and air-‐borne Understand a healthy lifestyle and the diseases, describe their causes, effects and Describe effective pre-‐ and post-‐natal care in concept of health hazards, common prevention; stress and depression; home humans drugs and their types Understand the levels of organisation of nursing living things: cells, tissues, organs, systems Understand processes of respiration and Understand the internal structures of Explain the structures and functions of photosynthesis, and describe the differences sense organs (eye and ear) and their Know the food types and understand the human digestive and respiratory systems between plants and animals, explain inter -‐ uses importance of a balanced diet dependency between plants and animals Understand hygienic food preparation Materials and Understand structures of plants and their techniques; nutrition needs for good health Understand the structure and function of the their properties functions and for special groups nervous system. Describe the importance and uses of Describe water cycle and understand the Outline the sources of water, methods of Explain the environmental concern about water water in agriculture effects of weather on human activities collection & purification; pollution and its and describe conservation strategies impact Appreciate the importance of minerals Describe the components of air and their Differentiate between weather and climate; and manure in agriculture properties and understand that air Understand humidity and how to measure it describe their effects on land use and human supports burning populations Construct and use simple weather instruments Explain properties of metals and non-‐ Recognise difference between nd mass a Explain the relationship between temperature, metals weight and their measurement pressure and volume the of air, concept of a Understand the concept and causes of vacuum wind and uses of wind energy Explain the states of matter and changes of Explain the term ‘chemical reaction’ and state, and understand concepts of atoms, describe how reactions involve energy Describe common properties and uses of acids Describe and explain the behaviour of elements, mixtures and compounds. changes and bases: the uses of indicators materials under different Physical temperatures Understand the concepts of mass flow and processes diffusion Differentiate between transparent, Understand concepts of reflection and Understand forces and the different types of Understand parallel between human eye and translucent and opaque objects refraction of light forces and units for measuring force pin-‐hole camera

Understand the nature sound of and Understand how light and sound travel Identify different forms of energy, describe Understand how sound is produced and how its uses through different media energy transformation s human ear perceives it

Understand rotation of earth and day Understand earth and space in relation to Describe components of solar system, orbits Explain concept of constellations, galaxies, the night solar system; explain seasons of planets and moons universe

Describe simple common tools and Understand concept of heat and how it is Understand the use gears, and multiple Describe how heat is conserved their classifications as machines e.g. measured pulleys in making work easier first class, second etc Explain how magnets can be made from electricity and the applications of -‐ electro magnetism

41 Subject Overviews

S1 S2 Biology Appreciate the diversity of living things Describe how organisms interact with their environment

Understand cell structure, organization and function Understand photosynthesis and plant nutrition; the importance of photosynthesis to all living things Describe movement of substances across cells Understand nutrition in animals Understand the diversity of cell types and their organization into tissues and organs Outline the impact of climate change on populations of animals and plants

Understand the processes of transport, respiration, gaseous exchange, excretion Chemistry and homeostasis in animals and plants

Name common laboratory apparatus tand and unders safety rules in laboratory Describe the composition the of atmosphere

Explain techniques of separating mixtures and compounds (link the ep conc ts of Investigate the properties of common gases separation to industry , especially crude ) oil Understand simple atomic structure, the periodic table and bonding Understand particulate nature of matter, formulae and chemical equations Understand how salts are formed Explain the properties and uses of acids, bases, indicators and salts Explain how and electrolysis why can be used to separate some salts Understand redox reactions Physics Understand carbon, its atomic structure compounds and

Understand measurement, states of matter and types of forces Explain the effects of forces and the concepts of work, energy and power

Understand the effects of temperature changes on matter Define machines and explain the dynamics of objects

Explain the behavior of light on plane surfaces Understand the nature of heat and describe its effects on matter Understand the concept of static electricity and the flow of electricity around circuits Explain the behavior of at light curved surfaces

Understand and explain motion, the types and properties of waves

Describe the theory magnetism of and explain the properties of magnets

42 Subject Overviews

S3 S4 Biology • • • • • Understand the variety, classification and the interdependence of living things • Compare and contrast the biochemistry of respiration and photosynthesis Detail the impact hu of mans on the natural environment and conservation • Detail the processes of reproduction, growth and development in plants • Explain biodiversity, habitat, ecosystems, populations and the impact of climate • Detail the processes of reproduction, growth and development in animals • change • Understand how coordination takes place in plants and animals • Explain the e rol of pathogens causing in disease Describe the role and operation of imals homeostasis in an and plants Understand exchange between organisms and the environment • Understand how support is provided and movement takes place in plants and Explain the structure and function of the digestive, respiratory and circulatory animals systems • Understand basic genetics and inheritance; modern uses of knowledge genetics Chemistry • • Describe how organisms are adapted to their environment, evolution selection, • • and evidence for it • Understand volumetric analysis and identification of gases • Describe how to identify ions and gases • Understand the mole concept and be able to apply the gas laws Understand and explain energy changes in chemical reactions Write balanced equations, full and ionic • Explain kinetics, rates of reactions, equilibria, redox reactions and electro-‐ • Explain the properties of elements in Period 3 and Groups 2 and 7 of the chemistry • periodic table including sulphur, chlorine, nitrogen and their compounds • Name and know the composition of ores of some common metals and Explain the properties of the transition metals • appropriate methods of extraction • Further explain the properties of acids, bases and salts, understand the Describe analytical techniques and methods of determination of structure properties of amphoteric oxides and hydroxides Understand organic chemistry, including isomerism, fractional distillation and Explain the hardness of water and the solubility of salts in water cracking of alkanes, chloroalkanes, alkenes, alcohols, carbonyl group • compounds, aromatic chemistry, amines, amino acids, polymers, synthesis and Physics • • analysis Introduction to nuclear chemistry • Use understanding of particles to explain radiation, electromagnetic radiation • Use understanding of waves to explain refraction, wave interaction, and quantum phenomena • interference and diffraction • Understand the nature of electrostatic and current electricity and their Understand momentum, circular and harmonic motion • applications including electronics • Understand Newton’s Law of Gravitation, and the orbits of planets and • Understand mechanics, motion and laws of linear motion satellites Explain the bulk properties of solids and fluids and their applications • Explain electric fields, capacitance, magnetic fields and electromagnetic • Understand gas laws; explain the relationship between pressure, volume, • induction temperature and mass of a gas Explain cathode rays and the structure and function of cathode ray tubes Understand thermal physics, heat capacity of a substance, carry out energy Use knowledge of nuclear physics to explain radioactivity and its use in calculations providing nuclear energy

43 Subject Overviews

Social Studies Social Studies

Aims Teaching and Learning Social Studies • Social • Studies contributes to the development of young people as: • Good citizens of South Sudan Social Studies is an integrated subject, but its four strands older should enable learner s to move smoothly into the study of separate history, geography or civics in S3 should they • Successful life-‐long learners opt to do so. Creative and productive individuals

Environmentally aware members of society Although the requirements are set out in separate strands in this overview, the teaching Rationale and learning can be thematic. There are clear connections at each grade between the requirements across the strands. These are brought out in the Units of Study. Making Social Studies aims to help learners develop the skills and knowledge that enable these connections will learner enable s to gain a better understanding. Setting them out them to comprehend ideas and ly think critical and logically about themselves, their separately in this document will help ensure that essential learning is not missed. families, communities, the nation and global communities. It encourages them to become active and responsible citizens. The subject should be learned wherever possible -‐ through first hand experiences that are rooted in learner s’ own locality and experience. It should also enable learners to It also helps to develop understanding about cultural heritage, and the social understand the world beyond their own homes and their own country. political, physical, environmental and economic features of different communities. It develops a culture of understanding, mutual respect and value of human dignity. Social Studies is best learned through a variety of methods and materials including field studies, books, documents, photographs, oral accounts, databases and other electronic The knowledge, understanding, skills, values and attitudes acquired from social sources where possible. studies help the learners to understand life styles and culture of their people both Learners should be given opportunities to survey and analyse a wide range sources of and within their own country and global communities -‐ for peaceful co existence and learn to form to form their own opinions and draw Opportunities their own conclusions. development. should be provided learner for s to communicate their knowledge and understanding in a Social Studies with the Framework variety of ways. They should also study the work of other people in this subject domain and become familiar with the standard theories and interpretations. Social Studies can contribute to all four of the Framework competencies. The subject is an ideal context for the development of critical thinking skills, and for building an understanding of South Sudanese culture and heritage that leads to proud citizenship. It also provides many opportunities learner for s to co-‐operate in groups, and to communicate with different audiences.

44 Subject Overviews

Social Studies Strands • There • are our f strands in Social Studies: • History: how the past has produced the present • Geography: how we live world in the around us Citizenship: how we live together in society Aims Teaching and Learning Social Studies Peace Education: how we can live together peaceably

• Citizenship includes Civics, and also the more active aspects of the subject including advocacy Social • Studies contributes to the development of young people as:

• Good citizens of South Sudan Social Studies is an integrated subject, but its four strands older should enable learner s to move smoothly into the study of separate history, geography or civics in S3 should they Younger learner s will learn these egrated in an int way, but as they move towards secondary school, the strands will become distinct and separate subjects. • Successful life-‐long learners opt to do so. Creative and productive individuals History Environmentally aware members of society Learners explore the past of their locality and the wider world. They find out some of the key events and people who have shed our Although the requirements are set out in separate strands in this overview, the teaching Rationale history. They recognize the impact of the past on the present. and learning can be thematic. There are clear connections at each grade between the requirements across the strands. These are brought out in the Units of Study. Making They learn to analyse and explain the reasons for, and results of, the historical events, ods situations and changes in the peri studied. How the past has Social Studies aims to help learners develop the skills and knowledge that enable these connections will learner enable s to gain a better understanding. Setting them out separately in this document will help ensure that essential learning is not missed. produced the present They use range a of primary sources where possible to carry out their own investigations and evaluate interpretations made by others. them to comprehend ideas and ly think critical and logically about themselves, their families, communities, the nation and global communities. It encourages them to become active and responsible citizens. The subject should be learned wherever possible -‐ through first hand experiences that are Geography Physical Learners explore the physical world around them and recognize the impact this has on the way we live. They find out rooted in learner s’ own locality and experience. It should also enable learners to about different ways in which communities are linked and depend on each other. It also helps to develop understanding about cultural heritage, and the social understand the world beyond their own homes and their own country. Human, economic and political, physical, environmental and economic features of different communities. It They carry out field-‐work, and collect record and present evidence. They analyse evidence and draw conclusions. They How we live in the environmental develops a culture of understanding, mutual respect and value of human dignity. Social Studies is best learned through a variety of methods and materials including field use, make and erpret int maps at different scales. studies, books, documents, photographs, oral accounts, databases and other electronic world around us Map skills The knowledge, understanding, skills, values and attitudes acquired from social sources where possible. Learners recognise the possible impact of climate change and appreciate the need for sustainability. studies help the learners to understand life styles and culture of their people both Civics Learners should know about some of the methods and institutions that enable communities to organise themselves and Learners should be given opportunities to survey and analyse a wide range sources of and Citizenship within their own country and global communities -‐ for peaceful co existence and make decisions They should recognize the patterns in communities, and cultures places, and how these have changed learn to form to form their own opinions and draw Opportunities their own conclusions. development. and developed over time. should be provided learner for s to communicate their knowledge and understanding in a Social Studies with the Framework variety of ways. They should also study the work of other people in this subject domain How we live together in Advocacy They should take part in community projects and learn first-‐hand how communities are run, and how decisions are made and become familiar with the standard theories and interpretations. society

Social Studies can contribute to all four of the Framework competencies. The subject Citizenship is more than a statutory subject. Its skills and values will enhance democratic life for us all, both rights and Active is an ideal context for the development of critical thinking skills, and for building an citizenship responsibilities , beginning in school, and radiating out. understanding of South Sudanese culture and heritage that leads to proud Peace Education and Learners should find out about the strategies that are used to promote peace and harmony. They should know about different sorts of citizenship. It also provides many opportunities learner for s to co-‐operate in groups, Human Rights rights such as Constitutional and Human rights. and to communicate with different audiences.

They should be aware of the HIV/AIDS importance of and and STIs the need to promote gender equality. How we can live peaceably together They should build their own skills of peaceful living and conflict resolution and be committed to peace and reconciliation.

45 Subject Overviews

P1 P2 P3 P4 (eg family tree) Explore the History of their family Find out how their village and locality Describe the way of African life of people Find out about the impact of technology (eg and by village talking so to that they older people have changed over time, and begin to from the distant past and their economic on ways of (eg life the in plough, the past and how this gunpowder, in appreciate the village) how things have changed understand the reasons for these and cultural act ivities. printing, has shaped the history, steam engine by etc) studying some over time, changes. key examples History Understand the factors that influenced (form s of transport etc) Place events and objects in chronological the development of early settlement and Look at how some familiar objects order. migration in South Sudan Begin to place events, people and have changed changes into correct periods of time. over time (hills, streams, forests, ) such Physical Talk about the key physical features of as Talk hills, about the valleys, physical rivers, features swamp and found Identify the key physical features of the Described the pattern of local weather: (winds, their local area significant within the P ay plants am and South and ) crops Sudan ( African continent and begin to and rain seasons, etc) and begin to understand understand how they were formed some of the causes of weather Identify the key human features of their ) Human, (crops, area including shops, resources manufacture etc and .) economic Describe the types of settlement, land Describe the basis rop of c farming, economic activities around home and : school Describe key human activities (such of the use, and economic activity in the African forestry and fishing within the state, and and as: Payam crops, and animals, South oil, Sudan mining etc) including some continent including some of the principle find out about some of the t raditional environ-‐ of the principle jobs and products jobs and products and how these vary in industries. Contrast is th economic Geography mental Begin to recognize how the physical different areas. activity in localities in other parts of the world can be represented on a map (litter, dirt etc) (eg burning, sewage, world. within the context of their own school, Know the importance of caring for the Investigate the sources of what pollutes rubbish, water pollution etc) village and local routes. immediate environment our environment Know about the on phenomen of climate change, and the impact on a locality Map Skills Be able recognize to the position ir of the (rivers, mountains, Use scales to measure and investigate own village and major cities and other Recognise major citiesand etc.) interpret the key features distance on maps and position places features on a map of South Sudan. of Africa on a map using grid lines. .

Find out about our homes, family Describe the communities found in the Compare their own village or town to a Find out about the different people of the Civics members, and the school community. villages, their origin and the ceremonies, contrasting location and recognize the state, the stor ies of their origin, and the (eg in the family and rituals and festivals practiced by people similarities and differences. laws governing the communities in the Advocacy school)Be able to talk about their roles and in the village. state. responsibilities Learn about the importance and values Citizenship Active Take part in some of the everyday of the national and symbols how these Know about some of the key religious citizenship decisions that affect them in their school impact on everyday life. practices and symbols in the community communities. They present their ideas to others and Take part in decision-‐making activities begin to acknowledge different with others in contexts that are familiar responses to their ideas. to them. Take turns, line up and share things with Co-‐operate within a group, appreciating Be aware of the ways of resolving Identify acts that can lead to conflicts in Peace others. different needs and roles conflict in their own situations, and the their own situation, and know how to Education need for respect, tolerance and gender avoid them. Know how to resist peer and Understand the dangers of unfamiliar Know the key warning signs of the equality pressure when necessary. Human objects found on the environment presence of landmines Rights Understand and explain risks of mines and unexploded ordinance

46 Subject Overviews

P5 P6 P7 P8

History Find about the key -‐ pre colonial Understand the struggle for Understand the development(eg Mayas, , rise Aztecs, and Understand the process and (eg North implications of the and kingdoms of South and Sudan Africa, and independence of South Sudan and name Khymer fall of civ ilisations Empire, over Romans etc.) time by a making coming South America of Europeans into Africa. Compare this to how they developed over time. Compare the role (eg of India, the South key Africa, people South involved. study of at east two the experiences in other continents this to a.country in another continent. America)Compare and contrast this struggles to ) elsewhere Begin to develop a sense of period Build a chronological framework of periods and through describing and analysing the using this to place new knowledge in context. Place events, people and changes into relationships between the characteristic correct periods of time. features of periods studied. Geography Physical Understand the processes leading to the Understand such the as tectonic processes plate leading to the Understand how physical features and Understand the factors that produce the climate original formation the of key physical movement, creation of volcanic and changes activity, in erosion, physical processes impact on communication, and appreciate its effects of climate on human features of South Sudan a and Afric deposition, features ( pollution, human activity etc) production and trade in South Sudan and settlement, economic activities. Understand some other parts of the world. of the cause s and impact of climate change on South Sudan and the world.

Human, Understand the importance of the Understand the operation of the key Investigate the importance and potential Compare and contrast farming systems in South economic differing farming systems to South Sudan industries and types of of trade South of the mining sector of South Sudan, and Sudan with other countries that have similar

and and Africa in general, and how these Sudan and her neighbours. the need for sustainable . development climates, and understand the need for environ-‐ relate to climate and physical features sustainability. (types of cooperatives, functions, mental such as geology, soil and relief. Make a particular study of the fishing Understand the need to balance Understand benefits, and the the role of co-‐ problems operative facing societies cooperatives.) in industry in South Sudan. protection of -‐ bio diversity with the South Sudan Appreciate the possible impact of climate development of agriculture and industry. change and the need for sustainability. Understand how the key tourist such as HEP in South Sudan attractions can be managed to the benefit Examine and Africa the problems and benefits associated with of South Sudan compare and this to other development projects ( countries. ,) Map Skills Use maps to interpret physical features Be familiar with the location of cities and Use maps to recognize settlement Interpret world maps to identify key physical and at a range of scales in Africa and other key features of the major o continents f patterns, and major communication human features, and construct maps at a variety of continents. the world. routes. scales. Find out about the systems of Appreciate the importance of tolerance, Understand how ideals of justice and Appreciate the factors impacting on national unity, Citizenship Civics governance of South Sudan and respect and equality in the way people fairness underpin the legal system. and understand the importance of equitable neighbouring countries. live together distribution of national resources and power Identify and discuss regional (eg Advocacy sharing in South Sudan and elsewhere. Understand the social and political Organization cooperation, regional of African bodies, Unity (AU). and the Appreciate the qualities of a good leader interactions between South Sudan and importance of regional -‐ co operation. Active and good citizen, Work collaboratively to negotiate, plan and carry neighbouring countries. citizenship out an activity which will make a difference to the

Take part in debates on issues that are lives of others. Explain the ways in which people can Research issues and use this to make familiar to them. participate in democracy and how they informed contributions to debates. can change things in communities. Peace Recognise (including that respect gender for human stereotypes) rights Recognise the (including importance forced of promoting marriage Begin to be able to discuss the Understand some of ways the of building Education and gender equality underpin peaceful co etc)human rights and the systems that consequences of international conflicts, reconciliation in conflict areas, and the national and –existence protect them and how they are mediated and resolved. international bodies that exist to promote peace and and reconciliation. Human Be aware the of dangers and Be aware of the ways of promoting Rights consequences of the spread of HIV/AIDS Know about the causes, effects and ways gender equality in a local and national and STIs of preventing HIV/AIDS and STIs. situation.

47 Subject Overviews

S1 S2 • • • History • Analyse and describe the pre-‐colonial trade in Africa • Explore the major in themes European history growth lopment, and deve Analyse and explain the colonial rules and African response to colonialism. including the impact of the industrial revolution. • Understand and explain the evolution of societies and heritage in Africa, and the • Discuss the achievements and failures of Vienna Congress in Europe and explore evolution of Sudan as a Nation. the unifications in Europe • Understand the key themes in South Sudan history and explore the link between • Understand and examine the causes and rld impacts of the wo wars and cold the past present realities. wars on Europe and Africa. Explore and understand the contribution of the regional and international • Understand liberal democracy and nationalism from ancient Europe to modern • organizations to the independence struggle and development in Africa. • times. Explore (eg North the challenges, America or the achievements Rhine lands) and prospects of post independence Africa. Geography Physical • Identify and describe the physical features of Africa and South and Sudan explain Understand and compare the physical geography of South Sudan to a contrasting how physical processes have influenced their landscapes.. • area and explain the influence of physical The causes, consequences of and responses to extreme weather conditions and processes on these. natural weather hazards, Understand the distribution and characteristics of large scale natural global ecosystems (such as tundra, rainforest and temperate forest), drawing out the • • interdependence of climate, soil, water, plants, animals and humans the • issues (eg North related America to or sustainable the Rhine use lands) and management. Human, Understand population and settlement patterns in South Sudan and Africa. • Compare the economic and human South geography of Sudan to a contrasting economic • Explain resource utilization in South Sudan taking es some exampl from other • area and African countries in the context of sustainability Identify the factors to sustain the economy Understand and carry out field-‐work on socio-‐economic activities South in Understand key population trends and their economic implications to humanity environm • • Sudan and settlement patterns. ental • e.g. USA and UK Understand the importance of field techniques • Be aware of some key lessons learned from the industrialized regions of the Explain land tenure system and the politics behind rural economies. world ( ) that would help some African countries • • Understand the causes and implications of climate change both locally and beyond. Map Use a range of maps, atlases, satellite imagery and where possible other digital Construct and a use range maps of atlases, satellite imagery and where possible Skills material to find evidence to answer geographical questions. other digital material to illustrate the relationships between aspects of physical • • and human geography and r t ends and developments over time.

Citizenship Civics • Know about the functions of central and local government, the public services • Understand the work of parliament, the government and the courts in making they offer and how they are financed, and the opportunities to contribute and shaping the law Advocacy Understand the characteristics of parliamentary and other forms of government, • Recognise the importance of playing an active part in democratic and electoral • including the electoral system and the importance participating of in democratic processes Active life. • Investigate the ways in which rights ete might comp and conflict, understand and citizenship • Explore different kinds ghts of ri and responsibilities and how these affect both that hard decisions have to be made to try to balance these. individuals and communities. • Learners develop informed arguments, taking account of diverse viewpoints, • Understand that individuals, organizations and governments have and challenge assumptions or ideas as they explore them. responsibilities to ensure that rights are balanced, supported and protected. They work with others to initiate, negotiate, ut plan and carry o an appropriate • Learners make informed contributions to discussions and debates on a range of • course of action in the (eg power, local community identity, religion, to bring about change. natural resources) • topical and controversial issues. • Peace Ed Be aware of the theory of peace conflict resolution Recognise key areas of conflict & Human Understand the importance of service delivers in conflict resolution. Know about key advocates -‐ for non violence in South Sudan and the world. Rights

48 Subject Overviews

S3 S4 • •

Citizenship Be aware the of opportunities for individuals and voluntary • Be aware of rights the and responsibilities of consumers, • groups to bring about social change locally, nationally, in Africa employers and employees and internationally Be well informed about some of the wider issues and challenges of Understand the importance of a free and responsible press, and global interdependence and responsibility, including nable sustai the media’s ( including the ) internet , role in society, in providing development information and forming opinion, and be aware en’s of the citiz • need to resist manipulation by such media •

Peace • Recognise the links between conservation of environment and • Understand the basis of holistic peacemaking and conflict Education peace resolution. and Human Understand how civic leadership can work together to promote Understand the role of the United Nations (UN) Charter on Rights peace making and conflict resolution Conflict and peace resolution, African and the Union (AU) charter on conflict and resolution.

49 Subject Overviews

Religious Education Religious Education

Aims Religious Education within the Framework • Religious • Education contributes to the development of young people as: • Good citizens of South Sudan RE can contribute to all four of the Framework competencies. The subject is an ideal context for the development of critical thinking ding skills, and for buil an understanding • Successful life-‐long learners of important aspects of South Sudanese culture and heritage that leads to proud Creative and productive individuals citizenship. It also provides many opportunities learner for s to co-‐operate in groups, and Application Environmentally to d ifferent religions aware members of society to communicate with different audiences Teaching and Learning in Religious Education This curriculum is written as framework of understanding and progression that can be applied to any religious There tradition. are separate syllabuses for Christian and Islamic Religious Education, but both follow this same general framework. It is To build religious understanding an appreciation, learners need to be given opportunities important that learner should gain a good understanding of their own religion but to discuss what they are learning, and to make sense of it in terms of their own lives. The also understand and respect other peoples’ beliefs. Reference is in made the subject is concerned with difficult abstract and spiritual matters, and these cannot be Framework to a range of the world’s major within religions, but the syllabuses, the understood without discussion and reflection. The more learner examples s are presented local Rationale religion will remain central. with, from their own and other religions, the easier it is for them to grasp the deep spiritual meanings.

Religious Education will give learners a good understand and appreciation of their Young learner s will approach the subject through the key stories of their own and other own religious heritage and also introduce them to the key belief of the world’s major major religions. Role-‐play and drama will help them build appreciation and religions, and the key religions the of region. In this way RE can help build tolerance understanding of these. learner Older s should have reference to religious texts and and respect for other people and their beliefs, and can help promote a cohesive interpretations, but shill still have ample time for discussion and debate. society. Where possible, people from other religions should be invited to discuss their own beliefs Religious education will also help develop learners’ person sense of spirituality and and traditions. It is important learner that s are able to see their own religious beliefs and help them make choices moral based on clear principles. traditions within wider the picture of beliefs. global

It offers opportunities for personal reflection and spiritual development. It enables The subject is compulsory throughout both Primary and Secondary Education. It is set children to flourish individually, within their communities and as citizens in a diverse out in terms of “Spiritual Understanding” and “Range of Studies”. It is important that the society and global community. RE has an important role in preparing children for range is used to illustrate the Spiritual Understanding.. adult life, employment and lifelong learning. It enables them to develop respect for and sensitivity to others, and enables children to challenge prejudice. In these ways it contributes to children’s wellbeing tes and promo ways in which communities can live and work together.

50 Subject Overviews

Spiritual Understanding and the Range of Studies

The Religious Education curriculum is set out differently from other subjects to take account of its different nature. The key learner element is s’ spiritual understanding which is the basis of their spiritual development. Spiritual understanding can be built in e may ways and through many faiths, so th curriculum specifies the range of studies that would be necessary to build this spiritual understanding within a particular faith. The two elements always come together and cannot be taught or learned separately.

Spiritual Understanding Learners appreciate the key messages, values and meanings of religion. They understand the meaning this has for their lives and the way live. they They appreciate the value of meanings beyond the functional and beyond the physical world. They develop a moral sense of what is right and wrong based on clear principles and beliefs. They appreciate their own religion and beliefs and are also understanding and tolerant of other beliefs.

Range of Studies Learners study the key teachings and texts of their own religion. They be come familiar with the key rituals and practices. They also find out the about key beliefs of other major religions, so that they can grow in understanding and tolerance.

OVERVIEW FOR RELIGIOUS EDUCATION P1 P2 P3 P4 Spiritual Become familiar with some of the Begin to appreciate the Comprehend and appreciate the Understand and appreciate the key understanding key stories from the major significance of key stories the from significance of places of worship, values, meanings and origins of religions. major religions. holy places and religious religious festivals in the major observances in the major religions religions and how these relate to the Holy Books.

Key stories from the major Key stories from the major • Church, Mosque, Temple, • Pentecost, Easter and religions that are accessible to religions that are accessible to Shrines Christmas, Id el-‐ fitr, Id Range of young children and which relate to young children and which can be • Jerusalem, Mecca, Medina Ramadan,( alam Lotuko) studies their lives and levels of read at a suitably simple level. and Rome /(Othurac Lokoya)/kigoyo understanding • Services, baptisms, weddings, Olubo)/Ikanga, bar mitzvah etc Lopit/(Awak,Dinka) • Torah, Bible, Quran, Vedas, Tipitaka

51 Subject Overviews

P5 P6 P7 P8 Spiritual Understand and P5 appreciate beliefs Recognize and P6 appreciate the Understand and P7 appreciate the Understand and P8 appreciate understandingSpiritual Understand about the deities, and appreciate and understand beliefs Recognize names, values, and believes appreciate the concerning Understand values, meaning, and origins, appreciate the use and Understand biography, role and and appreciate the understanding about the contribution the deities, of and the understand founders of names, their relationship values, believes to God concerning humanity values, structure meaning, of the origins, key Holy Books use and biography, importance role of key and the prophets the contribution major Religions of the founders of their in the relationship Environment. to God humanity structure of the key Holy Books importance of key prophets the major Religions in the Environment. • God/Allah/Hindu deities • God/Allah • Torah • Christianity Isaiah, , Jeremiah • God/Allah/Hindu Jesus Christ deities • God/AllahYahweh • TorahBible • Christianity ,Ezekiel, Jonah, Isaiah, , Amos, Jeremiah Daniel Range of • Jesus Mohammad(Ibn Christ Abdulah) • YahwehNhialic/Ngun/Ojok and etc • BibleQuran • ,Ezekiel, Islam, Ibrahim, Jonah, Ishmael, Amos, Daniel studies Range of • Gautama Mohammad(Ibn Buddha Abdulah) • Nhialic/Ngun/Ojok Religious festivities: and etc • QuranVedas • Islam, Musa, Ibrahim, Yunus, Ishmael, Ayoub,Josue studies • Gautama Guru Nanak Buddha • Religious Pentecost, festivities: Easter and • VedasTipitaka • Musa, Harun, Isa,Muhammad Yunus, Ayoub,Josue • Guru Ngundeng/Ngun Nanak Pentecost, Christmas, Id Easter el-‐ fitr, and Id • Tipitakareligious festivities: • Harun, Judaism, Isa,MuhammadAbraham, Moses, • Ngundeng/Ngun Ramadan,( Christmas, Id alam el-‐ fitr, Lotuko) Id • religious Pentecost, festivities: Easter and • Judaism, Job, Joshua, Abraham, Aaron, Moses, Jonah, Ramadan,( /(Othurac Lokoya)/kigoyo alam Lotuko) Pentecost, Christmas, Id Easter el-‐ fitr, and Id Job, Samuel, Joshua, Solomon, Aaron, Ezekiel Jonah, and /(Othurac Olubo)/Ikanga, Lokoya)/kigoyo Ramadan,Christmas, Id el-‐ fitr, Id Samuel, Elisha Solomon, Ezekiel and Olubo)/Ikanga, Lopit/(Awak,Dinka in Ramadan, • ElishaSikh: Guru Nanak, Guru Lopit/(Awak,Dinka December),(Balanda, in • Sikh: AngadGuru Nanak, Guru December),(Bal\muru),Anyuak,Pojulu, anda, Angad \Kakwa, muru),Anyuak,Pojulu, Madi (harvest feast in Kakwa, August) Madi (Moro, (harvest Jaliya ) feast in August) (Moro, Jaliya )

S1 S2 S3 S4 Spiritual Understand and S1appreciate the Understand about S2 the deities and Recognise and S3 appreciate the Recognize and S4 understand the understandingSpiritual Understand values, meaning and appreciate and structure the Understand appreciate the about Religious the deities and Recognise central tenets and of appreciate different the faith Recognisocial ze ethic and in understand the society the understanding values, Religious meaning belief and structure appreciate prophecies the of Religious the major religions central and authority tenets in of all different religions faith social ethic in the society Religious belief prophecies of the major religions and authority in all religions • Faith and beliefs • The prophecies • Prophets and their prophecies • Religious approaches to

• Holy Faith Books, and beliefs • The Redemption prophecies concepts • Prophets in all religions and their prophecies • Religious selected issues, approaches related to to Range of • Holy Creation Books, accounts • The Redemption works concepts of the founders • in Selected all religions books; (Christianity-‐ selected modern issues, science, related technology to Range studies of the Gospel of St. Luke/Act of and environment studies • Creation Faith and accounts God’s promise. • The Concepts works of of death the and founders • Selected books; (Christianity-‐ modern science, technology • Faith African and traditional God’s Religious promise. • Concepts resurrection of death and the Apostles’ Gospel and of Islam-‐ Ahadith, St. Luke/Act of • and Religious environment approach to wealth, • African heritage traditional Religious • resurrectionAfrican Religion moral and Apostles’ and Tafsier) and Islam-‐ Ahadith, • Religious money and approach poverty. to wealth, heritage • African cultural Religion values. moral and • and Man Tafsier) in changing • Religious money and ethics poverty. in all the cultural values. • Order Man in and freedom changing • Religious faith. ethics in all the • Order Loyalty and in freedom society • Psychofaith. -‐social problems • Loyalty in society • Psycho-‐social problems

52 Subject Overviews

P5 P6 P7 P8 Spiritual Understand and P5 appreciate beliefs Recognize and P6 appreciate the Understand and P7 appreciate the Understand and P8 appreciate understandingSpiritual Understand about the deities, and appreciate and understand beliefs Recognize names, values, and believes appreciate the concerning Understand values, meaning, and origins, appreciate the use and Understand biography, role and and appreciate the understanding about the contribution the deities, of and the understand founders of names, their relationship values, believes to God concerning humanity values, structure meaning, of the origins, key Holy Books use and biography, importance role of key and the prophets the contribution major Religions of the founders of their in the relationship Environment. to God humanity structure of the key Holy Books importance of key prophets the major Religions in the Environment. • God/Allah/Hindu deities • God/Allah • Torah • Christianity Isaiah, , Jeremiah • Jesus God/Allah/Hindu Christ deities • God/AllahYahweh • TorahBible • Christianity ,Ezekiel, Jonah, Isaiah, , Amos, Jeremiah Daniel Range of • Jesus Mohammad(Ibn Christ Abdulah) • Nhialic/Ngun/Ojok Yahweh and etc • BibleQuran • ,Ezekiel, Islam, Ibrahim, Jonah, Ishmael, Amos, Daniel studies Range of • Mohammad(Ibn Gautama Buddha Abdulah) • Nhialic/Ngun/Ojok Religious festivities: and etc • QuranVedas • Islam, Musa, Ibrahim, Yunus, Ishmael, Ayoub,Josue studies • Guru Gautama Nanak Buddha • Religious Pentecost, festivities: Easter and • VedasTipitaka • Harun, Musa, Isa,Muhammad Yunus, Ayoub,Josue • Guru Ngundeng/Ngun Nanak Pentecost, Christmas, Id Easter el-‐ fitr, and Id • Tipitakareligious festivities: • Harun, Judaism, Isa,MuhammadAbraham, Moses, • Ngundeng/Ngun Ramadan,( Christmas, Id alam el-‐ fitr, Lotuko) Id • religious Pentecost, festivities: Easter and • Judaism, Job, Joshua, Abraham, Aaron, Moses, Jonah, Ramadan,( /(Othurac Lokoya)/kigoyo alam Lotuko) Pentecost, Christmas, Id Easter el-‐ fitr, and Id Job, Samuel, Joshua, Solomon, Aaron, Ezekiel Jonah, and /(Othurac Olubo)/Ikanga, Lokoya)/kigoyo Ramadan,Christmas, Id el-‐ fitr, Id Samuel, Elisha Solomon, Ezekiel and Olubo)/Ikanga, Lopit/(Awak,Dinka in Ramadan, • ElishaSikh: Guru Nanak, Guru Lopit/(Awak,Dinka December),(Balanda, in • Sikh: AngadGuru Nanak, Guru December),(Bal\muru),Anyuak,Pojulu, anda, Angad \Kakwa, muru),Anyuak,Pojulu, Madi (harvest feast in Kakwa, August) Madi (Moro, (harvest Jaliya ) feast in August) (Moro, Jaliya )

• Holy Faith Books, and beliefs • The Redemption prophecies concepts • Prophets in all religions and their prophecies • Religious selected issues, approaches related to to Range of • Creation Holy Books, accounts • Redemption The works concepts of the founders • in Selected all religions books; (Christianity-‐ selected modern issues, science, related technology to Range studies of the Gospel of St. Luke/Act of and environment studies • Faith Creation and accounts God’s promise. • Concepts The works of of death the and founders • Selected books; (Christianity-‐ modern science, technology • Faith African and traditional God’s Religious promise. • Concepts resurrection of death and the Apostles’ Gospel and of Islam-‐ Ahadith, St. Luke/Act of • and Religious environment approach to wealth, • African heritage traditional Religious • resurrectionAfrican Religion moral and and Apostles’ Tafsier) and Islam-‐ Ahadith, • Religious money and approach poverty. to wealth, heritage • African cultural Religion values. moral and • Man and Tafsier) in changing • money Religious and ethics poverty. in all the cultural values. • Order Man in and freedom changing • Religious faith. ethics in all the • Loyalty Order and in freedom society • faith.Psycho -‐social problems • Loyalty in society • Psycho-‐social problems

53 Subject Overviews

The Arts The Arts

Aims Teaching and Learning Arts the

• The Arts • contribute to the development of young people as: The Arts are an essentially practical pursuit. The emphasis within school should be on • Good citizens of South Sudan giving learner s opportunities to use their imaginations, and to experiment, make things, • Successful life-‐long learners try things out and develop their own ideas. It is important that they should learn Creative and productive individuals techniques, but also that use they those techniques to express their own thoughts and Environmentally aware members of society emotions and to develop creativity. their Rationale This creativity can be developed through learner a process where s wishing to design, construct or compose their . own work The same process applies formance to all per The Arts are a source of inspiration and enjoyment . for all They provide contexts in which stands and all ages. Progression comes from the increasing complex context to which the learners can learn to express their thoughts and emotions, use their imaginations, and process is applied. develop creativity. They therefore make a key contribution learner to s’ personal, social • and emotional development and to their growth duals. as confident indivi Engaging in the The • process is: Arts enables learner s to participate in and respond to the creative and cultural life of • Investigate -‐ find out about how similar artistic works were done their communities and appreciate the rich cultural heritage of South Sudan. • Design -‐ develop their own ideas and try them out Create -‐ produce their own artistic work Participating in a range of art forms – including visual arts, crafts, drama, music and Evaluate -‐ think critically about the effectiveness of their work dance – helps young people become responsive, reflective, critical and appreciative. They discover the value of discipline and practice to improve, and, in responding to the work of This process has applications across all subjects. others, The Arts they within gain the insights Framework into different viewpoints, identities, traditions and cultures. Learners should be introduced to a range of work from different artists, craftspeople, dramatists, musicians and dancers from their own and other cultures, and learn to The Arts make a significant contribution to all four of the Framework competencies. The appreciate the quality of their performance, creativity and products. They should be subject is an ideal context for learners to co-‐operate in groups and to communicate with introduced to work in a range of media and understand s the commercial application of different audiences. There is a specific learner strand for s to think critically about their the Arts, as well as their potential for enhancing people’s lives. Where possible, learners own and other people’s work and performances, and, above all, they need to think should use digital media and ICT. creatively. Arts The are an essential part of the South Sudanese culture and heritage, and also an opportunity learn to about other cultures. The Arts will appear as a variety of specialist options in the S1-‐4 Curriculum, many of which will have Technical and Vocational applications.

Subject Overviews

The Arts Strands • There • are three p articipation strands in Arts: the • Visual Arts and Crafts Music & Dance Drama. Aims Teaching and Learning Arts the

The fourth strand, Critical Appreciation, applies to each of the three , performance strands and is therefore to be considered rather in those contexts than separately. There are clear • connections between the three performance strands and they will often be learned together. The Arts • contribute to the development of young people as: The Arts are an essentially practical pursuit. The emphasis within school should be on Good citizens of South Sudan giving learner s opportunities to use their imaginations, and to experiment, make things, • Strand Description • Successful life-‐long learners try things out and develop their own ideas. It is important that they should learn Creative and productive individuals techniques, but also that use they those techniques to express their own thoughts and Environmentally aware members of society emotions and to develop creativity. their Learners express their ideas and imaginations through line, pattern, colour, texture, form and composition. They experiment with a variety of Rationale This creativity can be developed through learner a process where s wishing to design, Participation in the materials and media, including ICT, to produce their own work, in two and three dimensions. They develop skills in a range of techniques, media construct or compose their . own work The same process applies formance to all per Visual Arts & Craft and applications, and t selec the ones most appropriate for They the task. learn to appreciate the work of others from their own and other cultures. The Arts are a source of inspiration and enjoyment . for all They provide contexts in which stands and all ages. Progression comes from the increasing complex context to which the Older learner s progress to more commercial forms of design such as graphic and textile. learners can learn to express their thoughts and emotions, use their imaginations, and process is applied. develop creativity. They therefore make a key contribution learner to s’ personal, social • Learners make their own designs s and model using a variety of materials. They refine and improve their designs, building on their experience. and emotional development and to their growth duals. as confident indivi Engaging in the The • process is: They become familiar with traditional crafts as well as modern use craft techniques. They ICT create to and aid design where possible.

Arts enables learner s to participate in and respond to the creative and cultural life of • Investigate -‐ find out about how similar artistic works were done Participation in Music Learners learn to appreciate music and dance from their own and other cultures. They develop their own performance skills in singing, dancing their communities and appreciate the rich cultural heritage of South Sudan. • Design -‐ develop their own ideas and try them out and Dance Create -‐ produce their own artistic work and in the use of instruments, using ICT where appropriate. ly They work individual and with others. They experiment with their own Participating in a range of art forms – including visual arts, crafts, drama, music and Evaluate -‐ think critically about the effectiveness of their work compositions and develop ways of communicating their ideas. They participate in traditional festivals. dance – helps young people become responsive, reflective, critical and appreciative. They Participation in discover the value of discipline and practice to improve, and, in responding to the work of This process has applications across all subjects. Drama When studying drama, learner s work in role with others to explore areas of personal interest and enjoyment as well as issues of personal, social The others, Arts they within gain the insights Framework into different viewpoints, identities, traditions and cultures. and global concern. They devise performances for each other, the school and the wider community, and respond to live recorded professional Learners should be introduced to a range of work from different artists, craftspeople, performances. They e us ICT (video and sound) wherever possible, and study the techniques used in film and TV. Critical Appreciation dramatists, musicians and dancers from their own and other cultures, and learn to of the Arts The Arts make a significant contribution to all four of the Framework competencies. The appreciate the quality of their performance, creativity and products. They should be Learners should learn to enjoy and appreciate arts the in all forms. They should think critically about their own and others’ performance subject is an ideal context for learners to co-‐operate in groups and to communicate with introduced to work in a range of media and understand s the commercial application of products in order to develop critical appreciation the quality of performance and also to understand how quality could be improved. different audiences. There is a specific learner strand for s to think critically about their the Arts, as well as their potential for enhancing people’s lives. Where possible, learners own and other people’s work and performances, and, above all, they need to think should use digital media and ICT. creatively. Arts The are an essential part of the South Sudanese culture and heritage, and also an opportunity learn to about other cultures. The Arts will appear as a variety of specialist options in the S1-‐4 Curriculum, many of which will have Technical and Vocational applications.

Subject Overviews

P1 P2 P3 P4

Make patterns, pictures (paint, and designs Express their own ideas through Select and use appropriate materials Begin to form their own Participation crayon, from a range collage, of found materials materials they have etc.) drawings, paintings and designs and tools their for own designs, compositions in a range of forms and in the Visual selected for themselves taking account of colour, texture and pictures, using colour and texture using a variety of materials, Arts & Craft form. imaginatively. and be able to talk about their work

Make models from found materials Know about and make use of some Develop their skills in a range of Produce simple artifacts of their own tradition craft techniques in their traditional crafts designs, based on tional tradi crafts. own work Sing songs and music make with Learn some traditional songs and the Sing traditional songs and some Begin to accompany singing and Participation some expression and control. dances that go with them. from other cultures with dancing with simple tuned in Music and accompaniment. instruments, Dance Accompany singing with simple Accompany singing and dancing percussion instruments with percussion and -‐ tune percussion Create short rhythmic/melodic Represent sounds with symbols and instruments. phrases in response to pictorial, recognize how musical elements can musical or literary ideas presented be used to create different moods by the teacher. and effects. . Engage in -‐ role play in formal and Create events and characters Use drama to explore stories and Explore self-‐expression through Participation informal situations. Express their through dialogue, movement and issues. Play the role of various creative movements Use body for in Drama own ideas and act out parts of gesture, individually and with others characters from fiction and real life. verbal and non-‐verbal familiar stories Use tradition oral traditions to communication.

support their work.

Critical Express preferences about their own Make suggestions for the Compare and contrast different Enjoy and discuss artistic Appreciation work and art, music or drama they improvement of their own and artistic works and performances and performances and productions from of the Arts have seen and experienced others’ work. productions. their own and other cultures, (including recorded or on film). referring to different features

56 Subject Overviews

P1 P2 P3 P4 P5 P6 P7 P8

Make patterns, pictures (paint, and designs Express their own ideas through Select and use appropriate materials Begin to form their own Refine their skills by experimenting Refine techniques for drawing and Combine different techniques and Refine their ability to use design Participation crayon, from a range collage, of found materials materials they have etc.) drawings, paintings and designs and tools their for own designs, compositions in a range of forms and with a wide range of materials and painting from real life and approaches to express their own features in creating a 2 range of and in the Visual selected for themselves taking account of colour, texture and pictures, using colour and texture using a variety of materials, techniques to express their (eg ideas in imagination, incorporating ideas and create their own work. 3-‐D products . Arts & Craft form. imaginatively. posters two and and three leaflets etc) dimensions. Produce traditional approaches. and be able to talk about their work Participation designs for a specific purpose Use techniques associated (eg in su with ch in Visual Use texture, form, line and colour in as graphic logos, design, badges and and understand emblems) how Make models from found materials Know about and make use of some Develop their skills in a range of Produce simple artifacts of their own Arts & Craft two and three dimensions express to to achieve visual impact tradition craft techniques in their traditional crafts designs, based on tional tradi crafts. ideas and create effects. using own work this in their own work Sing songs and music make with Learn some traditional songs and the Sing traditional songs and some Begin to accompany singing and Participation some expression and control. dances that go with them. from other cultures with dancing with simple tuned Use features and techniques Design and make their own products Combine traditional craft Design, make and modify a range of in Music and accompaniment. instruments, appropriate to traditional arts and based on traditional techniques and approaches with new techniques to products in the o light f their Dance Accompany singing with simple Accompany singing and dancing crafts to make objects of their own designs to meet specific needs develop and make new products appropriateness for use. percussion instruments with percussion and -‐ tune percussion Create short rhythmic/melodic Represent sounds with symbols and design.

instruments. phrases in response to pictorial, recognize how musical elements can musical or literary ideas presented be used to create different moods Sing in tune with expression, and Compose their own instrumental Perform in concert with others, Perform, describe and compare Participation by the teacher. and effects. perform simple accompaniments and vocal music, using improvisation taking account of the overall effect of different kinds of music using in Music and that use a limited range of tones. and written notation where individual performances. appropriate musical vocabulary . Dance Engage in -‐ role play in formal and Create events and characters Use drama to explore stories and Explore self-‐expression through appropriate. Participation informal situations. Express their through dialogue, movement and issues. Play the role of various creative movements Use body for in Drama own ideas and act out parts of gesture, individually and with others characters from fiction and real life. verbal and non-‐verbal Perform their own and others’ familiar stories Use tradition oral traditions to communication. compositions in ways that ect refl their meaning and intentions. support their work. Participation Improvise, using voice and body to Improvise(eg interpersonal , explore relationships techniques )and Develop scenarios and actions for Write scripts for simple plays taking in Drama express feelings verbally and non-‐ develop roles in specific situations simple plays involving more than account of dramatic conventions and Critical Express preferences about their own Make suggestions for the Compare and contrast different Enjoy and discuss artistic verbally. Understanding how one character, writing scripts where forms. Appreciation work and art, music or drama they improvement of their own and artistic works and performances and performances and productions from dramatic narratives are constructed appropriate. of the Arts have seen and experienced others’ work. productions. their own and other cultures, and adapt this to their own work (including recorded or on film). referring to different features Critical Appreciation Appreciate the similarities and Discuss a range a of rtistic works and Use specialised artistic knowledge Explain differences between a rtistic of the Arts differences between a rtistic works performances, summing up and terms to explain the quality of a performances and productions from and performances from their own similarities and making range of a rtistic performances and their own and other cultures, and other cultures generalisations about their features. productions referring to specific features.

Subject Overviews

Physical Education and Health

Aims Strands Physical Education and Health contributes to the development of young There are three strands in Physical Education and Health: people as: • Gymnastics and movement • Good citizens of South Sudan • Sports and Games • Successful life-‐long learners • Health and wellbeing • Creative and productive individuals The first two strands are subdivided into two aspects. • Environmentally aware members society of

Rationale Physical Education and Health within the Framework Participation in physical activity lies at the heart of a healthy lifestyle. Physical By participating in Physical learner Education s will engage in all of the Education enables learner s to understand the basis of healthy living and Framework competencies. Learner s need to co-‐operate in groups and teams promotes active and healthy lifestyles. when playing games, and to communicate with teammates and different audiences. They need to think critically about their own and other people’s The subject develops learner ’ physical competence and confidence, and their work and performances, and they need to think quickly and creatively. The ability to use these to perform in a range of activities and take part in sports health and wellbeing strand of the subject involves an understanding of South and games. It promotes physical skillfulness, physical development and a Sudanese traditional foods, health processes, sports and games. knowledge of the body in action. Participating in physical activities provides opportunities for learner s to be creative, competitive and to face up different challenges as individuals, in groups and as part of teams. Teaching and Learning Physical Education and Health Physical education is an essentially practical pursuit, especially for younger Learners learn how to think in different ways to suit a variety of creative, learners. Learners should be involved in a wide and increasing range of competitive and challenging activities. They learn how to plan, perform and physical activities including gymnastics, athletics, sports and games. They evaluate actions, ideas and performances to improve their quality and should have the opportunity to refine their techniques and to develop effectiveness. Through this process, learner s discover their aptitudes, abilities evaluate their own series of movements, strategies and tactics. They should and preferences, and make choices how to get involved in lifelong physical be introduced to games and sports such as baseball or softball, netball, activity and live life healthily. basketball, football, volleyball and cricket. .

58 Subject Overviews

The Three Strands

The three strands are set out separately here for clarity, but they do not need to be taught separately. The skills of movement and control can be developed in the context of sports and games. Health safety and wellbeing are aspects of all physical activity.

Physical education is essentially active and physical. It is not a learner classroom pursuit. However, s should be encouraged to think about their own and others’ performance, to evaluate its effectiveness, and to consider ways of improving it.

There are opportunities for using ICT where it is available to film activities and use this to analyse performance.

Movement Learners move their bodies with increasingly consistent control and refinement. They can use Motor and movement imaginatively, and create and perform fluent sequences of movement. Control Gymnastics Across both strands, Learners develop the range of physical skills associated with movement and control, also the learners reflect upon Movement skills of planning and designing sequences of movement and of evaluating and refining their own their own performance and appreciating other people’s performance. performance and the Learners develop and refine techniques in a range of sports and games, including the use of balls, performance of others bats, racquets and other equipment, working alone and with others. and analyse it in terms Techniques of how it can be They use their understanding of the principles of games to apply them effectively and develop improved. Sports and adapt their own strategies and tactics. Games This involves Learners develop and use their understanding of the principles behind the strategies and tactics of consideration of sports in order to improve their effectiveness. They identify what makes a performance effective physical techniques and suggest improvements based on this information. and also team tactics Teamwork and strategies. Learners develop their ability to lead and organize games and sports, captain teams and act as referees or umpires.

Health and Wellbeing Learners understand why physical activity is good for their health and wellbeing and they develop positive attitudes toward physical activity.

They link this to their understanding of nutrition and the need to develop and adopt a healthy lifestyle.

59 Subject Overviews

P1 P2 P3 P4

Begin to develop control Apply movement skills in Perform basic movements Develop basic techniques in and co-‐ordination of play. Participate in South on floor and apparatus. gymnastic activities physical movement. Sudanese traditional games. Change rhythm speed and Motor direction of movement. Control Movement Move with confidence, using and space and being aware of Gymnastics others. Create and perform simple Perform basic movements Use movements Perform wide range of movement patterns involving the whole body & imaginatively, using movement patterns singly manipulative skills. apparatus where available. or in combination.

Movement Devise and repeat Create and perform short compositions and linked sequences that show sequences of movements. a clear structure

Begin to develop good Use motor skills Develop basic techniques in Apply basic techniques in control over a ball in appropriately to simple play sprinting, running, relays, games requiring kicking, Techniques throwing and catching, and mini games. catching throwing, jumping dodging, catching, throwing, Sports and application of motor skills and dodging. jumping and passing. Games in traditional games. Take turns and show Participate in group games Understand and apply the Apply their skills to cooperation in playing played according to simple rules in group games and participate in basic simple games. rules. Learn to accept other physical activities. competitive games such as Teamwork defeat and appreciate effort. football, volleyball and Develop skills in traditional athletics. games & dances.

Health and Wellbeing Move and play with regard Understand the importance Understand importance of Understand the importance to safety and with of personal hygiene for exercise for their health. of disease prevention and awareness of others health. Know the rules for its links to hygiene and using equipment safely. exercise.

60 Subject Overviews

P5 P6 P7 P8

Refine their techniques Refine and increase their Participate in a range of Be able to refine and increase in a range of gymnastic range of participation in gymnastic activities with their range of gymnastic actions Motor activities. gymnastics and other increasing refinement and that involve how to execute and Movement Control and forms of physical control improve a sequence of Gymnastics activities. movements Design and perform Create simple characters Develop complex Demonstrate through a variety of movement and dance and narrative through sequences with activities, the elements of sequences that combine movement and dance in repetitions and contrasts movement for expression and Movement a range of movements response to a range of while working alone and communication through stimuli with others. movement and dance.

Perform variety of Extend and apply the Show competence in the Demonstrate competence in the motor (eg skills football, involving a techniques for running, various skills of the games performance of various skills, range of games and jumping, kicking, catching, in which they participate, tactics and strategies in Techniques netball, volleyball & athleticssports ) throwing, dodging etc. in a controlling and apply competitive play and undertake a games situation knowledge of rules in variety of rules which are Sports and game situations associated with games. Games Participate as part of a Demonstrate increased Design and play small Demonstrate the simple game team in group defensive and offensive group games in order to strategies by using combinations competitions to refine playing strategies in a develop skills for basic of attacking and fending de skills their performance in the range of games and offensive and defensive with special emphasis on contact various games. competitions play during matches. rules. Teamwork

Promote air f play, accept Promote air f play, accept defeat defeat and appreciate and appreciate success. success.

Understand how to take Understand the Relate physical Recognise some of the issues account of their own importance of nutrition. performance to healthy associated with the misuse of Health and Wellbeing and others safety in body systems and their drugs in sport. physical activities. functions

Understand the effect that physical activity has on specific systems of the body.

61 Subject Overviews

Languages (French) Languages (French)

Aims

• Languages • contribute to the development of young people as: with communication. Languages reflect the culture of the communities in which they • Good citizens of South Sudan are spoken. Language learning invariably leads to consideration of culture and heritage associated with both the target language and the home nation • Successful life-‐long learners Teaching and Learning Languages

Creative and productive individuals RationaleEnvironmentally aware members of society Language learning in South Sudan has to be considered in the context of diverse national languages of the population. There are over sixty different languages South Sudan is a country inhibited by people of diverse linguistic spoken, some by a large proportion of the population and others limited to relatively backgrounds. For the first three years of primary school, the medium of small communities. Some of these languages do not have a written form. In the early instruction is the appropriate national language for the location of years and in the first three years of primary school, children are taught in the school. From the fourth year of primary school, English is the medium of national language most appropriate to the location of the school. English is a national instruction. language of uth So Sudan as well as the medium of instruction for all learners from Primary 4 onwards. To enable the people of South Sudan to communicate with those in neighbouring countries and around the world and to help the nation In common with established best practice around the world, language learning takes extend its participation in the global economy, proficiency in other place principally in the target language and the principal focus is on communication. languages is important. UTarget se of Grades new technologies should be made as frequently as possible.

Arabic is the compulsory language for all learners from P5 to P8. French and Kiswahili are options -‐ in S1 2 and -‐ S3 4. French is an important world To ensure parity in terms of progress in different languages, target proficiency levels language giving access to a rich range of literature, learning and culture. have been set, based upon the internationally recognized Language Ladder. These It is also the national language of many of our partner African nations. are as follows: Languages within the Framework

Language S2 S4

Languages make an important contribution to the development of all four of the Framework competencies. Language learning involves a high Secondary option languages Grade 7 Grade 10 degree of critical thinking as learners build their understanding and establish cross-‐links between the languages are they learning and those with which they are familiar. Communication is intrinsic to language learning with frequent speaking and listening activities involving paired work and groups of different sizes. -‐ Hence co operation is developed along

62 Subject Overviews

Strands

Learning • is set out in four strands in the Overview: • • Speaking and listening • Reading Writing Knowledge about Language

Some of the learning experiences will be designed to address just one of these strands but learners should frequently face realistic challenges calling for a range of language skills from across the strands. The Units of Study detail some of these real-‐life challenges which enable learners to integrate their learning, deepen their proficiency and build their confidence. Detailing the requirements under each strand separately ensures that all essential learning in Languages is covered.

Speaking and listening Reading Writing Knowledge about language

Speak clearly, fluently and confidently to different people and listen, understand and respond appropriately to others Read a variety of with texts fluency, Write with appropriate structure , Understand how the language works accuracy, understanding and enjoyment vocabulary, punctuation and and how to manipulate it spelling for a range of purposes and audiences

63 Subject Overviews

S1 S2 S3 S4 (Grades 1, 2 & 3) (Grades 4, 5, 6 & 7) (Grades 7, 8 & 9) (Grades 9 & 10)

-‐ Be familiar with the French -‐ Can distinguish expressive -‐ Can express himself with more -‐ Can express himself with sound system, rhythmic and intonations from the basic confidence reasonable ease in a variety of Listening and intonation patterns of French intonations -‐ Improve on what is already situations and be able to handle speaking -‐ Be able to relate his past learnt by way of intonation, stress longer structures -‐ Can understand the main points experiences in the simple past and liaisons -‐ Can report another person’s from a simple conversation, be tense and talk about future plans -‐ Be introduced to various words or opinion able to ask & answer simple possibilities of expression, style -‐ Can understand the main points questions and give basic -‐ Can give a short prepared talk, and pronunciation of an authentic spoken passage or Compréhension et information about one self expressing opinions & answering -‐ Can understand passages conversation involving one or expression orale simple questions about it, using a including some unfamiliar more speakers. variety of structures material and be able answer to -‐Can narrate events, tell a story or unprepared questions in a relate the plot of a book or film & Cconversation or following give opinions about it Reading presentation Can fill in words in a written form Can understand the main points an read and understand text Can understand a wide range of and can write a few short & opinions in written texts from including some unfamiliar authentic texts in familiar sentences such as simple text various tenses and contexts and material contexts (Comprehension about one self, likes and dislikes. understand people’s points of ecrite) view. Writing Can read out familiar written Can write a text, giving and Can produce formal & informal Can write accurately & in an phrases and understand the main seeking information & opinions, texts in an appropriate style on appropriate style over a range of

points from a short written text in using a variety of structures and familiar topics familiar topics for a variety of Expression ecrite clear pointed script. tenses. purposes

Knowledge about Can understand a range of every Can understand the difference Can understand authentic Can understand a range of tenses Language day expressions. between present & past & future passages on familiar matters and and a variety of registers with Should be aware of how to events in a range of spoken be familiar with range of tenses some understanding of the address people both formally and material. French culture and society. informally Communication et savoir faire Can understand simple forms of the present tense and few simple grammatical structures and sentence patterns

64 Subject Overviews

S1 S2 S3 S4 (Grades 1, 2 & 3) (Grades 4, 5, 6 & 7) (Grades 7, 8 & 9) (Grades 9 & 10)

65 Subject Overviews

Languages (Kiswahili) Languages (Kiswahili)

Aims

Creative and productive individuals Teaching and Learning Languages RationaleEnvironmentally aware members of society Language learning in South Sudan has to be considered in the context of diverse South Sudan is a country inhibited by people of diverse linguistic national languages of the population. There are over sixty different languages backgrounds. For the first three years of primary school, the medium of spoken, some by a large proportion of the population and others limited to relatively instruction is the appropriate national language for the location of small communities. Some of these languages do not have a written form. In the early school. From the fourth year of primary school, English is the medium of years and in the first three years of primary school, children are taught in the instruction. national language most appropriate to the location of the school. English is a national language of outh S Sudan as well as the medium of instruction for all learners from To enable the people of South Sudan to communicate with those in Primary 4 onwards. neighbouring countries and around the world and to help the nation extend its participation in the global economy, proficiency in other In common with established best practice around the world, language learning takes languages is important. place principally in the target language and the principal focus is on communication. UTarget se of Grades new technologies should be made as frequently as possible. Arabic is the compulsory language for all learners from P5 to P8. French and Kiswahili are options in S1-‐2 and S3-‐4. Kiswahili is an important world language giving access to a rich range of literature, learning and To ensure parity in terms of progress in different languages, target proficiency levels culture. It is also the national language of many of our partner African have been set, based grades upon the in internationally the recognized Language Languages nations. within the Framework Ladder. These are follows: as

Languages make an important contribution to the development of all four Language S2 S4

of the Framework competencies. Language learning involves a high degree of critical thinking as learners build their understanding and Secondary option languages Grade 7 Grade 10 establish cross-‐links between the languages are they learning and those with which they are familiar. Communication is intrinsic to language learning with frequent speaking and listening activities involving paired work and groups of different sizes. -‐ Hence co operation is developed along

66 Subject Overviews

Strands

Learning • is set out in four strands in the Overview: • • Speaking and listening • Reading Writing Knowledge about Language

Speaking and listening Reading Writing Knowledge about language

67 Subject Overviews

KISWAHILI SECONDARY (S1-‐S4)

S-‐ 1 S-‐ 2 S-‐ 3 S-‐ 4 Demonstrate expertise through Understand the main points of Understand the main points of Identify the majority of points [Speaking and Listening] riddles, sayings, similes, metaphors spoken passage or conversation authentic spoken passages and and infer the meaning of a range and stories. involving one or more speakers. conversations in a range of different of authentic passages and KUSIKILIZA NA Take part in discussion giving and context conversation spoken at near KUZUNGUMZA justifying ideas creatively and Give a presentation effectively on a native speed confidently chosen theme and Give a presentation fluently on a answer readily to questions chosen theme and argue viewpoints Participate proficiently in with some degree of success discussions relating to a variety of situations and topics, taking the initiative where possible Understand texts including some Understand authentic written texts of Understand texts of some degree of Understand and be able to [Reading] unfamiliar materials moderate length and complexity, complexity and abstractions interpret the meaning of a range produce a summary covering most of more complex texts and KUSOMA Understand a wide range texts in produce a summary covering the essential points produce a detail report covering familiar contexts majority of points all essential points

Produce formal and informal texts Structure writing to produce (e.g. a An Write coherent text in an Write extended texts using a [Writing] on familiar topics application coherent text letter in for a job an or appropriate an appropriate (e.g. a review, register an for article different or a report) wide range of language in a Communicate ideas creatively and account register of for a specific visit) purposes purposes variety of register covering more accurately in an appropriate style specialized context KUANDIKA

Adapt sentence construction for Develop the use of complex sentences Apply complex language elements in Understand complex language different purposes and readers; using connectives and subordinate all ways of life to make oneself well usage and critical application of Understand and use adverbs, clauses effectively; understood in an efficient manner, the elements across subjects in adjectives, nouns prepositions and Use grammatical structures correctly drawing on a full range of both familiar and unfamiliar LANGUAGE USE. conjunction appropriately (tense, agreement, plural) punctuation to clarify meaning, aid contexts Use punctuation appropriately to Understand and use abstract nouns, cohesion and create a variety of create effects adverbs, adjectives, nouns effect. (MATUMIZI YA LUGHA) Spell words containing unstressed substitutes, prepositions and vowels conjunction appropriately Use a range of strategies to spell difficult and unfamiliar words; use a range of strategies to correct their own work;

68 KISWAHILI SECONDARY (S1-‐S4)

S-‐ 1 S-‐ 2 S-‐ 3 S-‐ 4 Demonstrate expertise through Understand the main points of Understand the main points of Identify the majority of points [Speaking and Listening] riddles, sayings, similes, metaphors spoken passage or conversation authentic spoken passages and and infer the meaning of a range and stories. involving one or more speakers. conversations in a range of different of authentic passages and KUSIKILIZA NA Take part in discussion giving and context conversation spoken at near KUZUNGUMZA justifying ideas creatively and Give a presentation effectively on a native speed confidently chosen theme and Give a presentation fluently on a Early Childhood Development Curriculum answer readily to questions chosen theme and argue viewpoints Participate proficiently in with some degree of success discussions relating to a variety of situations and topics, taking the initiative where possible Understand texts including some Understand authentic written texts of Understand texts of some degree of Understand and be able to [Reading] unfamiliar materials moderate length and complexity, complexity and abstractions interpret the meaning of a range produce a summary covering most of more complex texts and Integrated Subjects KUSOMA Understand a wide range texts in produce a summary covering the essential points produce a detail report covering familiar contexts majority of points all essential points

Produce formal and informal texts Structure writing to produce (e.g. a An Write coherent text in an Write extended texts using a (P1-P8) [Writing] on familiar topics coherent application text letter in for a job an or appropriate an (e.g. appropriate a review, register an for article different or a report) wide range of language in a Communicate ideas creatively and register account of for a specific visit) purposes purposes variety of register covering more accurately in an appropriate style specialized context KUANDIKA

Adapt sentence construction for Develop the use of complex sentences Apply complex language elements in Understand complex language Information and Communication Technology (ICT) different purposes and readers; using connectives and subordinate all ways of life to make oneself well usage and critical application of Understand and use adverbs, clauses effectively; understood in an efficient manner, the elements across subjects in Technical and Vocational Education (TVET) adjectives, nouns prepositions and Use grammatical structures correctly drawing on a full range of both familiar and unfamiliar LANGUAGE USE. conjunction appropriately (tense, agreement, plural) punctuation to clarify meaning, aid contexts Use punctuation appropriately to Understand and use abstract nouns, cohesion and create a variety of create effects adverbs, adjectives, nouns effect. (MATUMIZI YA LUGHA) Spell words containing unstressed substitutes, prepositions and vowels conjunction appropriately Use a range of strategies to spell difficult and unfamiliar words; use a range of strategies to correct their own work;

69 Subject Overviews

Integrated subjects

ICT elements integrated into the curriculum ICT elements integrated into the curriculum

P1 P2 P3 P4 P5 P6 Recognise and use Use and basic formatting Plan and give instructions Create files; combining Use internet to access Organising ideas, common devices and of text, tables and images for e.g. switching on simple ideas & elements information, and search a manipulating e.g. Venn icons e.g. radio. TV, e.g. mobile phones, mobile phones, tuning from different sources, engines to find diagrams & sequence mobile phones, computers computers radio and TV, computers, copying, modifying and information charts, modifying for simple programmable deleting different situations; Gather information from Select from and add toys Locate websites by annotating to explain uses a variety of sources e.g. information they have Creating products with following instructions books, radio, mobile stored Create, name and retrieve text & pictures; eg mobile Creation of a product for phones, computers files phones, digital cameras Use basic editing to an audience and save into Present information in a and computers; editing to create formatted individually created folder Manipulate simple variety of forms e.g. text, correct errors products & identify minor electronic devices to images, tables, sounds Storage of files improvements Create folders for emails; manipulate text, graphics locate websites via search and images Write and send an email Manipulate simple engines selecting rom f & locate a website via graphics within text collaboratively derived Enter save and retrieve search engines selecting keywords information from from given keywords Sequence simple ideas & electronic devices e.g. modify files for different mobile phones, computers situations

Create a product for an audience in collaboration with others

70 Subject Overviews

P7 P8 S1 S2 S3 S4 Manipulate and with edit Create graphic organisers Use application software Communicate using Create a personal/simple Manage data using familiar software to for new learning to manipulate data e.g. Computers and Networks website e.g. blogs database software e.g. present information situations with a variety of Word Processing, e.g. Microsoft Outlook, Microsoft Access appropriately in graphic data types . e.g images, Spreadsheets, Graphic Use of Intranets and file Create personal profiles organisers text & numbers i.e. using Design sharing using social media e.g. Use advanced formatting PowerPoint, Paint LinkedIn, techniques to edit Organise and analyse data Use advanced search Use spreadsheets to documents i.e. Word, using unfamiliar software Creating portfolio adding engines and search create a data document Designing a simple PowerPoint e.g. Word, PowerPoint. files selected by given strings e.g. AltaVista, program e.g. Hello World, criteria; show Google, Bing, Wikipedia Use social networks to Quadratic Equations Design and manage a Create a portfolio of understanding of create and access Ethical Conduct in website using basic saved nominated files, appropriate use of Use the correct information e.g. Computer Usage software formatting features and formatting features; procedures to Facebook, Twitter, design tools to create troubleshoot simple YouTube, Instagram products. Refine keywords in a computer problems search string Add keywords to arrow n Apply access control in website listing; upload & Use nominated use of computers i.e. save folders and files communications methods passwords on phones and to acquire/ share computers information with peers and known experts

71 Subject Overviews

TVET Elements integrated into the curriculum TVET Elements integrated into the curriculum

P1 P2 P3 P4 P5 P6 P7 P8 Be aware of the Be aware of the Be aware of how Begin to Explore the range Be able to identify Understand what Be able to plan how to sort of jobs people sorts of work things are bought understand the of careers and economic sectors are the different establish micro and do and the roles people need to do and sold distinctions employment that and discuss on sectors of the small scale enterprises they play in the to provide for our between public and are available and economic growth national economy, immediate immediate needs Be aware of private sector and how these relate to how these impact Be able to understand community different economic how this applies to need and demand. on employment and how micro and small Understand the the sorts of skills scale enterprises grow roles and the national need for a people need in up to the middle and employment economy. Be able to opportunities understand the competent and order to perform big enterprises outside of their importance of hands-‐on these roles Be able to understand immediate education and workforce for Be able to discuss occupational environment training for the economic growth economic of the country on economic (eg competency construction, (KSA) in Auto development of the independence, mechanics, some occupations etc) country and for Be able to identify growth and individuals and map development

occupations Understand the needed r fo Understand how a Explore the range of (Agriculture, health, TVET options process of trading economic sectors (business business plans, enterprise infrastructure, available to them in and how to achieve marketability, can be set up manufacturing, secondary education economic perceived need etc) independence hotel and ourism, t mining, urban development and construction etc.) Explore in depth one sector of employment

72 Early Childhood Development Curriculum Cross-cutting Issues (P1-P8)

Peace Education Life Skills Environment and Sustainability

73 Subject Overviews

Cross‐cutting Issues

Cross-‐cutting Issue: Peace Education

Elements to be integrated into the curriculum P1 P2 P3 P4 P5 P6 P7 P8

Engage in common Co-‐operate within a Be aware of the Identify acts that Recognise that respect Recognise the Be able to discuss the Understand ways of activities that bring group, appreciating ways of resolving can lead to conflicts for human rights and importance of consequences of building reconciliation gender equality promoting human international conflicts, in conflict areas, and pupils together. different needs and conflict in their own in their own (including gender underpins stereotypes) peaceful co (including rights and forced the systems and how they are the national and roles situations, and the situation, and know –existence marriage that protect etc) them mediated and international bodies Share and take need for respect, how to avoid them. resolved. that exist to promote turns Be aware of the tolerance and Know how to resist peace and signs of landmines gender equality peer pressure when Be aware of ways of Be aware of the ways reconciliation. necessary. the dangers and Know about the of promoting gender Understand and consequences of the causes, effects and equality in a local and explain risks mines of spread of HIV/AIDS ways of preventing national situation. and unexploded and STIs HIV/AIDS and STIs. ordinance

S1 S2 S3 S4 • • (eg • • power, identity, religion, natural • Be aware of the theory of peace resources)Recognise key areas of conflict Recognise the links between • Understand the basis of holistic conflict resolution • • conservation of environment and peacemaking and conflict resolution. Understand the importance of service peace Understand the role of the United delivers in conflict resolution. Know about key advocates for non-‐ Understand how civic leadership can Nations (UN) Charter on Conflict and violence in South Sudan and the work together to promote peace peace resolution, and the African world. making and conflict resolution Union (AU) charter on conflict and resolution.

74 Subject Overviews

Cross-‐cutting Issue: Life Skills

Elements to P1 be integrated P2 into the P3 curriculum P4 P5 P6 P7 P8

, Talk (home, about parents, where Discuss healthy Discuss attributes of Discuss different Discuss body Discuss gender Be aware of the Discuss different they siblings come and from friends, living issues self-‐including roles and images of changes and how differences and harmful effects of forms of showing including interests, gifts and boys and girls and they affect their stereotypes and rites drugs and substance place of worship) (e.g. hand respect for human washingappropriate hygiene talents relate it to social personal of passage abuse practices pressure development rights and ) Discuss forced and responsibility Discuss peer early marriages and

Already in subjects in Already pressure and how it its effects on affects choices they personal make in life development Talk about interests Discuss what Demonstrate ways of Increase the Discuss self-‐esteem, Describe personal Understand/appreci Discuss core (self-‐awareness) they like or dislike communicating ideas attributes of self self-‐confidence and strengths and ate positive self-‐ spiritual values and emotions (attitudes, self-‐concept weaknesses and link concept, self-‐esteem, Talk about different perceptions, gifts and them to personal confidence building and relate them to Demonstrate basic emotions, negative Demonstrate ways of talents) Discuss ways of development daily personal life hygiene practices and positive reaching out to making decisions Discuss different others – compassion Learn ways of and consequences Discuss common causes & effects of Discuss the link Demonstrate ways of and empathy studying and drug and substance emotions and how between personal expressing empathy improving their abuse and their they affect awareness (interests, and and compassion to Show emotional performance in effects in their lives relationships subjects career decision and others awareness focusing school possible making careers) on sharing difficult e.g. Discuss body image Discuss stress – what Tell good touches emotions honesty, Identify trust, some key respect and how they relate it is and how to from bad ones core values in life it to personal manage it Discuss different development Demonstrate (e.g. and excuse kinds of Discuss their Demonstrate practice good relationships and Discuss different Participate in clubs ambitions for life concept of

To be included in school personal school programmes in included be To me, sorry, may I, negotiation, eplease)tiquette acceptable ways of refusal, prevention assertiveness) coping and school assertiveness and relating with others skills ( community linkage Discuss body image other refusal skills and its relationship with self-‐concept

75 Subject Overviews

Cross-‐cutting Issue: Environment and sustainability

Elements to be integrated into the curriculum P1 P2 P3 P4 P5 P6 P7 P8

e.g. Identify plants, things in Know the Investigate the Be aware of the Recognise natural Know how best Understand the Understand how animals, our surroundings air, other importance of sources of what impact of a resources in the sustainable use need to balance sustainability can objects and their caring for the pollutes eg burning, our water (Health, polluted locality and how (land, can be forests, made of protection of bio-‐ be achieved in importance eimmediate g litter, dirt etc pollution, environment: rubbish, degradation environment of soil (Forest, these need wildlife, to be wildlife natural resources water, air, diversity with the land-‐use ractices p environment sewage etc etc) soil, used water, sustainably. mineral) development of in South Sudan minerals, oil etc)] agriculture and and elsewhere industry

Know about the Appreciate the phenomenon of Appreciate the possible impact of climate change possible impact of climate change climate change and the need for sustainability S1 S2 S3 S4

Understand the nterdependence i Identify the factors to sustain the Find about the possible causes of Know how the impact of natural between humans and the environment economy in the transition from rural to climate change and evaluate the disasters can be managed urban economies in Africa. evidence for these. Explore the possible consequences and what can be done to ameliorate these.

Subject Overviews South Sudan