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 Social Science
Syllabus

Primary
Grade 3, 4 & 5

Standards Based

Papua New Guinea

Department of Education
Issued free to schools by the Department of Education
First Edition
Published in 2017 by the Department of Education
© Copyright 2017, Department of Education, Papua New Guinea
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted in any form or by any means electronic, mechanical, photocopying, recording or
otherwise without the prior written permission of the publisher

Graphic Design & Layout by Rupuna Kepsy Pikita

ISBN 978-9980-86-570-0

Acknowledgements
This Primary, Grades 3, 4 & 5 Social Science Syllabus was developed by the Curriculum
Development Division of the Department of Education and was coordinated by John Wanis
Wek with assistance from Subject Curriculum Group (SCG).
Teachers, School Inspectors, Teacher College Lecturers, community members and
representatives from Non-Government Organizations (NGOs), assisted in the development of
this Syllabus through many workshops, meetings and consultations.They are all acknowledged
for their support and contributions.
The Subject Advisory Committee (SAC) and Board of Studies (BOS) are acknowledged for their
recommendations and endorsement respectively of this Syllabus.

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 Social Science Syllabus

Content
Secretary’s Message ................................................................................................ iv
Introduction ………................................................………………………................... 1
Rationale…………………….………………………………........................................... 2
Aims ………………………..................................................................…................… 3
National Benchmarks ………………………........................................................…… 4
Curriculum Principles ……………………...............................................................… 5
Content Overview………………...............................................………...................… 9
Content Standards …………….................................................…………................ 11
Content Expansion ……….................................................…………………............ 13
Assessment and Reporting ..……………................................................………….. 25
Glossary ………...................................................................……………….............. 28
References…………………................................................…………………............ 29

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Secretary’s Message
The development of the Primary Social Science Syllabus is a direct
response to the government’s directive through the Outcomes Based
Education (OBE) exit report, (Czuba 2013). The report recommended for
the phasing out of Outcomes Based Curriculum (OBC) and the
introduction of Standards Based Curriculum (SBC) to raise standards in
teaching and learning at all levels of schooling. The designing of courses
in the curriculum have been done through reviewing, aligning, re-aligning
and repositioning of the existing content in order to cater for the shift in the
pedagogy.
Social Science is an important subject under Culture and Community Key
Learning Area in the implementation of SBC.
The goal of Social Science curriculum is to enable students to acquire
relevant knowledge, skills and understandings about people and their
cultures, communities and how they are organized, and the natural
environment and resources. This will enable students to appreciate and
understand Papua New Guinea‘s values, cultures and traditions. They
acquire knowledge and develop essential skills to enable them to be
productive citizens of their societies and the global community.
Teachers are encouraged to use the guided lessons in the teacher guides
and other relevant resources to generate creative teaching and learning
activities to deliver the Social Science content to the students.
I commend and approve this Standards Based Social Science Syllabus for
grades 3, 4 & 5 to be used in all Primary Schools throughout Papua New
Guinea.

...............................................
DR. UKE W. KOMBRA, PhD
Secretary for Education

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 Social Science Syllabus

Introduction
The Primary Social Science course has been revised to address current
and emerging social issues and incorporate new content. Some topics
have been re-aligned to improve progression or development over the
school level.
This syllabus prescribes the national expectations of what students must
know and be able to do in Social Science by the end of Grade 5.
These are the national benchmarks for the primary level. The
benchmarks are for the school level and organized under strands.
These benchmarks are then elaborated into content standards. The
content standard statements are organised by grade. They are expanded
into the performance standards and assessment tasks.
Content standard statements describe knowledge and skills, action or
should be able to demonstrate. These statements are student-centered
and written in terms that enable them to be demonstrated, assessed and
measured. The content standards statements show progression from one
grade to the next. The performance standard statements clarify how well
the students must perform as they work towards achieving a content
standard.
The content of Primary Social Science is organised under five (5) strands
community and organization, trade, culture and society,
environment and resources and history and origin.
Primary Social Science is timetabled for 150 minutes per week for Grade
3, 4 and 5.

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Rationale
People are guided by society’s cultures and rules of behaviour, beliefs and
survive by using the resources around them. Papua New Guinea is diverse
in people, cultures, languages, beliefs and environments. Diversity is an
important concept that students learn about in Social Science.
The Social Science course enables students to learn about their own
society and how it functions. They understand the importance of rules
in ensuring that people live harmoniously with each other in their
communities. Students develop an understanding of cultures and learn to
respect and have pride in their culture. Sustainable use of the environment
and resources is promoted in this subject.
The knowledge, skills and values that students acquire through their
studies in Social Science will help them to become active and informed
citizens and contribute meaningfully to their communities.
Cultures, communities and physical environments change and therefore
students need to develop skills to deal with change.
Students learn to appreciate their history and the lessons to be learnt from
our combined past.
This course prepares students for further studies in Senior Primary Social
Science.

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 Social Science Syllabus

Aims
The aims of the Primary Social Science course are to:

• prepare students to be active and informed citizens who can contribute

in a positive way to their community
• assist students to develop positive attitudes of pride, respect,
acceptance, responsibility, honesty, caring, sharing and stewardship
• assist students develop skills that promote good relationships in their
lives
• assist students develop skills of problem solving, critical thinking,
initiative and curiosity
• assist students to develop an appreciation of the importance of their
cultures and cultures of others
• assist students to develop an understanding of the importance of
cultural and environmental sustainability
• assist students develop an understanding of the importance of
technology in improving community life
• assist students develop skills of gathering and analysing information
and acting on the new information
• assist students develop an understanding of the importance of goods
and services in their everyday life.

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 Primary

National Benchmarks
Benchmarks are national standards that all children must achieve at the
end of a level of their schooling. In basic education, benchmarking takes
place at the end of grade 5 and grade 8. For the secondary level,
benchmarking takes place at the end of grade 10 and grade 12.

The content standards are the benchmarks for the grade level.

Benchmarks for Primary Social Science

By the end of Grade 5, Primary Social Science students are expected to

know and be able to:

Strand 1: Community and Organization

• demonstrate an understanding of how individuals and groups serve
their communities
• demonstrate knowledge of proper behaviour in the family, school and
community
• acquire knowledge about decision-making in groups and different
situations

Strand 2: Trade
• identify consumers and producers in the local community
• identify small business activities in the local community
• describe communication methods used in trade

Strand 3: Culture and Society

• develop an understanding of relationships in different societies
• demonstrate knowledge about different societies
• demonstrate understanding of their own and other cultures

Strand 4: Environment and Resources

• describe the physical environment of the province and nation
• Identify ways to use resources wisely
• demonstrate mapping skills

Strand 5: History and Origins

• identify significant historical events that happened in PNG

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 Social Science Syllabus

Curriculum Principles
Curriculum principles identify, describe and focus attention on the
important concerns that must be addressed when developing curriculum. They
are based on significant cultural, social and educational values and beliefs.

The principles of standards based curriculum

The Standards Based Curriculum (SBC) principles provide a clear focus

on the learning attainments at the exit points such as after a grade or
school level. SBC principles:

• provide clear, understandable, consistent and progression of learning

• are aligned with the national curriculum standards
• build on the strengths and lessons from Outcomes-Based Curriculum

Papua New Guinea national curriculum standards are based on the

following principles:

1. Integral Human Development

2. Our way of life
3. Teaching and learning
4. Guiding Principles for Social Science

1. Integral Human Development

The Philosophy of Education for Papua New Guinea as described in the

Matane Report acknowledges the National Goals and Directive principles
from the national constitution. This philosophy is consistent with Vision
2050 and Education for Sustainable Development.

Papua New Guinea is a rapidly changing society and faces many

challenges. To face these challenges effectively, an individual must strive
to become an integrated person and to work with others to create a better
community.

The process of integral human development calls for a national curriculum

which helps individuals to:
• identify their basic human needs
• analyze situations in terms of these needs
• see these needs in the context of spiritual and social values of the
community, and
• take responsible action in co-operation with others.

The success of a national curriculum requires the integrated involvement

of all the agents of education such as the home, church, school and
community. Within the national curriculum, teachers must integrate
knowledge, skills, values and attitudes to allow students to achieve the
desired expectations of integral human development.

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 Primary

2. Our Way of Life

Cultural relevance focuses on the richness and diversity of Papua New

Guinea cultures and languages. These cultures and languages are
examined within their own unique contexts, and within historical,
contemporary and future realities. Our traditional life is based on a holistic
perspective that integrates the past, present and the future. Papua New
Guineans are the original inhabitants of Papua New Guinea and live in
sophisticated, organized, and self-sufficient societies. Our customs and
traditions constitute a cultural mosaic, rich and diverse, including different
cultural groups. Our customs and traditions are unique and are featured in
the national curriculum. The national curriculum should enable students to:

• demonstrate, understand and practice the values, beliefs, customs and

traditions of Papua New Guinea
• demonstrate, understand and apply the unique Papua New Guinean
communication systems
• demonstrate an understanding of and recognize the relationship
between Papua New Guinea and global communities
• recognise, accept and practice Papua New Guinea arts as forms of
cultural expression
• demonstrate an understanding of the diversity and functions of the
social, economic and political systems of Papua New Guineans in
traditional and contemporary societies
• demonstrate an understanding of the evolution of human rights and
freedoms as they relate to the people of Papua New Guinea.

3. Teaching and Learning

The standard based curriculum proposes a different teaching and learning

approach . This approach emphasises the connections between subject
areas and skills to be acquired. Students are expected to develop the
ability to reason, solve problems, apply knowledge and communicate
effectively. This approach also encourages students to learn from active,
independent enquiry into real life situations such as current social issues.

The teaching and learning approach demands that teachers understand and
apply the standards of teaching and learning in schools and
classrooms. These standards are high-order thinking, deep knowledge, and
connections to the world.

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 Social Science Syllabus

4. Guiding Principles for Social Science

The Primary Social Science subject principles identify, describe and
focus attention on the important concerns that must be addressed when
developing and implementing the Social Science syllabus. They are based
on significant cultural, social and educational values, beliefs and norms.
The curriculum principles also assist in identifying knowledge, skills and
processes and values from the content standards.

The subject principles for Primary Social Science enable students to:

• develop awareness of the world they live in and to see how things work
and how to do things
• develop social science skills in an active learning environment and
relevant context
• develop skills which will be useful to themselves and others after they
leave school
• recognise essential social relationships that they can use to interact with
family, community, and economic groups and people from other
societies
• contribute to the development of the community and to understand this
is a contribution to the national development
• study the significance of things in their environment and encourage and
promote the wise use of resources.
• develop skills to find out a variety of information for their needs, for
example, past happenings or events.
• know and have pride in their own culture and respect the cultures of
others
• know that cultures change
• know their needs and wants and how they can meet these and
• understand the concepts of trading and exchange.

Teaching and learning strategies for primary social

science

The following characteristics of teaching and learning activities are

appropriate for Grades 3-5 Social Science.

1. Students should be given opportunities to:

• respond to challenges
• solve problems in creative ways with the assistance of their teachers
• be involved in activities such as making a product, with help from an
expert
• share their own experiences
• draw on their own observations and take action on the basis of the
knowledge they have gained
• challenge their creative thinking skills with open ended tasks or
questions
• achieve the content standards in multiple or different ways
• challenge assumptions

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 Primary

2. The Social Science processes

Gathering information
• Interview resource people from the community
• Take part in excursions to places of interest relevant to a unit or lesson topic
• Conduct a survey on a particular issue, question, topic
• Brainstorm to gather information

Analysing, evaluating information and making judgments

• Compare the information from interviews and note areas of general agreement
and areas of conflicting information
• Summarise the information using maps, graphs, diagrams and text
• Present information in a table and identify conclusions that can be made
• Summarise the information

Presenting information and taking action on new information

• Present information to an audience. The information may include teacher or
student points of view on the topic.
• Present information in the form of posters
• Act on the analysis or survey findings by raising awareness on the issue
• Present information using graphs, tables, pictures, oral and written reports

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 Social Science Syllabus

Content Overview
Strand Decriptions
Strand 1: Community and Organisation
In this strand, students learn about communities and how they are organised.
They identify the groups that make up a community. They find out the roles and
responsibilities of individuals and groups in a community. They understand that
leaders have an important role in decision-making. They learn that rules are
important for groups and communities to function. They understand that
individuals and groups interact with each other and are guided by rules of
behaviour.

Strand 2: Trade
The strand, Trade, helps students to understand how people meet their needs
and wants. They identify these basic needs and wants. Students learn that trading
involves exchange, buying and selling of goods and services. They learn that trading
of goods and services satisfy needs and wants. They also learn that transport and
communication are important in trade.

Students learn the basic stages of producing basic goods using basic
technology. They demonstrate some understanding of income generating skills
by participating in income generating activities at school and home.

Strand 3: Culture and Society

The strand, Culture and Society, incorporates people’s beliefs, customs,
traditions, values, religions, languages and stories. Culture is the life people
have together. A culture changes when new products or beliefs are introduced.

Papua New Guinea has unique cultures and it is essential that this cultural
heritage and understanding is passed on to future generations. This strand helps
students to develop an understanding and awareness of their culture. They are
encouraged to develop respect and pride in their culture, as well as acceptance
of the diversity and culture of others.

Students are encouraged to participate in traditional and cultural activities in this

subject.

Strand 4: Environment and Resources

The strand, Environment and Resources, helps students to learn about their
environment, from local to the province. They learn about the resources found
in the environment and how these meet their needs and wants. Students learn
about the interaction between people and their environments. They learn to
promote and encourage sustainable use of the environment and its resources.

In this strand students are provided opportunities to learn and develop map work
skills through working with maps.

Strand 5: History and Origin

The strand, History and Origin, is about the past, the history of people and their
place. Students find out and share stories/information about the origins of their
ancestors and their communities. They learn about the significant historical
events that have shaped their community and country, Papua New Guinea.

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 Primary

Overview of strands, units and topics

The Primary Social Science curriculum is organised into five (5) strands
which is a convenient way of organising the content. Each strand
identifies a particular aspect of the subject content and concepts. For each
strand, units and topics have been identified. Topics in each unit show
progression of content and learning over the level.
The table below outlines the strands, units and main topics for Primary
Social Science. It shows the progressive development of
concepts and content for Grades 3, 4 and 5.

Strand Unit Topics Topics Topics

Grade 3 Grade 4 Grade 5

1. People and groups Changes in the Work people do Serving the
community – people and community
community
1. Community 2. Relationships Relationships between Behaviour and Behaviour in
and individuals and groups relationships different
organisation relationships
3. Rules, Roles and Rules in different places Roles and responsibilities Making decisions
Responsibilities
1. Needs and Wants Needs and wants of Meeting needs and wants Producers and
people from different of different people consumers
places
2. Trade 2. Production Producing goods and Goods produced from cash Economic activities
services crops
3. Trade and Exchanging goods and Transport in trade Communication in trade
Communication services
1. Customs and Local customs and Customs and Relationships in societies
societies traditions Ceremonies
3. Culture and
2. Beliefs and values Beliefs and values in the Changes in culture Societies
society
local culture
1. The The local environment Natural and man-made The physical
environment features of the district environment of the
4. Environment province
and
2. Resources Resources in the Renewable and Using our resources
Resources
community non-renewable wisely
resources
3. Working with Reading and using maps Reading and using maps – Reading and using maps
maps – The key and direction The scale and direction – Draw a sketch map
5. History and 1. Events and Stories of Origin History of the local Significant historical
Origins stories of the community events
past

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 Social Science Syllabus

Content Standards
Content standards are broad statements of what students need to know,
understand and be able to do. Content standard statements are student-
centered and written in terms that enable them to be demonstrated,
assessed, measured and monitored.
Each content standard statement is numbered with three digits, such as
4.3.2. In this example, the first digit refers to the grade (Grade 4). The
second digit refers to the strand (Strand 3). The last number is the content
standards number (the second content standard in the strand, 2).
Strand 1: Community and Organization

Grade 3 Grade 4 Grade 5

3.1.1 Understand and 4.1.1 Demonstrate an 5.1.1 Demonstrate an
recognise changes in groups and understanding of the types of understanding of how
the local community work people do individuals and groups serve
their communities
3.1.2 Demonstrate an 4.1.2 Demonstrate knowledge of 5.1.2 Demonstrate knowledge
understanding of the behaviour and relationships of proper behaviour in the
interactions between family, school and community
individuals and groups
3.1.3 Demonstrate an 4.1.3 Describe the roles and 5.1.3 Acquire knowledge
understanding of the responsibilities of individuals and about decision-making in
purpose of rules in the groups in their community groups and different situations
community

Strand 2: Trade

Grade 3 Grade 4 Grade 5

3.2.1 Identify basic needs and 4.2.1 Explain how trade meets 5.2.1 Identify consumers and
wants basic needs and wants producers in the local
community
3.2.2 Describe the basic 4.2.2 Explain how goods are 5.2.2 Identify small business
stages for producing local goods produced from cash crops activities in the local
community

3.2.3 Demonstrate knowledge 4.2.3 Describe transport methods 5.2.3 Describe

about trading goods and services used in trade communication methods used
in trade

Strand 3: Culture and Society

Grade 3 Grade 4 Grade 5

3.3.1 Demonstrate respect for 4.3.1 demonstrate knowledge of 5.3.1 develop an
local customs through different customs and understanding of
participation in traditional events ceremonies relationships in different
societies
3.3.2 Describe some 4.3.2 Describe how local 5.3.2 Demonstrate knowledge
common beliefs of their cultures are changing about different societies
culture

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 Primary

Strand 4: Environment and Resources

Grade 3 Grade 4 Grade 5

3.4.1 Describe the environment of 4.4.1 Describe the natural and 5.4.1 describe the physical
the local area man-made features of the district. environment of the province
and nation
3.4.2 Identify the main resources 4.4.2 Describe renewable and 5.4.2 Identify ways to use
in the community non-renewable resources resources wisely

3.4.3 Demonstrate mapping skills 4.4.3 Demonstrate mapping skills 5.4.3 Demonstrate mapping
– use the key to read a map – use the scale to read a map skills – draw a sketch map and
develop a key and scale

Strand 5: History and Origin

Grade 3 Grade 4 Grade 5

3.5.1 Describe the origins of 4.5.1 Describe the history of the 5.5.1 Identify significant
individuals and groups. local community historical events that hap-
pened in PNG

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 Social Science Syllabus

Content Expansion
This section contains the expansion of content standards. Performance
standards and assessment tasks are identified and described for each
content standard. The expansion of content standards is organised by
grades.

Performance Standards
Each content standard is accompanied by a set of performance
standards. A performance standard is a descriptive statement of the
knowledge and skills that students should demonstrate as they work
towards the achievement of the content standard. The performance
standards are examples only. They assist teachers to monitor student
progress and to make on-balance judgements about the achievement of
content standards.
Teachers can develop their own performance standards or modify the
syllabus performance standards for their context. Teachers can derive
ideas for teaching and learning activities from the performance standards.
The performance standards are coded as a), b), c) etc.

Assessment tasks
Assessment tasks have been developed for each content standard.
The assessment tasks are mainly examples of assessment for learning
and assessment as learning. The assessment tasks are numbered 1, 2,
and 3 etc. Assessment tasks are written in terms that enable them to be
demonstrated, assessed, measured and monitored to show students’
understanding of the content standards.
Strand 1: Community and Organisation
Unit 1: People and Groups

At the end of each grade, students will know and be able to;
Grade 3 Grade 4 Grade 5

Content 3.1.1 Understand and 4.1.1 Demonstrate an 5.1.1 demonstrate an

Standards recognise changes in understanding of the types understanding of how
groups and the local of work people do individuals and groups
community serve their communities
Performance a) Identify and describe the a) Identify and describe the a) Identify individuals and
Standards different groups in the types of work people do in groups who need help
community different places b) Identify the types of
b) Identify changes in the b) Describe work in services provided to
family and the local subsistence and business communities
community activities c) Identify individuals and
c) Identify some causes of c) Describe paid, unpaid and groups who serve their
change volunteer work communities
d) Describe positive and d) Describe work provided by d) Identify ways individuals
negative effects of government, NGOs and and groups improve life in
changes in families and private organisations the community .
the community e) Describe the work of
community leaders

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 Primary

Assessment Assessment Task 1 Assessment Task 1 Assessment Task 1

Tasks Identify the type of work Draw a diagram to show
Draw pictures of their
people do from pictures the services provided for a
community and label
community and who provides
places and groups from the
the services.
community.

Assessment Task 2 Assessment Task 2 Assessment Task 2

Use drawings to describe how List one example each of A short report (verbal or
an aspect of family life has paid, unpaid and volunteer written) of ‘An act of kindness’
changed over time (past and jobs. experience.
present).
Assessment Task 3 Assessment Task 3 Assessment Task 3
Draw pictures of before Match the type of work to Let’s write a poem or rap
and after changes in the ‘individual’ or ‘group’ or music lyrics (words).
community. ‘organization’. Use words or
pictures.

Unit 2: Relationships

At the end of each grade, students will know and be able to:

Grade 3 Grade 4 Grade 5

Content 3.1.2 Demonstrate an 4.1.2 Demonstrate an 5.1.2 Demonstrate knowledge

Standards understanding of the understanding of behaviours of the effects of behaviours
interactions between and relationships in the family, school and
individuals and groups community
Performance (a) Identify and describe (a) Understand the terms (a) Describe acceptable and
Standards relationships between behaviour, relationships, unacceptable behaviours
individuals and groups. positive and negative in different groups
(b) Describe behaviours in a behaviour and (b) describe rewards for good
variety of relationships relationships or acceptable behaviours
(c) Identify different situations (b) Describe different types (c) describe the effects of
and places where of behaviour bad or unacceptable
individuals and groups (c) Describe behaviours that behaviours
interact promote positive and (d) Describe good and bad
negative relationships behaviours in different
(d) Identify activities that places
promote good or bad
relationships
Assessment Assessment Task 4 Assessment Task 4 Assessment Task 4
Tasks List three good things you Identify good and negative Describe examples of school
have done to make your behaviours in pictures. rules that promote good
mother or father happy. behaviours and relationships.

Assessment Task 5 Assessment Task 5 Assessment Task 5

Choose one of the groups you Match type of behaviour Match examples of behaviours
belong to in the community to positive or negative to the effects of behaviours.
(church, sports team,) and relationships.
state why you are part of that
group.

Assessment Task 6 Assessment Task 6 Assessment Task 6

Draw a family tree and explain Demonstrate good behaviours Draw flowcharts to show
the relationship it shows. in a role play the effects of behaviours or
relationships.

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 Social Science Syllabus

Unit 3: Rules, Roles and Responsibilities

At the end of each grade, students will know and be able to:

Grade 3 Grade 4 Grade 5

Content 3.1.3 Demonstrate an 4.1.3 Describe the roles and 5.1.3 Acquire knowledge
Standards understanding of the purpose responsibilities of individuals about decision-making in
of rules and groups in the community groups and different situations
Performance (a) Describe and compare (a) Explain the terms, roles (a) Identify decision makers
Standards rules for family, school, and responsibilities of groups
church and other groups (b) describe the roles (b) Describe how decisions
in the community and responsibilities of are made in the family
individuals and leaders and other groups
(b) Explain the importance
(c) describe the roles and (c) Explain different decision-
of rules and laws in
responsibilities of groups making processes
the family, groups and
and organisations in the (d) Explain how leaders are
organisations.
community chosen
(c) Describe the
consequences of
breaking rules in different
places.

Assessment Assessment Task 7 Assessment Task 7 Assessment Task 7

tasks Draw a picture showing the Name an example of a Explain how class and school
consequences of breaking a role and a responsibility of leaders are chosen.
rule. parents.
Assessment Task 8 Assessment Task 8 Assessment Task 8
Make up rules for the class. Match a list of individuals, List similarities and
groups and organizations with differences in decision making
their responsibilities. processes in the family and
school.
Assessment Task 9 Assessment Task 9 Assessment Task 9
Draw pictures to show a List one role and one Create a poster promoting the
safety rule for travel in a responsibility of an qualities of a good class or
canoe, dinghy or vehicle. organization. school captain.

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 Primary

Strand 2: Trade
Unit 1: Needs and wants

At the end of each grade, students will know and be able to:

Grade 3 Grade 4 Grade 5

Content 3.2.1 identify basic needs 4.2.1 Explain how trade 5.2.1 Identify consumers
Standards and wants meets basic needs and wants and producers in the local
community
Performance (a) Identify and describe (a) Describe common terms (a) Explain the terms
Standards basic needs and wants used in trading – trade, ‘producer’ and ‘consumer’
exchange, barter, market (b) Describe the work of
(b) Explain the importance
producer in trade
of basic needs (b) Identify the purpose of
(c) Describe the role
exchange or trade
(c) Identify and describe of consumer in the
(c) Identify places where
the needs and wants of community
trading takes place
groups in the community (d) Identify goods and
(d) Describe changes in
services for consumption
barter
and exchange
(e) Identify different forms of
currency used in trade
Assessment Assessment Task 10 Assessment Task 10 Assessment Task10
Tasks Draw a picture of one basic Match concept or term to the Identify consumers and
need and one example of a pictures provided – market, producers from a list of pictures
want. barter, goods. of people at work.
Assessment Task 11 Assessment Task 11 Assessment Task 11
Identify needs and wants Name the trading places in Create a poster highlighting
from a list of pictures. the community and list one consumer rights.
type of goods that is traded at
each place of trading.

Assessment Task 12 Assessment Task 12 Assessment Task 12

Matching task: Match the Write a short story about a Create an advertisement for a
group or individual with their traditional trading activity product.
need or want. [Use pictures (Guiding questions must be
and words]. provided).

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 Social Science Syllabus

Unit 2: Production

At the end of each grade, students will know and be able to:

Grade 3 Grade 4 Grade 5

Content 3.2.2 Describe the basic 4.2.2 Demonstrate knowledge 5.2.2 Identify small business
Standards stages for producing local about cash crops activities in the local community
goods
Performance (a) Describe the steps in (a) Describe a cash crop (a) Describe common terms
Standards making a garden. (b) Identify the common - seller, buyer, producer,
cash crops in the area or consumer, market
(b) Identify a common, local
PNG (b) Identify and describe the
product or food crop
(c) Describe how a cash main agricultural activities
product and describe how
crop is grown, harvested in the local area
it is produced
and processed (c) Identify and describe
(c) Describe how to take care (d) Identify products made common informal or
of food crops. from cash crops informal business activities
in the local area
(d) Describe the process for
(d) Identify similarities and
making goods or food
differences between formal
crop products.
and informal business
activities
Assessment Task 13 Assessment Task 13 Assessment Task 13
Assessment Put in correct order the steps Study a map of PNG showing Match the common terms in
Tasks in making a garden. where cash crops are grown. trading to their descriptions or
Complete the table of cash examples.
crops and place each is
grown.
Assessment Task 14 Assessment Task 14 Assessment Task 14
Prepare and present a Identify cash crops from Draw examples of formal and
simple fruit salad. pictures of crops and informal business activities
manufactured or processed
goods.

Assessment Task 15 Assessment Task 15 Assessment Task 15

Choose and present one of Project: A cash crop in PNG. Report on the ‘Project –
the products for assessment. Fundraising.
[broom, bag or bracelet]

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 Primary

Unit 3: Trade and Communication

At the end of each grade, students will know and be able to:

Grade 3 Grade 4 Grade 5

Content 3.2.3 Demonstrate 4.2.3 Describe transport 5.2.3 Identify communication

Standards knowledge about trading methods used in trade methods used in trade
goods and services

Performance (a) Define ‘exchange’, (a) Identify types of transport (a) Define communication
Standards ‘trade’ and ‘barter’ used in traditional and (b) Describe different methods
modern trade of communication
(b) Identify common goods
(b) Identify types of transport (c) Compare traditional
and services that are
appropriate for trading in and modern forms of
traded or exchanged.
different places communication used in
(c) Describe how services
(c) Identify types of transport trade
are exchanged in the
appropriate for different (d) Identify the advantages
community.
types of goods and and disadvantages of
(d) Describe the types of
services. different communication
money used in trade
methods used in trade
(e) Identify some goods
and services that were
traded in the past
Assessment Assessment Task 16 Assessment Task 16 Assessment Task 16
Tasks Draw pictures of traditional Name one advantage and Roles play communication
and modern trade showing one disadvantage of one type methods.
the people involved, what of transport used for trading in
and where they traded or the past.
exchanged.
Assessment Task 17 Assessment Task 17 Assessment Task 17
Draw examples of traditional Name the most appropriate Create and demonstrate an
and modern money. method of transport for each advertisement for radio.
product listed.

Assessment Task 18 Assessment Task 18 Assessment Task 18

Identify three common items Write a story, in a 4-frame Create an advertisement to
traded or exchanged in the comic strip, about trading on sell a product (other media, not
local community. a traditional trade voyage. radio).

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 Social Science Syllabus

Strand 3: Culture and Society

Unit 1: Customs and Societies

At the end of each grade, students will know and be able to:

Grade 3 Grade 4 Grade 5

Content 3.3.1 demonstrate respect 4.3.1 demonstrate knowledge 5.3.1 develop an understanding
Standards for local customs through of different customs and of relationships in different
participation in traditional ceremonies societies
events
Performance a) Identify and describe (a) Identify and describe (a) Identify different societies
Standards local customs and different ceremonies and in the community or
traditions customs from their own province
and other cultures (b) Identify the main features
b) Demonstrate their own
of a matrilineal society
customs (b) Describe customs and
(c) Identify the main features
ceremonies related to
c) Participate in local of a patrilineal society
events of significance
custom activities and (d) Describe how societies are
ceremonies (c) Identify and describe structured or organised
examples of taboos and
rituals.
Assessment Assessment Task 19 Assessment Task 19 Assessment Task 19
Tasks In groups, perform a Oral presentation - Share Identify features of a matrilineal
traditional song and dance. a short story about a local society from a list.
custom or ceremony.

Assessment Task 20 Assessment task 20 Assessment Task 20

In a short oral presentation Demonstrate an example of List one similarity and one
(two sentences), talk about a an initiation in a role play. difference between matrilineal
local custom. and patrilineal societies.
Assessment Task 21 Assessment Task 21 Assessment Task 21
Draw pictures of food taboos. Draw a flow chart to show the Essay – My cultural identity.
steps in a ritual.

19
 Primary

Unit 2: Beliefs and Values

At the end of each grade, students will know and be able to:

Grade 3 Grade 4 Grade 5

Content 3.3.2 Describe some 4.3.2 Describe how local 5.3.2 Demonstrate knowledge
Standards common beliefs of their cultures are changing about different societies
culture
Performance (a) Identify and describe (a) describe the cultures of a) Identify tribes, clans and
Standards values and beliefs of the community ethnic groups
their culture (b) Identify changes to b) Identify and describe the
cultures differences between a tribe
(b) Identify aspects of their
(c) Identify the causes of and a clan
culture
change to cultures c) Describe the tribe, clan or
(c) Compare legends and (d) Describe the effects of ethnic group
traditional stories that technology and modern d) Describe the relationships
teach beliefs and values influences on culture within groups
Assessment Assessment Task 22 Assessment Task 22 Assessment Task 22
Tasks Retell a traditional story from Describe changes shown in Describe two features of a tribe
the local area. the pairs of pictures. or clan.

Assessment Task 23 Assessment Task 23 Assessment Task 23

Draw pictures that highlight Identify a piece of clothing Identify the leaders of clans
the beliefs of their Church. from the past and the present. and tribes.
State a reason for liking each
piece and not liking each
piece.

Assessment Task 24 Assessment Task 24 Assessment Task 24

Dramatize a traditional story Name one example of leisure Name examples of a tribe, clan
in their local area. activity enjoyed now and and ethnic group.
another example enjoyed in
the past.

20
 Social Science Syllabus

Strand 4: Environment and Resources

Unit 1: The Environment

At the end of each grade, students will know and be able to:

Grade 3 Grade 4 Grade 5

Content 3.4.1 Describe the 4.4.1 Identify the natural and 5.4.1 Describe the physical
Standards environment of the local area man-made features of the environment of the province
district.
Performance (a) Identify and describe (a) Describe the environment (a) Identify and describe the
Standards the main features of the of the district physical features of the
local area (b) Describe natural and man- province
made features (b) Identify and locate places
(b) Identify and describe
(c) identify and describe the of significance in the
local landmarks
natural and man-made province
(c) Describe the seasons features of the district (c) identify and describe the
(d) Identify and describe natural and man-made
landmarks of the district features of the province

Assessment Assessment Task 25 Assessment Task 25 Assessment Task 25

Tasks Label drawings of features List five natural features of Locate, on a map, the main
of the local environment the district. physical features of the
[grassland, buildings, rivers, province.
roads, etc.]

Assessment Task 26 Assessment Task 26 Assessment Task 26

Name the main natural Draw two examples of natural List landmarks of the province.
features of the local features special to the district.
environment.

Assessment Task 27 Assessment Task 27 Assessment Task 27

Draw pictures to describe the Draw and name three Project – My province.
two seasons. landmarks of the district.

21
 Primary

Unit 2: Resources

At the end of each grade, students will know and be able to:

Grade 3 Grade 4 Grade 5

Content 3.4.2 Identify the resources in 4.4.2 Describe renewable 5.4.2 Identify ways to use
Standards the community and non-renewable resources resources wisely
of the district
Performance (a) Describe what a (a) Explain ‘renewable’ (a) Identify the effects of using
Standards resource is and ‘non-renewable’ natural resources.
resources (b) Describe how non-
(b) Identify natural and
(b) identify renewable renewable resources could
man-made resources
resources be used wisely
in their community
(c) identify non-renewable (c) Explain how individuals
and explain how
resources and groups care for
these are used
(d) describe how people use renewable resources
(c) Identify natural resources (d) describe the effects of
resources and how mining resources and
these are useful extracting oil and gas
Assessment Assessment Task 28 Assessment Task 28 Assessment Task 28
tasks Students are given a picture List three examples of Explain the differences
of a natural resource. They renewable resources in the between man-made and
draw how the resource is district. natural resources.
used.

Assessment Task 29 Assessment Task 29 Assessment Task 29

Draw resources found in the Identify renewable and non- Poster – promoting the wise
seashore environment such renewable resources from a use of water and land.
as mangroves etc. list of items.

Assessment Task 30 Assessment Task 30 Assessment Task 30

Draw an example of a man- List resources from lakes, Project – ‘Reduce, Reuse and
made resource. rivers and the sea and their Recycle’ an used product.
uses.

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 Social Science Syllabus

Unit 3: Working with maps

At the end of each grade, students will know and be able to:

Grade 3 Grade 4 Grade 5

Content 3.4.3 Demonstrate mapping 4.4.3 Demonstrate mapping 5.4.3 Demonstrate mapping
Standards skills – use the key to read a skills – use the scale skills – draw a sketch map and
map develop a key and scale
Performance (a) Identify the parts of a map a) Explain the use of scale on a) Interpret a map of the
Standards (b) Explain what the key of a a map province
map is used for b) Calculate distances on a
b) Identify and locate
(c) Use the key and symbols map
landmarks on a map of the
and direction to locate c) Develop a simple scale
province
places and objects on a d) Locate places and objects
map on a map c) Locate on a map,
(d) Read a map e) Read a map resources and natural and
man-made features of the
province
d) Draw a sketch map.
Include a key, north
direction and a scale
Assessment Assessment Task 31 Assessment Task 31 Assessment Task 31
tasks
Match the symbol (from a Use the key to name objects On a map, complete exercises
map and key) with the feature or places on a map on key, scale and direction.

Assessment Task 32 Assessment Task 32 Assessment Task 32

On a map, find places and Use the scale to calculate On a map: Mark in the ‘North’;
objects using the key distances on a map identify and circle the key and
identify and circle a particular
symbol.

Assessment Task 33 Assessment Task 33 Assessment Task 33

Do activities using the key Use the scale to calculate Draw a sketch map. Include
and direction. distances on a map. a key and scale and north
direction

23
 Primary

Strand 5: History and Origin

Unit 1: Events and stories of the past

At the end of each grade, students will know and be able to:

Grade 3 Grade 4 Grade 5

Content 3.5.1 Describe the origins of 4.5.1 Describe the history of 5.5.1 Identify significant
Standards individuals and groups the local community historical events that happened
in PNG
Performance (a) Describe history (a) describe the history of (a) Compare evidence of
Standards the local community history, past and present
(b) Describe how knowledge,
using a variety of
skills, stories and legends (b) Describe the lifestyle of
evidence.
and culture are passed early settlers of PNG
(b) identify the original
down from one generation
inhabitants of the place (c) Identify significant events
to the next
(c) identify some significant in PNG’s history
(c) describe how history was events in the history of
(d) Read a timeline
recorded in the past the community
(d) read a timeline
(d) describe the origins of
individuals and groups
(e) read a timeline
Assessment Assessment Task 34 Assessment Task 34 Assessment Task 34
tasks Describe an important Draw an item used in the List the different ways the
or memorable event that past in the community or by a history of the province and
happened in the family tribe, clan or ethnic group PNG is recorded. Choose one
way and state one
Assessment Task 35 Assessment Task 35 Assessment Task 35
Answer questions about Draw a timeline and plot the Plot given dates on a timeline
information on a timeline dates given and label the and identify what happened
events in the dates marked on the
timeline.

24
 Social Science Syllabus

Assessment and Reporting

Good assessment is an integral part of good instruction. The most effective
teaching aligns the content standards with instruction and assessment.

In a standards based curriculum, assessment is viewed as a final product

(summative) that provides pupil performance data to teachers and students.

What is Assessment?

The term assessment is generally used to refer to all activities teachers use
to help students learn and to monitor and measure student progress. It is an
ongoing process.

Assessment is the ongoing process of identifying, gathering and interpreting

information about students’ achievement of the content standards/performance
standards

Purpose of Assessment

The purpose of assessment is to inform:

• Students about their progress and achievements in their learning.
• Teachers of the progress of students learning in order to adjust teaching and
planning to improve students’ learning.
• Parents and guardians, about their children’s progress and achievements.
• Schools, province and NDOE to make decisions about how to improve the quality
of teaching and learning in the education system.
• Other educational institutions and the communities about the standards of teaching
and learning strategies, curriculum and resource allocation that may affect students’
learning.

Overall assessment is seen as an integral part of the learning and teaching program
rather than a separate process.

Types of Assessment

The three types of assessments in the standard based curriculum are:

• Assessment as learning,
• Assessment for learning and
• Assessment of learning.

Assessment as learning and assessment for learning are also known as formative
assessment and assessment of learning is also known as summative assessment.

Assessment as Learning

Assessment as learning is the use of a task or an activity by the teacher in his

or her everyday teaching to allow students the opportunity to use assessment to
further their own learning. Self and peer assessments allow students to reflect on
their own learning and identify areas of strength and weakness. These tasks offer
students the chance to set their own personal goals and advocate for their own
learning.

25
 Social Science Syllabus

Assessment for Learning

Assessment for learning, also known as classroom assessment, is different. It is an

ongoing process that arises out of the interaction between teaching and learning.
It is not used to evaluate learning but to help learners learn better. It does so by
helping both students and teachers to see:
• the learning goals and criteria
• where each learner is in relation to the goals
• where they need to go next
• and ways to get there.

Assessment of Learning

Assessment of learning is the use of a task or an activity to measure, record

and report on a student’s level of achievement in regards to specific learning
expectations such as unit tests and end of term or year exams.

Methods of Assessment

Assessment is an integral part of students learning. A variety of assessment

methods are used to gather assessment information. Some of these methods are
summarized in the diagram below.

Keeping records of
practical work
• Student profile
• Models Questionnaires
• Checklist
• Running record sheets • Work samples
• Oral
• Student folders • Class and group projects
• Written

Student records
Tests
Some ways of • Student profile
• Practical • Student journal
assessing are: • Working in progress folders
• Written
• Diaries

Student self-assessment Observation of students Talking with students

• Informing Observation • Informal observation
• Group discussion • Checklist and notes • Interview
• Concept mapping • Running record sheets • Questioning individuals and small
• Peer assessment • Watching working in progress groups
• Self - assessment • Systemic observation • Asking open ended questions
• Presentation to the class • Telling stories
• Assembly • Listening to students
explanations

26
 Social Science Syllabus

Assessment Tasks
Assessment is an integral part of students learning and can be demonstrated
in many ways. Teachers should use different ways to collect assessment
information. Below are some examples:

Processes and procedures Presentations Writing

• Observing, identifying • Debates • Essays

• Recognizing • Presentation of work • Explanations
investigating • Presentation of findings • Case studies
• Classifying • Interviews • Completing activity sheets
questioning, comparing, • Plays and role plays • Concept maps
predicting, drawing • Sharing findings • Assignments
conclusions, • Observation with other • Projects
taking measures, classess • Articles from newspapers
putting forwards

Practical tasks Oral tasks

• Models How can students • Answering questions

• Displaying activities outside show what they • Explaining
• Practical activity have learned? • Describing
• Solving Problems • Relaying information
• Applying concepts • Asking questions
• Interviewing

Visual representations Researh

• Posters, flow charts • Small group research

drawings • Independent research
• Diagrams, maps, tables • Conducting surveys and
• Graphs, paintings, labels interviews

Reporting is communicating clearly to students, parents, guardians, teachers and

others, the information gained from assessing students learning.

27
 Social Science Syllabus

Glossary
Words Definitions

Community People in an area with common background or with shared interest within society.
Organization Group of people identified by a shared interest or purpose.
Trade The activity of buying and selling or an area of business or industry
Culture Shared beliefs and values of group: the beliefs, customs, practices, and social behavior
of a particular nation or people
Society Relationships among groups, the customs of a community and the way it is organized.
Environment All the external factors influencing the life and activities of people, plants, and animals.
Environment is classified into two groups; manmade and natural.
Resources Something that is source of help or something that can be used. Resources are ob-
tained in many different ways. Natural and manmade resources
History What has happened? The past events of a period in time. The study of the past.
Origin The thing from which something develops or the place where it comes from.
Relationship The significant connection between two or more things or people etc.
Beliefs Acceptance of truth of something.
Behavior The way that someone thinks and does things etc..
Ceremony The formal act or set acts performed as prescribed by ritual or custom
Tribe A unit of organization consisting of a number of families, clans or other groups who
share a common ancestry and culture
Manners A way of doing, being done or happening.

28
 Social Science Syllabus

References
NDOE 2003, Outcomes Based Primary Syllabuses, 2003 NDOE Waigani
NDOE 2003, Outcomes Based Primary Teacher Guides, 2003 NDOE Waigani
NDOE 2002, Assessment and Reporting Policy, 2003 NDOE Waigani
NDOE 2002, National Curriculum Statement, Papua New Guinea NDOE, Waigani
NDOE 1986, A Philosophy of Education for Papua New Guinea, Ministerial Committee
Report (P. Matane, chair), NDOE, Waigani
NDOE 1999, Primary Education Handbook, NDOE, Waigani
NDOE 2002, National Curriculum Statement 2002, NDOE, Waigani
NDOE 1999, National Education Plan 1995–2000, Update 1, NDOE, Waigani
Task Force Report, 2013
NDOE 2013, Report of the Task Force for the Review of Outcomes Based Education, in
Papua New Guinea

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 Social Science Syllabus

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