Physical Settings and People

Curriculum details

Strand

Human and Environment (Strand 3)

Sub-strand

Physical Settings and People (3.1)

Content standard

3.3.1.CS.2 - 3.3.1.CS.2 Analyse the population growth and migration trends in Africa and the world 3.3.1.LO.2 Compare Ghana's population growth and migration trends to Africa and the world.

Indicator

3.3.1.LI.2 - Explore the socio-economic implications of migration from Africa to the rest of the world

Suggested placement

Semester 2, Week 6 (Week 26 of the year)

Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.

Curriculum reference

NaCCA curriculum document, p. 113

Exemplars (from the NaCCA curriculum)

Inquiry-Based Learning: Research from textbooks, the internet and other sources on the socio-economic implications of migration
Talk for learning:
- In an all-inclusive with a focus on learners from different parts of the country share your feedback and analyse the differences and similarities between migration in Ghana, Africa and the world.
- Discuss the socio-economic implications of migration.
- In discussions, learners should listen to their peers' opinions and express disagreements in constructive ways.

Assessment (3.3.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.

Teaching and Learning Resources:
- Use available population and migration data from Ghana Statistical Service, National Population Council, International Organisation for Migration (IOM) any other sources to facilitate your discussions.