Excel Standard Social Studies, Pupils’ Book Six has been developed basing on the revised Primary Six Social Studies Syllabus as prescribed by the new curriculum of the National Curriculum Development Center (NCDC). The book contains accurate, relevant and current information covering all topics in all terms of the year in their order. It is intended to guide both teachers and learners. The pupil’s book cares for the interests of the learners in terms of simple and concise language used, simplified content to cater for all learners with different abilities and clear illustrations to make learning enjoyable through observation. Key words for each topic have also been included in order to enrich the learner’s vocabulary and mastery of concepts. The topics have well organized, relevant, and easy to understand notes and facts. It is written in a simple language and is well aided with maps and illustrations/diagrams where necessary to ease understanding. The book is remarkably precise but detailed in content with no fact left hanging. It has been mainly written for Primary Six in a language that is suitable for both rural and urban Pupils. The book can therefore be used with minimum teacher guidance. The book has inbuilt and continuous assessment activities at the end of topic. These questions are to help the learners to test their understanding of the concepts covered and are to enable the teacher to track progress as coverage goes on. This also makes the book convenient for individual and class learning by the pupils. The content of the book has been enriched to enable learners get solutions to the three main levels of assessment at primary level that is to say: Knowledge, Comprehension and Application. The book is intended to provide learners with knowledge, skills and the desired attitudes and values of Social Studies and the Environment that are important to prepare learners for final assessment of the primary level. The book is written and developed by experienced teachers of Social Studies and Religious Education and we welcome all comments on the publication with an open mind for the improvement in the teaching and learning of Social Studies. Comments and orders can be communicated directly through the following contacts.

This book has been developed as per the new lower curriculum for use in our current education situation. Given the fact that the population is surging far away in relation to the available resources, it is developed to impact skills to our learners to be critical thinkers, see things in a bigger picture and explore the natural environment for job creation. The book covers the entire new lower curriculum for Ordinary Level from Senior One up to Senior Four. This means that our learners need to buy only one copy and use it from level one to level four than buying a copy every year for each class. A lot of examples and illustrations plus pictures have been used per each topic to try to reflect what is in the topic for the learners to understand the work therein well for the development of their critical thinking and problem solving. A range of activities have been provided in the entire topics and these will be conducted both within and outside the classroom setting. The learner is expected to be able to work as an individual, in pairs and groups according to the nature of the activities per topic. The author used different names to try to cater for the different tribes and cultures from African setting. Therefore all the names used in this book do not refer to any person or anything of obscene nature but names from different African cultures and tribes including yours. “Think Critically, Solve the Problem”

This Assessment and Training Package is a Competence-Based Education and Training (CBET) tool and consists of three major parts: 0.1 PART I: The Occupational Profile (OP) of an Architectural Drafter. This Occupational Profile which was reviewed by Architectural Drafters practicing in the world of work mirrors the duties and tasks that Architectural Drafters are expected to perform. 0.2 PART II: Training Modules in the form of guidelines to train Architectural Drafters both on the job as well as in training centres (or combinations of both venues of learning). The Training Modules herein have been reviewed basing on the Occupational Profile and hence are directly relevant for employment. 0.3 PART III: Assessment Instruments in the form of performance (Practical) and written (theory) test items that can and should be used to assess whether a person complies with the requirements of employment as an Architectural Drafter. These assessment instruments were reviewed jointly by job practitioners (Architectural Drafters) and instructors based on the occupational profile and training modules. 0.4 While the Occupational Profile (OP) contained in PART I of this document provides the information on WHAT a person is expected to do competently in the world of work, the test items, - including performance criteria- of PART III qualify the HOW and/or HOW WELL a person must do the job. 0.5 The modular format of the curriculum (PART II) allows learners to acquire job specific skills and knowledge (i.e. competencies) module by module. A single module can be accomplished within a relatively short duration allowing flexibility for learners to move directly into an entry level job, go for further modules or advance to higher levels of training. Modular courses allow more learners to access the training system because training centres as well as companies can accommodate more learners in a given period of time. 0.6 In addition to improved access, equity and relevance of BTVET, the UVQF will also enable people who are convinced to have acquired competencies laid down in this ATP through prior training and on-the-job experience to access assessment and certification directly; be it on the basis of a single module, a group of modules or all modules pertaining to the occupation at once. This achievement will facilitate Recognition of Prior Learning (RPL).