Yearly Overview and Teaching Plan (Grade 6 – 2025)
Subject: Making a Living
Strands:
- Crop and Livestock Farming
- Business Environment and Practices
- Basic Technology
Term 1: January – March
Strand 1: Crop
and Livestock Farming
- Unit 1: Crop Farming
- Investigate the types of crops
grown in PNG.
- Compare cultural and nutritional
values of crops.
- Explore traditional and modern farming
systems and practices.
Strand 3: Basic
Technology
- Unit 1: Introduction to Resistant
Materials
- Identify safety rules and
protective clothing when handling tools.
- Discuss consequences of
non-compliance with safety practices.
- Begin basic design activities
using resistant materials like wood and metal.
Term 2: April – June
Strand 1: Crop
and Livestock Farming
- Unit 2: Livestock Farming
- Classify farm animals based on
their nutrition and economic value.
- Examine different livestock
farming systems (free range, semi-intensive, intensive).
- Investigate the importance of
general care and hygiene for livestock.
Strand 2:
Business Environment and Practices
- Unit 1: Satisfying Needs and Wants
- Define needs vs. wants in
subsistence and cash economies.
- Compare the advantages and
disadvantages of subsistence and cash economies.
Term 3: July – September
Strand 1: Crop
and Livestock Farming
- Unit 3: Land and Water Resource
Management
- Investigate soil formation and
its importance to plant growth.
- Explore the use of different soil
types for gardening and farming.
- Analyze aquatic farming methods
and management practices for sustainability.
Strand 3: Basic
Technology
- Unit 2: Home Management
- Examine hygiene and safety
standards at home.
- Reflect on resource management
and its impact on household efficiency.
- Compare homes with effective and
poor resource management.
Term 4: October – December
Strand 2:
Business Environment and Practices
- Unit 2: Starting a Business and
Record Keeping
- Investigate pricing, profit
margins, and record-keeping practices.
- Analyze pricing strategies of
successful and unsuccessful businesses.
- Explore the role of consumer
protection organizations (e.g., ICCC in PNG).
Strand 3: Basic
Technology
- Unit 3: Media and Communication
- Discuss safety standards and
ethics in media and digital technology.
- Identify basic computer functions
and components.
- Explore the importance of digital
literacy for 21st-century learning.
Key Notes:
- Assessment: Formative and summative
assessments will be done after each unit.
- Practical Activities: Hands-on projects and field
investigations will be integrated into lessons to meet performance
benchmarks.
- Resources: Teacher guides, community
support (local farmers, businesses), and technology tools will enhance
lessons.
Deliberation on Key Notes
1)
Assessment:
Formative Assessment:
· Strand 1, Unit 1 (Crop Farming): Students research and present a comparison of traditional vs. modern farming systems in their community, highlighting their benefits. Teachers assess their critical thinking and communication skills using rubrics.
·
Strand 3,
Unit 2 (Home Management): Students identify and analyze hygiene problems at
home (e.g., water storage issues or unsafe food handling) and suggest
improvements. Assessment includes group discussion and peer feedback.
Summative Assessment:
End of Term 2:
· Students prepare a poster showing the classification of livestock based on their nutritional and economic value. Posters are evaluated for content, creativity, and accuracy.
·
End of Year
Project (Term 4): Students design a small business plan, including
budgeting, pricing strategies, and marketing ideas. This is graded for
practicality, innovation, and record-keeping practices.
2)
Practical Activities:
Hands-On Projects:
· Strand 1, Unit 3 (Land and Water Resource Management): Students create a small soil-testing project where they collect soil samples from different areas, examine their texture and fertility, and recommend suitable crops for each soil type.
·
Strand 3,
Unit 1 (Introduction to Resistant Materials): Students design
and build a simple tool (e.g., a plant marker or measuring stick) using wood,
adhering to safety protocols for tools and materials.
Field Investigations:
· Strand 1, Unit 2 (Livestock Farming): Students visit a local farm to observe free-range vs. intensive livestock farming methods and write a report comparing the benefits and drawbacks of each system.
·
Strand 2,
Unit 2 (Starting a Business): Students interview local
entrepreneurs about their pricing and record-keeping practices and analyze what
makes their business successful.
3)
Resources:
Teacher Guides:
· Use the teacher guide for Crop Farming to provide structured activities, such as comparing the nutritional benefits of local crops like sweet potato and taro.
·
Refer to the
Media and Communication guide to help students understand ethical practices
when using technology and digital devices.
Community Support:
· Invite local experts (e.g., farmers, business owners, or ICT professionals) to demonstrate real-life applications of farming techniques, business strategies, or technology use.
·
Organize
workshops where parents or community members teach traditional skills, like
food preservation or crafting, as part of the Home Management unit.
Technology Tools:
· Use digital tools to teach Business Communication: for example, showing students how emails and messaging apps are used for business purposes.
· Include practical demonstrations of basic computer functions, such as creating spreadsheets to manage farm expenses.
Strands
Covered:
- Crop and Livestock Farming (Unit 1: Crop Farming)
- Basic Technology (Unit 1: Introduction to
Resistant Materials)
Week 1: Introduction to Making a Living
Topic: Overview of the Subject and Importance
of Life Skills
- Content:
- Explain the purpose of the
subject and its focus on life skills like farming, business practices,
and technology.
- Discuss the relevance of life
skills in both urban and rural contexts, including farming for
self-sustenance in villages and entrepreneurship in towns.
- Activities:
- Group discussion: How do people
in your community "make a living"?
- Brainstorming session: Identify
resources in your area that could be used to make a living (e.g., land,
livestock, markets, technology).
- Assessable Task:
- Write a short paragraph
explaining how "Making a Living" can help you and your
community.
Week 2-4: Crop Farming – Investigating Food Crops
Topic: Cultural and Nutritional Value of
Crops
- Content:
- Types of food crops grown in
Papua New Guinea (e.g., sweet potato, taro, banana, sago).
- Cultural significance of crops
(e.g., taro in traditional feasts, yam festivals).
- Nutritional benefits of food
crops (e.g., carbohydrates in sweet potato, protein from legumes).
- Activities:
- Conduct a survey (urban: ask
families about the crops they buy; rural: ask families about the crops
they grow).
- Create a poster showing the types
of food crops, their cultural uses, and nutritional benefits.
- Assessable Task:
- Present findings from the survey,
including the three most common crops in your community and their uses.
Week 5-6: Crop Farming – Traditional and Modern Farming
Practices
Topic: Farming Systems and Practices
- Content:
- Traditional farming methods:
shifting cultivation, use of compost, hand tools.
- Modern farming methods:
mechanized farming, fertilizers, irrigation systems.
- Benefits and challenges of each
system (e.g., cost, labor intensity, sustainability).
- Activities:
- Compare and contrast traditional
and modern farming methods in a Venn diagram.
- Debate: "Modern farming is
better than traditional farming."
- Rural focus: Visit a local
garden/farm to observe traditional methods.
- Urban focus: Research modern
farming techniques used in PNG.
- Assessable Task:
- Write an essay discussing which
farming system is more sustainable and why.
Week 7-8: Introduction to Resistant Materials (Basic Technology)
Topic: Safety Rules and Practices in Tool Use
- Content:
- Importance of safety when
handling tools (e.g., hammers, saws, spades).
- Protective clothing (e.g.,
gloves, boots, safety goggles) and its significance.
- Consequences of ignoring safety
rules (e.g., injuries, damaged tools).
- Activities:
- Demonstrate how to safely use a
hand tool (urban: basic carpentry; rural: farming tools).
- Create a safety poster for a
workshop or garden.
- Assessable Task:
- Test: Identify and explain the
use of five safety items/tools.
Week 9: Planning a Small Farming Project
Topic: Design and Plan for Crop Farming
- Content:
- Steps in planning a small farming
project: identifying land, choosing crops, preparing the soil, planting,
and maintaining.
- Importance of considering the environment
and sustainability in planning.
- Activities:
- Group activity: Create a farming
plan for a small plot (rural: a real plot; urban: a hypothetical
rooftop/urban garden).
- Present the plan, highlighting
the chosen crops and expected outcomes.
- Assessable Task:
- Farming Plan Report: Each student
submits a written outline of their group’s farming plan, including a
sustainability strategy.
Week 10: Review and Assessment
Topic: Reflection and Assessment of Term 1
Content
- Content:
- Recap key learning points from
Crop Farming and Basic Technology.
- Review assessable tasks completed
throughout the term.
- Conduct a formative assessment to
check for understanding of key concepts.
- Activities:
- Class discussion: What was the
most useful thing you learned this term?
- Quiz: Covering key concepts such
as crop types, farming practices, and safety in tool use.
- Assessable Task:
- Term 1 Test: A written test with
multiple-choice, short-answer, and essay questions covering all Term 1
topics.
Special Considerations for Rural and Urban Contexts
- Rural Areas: Focus on traditional farming and
hands-on activities (e.g., visiting gardens, observing local farmers).
- Urban Areas: Use hypothetical examples (e.g., rooftop gardening) and integrate research-based activities (e.g., online research on modern farming).
Weekly Plan for
Term 1 (Making a Living: Grade 6), providing detailed lesson objectives, activities, and
assessable tasks for each week. This plan aligns with the Medium Term Plan
and is suitable for both rural and urban Papua New Guinea contexts.
Weekly Plans: Term 1 (Making a Living: Grade 6)
Strands:
- Crop and Livestock Farming (Unit 1: Crop Farming)
- Basic Technology (Unit 1: Introduction to
Resistant Materials)
Week 1: Introduction to Making a Living
Lesson
Objectives:
- Understand the purpose and goals
of the subject.
- Explore how the subject relates to
students' daily lives and communities.
Activities:
- Discuss: What does "making a
living" mean in urban and rural contexts?
- Brainstorm: List ways people in
your community earn a living (e.g., farming, small businesses, trade).
- Group activity: Create a chart
showing different resources in your community (e.g., land, water,
markets).
Assessable
Task:
- Written Task: Write a paragraph on how
learning about “Making a Living” can help improve your life or your
community.
Week 2: Crop Farming – Investigating Food Crops
Lesson
Objectives:
- Identify types of food crops grown
in PNG.
- Understand the cultural and
nutritional importance of local crops.
Activities:
- Conduct a survey: Ask families
about the crops they grow or buy (urban: markets; rural: gardens).
- Create a poster: Display different
types of crops (e.g., sweet potato, taro) and their uses.
- Discussion: How are certain crops
used in traditional ceremonies or daily meals?
Assessable
Task:
- Presentation: Present findings from the
survey, including the three most common crops in your area and their uses.
Week 3: Crop Farming – Nutritional Value of Crops
Lesson
Objectives:
- Understand the nutritional value
of common crops.
- Compare the benefits of different
crops.
Activities:
- Class discussion: What nutrients
do sweet potatoes, bananas, or sago provide?
- Compare: Group activity to analyze
the nutritional differences between local and imported crops.
- Rural focus: Visit a garden to
observe common food crops.
- Urban focus: Research the
nutritional benefits of crops sold in markets.
Assessable
Task:
- Worksheet: Match crops to their primary
nutrients (e.g., carbohydrate, protein, vitamins).
Week 4: Crop Farming – Traditional and Modern Practices
Lesson
Objectives:
- Learn about traditional farming
methods (e.g., composting, shifting cultivation).
- Explore modern farming practices
(e.g., fertilizers, irrigation).
Activities:
- Compare and contrast: Use a Venn
diagram to highlight the similarities and differences between traditional
and modern farming.
- Debate: “Traditional farming is
better than modern farming” (students take sides and justify their
points).
- Rural focus: Observe local
farmers' practices in the community.
- Urban focus: Research online or
discuss modern farming techniques like hydroponics.
Assessable
Task:
- Essay: Write about which farming system
(traditional or modern) is better for sustainability and why.
Week 5: Introduction to Resistant Materials – Safety
Practices
Lesson
Objectives:
- Understand the importance of
safety when handling tools.
- Identify protective clothing and
equipment used in workshops.
Activities:
- Demonstrate: Teacher shows correct
use of tools like hammers, saws, or spades.
- Safety drill: Practice using
protective equipment such as gloves, goggles, or boots.
- Create a safety checklist for using
tools.
Assessable
Task:
- Practical Test: Identify and explain the purpose
of five safety items/tools.
Week 6: Resistant Materials – Consequences of Unsafe
Practices
Lesson
Objectives:
- Discuss the consequences of
ignoring safety rules.
- Develop awareness of safe and
responsible behavior in workshops.
Activities:
- Role play: Dramatize scenarios
where safety rules are ignored, highlighting potential consequences (e.g.,
injuries, damaged tools).
- Discussion: Why is it important to
wear safety gear?
- Poster making: Create a poster
promoting safety in tool use.
Assessable
Task:
- Group Activity: Present the role play to the
class and identify key lessons learned about safety.
Week 7: Crop Farming – Planning a Small Farming Project
Lesson
Objectives:
- Understand the steps involved in
planning a small farming project.
- Apply knowledge of soil
preparation, crop selection, and sustainability.
Activities:
- Group work: Plan a small farming
project, including crop selection, land preparation, and expected
outcomes.
- Rural focus: Use real plots for
practical experience.
- Urban focus: Design a hypothetical
rooftop or urban garden.
Assessable
Task:
- Project Plan: Submit a written outline of the
farming project, including sustainability considerations.
Week 8: Land and Water Resource Management (Preparation
for Term 2)
Lesson
Objectives:
- Explore the importance of soil
formation and water conservation.
- Understand how land and water
support plant and animal life.
Activities:
- Experiment: Collect soil samples
and examine their texture and fertility.
- Discussion: How do farmers manage
land and water in your community?
- Activity: Identify ways to
conserve water for farming (e.g., rainwater harvesting).
Assessable
Task:
- Practical Report: Submit a report on the soil
experiment, including observations and recommendations for crop
suitability.
Week 9: Review of Term 1 Topics
Lesson
Objectives:
- Summarize key concepts from Crop
Farming and Basic Technology.
- Prepare for the Term 1 assessment.
Activities:
- Recap: Students create concept maps
summarizing what they’ve learned.
- Quiz game: Divide the class into
teams to answer questions about the term’s topics.
- Peer teaching: Groups teach each
other one key topic.
Assessable
Task:
- Revision Worksheet: Covering key topics like crop
types, farming practices, and tool safety.
Week 10: Term 1 Assessment
Lesson
Objectives:
- Demonstrate understanding of Term
1 content through assessments.
Activities:
- Written Test: Covering
multiple-choice, short-answer, and essay questions.
- Practical Test: Safe tool use and
farming plan review.
Assessable
Task:
- Term 1 Test: Written and practical test covering all topics from Term 1.
Weekly Plan: Term 2 (Making a Living: Grade 6)
Strands
Covered:
- Crop and Livestock Farming (Unit 2: Livestock Farming, Unit
3: Land and Water Resource Management)
- Business Environment and Practices (Unit 1: Satisfying Needs and
Wants)
Each week
includes references derived from the syllabus to guide lesson delivery.
Week 1: Introduction to Livestock Farming
Lesson
Objectives:
- Understand the importance of
livestock farming for nutrition and income.
- Classify farm animals based on
their nutritional and economic value.
Activities:
- Class discussion: What animals are
commonly raised in your community?
- Activity: Create a chart
categorizing livestock into nutritional (e.g., poultry for protein) and
economic value (e.g., cattle for milk or meat).
- Group work: List traditional uses
of livestock in Papua New Guinea (e.g., for bride price or feasts).
Assessable
Task:
- Worksheet: Match common farm animals to
their nutritional and economic contributions.
References:
- Making a Living Syllabus, Grades
6-8: Crop and Livestock Farming Unit, Pages 16-18.
Week 2: Livestock Farming – Rearing Systems
Lesson
Objectives:
- Explore different livestock
farming systems: free-range, semi-intensive, and intensive.
- Understand the benefits and
challenges of each system.
Activities:
- Compare and contrast: Create a
table highlighting the pros and cons of the three livestock farming
systems.
- Rural focus: Visit a local farm to
observe livestock rearing practices.
- Urban focus: Research examples of
urban livestock farming (e.g., backyard poultry farming).
Assessable
Task:
- Group Presentation: Present findings on the
suitability of a farming system for local conditions.
References:
- Making a Living Syllabus, Grades
6-8: Livestock Farming Benchmarks, Pages 16-17.
Week 3: Livestock Farming – Hygiene and Animal Care
Lesson
Objectives:
- Learn the importance of hygiene
and animal care in livestock farming.
- Identify practices that promote
healthy livestock.
Activities:
- Group discussion: What happens if
animals are not cared for properly?
- Activity: Develop a list of daily
care routines for a selected farm animal.
- Demonstration (rural focus):
Proper feeding and cleaning of livestock pens.
- Urban focus: Watch a video on best
practices for livestock hygiene.
Assessable
Task:
- Practical Report: Create a care plan for a
specific farm animal, detailing feeding, hygiene, and healthcare routines.
References:
- Making a Living Syllabus, Grades
6-8: Livestock Farming Evidence Outcomes, Pages 17-18.
Week 4: Land and Water Resource Management – Soil
Formation
Lesson
Objectives:
- Understand the process of soil
formation and its importance to plant growth.
- Explore soil types and their
suitability for farming.
Activities:
- Experiment: Collect and observe soil
samples (texture, color, and fertility).
- Group work: Discuss how soil types
affect crop yields.
- Rural focus: Test soil in a local
garden for its suitability for planting.
- Urban focus: Research soil
improvement methods (e.g., composting).
Assessable Task:
- Practical Report: Document observations from soil
experiments and suggest crops suitable for different soil types.
References:
- Making a Living Syllabus, Grades
6-8: Land and Water Resource Management Benchmarks, Pages 18-19.
Week 5: Land and Water Resource Management – Aquatic
Farming
Lesson
Objectives:
- Explore aquatic farming methods
(saltwater and freshwater).
- Analyze the benefits and
challenges of aquatic farming in PNG.
Activities:
- Discussion: What aquatic resources
are available in your area (fish, prawns, seaweed)?
- Case study: Examine examples of
saltwater farming (e.g., fish farms) and freshwater farming (e.g., tilapia
ponds).
- Activity: Design an aquatic
farming project suitable for your local environment.
Assessable
Task:
- Project Plan: Submit a written outline of an
aquatic farming project, including potential challenges and solutions.
References:
- Making a Living Syllabus, Grades
6-8: Land and Water Resource Management Evidence Outcomes, Pages 18-19.
Week 6: Business Environment – Needs and Wants in PNG
Lesson
Objectives:
- Differentiate between needs and
wants in both subsistence and cash economies.
- Compare the advantages of cash and
subsistence economies.
Activities:
- Brainstorm: What are basic needs
and wants in your community?
- Role play: Create scenarios
showing how families satisfy their needs in rural vs. urban settings.
- Group activity: Discuss the impact
of cash income on meeting family needs.
Assessable
Task:
- Reflection Essay: Write about the advantages of
cash vs. subsistence economies for your family.
References:
- Making a Living Syllabus, Grades
6-8: Business Environment Evidence Outcomes, Pages 19-20.
Week 7: Business Environment – Meeting Needs and Wants
Lesson
Objectives:
- Investigate how businesses satisfy
needs and wants in PNG.
- Reflect on the impact of the
informal economy in rural and urban areas.
Activities:
- Discussion: What small businesses
operate in your community?
- Activity: Interview a local
shopkeeper or market vendor about their challenges in meeting customer
needs.
- Rural focus: Visit a village trade
store or informal market.
- Urban focus: Research how urban
businesses adapt to customer demands.
Assessable
Task:
- Presentation: Present findings on how a
business in your area meets community needs and wants.
References:
- Making a Living Syllabus, Grades
6-8: Business Environment Unit Benchmarks, Pages 19-20.
Week 8: Business Environment – Satisfying Business Needs
Lesson
Objectives:
- Understand the basic requirements
for running a small business.
- Learn how to identify and meet
business needs.
Activities:
- Group activity: Brainstorm the
requirements for starting a small business (e.g., capital, products,
customers).
- Urban focus: Research how city
businesses attract customers.
- Rural focus: Discuss the role of
family and community support in small-scale businesses.
Assessable
Task:
- Business Plan: Develop a simple plan for a
small business, including goals, products, and strategies for attracting
customers.
References:
- Making a Living Syllabus, Grades 6-8: Business Environment Unit, Pages 19-20.
Weekly Plan: Term 3 (Making a Living: Grade 6)
Strands Covered:
- Crop and Livestock Farming (Unit 3: Land and Water Resource
Management)
- Business Environment and Practices (Unit 2: Starting a Business and
Record Keeping)
- Basic Technology (Unit 2: Home Management)
Week 1: Land and Water Resource Management – Soil
Characteristics
Lesson
Objectives:
- Identify and describe different
soil types (e.g., sandy, clay, loamy).
- Evaluate the suitability of soils
for gardening and farming.
Activities:
- Experiment: Collect and analyze
soil samples from different locations to observe texture and fertility.
- Class discussion: Discuss the
relationship between soil characteristics and crop productivity.
- Rural focus: Visit a nearby farm
to observe soil management practices.
- Urban focus: Research how urban
gardeners improve poor-quality soil.
Assessable
Task:
- Practical Report: Document findings from the soil
experiment and recommend suitable crops for each soil type.
References:
- Making a Living Syllabus, Grades
6-8: Land and Water Resource Management, Pages 18-19.
Week 2: Land and Water Resource Management – Aquatic
Farming
Lesson
Objectives:
- Investigate and compare saltwater
and freshwater farming methods.
- Understand the benefits and
challenges of aquatic farming in PNG.
Activities:
- Discussion: What aquatic farming
is practiced in your area (e.g., fish farming, prawn ponds)?
- Activity: Analyze case studies of
aquatic farming, focusing on sustainability and economic benefits.
- Group work: Design an aquatic
farming project suitable for local resources and environment.
Assessable
Task:
- Project Plan: Submit a written outline of an
aquatic farming project, including sustainability strategies.
References:
- Making a Living Syllabus, Grades
6-8: Land and Water Resource Management Benchmarks, Pages 18-19.
Week 3: Starting a Business – Record Keeping Basics
Lesson
Objectives:
- Understand the importance of
keeping records in small businesses.
- Learn how to maintain basic
records of income and expenses.
Activities:
- Demonstration: Teacher explains
how to record cash and credit transactions in a ledger or notebook.
- Group activity: Practice recording
simple transactions using examples.
- Rural focus: Discuss how informal
businesses like market stalls keep records.
- Urban focus: Visit a small shop
and observe how records are kept.
Assessable
Task:
- Practical Exercise: Complete a sample business
ledger for a week’s transactions.
References:
- Making a Living Syllabus, Grades
6-8: Business Environment and Practices, Pages 19-20.
Week 4: Starting a Business – Pricing Goods and Services
Lesson
Objectives:
- Learn the process for determining
prices of goods and services.
- Understand the role of profit
margins in pricing.
Activities:
- Discussion: What factors influence
the price of goods (e.g., production costs, demand, competition)?
- Role play: Students act as
shopkeepers, determining prices for goods while considering costs and
desired profits.
- Rural focus: Discuss how prices
are set in village markets.
- Urban focus: Analyze pricing in
supermarkets or small urban shops.
Assessable
Task:
- Worksheet: Calculate the selling price of
goods given production costs and desired profit margins.
References:
- Making a Living Syllabus, Grades
6-8: Business Environment Benchmarks, Pages 19-20.
Week 5: Starting a Business – Successful Business
Practices
Lesson
Objectives:
- Investigate what makes a business
successful.
- Identify the importance of
accountability and good management.
Activities:
- Case study: Compare one successful
and one unsuccessful business in PNG.
- Group discussion: What management
practices lead to success (e.g., honesty, good record-keeping)?
- Rural focus: Interview a
successful local businessperson.
- Urban focus: Research businesses
that failed and analyze why.
Assessable
Task:
- Group Presentation: Present findings on what makes a
business successful, with examples.
References:
- Making a Living Syllabus, Grades
6-8: Business Environment Evidence Outcomes, Pages 19-20.
Week 6: Home Management – Safety and Hygiene in the Home
Lesson
Objectives:
- Explore hygiene practices that
promote health and safety in the home.
- Learn how to identify and address
common hygiene issues.
Activities:
- Activity: Role play scenarios
showing poor hygiene (e.g., dirty water storage) and solutions.
- Group work: Develop a checklist
for maintaining cleanliness and safety in the kitchen and household.
- Rural focus: Discuss traditional
practices for ensuring cleanliness at home.
- Urban focus: Analyze modern
methods for maintaining hygiene in apartments or houses.
Assessable
Task:
- Practical Report: Submit a checklist and action
plan for improving hygiene in your home.
References:
- Making a Living Syllabus, Grades
6-8: Basic Technology, Pages 21-22.
Week 7: Home Management – Resource Management
Lesson
Objectives:
- Understand the importance of
managing household resources efficiently.
- Compare homes with good and poor
resource management practices.
Activities:
- Discussion: What resources (e.g.,
food, water, money) need to be managed in a household?
- Activity: Analyze a case study of
a family with limited resources and propose solutions.
- Rural focus: Discuss how families
conserve resources in villages.
- Urban focus: Brainstorm ways to
save water and electricity in cities.
Assessable
Task:
- Essay: Compare two households—one with
good and one with poor resource management—and suggest improvements.
References:
- Making a Living Syllabus, Grades
6-8: Basic Technology, Pages 21-22.
Week 8: Home Management – Planning and Designing a Home
Lesson
Objectives:
- Learn basic principles of planning
and decorating a home.
- Understand how to use available
resources for home improvement.
Activities:
- Activity: Design a floor plan for
a home, considering functionality and resource availability.
- Group discussion: Discuss the role
of traditional design in PNG homes.
- Rural focus: Explore how natural
materials (e.g., bamboo, thatch) are used in home construction.
- Urban focus: Research affordable
home improvement methods in urban settings.
Assessable
Task:
- Design Plan: Submit a basic home design plan
with labeled areas and resource considerations.
References:
- Making a Living Syllabus, Grades 6-8:
Basic Technology, Pages 21-22.
Week 9: Review of Term 3 Topics
Lesson
Objectives:
- Recap key concepts from land
management, business practices, and home management.
- Prepare for the Term 3 assessment.
Activities:
- Group work: Create posters
summarizing Term 3 topics.
- Quiz game: Answer questions on
livestock farming, aquatic farming, business practices, and home
management.
- Peer teaching: Students teach each
other specific topics.
Assessable
Task:
- Revision Worksheet: Covering key topics from Term 3.
References:
- Making a Living Syllabus, Grades
6-8: All relevant units, Pages 16-22.
Week 10: Term 3 Assessment
Lesson
Objectives:
- Demonstrate understanding of Term
3 content through assessments.
Activities:
- Written Test: Multiple-choice,
short-answer, and essay questions.
- Practical Test: Assess skills in
soil testing, pricing goods, and home design.
Assessable
Task:
- Term 3 Test: Written and practical assessment
covering all Term 3 topics.
References:
- Making a Living Syllabus, Grades
6-8: All relevant units, Pages 16-22.
Weekly Plan: Term 4 (Making a Living: Grade 6)
Strands
Covered:
- Business Environment and Practices (Unit 3: Business Communication
Services)
- Basic Technology (Unit 3: Media and Communication)
- Crop and Livestock Farming (Integrated Review Projects)
Week 1: Business Communication Services – Communication
in Businesses
Lesson
Objectives:
- Identify the role of communication
services in business success.
- Explore types of communication
used in formal and informal business sectors.
Activities:
- Discussion: What communication
methods do businesses in your area use (e.g., posters, social media, phone
calls)?
- Group work: Identify the
advantages and disadvantages of different communication methods.
- Urban focus: Visit a local
business to observe their communication strategies.
- Rural focus: Discuss the role of
community noticeboards and word-of-mouth in rural businesses.
Assessable
Task:
- Presentation: Groups present the benefits of a
specific communication method for small businesses.
References:
- Making a Living Syllabus, Grades
6-8: Business Environment Benchmarks, Pages 20-21.
Week 2: Business Communication Services – Postal and
Telecommunication Services
Lesson
Objectives:
- Investigate the importance of
postal and telecommunication services to business operations.
- Analyze the impact of these
services on urban and rural businesses.
Activities:
- Research: Compare how urban and
rural businesses use postal and telecommunication services.
- Case study: Analyze the role of
mobile phones and the internet in improving business communication.
- Rural focus: Discuss how
businesses in remote areas overcome communication challenges.
- Urban focus: Examine the use of
social media for marketing.
Assessable
Task:
- Essay: Write about how
telecommunication services help businesses succeed in PNG.
References:
- Making a Living Syllabus, Grades
6-8: Business Environment Evidence Outcomes, Pages 20-21.
Week 3: Business Communication Services – Evaluating
Business Communication Methods
Lesson
Objectives:
- Evaluate the effectiveness of
communication methods in business operations.
- Suggest ways to improve business communication
in local contexts.
Activities:
- Discussion: Why is good
communication important for customer satisfaction?
- Group activity: Create a mock
business ad using a chosen communication method (e.g., posters, flyers,
SMS).
- Urban focus: Research effective
digital marketing strategies.
- Rural focus: Design a
communication plan for a local trade store.
Assessable
Task:
- Mock Advertisement: Design an ad for a business,
focusing on clarity and creativity.
References:
- Making a Living Syllabus, Grades
6-8: Business Communication Services Benchmarks, Pages 20-21.
Week 4: Media and Communication – Safety and Ethics in
Technology Use
Lesson
Objectives:
- Understand safety and ethical
standards when using technology and media.
- Explore the consequences of
violating safety and ethical standards.
Activities:
- Case study: Discuss examples of
unsafe or unethical technology use (e.g., cyber-bullying, misuse of social
media).
- Role play: Scenarios highlighting
proper and improper technology use.
- Rural focus: Discuss how to promote
safe use of technology in schools and villages.
- Urban focus: Explore how ethical
practices are enforced in workplaces.
Assessable
Task:
- Poster: Design a poster promoting safe
and ethical technology use.
References:
- Making a Living Syllabus, Grades 6-8:
Media and Communication Benchmarks, Pages 22-23.
Week 5: Media and Communication – Understanding Computers
Lesson
Objectives:
- Identify the basic functions and
components of computers.
- Explain the use of computers in
daily life and business.
Activities:
- Demonstration: Teacher shows basic
computer components (e.g., monitor, CPU, keyboard).
- Discussion: How do computers help
in schools, businesses, and homes?
- Urban focus: Visit a computer lab
to observe how computers are used for work.
- Rural focus: Discuss the potential
benefits of introducing computers to rural schools.
Assessable
Task:
- Worksheet: Label and explain the functions
of basic computer components.
References:
- Making a Living Syllabus, Grades
6-8: Media and Communication Evidence Outcomes, Pages 22-23.
Week 6: Media and Communication – Using Technology for
Learning
Lesson
Objectives:
- Explore how technology can improve
learning and productivity.
- Identify basic digital tools and
their uses (e.g., email, word processors).
Activities:
- Demonstration: Show students how
to use simple digital tools (e.g., typing on Word, sending an email).
- Rural focus: Discuss alternatives
for learning where computers aren’t available (e.g., mobile phones, radio
programs).
- Urban focus: Practice typing and saving
documents on a computer.
Assessable
Task:
- Practical Task: Create and save a simple
document with your name and date.
References:
- Making a Living Syllabus, Grades
6-8: Media and Communication Benchmarks, Pages 22-23.
Week 7: Integrated Review Projects – Farming and Business
Lesson
Objectives:
- Combine knowledge from farming,
business, and technology to design an integrated project.
- Apply concepts of sustainability
and communication in project planning.
Activities:
- Group project: Plan a small
farming business using knowledge of crop farming, record keeping, and
communication.
- Design: Create a marketing
strategy for the project (e.g., using posters or verbal communication).
- Present project plans to the class
for feedback.
Assessable
Task:
- Project Report: Submit a detailed business plan,
including farming strategies, communication methods, and sustainability
practices.
References:
- Making a Living Syllabus, Grades
6-8: Integrated Concepts from Strands 1, 2, and 3.
Week 8: Review of Term 4 Topics
Lesson Objectives:
- Summarize key concepts from
business communication, media and communication, and integrated farming
projects.
- Prepare for the Term 4 assessment.
Activities:
- Group work: Create a large poster
summarizing Term 4 topics.
- Quiz game: Compete in teams to
answer questions about communication, technology, and farming projects.
- Peer teaching: Students teach each
other specific concepts.
Assessable
Task:
- Revision Worksheet: Covering Term 4 topics.
References:
- Making a Living Syllabus, Grades
6-8: All relevant units, Pages 20-23.
Week 9: Term 4 Assessment Preparation
Lesson
Objectives:
- Finalize understanding of Term 4
content through focused revision.
- Review practical skills in
farming, communication, and technology.
Activities:
- Class discussion: Address student
questions and clarify difficult concepts.
- Practical review: Practice
designing simple ads, handling tools, or preparing project plans.
- Mock test: Simulate the Term 4
written assessment.
References:
- Making a Living Syllabus, Grades
6-8: All relevant units, Pages 20-23.
Week 10: Term 4 Assessment
Lesson
Objectives:
- Demonstrate mastery of Term 4
topics and practical skills.
Activities:
- Written Test: Cover
multiple-choice, short-answer, and essay questions on business
communication, media and technology, and farming.
- Practical Test: Students complete
tasks like designing a communication strategy or labeling computer
components.
Assessable
Task:
- Term 4 Test: Final assessment to evaluate
knowledge and skills from the term.
References:
- Making a Living Syllabus, Grades 6-8: All relevant units, Pages 20-23.
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